Strings and Things
Not Applicable for Early Years
Australian Curriculum
Learning Outcome Links
The outcomes listed below are some of many we have aligned with this workshop.
Science Understanding
ES1
Objects are made of materials that have properties ACSSU003
The way objects move depends on a variety of factors, including their size and shape ACSSU005
S1
Everyday materials can be physically changed in a variety of ways ACSSU018
Different materials can be combined for a particular purpose ACSSU031
Earth’s resources are used in a variety of ways ACSSU032
A push or a pull affects how an object moves or changes shape ACSSU033
S2
Natural and processed materials have a range of physical properties that can influence their use ACSSU074
Forces can be exerted by one object on another through direct contact or from a distance ACSSU076
S3
Changes to materials can be reversible or irreversible ACSSU095
Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources ACSSU097
Science as a Human Endeavour
ES1
Science involves observing, asking questions about, and describing changes in, objects and events ACSHE013
S1
Science involves observing, asking questions about, and describing changes in, objects and events ACSHE021 & ACSHE034
People use science in their daily lives, including when caring for their environment and living things ACSHE022 & ACSHE035
S2
Science involves making predictions and describing patterns and relationships ACSHE050 & ACSHE061
Science knowledge helps people to understand the effect of their actions ACSHE051 & ACSHE062
S3
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions ACSHE081 & ACSHE098
Scientific knowledge is used to solve problems and inform personal and community decisions ACSHE083 & ACSHE100
Critical reflection Prompts
How did my own experiences and knowledge influence my understanding and actions of this workshop and activities experienced?
How did I acknowledge and provide opportunities for the needs, perspectives, and opinions of the children in this workshop and interactions?
Is this an experience that I could extend upon?
Is there an area of knowledge I need to extend upon as an educator to further the experience for the children?
Was every child supported to participate in the workshop?
Did every child have the opportunity to work independently or collaboratively within the workshop?
My Time Our Place
Learning Outcome Links
The outcomes listed below are some of many we have aligned with this workshop.
Outcome 2: Children are connected and contribute to their world.
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
Outcome 4: Children are confident and involved learners.
Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating.
Children transfer and adapt what they have learned from one context to another.
Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
Outcome 5: Children are effective communicators.
Children interact verbally and non-verbally with others for a range of purposes.
Children engage with a range of texts and gain meaning from these texts.
Children begin to understand how symbols and pattern systems work.
National Quality Standards
Outcome Links
Quality Area 1.1.3
Quality Area 1.2.2
Quality Area 1.2.3
Quality Area 1.3.3
Quality Area 3.2.2
Critical reflection Prompts
How did my own experiences and knowledge influence my understanding and actions of this workshop and activities experienced?
How did I acknowledge and provide opportunities for the needs, perspectives, and opinions of the children in this workshop and interactions?
Is this an experience that I could extend upon?
Is there an area of knowledge I need to extend upon as an educator to further the experience for the children?
Was every child supported to participate in the workshop?
Did every child have the opportunity to work independently or collaboratively within the workshop?
Strings and Things
Risk Assessment
Hazard: Crafting Tools (Scissors, Glue, etc.)
Risk: Children may injure themselves using scissors or glue, potentially leading to cuts, burns, or skin irritation.
Control Measures:
Provide child-safe scissors and non-toxic glue.
Demonstrate the correct use of tools before allowing children to begin crafting.
Supervise children closely during the crafting process and assist as needed.
Ensure a first aid kit is readily available.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with appropriate supervision and safe materials.
Hazard: Small Parts (Puppet Joints, Strings, Beads)
Risk: Children may swallow or choke on small parts used in puppet construction.
Control Measures:
Use larger components wherever possible to reduce choking hazards.
Provide clear instructions to keep small parts away from mouths.
Supervise children closely, especially younger participants.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with vigilant supervision and use of appropriate materials.
Hazard: Sharp Objects (Needles, Wire, etc.)
Risk: Children may accidentally poke or cut themselves while assembling their marionettes.
Control Measures:
Limit the use of sharp objects and use blunt alternatives where possible.
Demonstrate the safe handling of any sharp tools before the activity begins.
Supervise children during assembly and provide assistance with difficult tasks.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with controlled use of tools and close supervision.
Hazard: Tangling of Strings
Risk: Children may accidentally tangle the strings of their marionettes, potentially causing frustration or injury.
Control Measures:
Provide instructions on how to manage and untangle strings properly.
Encourage a calm and patient approach to handling the marionettes.
Assist children in untangling strings as needed to prevent frustration and mishandling.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with proper guidance and support.
Hazard: Puppeteer Movements
Risk: Children may trip or bump into others while practising with their marionettes, leading to potential falls or minor injuries.
Control Measures:
Ensure the puppeteering area is clear of obstacles and has sufficient space for safe movement.
Instruct children to be mindful of their surroundings and maintain a safe distance from others while practising.
Supervise the activity to prevent rough or overly enthusiastic movements.
Person Responsible: Workshop facilitators and supervising adults.
Risk Likelihood: Low, with a well-organised space and clear instructions.
Last Reviewed August 2024
Regular monitoring and supervision by trained staff or educators are essential to mitigate risks and ensure the safety of all participants during the workshop. Risk likelihood is assessed based on the probability of occurrence and potential severity of each risk.
Please list additional risks/hazards and/or considerations specific for your centre.