This is a unique class on Outschool. 

This class uses an active and hands-on "hybrid" learning approach where learning takes place in nature. Using imaginative story-telling we will introduce key concepts and creative thinking. 𝗔𝗖𝗧𝗜𝗩𝗘, 𝗖𝗛𝗜𝗟𝗗-𝗟𝗘𝗗 𝗔𝗡𝗗 𝗣𝗟𝗔𝗬-𝗕𝗔𝗦𝗘𝗗 𝗟𝗘𝗔𝗥𝗡𝗜𝗡𝗚 then takes place off-screen, and outdoors in nature, using all-seasons play-based challenges, quests, experiences and activities. 

The class provides a comprehensive and interactive outdoor bush kindy/ forest school curriculum for young children all over the world, flexible enough to be adapted for children of different ages, cultures, abilities and learning preferences. Course materials provide support and guidance so that the curriculum can be taken "as is". Or, it can modified and adapted for homeschool or unschooling inquiries, to meet your own approach. Enrolment in this class provides access to a LARGE set of curriculum resources including:

~ 𝗙𝗼𝘂𝗿 𝗯𝗲𝗮𝘂𝘁𝗶𝗳𝘂𝗹, 𝗵𝗶𝗴𝗵 𝗾𝘂𝗮𝗹𝗶𝘁𝘆 𝗼𝗿𝗮𝗹 𝘀𝘁𝗼𝗿𝗶𝗲𝘀 (all written and told by the teacher), that combine traditional and fairy-tale story-telling approaches, science-of-reading literacy approaches, PLUS the magic of vivid, modern animation to bring concepts (and imagination!) alive;

~ 𝗧𝘄𝗲𝗻𝘁𝘆-𝗲𝗶𝗴𝗵𝘁 𝗼𝗽𝗲𝗻-𝗲𝗻𝗱𝗲𝗱, 𝗽𝗹𝗮𝘆-𝗯𝗮𝘀𝗲𝗱 𝗻𝗮𝘁𝘂𝗿𝗲 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝗶𝗲𝘀. These are intended to be taken 𝗼𝗳𝗳-𝘀𝗰𝗿𝗲𝗲𝗻 and are provided in PDF format so you can simply print and take them with you outdoors. Each activity prompts children to build on, and explore the key science/ math/ literacy concepts introduced in each weekly story, and are suitable for a range of ages, interests, abilities and neurotypes. These core activities are flexible: they can be done as simple one-off activities (30 - 45 mins) to fit in with other commitments. Alternatively, children can spend extended time or even many days exploring the activity for deeper investigation. 

~ An additional five extension activities and prompts for each daily "core" activity (that is... a 𝘁𝗼𝘁𝗮𝗹 𝗼𝗳 𝟭𝟰𝟬 𝗮𝗱𝗱𝗶𝘁𝗶𝗼𝗻𝗮𝗹 𝗻𝗮𝘁𝘂𝗿𝗲-𝗯𝗮𝘀𝗲𝗱 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝗶𝗲𝘀!). These extension activities can be used to prompt deeper imagination and engagement in nature, and the learning concepts. These are open-ended, and use principles of play-based learning to foster children's inquiry, autonomy and critical thinking. 

~ Also included are detailed 𝘀𝘂𝗴𝗴𝗲𝘀𝘁𝗶𝗼𝗻𝘀 𝗳𝗼𝗿 𝗮𝗱𝗮𝗽𝘁𝗶𝗻𝗴 𝗲𝗮𝗰𝗵 𝗰𝗼𝗿𝗲 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝘆 for inclusive learning:
... accommodating differences in sensory, processing and other learning preferences to make nature-based learning more accessible and meaningful for neurodivergent learners; and
... older/ more mature learners (including 2e learners) so they can also benefit from nature-based learning in a way that is meaningful and relevant to their interests and learning needs. 

✅ If you intend to complete the class independently (i.e. without uploading your activities or wanting teacher feedback), you 𝗱𝗼 𝗻𝗼𝘁 𝗻𝗲𝗲𝗱 𝘁𝗼 𝗲𝗻𝗿𝗼𝗹 𝘀𝗶𝗯𝗹𝗶𝗻𝗴𝘀, and can simply enrol one child to access the curriculum activities as a family. 

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Ｃｌａｓｓ　Ｄｅｓｃｒｉｐｔｉｏｎ

If there is one thing we know about nature-based play and learning, it is that it fosters children’s capacity for joy, attention, calm and deep thinking. This makes it an ideal context for authentic learning that lasts. Research (e.g. Fleer, 2017) also shows that imaginative, active play improves knowledge of science, maths and literacy concepts compared to traditional "classroom" teaching. 

In this class, there is an invitation to connect and play with (and in!) nature in many different ways, for every day of the week. Activities are not instructional, but play and discovery-based. This means that all activities are designed to foster and gently stretch children's literacy, scientific, mathematical, critical thinking and personal/ social skills through nature-based play, art and storytelling. 

Activities are also relevant to a range of seasons and environments (snow, rain, sun, sand, urban, city, rural etc.)...so you can connect with nature...where-ever you are. Although this is a flex class, interaction does 𝗡𝗢𝗧 consist of passive video viewing or following along with pre-set instructions! Children are invited to actively engage with, think about and interact with nature in real, hands-on ways. Weekly activities include challenges, quests, art projects, detecting, investigations and active observation. These are completed off-screen, to allow maximum opportunities to engage with nature. 

Each and every daily activity is supported by six more extension ideas and prompts (meaning that there are over 190 activities included in this curriculum package!), as well comprehensive and neuroaffirming suggestions for modifying activities to include both neurodivergent learners and older siblings. 

There is no obligation to complete every activity or to follow a particular timetable. The curriculum has been designed to be child-led. Families can choose which activities are most interesting and which ones support their learning - at a time that suits them. 

Likewise, each child has agency and autonomy in their learning. Activities are designed so that children are not passively "given" knowledge to memorise. Each child makes choices and decisions about how they do each learning experience. This ensures each child is an active creator, who influences and impacts their own learning experiences and directions. 


The content of this class is centred around a weekly concept or idea. These are: 

𝗪𝗲𝗲𝗸 𝟭: 𝗠𝘆 𝗣𝗹𝗮𝗰𝗲
There are so many wonderful places in the world! Rainforests, deserts, mountain ranges and the sea...and even our local city park. Our activities this week invite children to deepen their connection to their own local areas. We will explore, notice, document and experiment to discover what makes our own place unique and special. 

𝗪𝗲𝗲𝗸 𝟮: 𝗦𝗽𝗲𝗮𝗸 𝗪𝗶𝘁𝗵 𝗧𝗵𝗲 𝗧𝗿𝗲𝗲𝘀!
This week, we will choose from activities to explore trees and other plants we find in our special place. We will explore the science, mathematical and engineering wonders of trees - but we'll also begin to think ways that trees influence people too. We'll use our attention to notice the sounds, textures, and colours of trees; the homes they provide for our favourite creatures (and the odd fairy or dragon), and the stories they tell. 

𝗪𝗲𝗲𝗸 𝟯: 𝗖𝗼𝗹𝗼𝘂𝗿, 𝗖𝗼𝘂𝗹𝗼𝘂𝗿...𝗘𝘃𝗲𝗿𝘆𝘄𝗵𝗲𝗿𝗲
The natural world offers an extraordinary palette of every colour in the rainbow. This week we dive into the mysteries of colour - wondering what colours we can find, which ones we prefer, what we can create with nature's colours, and how on earth does nature make so many of them! 

𝗪𝗲𝗲𝗸 𝟰: 𝗔𝗻 𝗔𝗱𝘃𝗲𝗻𝘁𝘂𝗿𝗲 𝗣𝗹𝗮𝘆𝗴𝗿𝗼𝘂𝗻𝗱
This week we focus on all the ways our senses help us connect with nature: sight, sounds, taste, texture and touch, smell...as well as movement, balance and feeling. Through these sensory experiences we come alive in the playground of nature. 

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Ａｃｔｉｖｉｔｉｅｓ　ａｎｄ　Ｃｏｍｍｉｔｍｅｎｔ

The content for each week includes a story, and activity prompts. 

The collection of four stories (one per week) centres around the sweet gnomes of Whisper Woods: Jasper (he/him); Jasmine (she/ her); and Juniper (they/them). In each story, one of the gnomes faces a dilemma or challenge, and must take a journey to connect with nature, to discover the solution. The stories are written by the teacher (Alice Campbell) and use implicit imagination to spark children's critical thinking (rather than giving explicit 'moral' instruction that tells children what to think). Stories are told orally, using a video format with vivid and delightful animations, rich (tier two) vocabulary, and plenty of hidden surprises for children to find, so as to invite active participation rather than passive viewing. 

Forty-nine activities are provided each week (7 core activities + 42 extension prompts). The weekly activities are centred around the central theme, concepts and language introduced in the weekly story. Activities are provided in a PDF "book" format. This ensures you can download the content you want to take with you outdoors, without having to rely on a screen. It also means that you can keep the activities "forever", and can continue using the curriculum long after the course is finished. 

Most activities will typically take around 30 minutes (give or take!) if done as described. However, they are easily extended into longer periods of outdoor play, learning and discovery if desired. They can also be shortened for children who need additional support with attention or focus. 

Each activity includes:
✫ prompts for the main activity
✫ suggestions for six learning extensions and variations. 
✫ suggestions for adapting activities for learners with needs relating to neurodivergence and/ or age.

This means that you can adjust the time, depth or complexity of the activities to suit your child, lifestyle, location and season. 

𝗬𝗼𝘂 𝗰𝗮𝗻 𝗰𝗵𝗼𝗼𝘀𝗲 𝗳𝗿𝗼𝗺 𝗮𝗻𝘆 𝗼𝗳 𝘁𝗵𝗲 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝗶𝗲𝘀 𝘄𝗵𝗶𝗰𝗵 𝘀𝗽𝗮𝗿𝗸 𝘆𝗼𝘂𝗿 𝗶𝗻𝘁𝗲𝗿𝗲𝘀𝘁𝘀 𝗮𝗻𝗱 𝗶𝗺𝗮𝗴𝗶𝗻𝗮𝘁𝗶𝗼𝗻! 𝗬𝗼𝘂 𝗱𝗼 𝗻𝗼𝘁 𝗵𝗮𝘃𝗲 𝘁𝗼 𝗱𝗼 𝗲𝘃𝗲𝗿𝘆 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝘆 𝗲𝘃𝗲𝗿𝘆 𝗱𝗮𝘆: 𝘆𝗼𝘂 𝗺𝗮𝘆 𝗷𝘂𝘀𝘁 𝗰𝗵𝗼𝗼𝘀𝗲 𝗼𝗻𝗲 𝗼𝗿 𝘁𝘄𝗼 𝗳𝗼𝗿 𝘁𝗵𝗲 𝘄𝗲𝗲𝗸. 𝗢𝗿 𝘆𝗼𝘂 𝗺𝗮𝘆 𝘄𝗮𝗻𝘁 𝘁𝗼 𝗱𝗼 𝗮𝗹𝗹 𝗼𝗳 𝘁𝗵𝗲𝗺! 𝗜𝘁 𝗶𝘀 𝘂𝗽 𝘁𝗼 𝘆𝗼𝘂 𝘁𝗼 𝗰𝗵𝗼𝗼𝘀𝗲 𝘁𝗵𝗲 𝗻𝘂𝗺𝗯𝗲𝗿 𝗼𝗳 𝗮𝗰𝘁𝗶𝘃𝗶𝘁𝗶𝗲𝘀 𝗮𝗻𝗱 𝘁𝗵𝗲 𝗱𝗮𝘆𝘀 𝘆𝗼𝘂 𝘄𝗶𝘀𝗵 𝘁𝗼 𝗱𝗼 𝘁𝗵𝗲𝗺 𝗼𝗻. 

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Ｃｌａｓｓ　Ｓｔｒｕｃｔｕｒｅ

𝗠𝗼𝗻𝗱𝗮𝘆𝘀* - Weekly materials are uploaded, and include:

✫ A pre-recorded video (approx. 5 – 7 minutes) with a story about one of the gnomes from Whisper Woods. The story is read aloud, and is an animated "video book" format. 

✫ An activity book (PDF), which contains the seven different activities relating to the weekly theme - one for each day of the coming week. Also included are 35 different extension activity/ prompts, and guidance notes for adapting activities for differences in learning needs/ ages. Children can choose any number of activities they want to do. 

(*Please note: I live in Australia, which means Monday here, may be Sunday for you!). 

𝗠𝗼𝗻𝗱𝗮𝘆 - 𝗦𝘂𝗻𝗱𝗮𝘆
Once you receive the activities for the week, you can choose which ones you would like to do, how many, and when you would like to do them. 

Children then have the option to share their activities, creations or stories  as a photo, video or classroom entry during the week. All children posting in the classroom will receive a video response to their work. I normally post these responses at the end of each week. 

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Ｉｎｔｅｒａｃｔｉｏｎ　ａｎｄ　Ｐａｒｔｉｃｉｐａｔｉｏｎ

𝗜𝗻𝘁𝗲𝗿𝗮𝗰𝘁𝗶𝗼𝗻 𝗶𝗻 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 𝗶𝘀 𝗼𝗽𝘁𝗶𝗼𝗻𝗮𝗹. Learners may elect to complete the activities independently, without sharing in the classroom or seeking teacher feedback. 

For learners who wish to interact with me, they may share photos, videos or comments about their activities in the classroom setting. At the end of each week, I will provide feedback to each individual child about any discoveries they share, with an emphasis on reinforcing their ideas and sparking deeper curiosity and motivation. Together, we will also be able to look at how (and where!) each of us did our nature activity, or what we discovered, and to share our responses with each other.  

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Ｉｎｃｌｕｓｉｖｅ　Ｐｌａｙ　＆　Ｌｅａｒｎｉｎｇ　Ｅｘｐｅｒｉｅｎｃｅｓ...Ｆｏｒ　Ａｌｌ　Ｌｅａｒｎｅｒｓ

All children have preferred ways of engaging with learning content. 

Typically, children learn best when they can engage with content in a way that reflects their own unique preferences. 

I endeavour to ensure that this class is inclusive of all learners (including E and 2E learners). I do this by structuring classes, activities and conversations so each child can choose to engage in the whole class, using whatever way is most appropriate, meaningful and rewarding for them.

In this class, where we will be exploring and playing in nature, I structure each experience so that children may elect to engage through any one or more of the following ways:
~ sensory experience
~ gross motor learning
~ exploring and discovering the properties of materials
~ manipulative and fine motor activity
~ sorting/ aligning/ categorising/ patterning activity
~ exploring cause and effect
~ problem-solving
~ construction
~ imitation and role play
~ fantasy/ imaginative play and creativity
~ game play
~ art and artistic play

Using activities which support multiple types of engagement, means that each child is able to participate in whatever way is most meaningful for them and to gain a truly personalised learning experience. 

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Ｔｅａｃｈｉｎｇ　Ａｐｐｒｏａｃｈ

This information will help you decide if my approach is a "good fit" for your child.  

This class is designed to ensure each child has the best possible child-led, personalised learning experience. I believe that learning comes not from memorising abstract facts, but though children being able to create and make sense of new ideas. To guide this learning, children need to have immersive, play-based experiences which allow them to think and engage deeply. 

Child-led learning means that your child decides how they participate and what they focus on in our class. In this class, I do not tell children what to think about, or what to focus on. Instead, my goal is to respond to your child's unique internal motivation. I do this by using stories, art, creativity and conversation to spark engagement. I then support each child to respond to these ideas and to follow their interests in a way that the class content and material comes to life for them. This helps make their learning become meaningful and sustained. 

You may see some differences in my classes, from the traditional US-based pre-K/ K/ early elementary and seated classroom approach. My aim is to extend your child's learning beyond our allocated screen time, through teaching and classroom practices such as:

🦋 Child-led learning (not teacher-led instruction)

🦋 Shared understanding (not imposing meaning)

🦋 Individualised and humanising relationships (not standardised expectations)

🦋 Hands-on, authentic play (not lectures)

🦋 Deep experimentation with creative, scientific, mathematical and relational process (not factory produced products or worksheets)

🦋 Collaboration and meaning (not rote memorising)

🦋 Imaginative resourcefulness (not mundane replication) 

🦋 Growing children's passions (not their performance)

🦋 Reading and responding to children’s cues, behaviours and signals (not managing, pathologising or fixing them)

🦋 Being an adult who is in calm control (not an adult who is battling for control and compliance)

My teaching approach tends to suit families who are seeking a humanising and wholistic learning experience for their young child.