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Science & Nature

Fairyology: The Science, Maths, Literacy and Art of Fairies, Pixies & Elves

In this multi-sensory and hands-on class we discover the science, maths, literacy, writing & engineering secrets of Fairies, Pixies and Elves...through creative play, open-ended art, imagination, experiments and free talk (English) conversation. This class is part book club, art studio, science lab and social club...and part magic!
Alice Campbell MTeach (PreK - Yr 2), MPlayTherapy
179 total reviews for this teacher
1 review for this class
Completed by 3 learners
  There are no upcoming classes.
year olds
learners per class


Charged upfront
$21 per class
Meets 1x per week
Over 5 weeks
40 minutes per class

There are no open spots for this class.

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Class Experience

The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea, and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. 

Intended Learning Outcomes

1. I can explore, infer, predict, and hypothesise in order to develop an increased understanding of the environment and my relationship to it. 
2. I can combine fine-motor, cognitive skills and thinking strategies to achieve increasingly complex patterns of activity to create, communicate, solve-problems and adapt to new situations. 
3. I can manipulate objects and resources in order to investigate, take apart, assemble, invent, assemble, construct, and experiment with cause and effect.
4. I can make predictions and generalisations about different environments, and communicate these using language, gestures, numbers, and symbols.
5. I can use language, gestures or visual symbols to communicate and convey meaning about social and personal experiences; mathematical ideas and scientific concepts. 

Critical Thinking Question(s)
1. Are fairies real? How do we tell the difference between something that is real, and something that is not?
2. What do fairy stories teach us about our world?
3. What would it be like to be a fairy?

Science Content and Concepts
~ Living things are adapted to a particular ecology.
~ Living things grow.
~ Engineering involves designing something to solve a problem. 
~ The structure of something influences its function. 
~ Light comes from a source, and travels through the air. 
~ An ecology is made up of many different plants and animals that all interact together. 
~ Oil and water are different substances, and oil repels water.
~ Water moves across a surface.
~ Fire is a source of heat and light. 
~ We see colour when light is reflected off a surface. 
~ The earth's surface is made up of soil, rocks, water and plants.
~ Things move and stop as a result of forces. Forces are "pushes" and "pulls". Gravity is a type of force. 

Mathematics Content and Concepts
~ Counting.
~ Subitising.
~ Comparing number.
~ Composing numbers.
~ Patterns, structure and algebraic thinking.
~ 2D shapes.
~ Composing 2D shapes.
~ Disembedding shapes.
~ 3D shapes.
~ Composing 3D shapes.
~ Spatial visualisation and imagery.
~ Spatial orientation. 
~ Measurement (length).
~ Measurement (area).
~ Measurement (angle and turn).

Vocabulary and Speech
This class will provide a setting for children to develop and practice their vocabulary and speech relating to the content, concepts, and activities we are exploring. The words we will be using will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. 

​Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual and gestural vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. 

Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes: 

𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻
Explicit vocabulary discussion means that, in this class we not only use words, but we may also sometimes talk about them. We might discuss, for example:
~ what does this word mean?
~ what words would communicate what we want? 
~ what other words can we use for this?

While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 

𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻
While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is sufficient opportunity for children to engage in meaningful, two-way conversations that are interesting to them. 

To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout this class about the things that have captured their interest or that they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech. 
I am both a trained nurse and Masters qualified Early Childhood teacher, and a Play Therapist. I have over 30 years experience in working with young children, specialising in designing programs to improve children's neurodevelopmental, educational/ learning and mental health/ well-being outcomes in both "typical" and complex circumstances. I have received numerous government and industry awards for my work in both teaching and therapeutic practice. 
There is no assigned homework in this class. 

In some cases, depending on the pace that each child prefers working at, they may not finish their project in the allocated class time. In this case they can continue working on their projects after class. 

Following each session, I will also provide a handout with suggestions for (optional) activities, play and art to extend children's off-screen learning and interests between sessions.  

Prior to each session, children will need assistance to prepare and set-up. This will typically take 5 - 10 minutes for most sessions.  
 1 file available upon enrollment
If you are unable to find anything on this list, please contact me as I can usually recommend a substitute. 𝗠𝗮𝘁𝗲𝗿𝗶𝗮𝗹𝘀 - 𝗪𝗲𝗲𝗸 𝟭 ~ A 250g packet of air-dry clay (white is best for this project) OR home made salt dough (a recipe using flour, salt, water and vegetable oil will be provided on enrollment). ~ A hard, flat surface to work on. ~ A sheet of baking paper. ~ Some colourful, water-resistant items (buttons, ribbons, sequins, pebbles, shells, yarn, glass beads/ sea glass, feathers, etc.). ~ A child-safe knife or cutting tool (such as a butter knife). ~ A rolling pin is helpful, but optional. 𝗠𝗮𝘁𝗲𝗿𝗶𝗮𝗹𝘀 - 𝗪𝗲𝗲𝗸𝘀 𝟮 - 𝟱 𝗔 𝗹𝗶𝘀𝘁 𝘄𝗶𝗹𝗹 𝗯𝗲 𝗽𝗿𝗼𝘃𝗶𝗱𝗲𝗱 𝗮𝘁 𝘁𝗵𝗲 𝗲𝗻𝗱 𝗼𝗳 𝗲𝗮𝗰𝗵 𝗰𝗹𝗮𝘀𝘀, 𝗼𝘂𝘁𝗹𝗶𝗻𝗶𝗻𝗴 𝘁𝗵𝗲 𝗺𝗮𝘁𝗲𝗿𝗶𝗮𝗹𝘀 𝗿𝗲𝗾𝘂𝗶𝗿𝗲𝗱 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗳𝗼𝗹𝗹𝗼𝘄𝗶𝗻𝗴 𝘄𝗲𝗲𝗸. 𝗧𝗵𝗶𝘀 𝘄𝗶𝗹𝗹 𝗲𝗻𝘀𝘂𝗿𝗲 𝘆𝗼𝘂 𝗰𝗮𝗻 𝗸𝗲𝗲𝗽 𝘁𝗿𝗮𝗰𝗸 𝗼𝗳 𝘄𝗵𝗮𝘁 𝘆𝗼𝘂 𝘄𝗶𝗹𝗹 𝗻𝗲𝗲𝗱 𝗳𝗼𝗿 𝗲𝗮𝗰𝗵 𝘄𝗲𝗲𝗸. In summary, the ESSENTIAL materials needed for weeks 2 - 5 will include: ~ A good collection of different cardboard boxes (e.g. cereal or shoe box size, milk carton size, and smaller), interesting shaped food packaging. ~ A packet of paper straws. ~ A packet of craft sticks. ~ Fabric and wool/ yarn scraps, different colours. Cotton, felt, furry, silky, tulle are all acceptable. If you don't have fabric scraps, you can usually pick up some old pillow cases and sewing off-cuts from the thrift store. ~ Some "split pins" (also called "paper fasteners") - cheap at most stationery stores ~ An empty plastic drink bottle (size should be 1 - 2 litres). ~ A bottle of cheap vegetable oil. ~ 2 neon highlighters of the same colour (any colour is fine - but they should be the same). ~ Alka-seltzer tablets (parents to supervise these). ~ Water colour paper (2 - 3 sheets) ~ A small amount of milk - around 1/2 cup. ~ A small amount of dish washing liquid - around 1/4 cup. ~ Food colours. ~ Cotton buds/ cue tips or toothpicks. ~ A foil or plastic tray. ~ White/ pvc/ Elmer's/ school glue ~ Some acrylic paints. I recommend having white + at least 4 different colours. These are available cheaply from most $2 shops or department stores. ~ 3 - 4 paint brushes of different thickness. ~ Some dishes for mixing paints in. ~ Any lovely items you collect on a nature walk - leaves, flowers, acorns, pine cones, interesting pebbles, bits of bark, feathers, etc.
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. 

However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. 

To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). 

I then routinely provide feedback to children. This may consist of: 
~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting");
~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or
~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). 

This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have traveled in their learning, and then "what comes next" in their learning. 

I welcome questions and inquiries from parents about their child's learning progress. 
40 minutes per week in class, and no time outside of class.
~ Children will need assistance to prepare and set-up prior to each session. This will typically take 5 - 10 minutes.  

~ Some of the materials needed in this class will need to be collected from nature in your local park, streets or neighbourhood. Many families like to do this by doing a treasure hunt on a "nature walk" prior to the class.  

~ This class includes a strong focus on children's hands-on participation and agency. Please be aware that some activities are "messy", and I suggest having a large tray, towel or sheet to ensure easy clean-up following the class. Children should wear clothes that you are comfortable if they get messy or stained.  

~ In this class you have the option of using home-made salt dough using flour, salt, water and vegetable oil. If your child has food allergies, please ensure to use flour and oil types that they are not allergic to. 

~ Although I am a qualified nurse and play therapist, I do not provide any nursing or medical care, or therapy in this class. The purpose of this class is outlined in the class description and objectives in the learning outcomes. 
This class is inspired by the book "Good Fairies" (Brian Froud). We will share some selected (age-appropriate) art work from this book during the class (used with permission), as well as traditional fairy folk tales. 

Teaching approaches in this class are drawn from:
~ Waldorf and Montessori teaching philosophies
~ Play-based learning, with a focus on Play Profiles (Sara-Lea Chazan).
~ Imaginative Pedagogy (Kieran Egan)
~ Eight-Ways Pedagogy (Tyson Yunkaporta)


Alice Campbell MTeach (PreK - Yr 2), MPlayTherapy
Lives in Australia
Play-Based Learning For All Children - In The Real Wonderland
179 total reviews
363 completed classes

About Me

𝗛𝗲𝗹𝗹𝗼! 𝗠𝘆 𝗻𝗮𝗺𝗲 𝗶𝘀 𝗔𝗹𝗶𝗰𝗲.

I am a verified 𝗢𝘂𝘁𝘀𝗰𝗵𝗼𝗼𝗹 𝗔𝗖𝗘 𝗘𝗱𝘂𝗰𝗮𝘁𝗼𝗿 and I help families from all over the world, who are searching for meaningful alternatives to high-pressure and standardised teaching approaches. An increasing number of parents... 
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