Due to rather a lot of interest in our recent escapades with the Ministry of Education, I thought I'd post a copy of our exemption application.
I was in two minds when I did this - I really didn't want to give TOO MUCH information out of the concern that the MOE will start to expect it from everyone if too many people do this.
But on the other hand, this was the first application I had done like this. The previous five have been a bit different. But not much.
As it turned out - I had not given TOO MUCH information. The MOE had more questions for me (see my last blog post).
Anyhoo - here it be. And if anyone wants to use it as a model for their own application please feel free if you can do so honestly knowing that you are going to use the same approach as us.
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What and how we intend to teach – our
philosophy/approach.
We use what we have come to call a
Natural Learning approach. It is child-led/delight directed learning
taking elements from the following sources:
Researching each of the above areas, we
have developed and use our own “spiral curriculum” – so called
as it is planned monthly, and we revisit the whole curriculum each
year, recapping what we have learned previously and then going deeper
and deeper into various topics as the children show interest.
Each month in our Spiral Curriculum has
seasonal activities and discussions on many and various topics. As
soon as Joseph’s interest in sparked in an area we delve further
into that area. If he doesn’t seem ready for the information, or
not interested we know that going further into the subject may spoil
his enjoyment for that subject later, so we either wait until that
topic comes up again the next year – or talk about it if Joseph
brings the subject up himself (he may have been spending time
considering what we have been talking about) – or more usually we
would talk about that particular topic again if it comes up again
naturally. An example of which: some time ago when we had been
discussing letterboxes – construction, use etc. The children
became extremely interested in letterboxes when we started actually
spotting quirky or handcrafted letterboxes locally – some time
after the original discussion took place. One of the younger children
was going through a “posting things” stage, and so the others
made a “letterbox” for that younger child, and made “letters”
for the child to post, and then collect in a bag and deliver to
family members.
Using this system of learning Joseph
will naturally go deeper into subjects each time they come up, and
remember what he has learned from the previous discussions/projects.
When we use our Spiral Curriculum it
takes place during the time of day we call “Cozy Time” where
there are songs (including action songs), discussions, fingerplays,
art lessons, short reading sessions (for example reading a portion of
a health/manners/geography type book – often Rod & Staff
Publishers), language lessons, games etc – whatever suits the age
and interests of the children. Joseph has been raised in this
environment and it is natural to him. We have a large number of
games and activities that we have developed into a booklet and we
take ideas from that.
Joseph participates as he is
interested, but is always around, absorbing what the others are
doing.
Much of our learning is oral, but often
spills over into games the children invent. As an example, whilst
watching a favourite BBC documentary series “Wartime Farm” the
children made a wartime shop where MANY experiences were discussed
and agreements/disagreements were involved.
The most effective and appropriate time
for Joseph to learn is when he’s interested, and he is encouraged
and respected when he has questions, which he often has i.e., during
a rain storm he may ask about rain, clouds etc. We will either just
discuss things, or look in books.
This is a sample from our Spiral
Curriculum, which, as mentioned, is based on what we consider to be
the “best” of many educational styles.
MARCH
Early
Autumn
Character
Quality: Boldness vs Fearfulness
Fun
Studies:
drying
flowers
deciduous
trees
how
to sincerely congratulate someone
seas
and oceans
harvesting
and saving/storage of food
light
and heavy
sea
life
migration
stacking
blocks to make an arch
architecture
gorse/flax
plastics
re-writing
a newspaper article
send
cards to people we know
reciting
– focus on not fidgeting
(these
studies may be oral, books, videos, hands-on activities, but always
done in a very natural way, not forced and Joseph is free to come and
go as his interest leads).
Games:
name items, child repeats then goes and touches them (i.e., chair,
cushion, door)
Draw
five dots then join them to be head, hands, feet
Memory
– items on a tray, take one away
Sort
buttons
Play
with precious things in the box
Make
tents
Beanbag
toss
Write
story – write a piece, fold paper and pass it on to another to
continue– two characters/this day they were/but suddenly/it was
just as well that/the end.
This list of subjects and games is a
springboard for me to use for the month. We are never restricted by
this list though, and will often delve into another subject (perhaps
from something we have seen/heard, learned in a book etc) when
interest comes up.
If, one year, we don’t get round to
studying a particular topic, then it will be covered the next year.
Any of the above subjects may be
“studied” by talking about them, or in a hands-on way –
writing, drawing, making something, playing with things etc which
really cements the learning in Joseph’s mind. I keep in mind the
topics for the month, and “strew the path” (to quote Sandra
Dodd) with resources (library books, our own books, science
equipment, art and craft supplies etc) and activities (trips out,
games, building projects etc) pertinent to those topics.
For example: Flower drying – I will
keep in mind that this topic will be looked at in March. When we are
having a walk around the paddock I might pick a few flowers and
briefly discuss them with Joseph – the name of the plant –
whether it is a weed (a plant growing in the wrong place) or
something we have planted; we’ll discuss the colour, the pattern of
the petals, maybe we’ll take a flower apart. When we get home
we’ll put various flowers carefully between two pieces of cartridge
paper, with paper towels to protect the pages, in a heavy book.
We’ll write on the calendar when we can open the pages to look at
them again, discussing time, weeks, days at the same time.
Another learning tool we enjoy is a
“Current Subjects” poster which I change every few weeks –
it is kept on our fridge, so we see it every time we sit at the
kitchen table. It is a strong visual resource spotlighting an
artist and their style of art; a person from history; a
hymn; a poem; a piece of scripture; an animal.
We discuss these posters as a family and Joseph is very much part
of the discussion, and absorbs much of the information.
The current poster we have features
Artist: Albrecht Durer.
This has already invoked discussions on Germany, the sound of a “u”
when the amlaut is over it (like the oo sound in “food”), in the
quote from the artist we have the word “youngsters” – would
Albrecht Durer really have used that word in the mid 1500’s? and
many more things)
Historic Person: King
Charles the II. We have discussed the fashion at the time of this
King, where this King was in time compared to Cromwell, was this
around the time of the classic literature “Children Of The New
Forest” (which we have read, and will re-read next winter), we
discussed the King’s nickname – The Merry Monarch, and other
things.
Our hymn is “Will your
Anchor Hold” which we sing every so often, allowing the words to
be memorized naturally.
Poem: We have chosen a
very long poem - a favourite of our older boys – “Saddle To
Rags” written in the 1700’s presumably, discussing a highwayman
intent on robbing an old man, but the tables are turned. I read
this through often and Joseph absorbs it naturally as he loves the
rhythm, the rhymes and the mental imagery. He often asks me to
recite it at other times, and so I retell as much as I can remember
– he often prompts me in the places I have forgotten.
Our piece of scripture is
Proverbs 12:15. We use the King James Version for memorisation as
the language is rich and there are many benefits for Joseph growing
up hearing this language being used.
The animal we are currently
studying is the “Streaked Tenric” - a favourite due to his cool
hairstyle, and colour. From discussing the Tenric we learn about
Madagascar, we try to pronounce the Latin name (Hemicentetes
semispinosus) and we talk about habitat and other interesting
points.
(In relation to Latin we often learn
the Latin and Greek roots of words, and I have made a card game where
we learn fun Latin names of animals (i.e., Gorilla = Gorilla
Gorilla) – Joseph absorbs and remembers these extremely
easily.)
Literacy is covered in the many hours
we spend reading together. Our reading aloud sessions as a family
cover such classics as Henty, Ballantyne, Laura Ingalls Wilder etc,
and then we have one-on-one reading sessions too with just Daddy and
Joseph, or Mummy and Joseph, or his big sister and Joseph.
Joseph takes over reading more and more
as his enjoyment and confidence increases. His favourite books
currently are Dr Seuss, and entwined in the reading are many
discussions including those on grammar, punctuation, fantasy,
artistic style etc. Joseph learns and retains all this information
very naturally in our style of education.
Health and Physical Education – we
have many discussions about healthy lifestyle choices – Joseph is
very aware of making healthy decisions in relation to food, drink and
enjoyable, healthy, respectful pastimes. These things are learned
from many discussions, from topics coming up naturally, or from a
story that I might invent about a child who did not make good
decisions – which is always enjoyed! We live on over 2 acres and
Joseph runs, trampolines, climbs trees and generally has a lovely
life.
Maths – we have always used
Math-U-See, and the concepts learned in the early years are covered
very naturally in everyday life currently. When Joseph is ready he
will start Math-U-See bookwork. In the meantime he is learning to
add, multiply, divide, subtract, looking at telling the time, making
charts, graphing, learning shapes and colours – all through natural
life.
Languages – Joseph could count to 20
in German from an early age simply because we were learning German,
and would sing songs and he absorbed what was interesting to him. He
is extremely verbal and has a large vocabulary. This is built on
naturally from many discussions where Joseph is respected and
listened to.
When Joseph produces some paperwork we
keep this in his schoolwork box, which will eventually be turned into
a notebook style of record (a ring binder). I am constantly
monitoring his progress in our discussions, and looking at his
readiness for various tasks and learning skills.
Joseph’s sister is very keen on
photography, and we have thousands of photographic records of our
activities.
Some Of The Resources I Intend To
Use/Am Using
As previously mentioned we use
Math-U-See
The Internet – supervised use to look
up things of interest and watch programmes
The local libraries – borrowing books
Parks – walks, games, meeting friends
Beaches – walks, games
Over 1,000 books in our personal
library – fiction and non-fiction
Daddy’s workshop tools – supervised
use of tools and being around/learning the names and function of
various machines
Mummy’s art and craft supplies –
free use of various art supplies, making things alone or designing
them and having Mummy make them
Cameras – taking photos and videos
and enjoying them again later
Toys – construction toys like Duplo,
Lego, Magna Tiles, wooden blocks, train sets, dress-up clothes,
Playmobil, small cars, puzzles, logic games etc
Sewing machine and relevant equipment
(the children use a hand-cranked Singer machine)
Musical instruments – guitars, piano,
ukulele, tin whistles, chromaharp
Moutere Hills Community Centre – we
have been involved in an art group, the recent book stall, and hope
to become more involved this year in various events and happenings at
the Centre.
Educational Goals
We would like to see Joseph continue to
love learning as much as he does. To be able to read fluently,
choose high-quality literature along with more easily read books, to
be able to speak and write effectively, communicating his thoughts
and beliefs easily and well. If we can keep him blossoming and
growing, allow his personality to develop, his character traits to
strengthen, provide and equip him with things to allow intelligent
growth, give him time and space to think, philosophise and theorise
then we shall be happy. When Joseph does not know the answer to
something, we are confident that he will know WHERE to go, to find
the answer.
Our Vision
We would like for Joseph will be
literate, competent with basic maths/English skills (or advanced
skills if his nature is so inclined) be thoughtful, kind, considerate
of others, have a wide general knowledge, a high degree of competent
independent life skills, be responsible towards his
family/community/country/world, be respectful, have covered so much
educational material during his early years that he can be sure of
his likes and dislikes which will lead him into a profession of his
choosing where he can find contentment.
Special Project or Topic Plan
Please see the information above in
relation to our “Current Subjects” poster. The plan for learning
is that I will compile information on topics that I know Joseph and
the other children will be interested in. I am completely confident
that whatever I expect the educational outcome to be the children
will far exceed this with our discussions and subsequent rabbit
trails and interests sparked from one point. As previously
described, I will use resources including the internet, our own
books, our art/craft supplies, technological tools we have (Daddy’s
workshop, Mummy’s sewing machine, digital SLR camera, computers,
printer, tablets) or anything else that fits the need.
Our educational and learning moments
are from wake up to sleep time. There is not a time when Joseph is
switched off. We have lived this lifestyle for so long, and Joseph
has been born into this, and so it is completely natural to him.
TOPIC PLAN
It is not unusual for us at any time,
on any day, to play a game involving the world map. Joseph will be
given a pointer to use (a stick) and be asked to point out New
Zealand. Then we will ask him to show us Australia, then New
Zealand. Next I will point out Japan, and subsequently ask him to
show me Australia, Japan and New Zealand … gradually new countries
are added in as he becomes confident and familiar. It is our
expectation that Joseph will eventually have a thorough knowledge of
the world’s geography, peoples, history, and learn many
geographical terms (ocean, lake, pond, isle, island, reef, headland,
cove, river etc etc.) Learning in this way is easy and fun and
Joseph asks for more and more! Next time we are discussing say,
marsupials, and mention Australia, Joseph will remember where
Australia was on the world map. And next time we are drawing maps
of imaginary places, Joseph will remember the difference between a
peninsula and a bay.
Natural Learning is joyful and
exciting, enabling Joseph to put “puzzle pieces” together
naturally, at his own pace – making discoveries, “joining the
dots” and making learning “his own”. Whether it be
technology, geography, social studies, the natural world, art,
physics, logic, languages – whatever the “subject”, natural
learning is truly as natural as breathing for Joseph.
We have a weekly schedule (copy
attached) that shows mealtimes, playtimes, jobs, quiet times –
EVERY single one of these activities is an educational time and a
learning time when it includes discussions, sharing, exploring
things, and Joseph feels very free to ask questions and provide his
thoughts.
Joseph’s Dad is a joiner with many
years experience who loves his family and spends all his spare time
with the family – working on the house or the property, or on
various things the children want built, or helping them learn how to
use his fully equipped workshop. We are blessed to have a Daddy like
this. Daddy is gifted in science, electronics, logic, mathematics,
technology and physics areas.
Joseph’s Mum is an experienced home
educator with a passion for Natural Education. She is an artist and
craftsperson, writer and researcher. She is completely committed to
her family. Her areas of interest are the arts, communications and
encouraging others.
Joseph’s siblings are his team where
he feels secure and loved, and learns many lessons including sharing,
communication, working together, teaching them and learning from
them.
Joseph will enjoy his first term at
gymnastics when the classes start up soon at the local Community
Centre – we are waiting for the schedule to be organised so we can
register for this. The family have attended the same church for the
last 10 years, and Joseph is well-known by everyone when he attends.
