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Learn to Write and Draw Letter Shapes With Play-Based Art, Map-Making & Imagination | ADHD -Dyslexia - Autism & Neurodiverse Inclusive

From scribbles, to lines, to shapes, and - eventually - letters, handwriting fluency develops gradually. Using our imaginations, open-ended art and play to draw amazing story-telling maps and other pictures, we will use a developmental approach to build pencil grip, hand strength, coordination, shape-formation, spatial awareness and symbolic thinking skills that lead to confident handwriting.
Alice Campbell MTeach (PreK - Yr 2), MPlayTherapy
175 total reviews for this teacher
7 reviews for this class
Completed by 27 learners
Class
35 minutes
per class
Once per week
every week
4-7
year olds
2-5
learners per class
per learner - per class

How does an "Ongoing" course work?

Meets on a weekly schedule, join any week, no need to catch up on previous material
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Automatic payment every Sunday, cancel any time
Great for clubs and for practicing skills

How Outschool Works

Available Times

Pacific
๐Ÿ”ฅ This class is in high demand! 2 of 3 classes have sold out.

Available Times

Pacific
๐Ÿ”ฅ This class is in high demand! 2 of 3 classes have sold out.
There are no open spots for this class, but you can request another time or scroll down to find more classes like this.

Description

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. 

______________________________
๏ผฉ๏ฝŽ๏ฝ”๏ฝ…๏ฝŽ๏ฝ„๏ฝ…๏ฝ„ใ€€๏ผฌ๏ฝ…๏ฝ๏ฝ’๏ฝŽ๏ฝ‰๏ฝŽ๏ฝ‡ใ€€๏ผฏ๏ฝ•๏ฝ”๏ฝƒ๏ฝ๏ฝ๏ฝ…๏ฝ“
1. I understand that symbols can be used to communicate ideas, things, thoughts, and concepts.
2. I can create and use symbols and shapes to communicate meaning, and to understand other people. 
3. I can create and use representations to organise, record and communicate ideas and concepts. 
4. I can begin to understand key literacy and numeracy concepts and processes, such as letter-sound relationships, concepts of print, and the ways that texts are structures. 
______________________________
๏ผญ๏ฝ๏ฝ”๏ฝˆ๏ฝ…๏ฝ๏ฝ๏ฝ”๏ฝ‰๏ฝƒ๏ฝ“ใ€€๏ผฃ๏ฝ๏ฝŽ๏ฝ”๏ฝ…๏ฝŽ๏ฝ”ใ€€๏ฝ๏ฝŽ๏ฝ„ใ€€๏ผฃ๏ฝ๏ฝŽ๏ฝƒ๏ฝ…๏ฝ๏ฝ”๏ฝ“
~ Counting.
~ Subitising.
~ Comparing number.
~ Adding/ subtracting.
~ 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 (volume).
~ Measurement (angle and turn).
~ Classification and data analysis. 

______________________________
๏ผถ๏ฝ๏ฝƒ๏ฝ๏ฝ‚๏ฝ•๏ฝŒ๏ฝ๏ฝ’๏ฝ™ใ€€๏ฝ๏ฝŽ๏ฝ„ใ€€๏ผณ๏ฝ๏ฝ…๏ฝ…๏ฝƒ๏ฝˆ
Throughout the 20 different sessions in this class we will explore vocabulary and many parts of speech relating to the content, concepts, and activities we are exploring. These words will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. 

โ€‹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 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: 

๐—˜๐˜…๐—ฝ๐—น๐—ถ๐—ฐ๐—ถ๐˜ ๐—ฉ๐—ผ๐—ฐ๐—ฎ๐—ฏ๐˜‚๐—น๐—ฎ๐—ฟ๐˜† ๐——๐—ถ๐˜€๐—ฐ๐˜‚๐˜€๐˜€๐—ถ๐—ผ๐—ป
Explicit vocabulary discussion means that, in this class we not only use words, but we 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. 

๐—˜๐˜…๐˜๐—ฒ๐—ป๐˜€๐—ถ๐˜ƒ๐—ฒ ๐—–๐—ผ๐—ป๐˜ƒ๐—ฒ๐—ฟ๐˜€๐—ฎ๐˜๐—ถ๐—ผ๐—ป
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 for children to have many 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 each session about the things that have captured their interest and which 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 hold a Bachelorโ€™s degree in Nursing, and am also a qualified, registered Teacher with a Masterโ€™s Degree in Early Childhood Education. I am currently completing a Masters Degree in Play Therapy. Throughout my career, I have gained a range of specialised skills and certifications. In literacy development these include certifications/ licensing/ training in the Michigan Essential Literacy Practices, Multi-sensory literacy teaching (including Orton Gillingham), and MiniLit/ MacqLit. 

All materials used in my classes are 100% original and authored by me. Where I use books, I have obtained written permission from the publisher/ copyright holder. My classes are individualised to each child, and activities are flexible and open-ended. I do not use "purchased lessons" or photocopied worksheets.
There is no homework in this class. However, children may wish to continue working on their projects after class. 

Children will need assistance from an adult to prepare and set-up prior to each session. This will typically take 5 - 10 minutes 
๐Ÿ Paper for drawing, painting, and gluing. My recommendation is paper that is A3 or A2 size - which are big enough for children to create story maps. However, smaller scrap paper is fine too. Some parents also like to use an A3 or A2 visual diary or folder to keep everything together. ๐Ÿ Some things to draw with. It is nice to have at least 2 - 3 of these, but at least one of the following: - Oil pastel crayons - Colour pencils - A sharpie pen or black texta - Colour markers or textas ๐Ÿ I find this class works well for some children if they also have a small number of *miniature* (matchbox sized) toys (e.g. a few cars and a person or two, or a few rocks or sticks that they can use as "things"). Please feel free to bring these. However, please note that some children may be so excited about their toys that they are unable to focus on the core drawing and story activity. If this happens, I will contact you and recommend that we more gradually introduce toys into the class over a period of a few weeks. _______________________ HIGHLY RECOMMENDED but OPTIONAL These materials will provide additional fine-motor practice as well as creative (symbolic and flexible thinking) interest. You won't need every item for every class - you might like to collect them over the first few weeks. ๐Ÿ Play dough ๐Ÿ Glue (I like to use white/ Elmerโ€™s/ school glue in a dish with a brush as this is often easier for children to use) ๐Ÿ A ball of string or yarn. ๐Ÿ A collection of small boxes, or recycled packaging/ containers ๐Ÿ A pair of child-friendly scissors. ๐Ÿ Paints (acrylic) and brushes ๐Ÿ If you child wants to include construction: a supply of small boxes and recycled packaging
Learners will not need to use any apps or websites beyond the standard Outschool tools.
35 minutes per week in class, and no time outside of class.
Some modelling doughs may contain wheat. Please use a wheat/ gluten-free substitute if your child has an allergy, intolerance or inability to digest wheat.
This class is informed by the following approaches to literacy learning: 
๐Ÿ Principles and Practices of High-Quality Phonics program (UK)
๐Ÿ MacqLit (Aus)
๐Ÿ The Michigan Essential Literacy Practices (Pre-K, K - 3) (US)

This class is based on the extensive research about the impact of early drawing and graphic representation, and later literacy skills, such as outlined by Steffani & Selvester (University of California): The Relationship of Drawing, Writing, Literacy and Math in
Kindergarten Children.

Teacher

Alice Campbell MTeach (PreK - Yr 2), MPlayTherapy
๐Ÿ‡ฆ๐Ÿ‡บ
Lives in Australia
Play-Based Learning For All Children - In The Real Wonderland
175 total reviews
353 completed classes

About Me

๐—›๐—ฒ๐—น๐—น๐—ผ! ๐— ๐˜† ๐—ป๐—ฎ๐—บ๐—ฒ ๐—ถ๐˜€ ๐—”๐—น๐—ถ๐—ฐ๐—ฒ.

I am a verified ๐—ข๐˜‚๐˜๐˜€๐—ฐ๐—ต๐—ผ๐—ผ๐—น ๐—”๐—–๐—˜ ๐—˜๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ผ๐—ฟ 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...ย 
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