I’ve been reflecting a lot on our first year of homeschooling and what worked best for us. There were days that went so well and others that went terribly. I have a tendency to force things sometimes, particularly art and handwriting. I have this idea of how things should look and sometimes I forget that I’m working with a 7 and 4 year old…
The two things that could ruin a perfectly good day were – not planning our day out and having unrealistic expectations of my children and myself. As I plan for the upcoming year, I am constantly taking these two things into consideration.
Last year my oldest, Draven, was in 1st grade and we used Ambleside’s curriculum guide that follows Charlotte Mason’s method of teaching. I have really grown to love the use of what Charlotte Mason describes as living books to teach children a range of subjects from history to geography to science and beyond. Oftentimes you can combine subjects with living books.
A few months into last school year I made adjustments as some of the books have difficult language for a six year old, and sometimes for his mom as well. This year I’m feeling a bit more adventurous and have created my own syllabus based around living books and tailored to our interests (a copy is at the bottom of this post if you can’t wait). I did keep a few books Ambleside suggested and we are following their bible guideline because I think it’s spot on.
We won’t follow the syllabus exactly every week but it will be used asmore of a guideline so we don’t leave anything important out and stay on track for the year. We may not even get to everything because sometimes we end up spending longer on a book or subject matter or discover something else that interests us. This is where child-led learning comes in and where it’s important for me to keep my expectations in check. While I’ve created our curriculum around my children’s current interests, I’ve also left room for things that spark new interests and am willing to deviate a little from our original plan. So keep in mind as I share my syllabus, that it is a working document and will most likely be edited several times as our interests develop. My plan is to share resources, successes and failures throughout the year.
Our day starts around 7:30 with breakfast. I typically read a few poems aloud while they eat. We don’t analyze anything at this time, just read and enjoy the words. We also work on memorization before leaving the table. For September we will be reciting The Lord’s Prayer, The Pledge of Allegience and Karate Concepts 1-4 (something they must memorize for belt tests at their karate school). After breakfast we move to the backyard or living room to practice yoga. My kids love doing yoga with me and especially enjoy meditating. This doesn’t last longer than 10 minutes and it’s a great way to get focused for the day. They may practice their karate forms at this time as well. We always end our yoga time with prayer and daily intentions.
The majority of our work is done between 8:30 and 12. Draven will work on math independently after a little instruction (we use Math Mammoth) and I will give Cullen his reading lesson (we are working through Teach Your Child to Read in 100 Easy Lessons). I realize it’s early to teach reading (Cullen is 4) but he is very interested so we will through the lessons as long as he stays engaged. I will read aloud several stories for both boys and we will work on a map project (using Pin It Maps) or watercolor painting. We use Waldorf’s wet on wet water coloring technique. It’s quite easy and always turns out beautiful (expectations friends).
The kids will then have a bit of free time to play while I get lunch ready. After lunch, the paintings are dry and we use them as base for Draven to write his narration and Cullen to write letters and simple words. They create beautiful backgrounds for their work. If you’re unfamiliar with narration, it is simply the retelling of a story back in your own words. This is our writing, grammar and spelling rolled into one activity. Last year, I had Draven tell me each narration after a story while I wrote it down. I read it back to him and we made changes together before he copied it onto his paper. As he copied, we focused mainly on handwriting and punctuation. This year he will be writing his narrations from memory which is much more difficult but will allow us to go deeper with grammar and sentence structure. After the boys are done writing, they will add an illustration to go with their story.
After narrations are complete, the boys may work on a science project, craft project, or Spanish, which is done Online through Foreign Languages for Kids by Kids. This is their only source of technology in our school day and a treat they look forward to.
Mixed in throughout the day, the boys are helping with household chores and their baby sister. Cullen may play with Storie while Draven and I read a difficult book and Draven may read books with Storie while Cullen and I practice sounding out words.
We are so fortunate to be involved in a wonderful co-op this year that meets every Monday for additional literature, art and science studies. We also attend classes at our local library and parks, lead a Wild Explorers Club, regularly go on field trips, train in karate and Draven will begin guitar lessons this fall.
Below is our syllabus for September which outlines our core reading, written work, memorization and all other activities. I also created a weekly schedule to reference until we get back into the flow of regular school days. I’m happy to send one or both in excel form if you comment below with your email. Currently, I’m researching Waldorf methods for Cullen and Storie and plan on sharing our daily rhythm soon. Happy homeschooling friends!