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Outdoor Activities Considerations

• Supervision: Ensure adequate supervision for students during the outdoor animal hunt, especially near garden beds, trees, or uneven terrain.

• Allergies: Check for any known insect or environmental allergies (e.g. bees, ants, grass).

• Animal Handling:

  - Instruct students not to touch or pick up animals (especially spiders, slugs, centipedes, or unknown insects).

  - Use visual observation only and remind students to respect all living creatures.

• Hygiene: Ensure handwashing or sanitiser is available after the activity.

• Sun Safety: Remind students to wear hats and sunscreen if the hunt is conducted in direct sunlight.

• Footwear: Ensure students are wearing appropriate closed-in shoes for outdoor exploration.

Online Safety Considerations

• Approved Website Use:

  - Direct students to the specific URL only:

  - Pre-check the link to ensure it is accessible/avoid technology issues and confirm it is age-appropriate

• Scissors

  - Ensure they are child-safe (blunt tip).

  - Supervise closely when in use and set expectations of no running when holding scissors

  - Model safe behaviour of using scissors when moving around the classroom

• Elastic bands or string

  - Risk of snapping

  - Instruct students to pull gently and never aim at faces.

• Ensure students regularly clean up the workplace to prevent any clutter

• Ensure there is enough room for pairs to work effectively without bumping into each other

• Keep scissors, rubber bands and glue in a small container to avoid any spill or injury

• Content: Vary what students learn (e.g., offering texts at different reading levels).

• Process: Use different methods for learning (e.g., visual, kinesthetic, auditory activities).

• Product: Allow students to show their understanding in different ways (e.g., poster, essay, video).

2. Culturally Responsive Teaching

• Integrate students' cultural backgrounds into the curriculum.

• Use examples, texts, and references that reflect diverse perspectives.

• Show respect and validation for all cultures and identities.

3. Scaffolding

• Break tasks into smaller, manageable steps.

• Use graphic organizers, sentence starters, and guided practice.

• Gradually remove supports as students gain independence.

4. Universal Design for Learning (UDL)

• Multiple means of representation: Present information in various formats (audio, video, visuals, text).

• Multiple means of engagement: Offer choices and foster motivation.

• Multiple means of expression: Let students demonstrate learning in different ways.