Belinda Moore

After re-reading an article I wrote about our schedule in 2003, I was inspired to write about how we’re living and learning differently in 2007.

13 year old:

Daily: Maths text book - Mathematics For Living - Mathematics Around the Home (9/10), Writing (letters, journal, fiction, poetry/songs), Reading (mainly non-fiction).

Semi-regularly: Yoga, Walking in nature, Story of the World, History text book - Foundations (8), ScienceWorld 7 (highschool), Italian (Volare and Ciao Primo Quaderno), Art, Computer (Anime, emails, msn, music), Singing.

Weekly: Rehearsals/class for drama production at local theatre.

Fortnightly: Art Classes - grid drawing with charcoal and more.

Important incidental learning: meeting new friends, getting together with friends, focus on wardrobe, skin care, hairstyles, chores (cooking, housework), increased responsibility during outings and use of phone and money etc, trips to the local markets and running errands in town.

11 year old:

Daily: RIC New Wave Mentals maths book, Writing (especially journals) and Write Well 6, Art & Craft (especially knitting), Reading (including reading aloud to siblings), outdoor play and gardening, imaginative play, violin practice.

Semi-regularly: Walking in nature, Nature Study, bicycle riding, Story of the World.

Weekly: Rehearsals/class for drama production at local theatre, violin lesson, Computer (games)

Fortnightly: Art Classes - grid drawing with charcoal and more.

Important incidental learning: meeting new friends, getting together with friends, chores (cooking, housework, animal care), increased responsibility during outings and use of phone and money etc, trips to the local markets and running errands in town, learning to use email and the Internet, singing.

10 year old:

Daily: RIC New Wave Mentals maths book, Writing (especially letters), Art & Craft, , Reading (including reading aloud to siblings), outdoor play, imaginative play, violin practice.

Semi-regularly: Walking in nature, bicycle riding, Story of the World, Computer (games).

Weekly: Rehearsals/class for drama production at local theatre, violin lesson.

Fortnightly: Art Classes - various.

Important incidental learning: meeting new friends, getting together with friends, chores (cooking, housework, animal care), increased responsibility during outings and use of phone and money etc, trips to the local markets and running errands in town, learning to use email and the Internet, singing.

8 year old:

Daily: RIC New Wave Mentals maths book, Handwriting Book, Computer (games), Reading (including reading aloud to siblings), outdoor play, imaginative play.

Semi-regularly: Walking in nature, bicycle riding, Story of the World, Art & Craft, novels read aloud by parents, stories on CD.

Important incidental learning: meeting new friends, getting together with friends, chores (housework, yard work), increased responsibility during outings and use money etc, trips to the local parks and running errands in town, family music sessions.

5 year old:

Daily: Handwriting Book, Computer (games), outdoor play, imaginative play, Art & Craft.

Semi-regularly: Walking in nature, bicycle riding, Story of the World, stories read aloud by parents and siblings, stories on CD.

Fortnightly: Art Classes - various.

Important incidental learning: meeting new friends, getting together with friends, chores (housework), trips to the local parks and running errands in town, family music sessions, dancing.

3.5 year old:

Daily: Computer (games), outdoor play, imaginative play.

Semi-regularly: Walking in nature, bicycle riding, Story of the World, stories read aloud by parents and siblings, stories on CD, Art & Craft.

Important incidental learning: getting together with friends, limited chores, trips to the local parks and running errands in town, family music sessions, dancing.

It’s difficult to paint the bigger picture of our learning journey. We camp, go on outings, spend time with friends, watch documentaries, build lego villages, share meals, visit farms, build things, cook food, make music, take photos, plant trees and so much more. Home based learning allows us the time to indulge in our interests and discover who we are.

Looking back over my 2003 observations, we are still adhering the the “Head, Heart, Hands” philosophy, which seems like a natural rhythm to the day. I’m doing less music theory and Italian with some of the children because I found that they just weren’t ready. In the past couple of months of learning violin, two of the children have learnt as much music theory as I would teach in a year. More proof that timing is everything!

One thing I do regret about a less formal timetable is that I am not committing to extending their skills. When we don’t allot a certain time or certain day to learn sewing or a new song, for example, weeks can pass without much progress. This comment may seem to contradict the previous paragraph, but I do believe that some skills benefit from regular instruction and/or practice. We strive for balance, though, and communicate often with the children about what they desire to learn or do.

Our style of home education may become more or less formal next year. For some children, academics might increase, for others bookwork might decrease. Each child is working at their own level. One child might do three years’ worth of Science text books in a six-month period, because she craves that method of learning at a certain time. Another child could spend hours practicing an instrument in order to progress through the levels and be able to play more impromptu music for the joy of it. Sometimes it might take two years to complete one year level of handwriting, because it doesn’t really interest the child to practice more regularly. This freedom to choose what and when one learns is one of the main benefits of home education as I see it.