Travel to Space and Paint Your Own Galaxies, Skies and Rainbows | Play-Based & Interest-Led Learning
Inspired by NASA astronomy, little STEM astronomers and artists will use imagination, play, stories, science & open-ended art to create a sparkly, multi-colored painting of space, planets, galaxies, skies, rainbows & Auroras | #academic | Neurodiverse, Autism, ADHD, Dyslexia, Gifted Inclusive.
Class experience
𝗪𝗲𝗹𝗰𝗼𝗺𝗲 𝘁𝗼 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 𝗳𝗼𝗿 𝗹𝗶𝘁𝘁𝗹𝗲 𝗮𝘀𝘁𝗿𝗼𝗻𝗮𝘂𝘁 𝗮𝗿𝘁𝗶𝘀𝘁𝘀, 𝘄𝗶𝘁𝗵 𝗔𝗹𝗶𝗰𝗲 𝗖𝗮𝗺𝗽𝗯𝗲𝗹𝗹, 𝗳𝗿𝗼𝗺 '𝗜𝗻 𝗧𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱'! From May 2023, group classes from 'In The Real Wonderland' will only be offered on Outschool on a limited/ occasional basis. One-on-one, individually tailored play-based learning sessions will continue to be available on Outschool for the remainder of 2023. ___________________________________ 𝗧𝗲𝗮𝗰𝗵𝗲𝗿: Alice Campbell - In The Real Wonderland Class Description Why is the sky blue? It isn't...
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 participate in a variety of rich and meaningful inquiries. 2. I can make predictions and identify patterns about aspects of the natural world, and use mathematical language and symbols to communicate these. 3. I can use reflective thinking to consider why things happen. 4. I can experiment with ways of expressing ideas and meaning, using a range of media. ______________________________ Critical Thinking Question(s) 1. Can art look different to the "real thing"? 2. Can you touch colour? 3. Does colour communicate? 4. Where does colour come from? ______________________________ Science Content and Concepts ~ Sight is a sense that some people use to understand the world. ~ Some coloured things can mix to form other colours. ~ We see colour when light is reflected off a surface. ______________________________ Mathematics Content and Concepts ~ Composing 2D shape. ~ Spatial orientation. ~ Spatial visualisation. ~ Measurement (volume) ______________________________ 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 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 hold a Master of Teaching (Early Childhood) and have specialist skills in designing immersive education programs for young children, birth to age 8.
Homework Offered
Assessments Offered
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.Grades Offered
1 file available upon enrollmentFor this class you will need ~ At least one - 𝗮𝗻𝗱 𝗶𝗱𝗲𝗮𝗹𝗹𝘆 𝘁𝘄𝗼 - things you can use as a white, fabric canvas – most cotton fabrics will work well. For example: • An un-used cloth nappy • An old white pillowcase or tea towel. • An old sheet, • A length of calico or muslin ~ A tray or something waterproof to put your fabric canvas on. ~ Some food dye. Instructions for setting these up will be provided on enrollment. ~ Some spoons (which will be used for applying the paints). If you have them, you can also use other things for painting, such as sticks, different sorts of brushes or sponges, or even a twig with leaves on it!
Learners will not need to use any apps or websites beyond the standard Outschool tools.
~ We will be "painting" with food dye (which stains). Please do this activity on a hard floor, tray or other hard surface that can be easily cleaned (alternatively, children can take this class outside). Likewise, children should be dressed in old or "stain-friendly" clothes. ~ Children will need assistance to prepare and set-up prior to each session. This includes collecting a range of materials to use for art-making. Typically, most families do this by going on a nature walk prior to the class session.
PLEASE NOTE: At this time, Alice is on an extended medical leave. She is not currently booking classes and is unable to respond to messages at this time. - - - - - - - - - - - - - - Hello! My name is Alice. Through my independent teaching...
Group Class
$21
per classMeets once
40 min
Completed by 69 learners
Live video meetings
Ages: 3-7
4-6 learners per class