Why give children “real” art supplies

Moving into another year of home education, I’ve been reevaluating our approach to the way I offer the kids art opportunities. It’s changed so many times. I’d set up an art station with everything available so they could help themselves then move things in sight but out of reach so they needed to ask me to reach them. Then I’d totally revert. There’s been paint on cushions and glitter embedded in carpet. There’ve been times when I’ve needed to ask a baby to give me a pair of scissors left on the floor by a preschooler who’s moved on to something else. There’s been a lot of frustration around the whole thing.

Lately, we’ve reached a pretty happy place with it. We have two art stations, one in the dining room and one in the playroom. Only a few things are out so the kids aren’t overwhelmed by the options and we can see clearly where everything should go when it’s time to tidy up.

Something else has changed along the way. Bit by bit I’ve been upgrading the materials they use, trading in the “kid” options for real artist quality materials. Drawing pads to paints to sketchbooks to pencils they’ve all taken a step up and we’re really seeing the benefits.

I really think giving kids real tools and materials to work with respects their artistic efforts. It sends the message that we think what they’re up to is important and worth more than throwaway materials. The artist sketchbook my six year old uses for her nature journal has become a prized possession. Given the choice between that and a notebook with lighter weight pages, the choice was easily made. And I think it told her that I felt the observations and efforts making their way into that book mattered.

Unsurprisingly, this seems to motivate children to create. Real materials yield a greater reward, the colours more vibrant and the effects more pleasurable. As adults, we know the difference a pen that writes beautifully makes so why wouldn’t children feel the same.

Related, this then helps them to focus their artwork, spending more time on their pieces, really getting into the details, experimenting and mastering the materials they’re working with. This seems to create less waste as a result, too.

It inspires them to try new things, whether it’s thinking bigger or smaller, experimenting with different tools on a different kind of paper or attempting a totally new subject.

The end result also tends to better last and I’m inspired to take greater care in storing or displaying their work, which surely reinforces the cycle of respect and encouragement.

In collaboration with Office Stationery


How our third baby changed the way we home educate

Talitha takes books out into the garden on a sunny day. She’s reading about famous artists here.

When I was pregnant with Delilah, I fielded a lot of questions about how I’d cope with home educating then five year old Talitha when she was born. It’s amusing that they considered the new baby more disruptive to our set up than my wildly busy then two year old! How I’d respond depended on how well I knew the person asking and whether I felt energetic enough to explain that we weren’t in fact doing “school at home”, as they probably imagined. People asked out of interest and, to be honest, I also wondered how I’d cope, not just with homeschooling but with three children, in general.

Delilah turned one last week, neatly coinciding with the end of the school year. While we don’t really observe term dates, I took it as a marker of the time we’ve survived and in which we’ve even thrived. Looking back on this crazy year, my approach to home education has developed and changed in ways I couldn’t have expected.

I started the year holding tightly to the idea of structure. I had lists and plans, things I put together mostly with the children and while I never forced Talitha to do anything, I was very much the driving force in getting them done. I strongly encouraged her to do the things I thought she should be doing and found it difficult to let go emotionally when this inevitably became a battle of wills. It was frustrating for both of us.

A friend had suggested that in the new baby haze, I might want to consider unschooling, following the child’s lead and allowing her to learn through living, rather than keeping any rigid plans. Since my plans were pretty relaxed, I felt we could keep to a discernible schedule regardless and so I didn’t take the advice much to heart.

But. I’d forgot what having a newborn was like. I’d forgot what having a newborn who woke a lot in the night was like. I’d forgot what juggling the needs of a newborn and a two and a half year old was like, never mind throwing in the five year old who, though independent and rather helpful, still had needs too.

And I didn’t factor in that our lives would be majorly disrupted by Laurence staying over in Cornwall for part of every week or by going back and forth to Cornwall to house hunt or by the trip to Thailand. And I certainly could not have appreciated how thrown we would be, picking up our lives and moving from one part of the country to another.

A lot more than “just” a new baby made this a chaotic year. I think that’s why I clung for control. I felt so overwhelmed.

I began to be at war with myself, feeling we needed to keep to this arbitrary schedule and beating myself up because I couldn’t make it work for us. And I really wasn’t even attempting to sit us around a table with workbooks and a white board, honest.

Finally, I began to face up to the fact that I needed to work with things as they were and learn to live well in the present rather than daydream about what I’d do when we weren’t working around naps or when I had more sleep or when my three year old was more independent or even when my baby was a three year old (talk about wishing your life away!).

I totally appreciate that for some people, coping with disruption means holding onto more routine but for me, I needed to think smaller than that and seek to change myself rather than impose my will on my family – something I hadn’t even realised I was doing.

So, I got down to basics. What was really important in a day? What was the minimum I could leave on that list of things to do. Just as when Talitha was a baby I had to learn that there were seasons where I’d only get one or two household tasks done, I needed to pare the home education to-do list back too.

I arrived at “read books to them” and “get outdoors”. That’s all I was aiming to offer in a day. Anything else was an extra and the girls could autonomously find plenty to fill their time. Sometimes time outdoors would just mean a picnic in our garden, others it would be running about on a rainy winter beach. Sometimes it didn’t happen at all. I had to learn to be at peace with that too.


Above, Talitha decided to fill a calendar with important dates and both were using prompt cards to write and draw in their journals

I channelled my limited energy into making the various spaces we’ve been in as accessible as possible so the kids can create, explore and play without needing too much input from me when I might be stuck under a baby. I still view this as my primary responsibility in home educating – creating an environment that is child friendly and not overwhelming.

As the year went on, I began to relax more and more because I could see that they really were learning. After a couple of months of refusing to read aloud, Talitha was suddenly absorbed in chapter books, understanding what she was reading. She even started reading aloud again with a fluency that no one trained her into. Ophelia’s numeracy and dexterity took huge leaps. Both love books, are full of questions and are always making or experimenting. We haven’t done much crafting together this year but I’m often finding their creations, surprised by the thought that’s gone into it and what it says about what they’ve been exploring.

I began to appreciate learning where it was happening. Talitha might write a letter to a friend or a to-do list or invitations to her teddies, inviting them to a party. They might count for fun or try to logically work something out or play games and put together puzzles. Sometimes they get workbooks out for fun. Every day they’re making connections between experiences and conversations, things we’ve read or seen in a video and answers they’ve been collecting along the way.

Out of curiosity, I had a look at the national curriculum for Year One. Many things we’ve covered by accident or Talitha’s discovered through things she’s doing anyway. Other things I figure she’ll get to when and if she needs them. We’ve delved into yet others that aren’t on the curriculum, mostly guided by their interests though I do also throw things in the way.


Baking is so often a great basis for both learning and reconnecting

I’m not totally sure what this means for the year ahead. I suspect we will, bit by bit, bring in a little more gentle routine to make sure we’re making the time for the things everybody wants to do. But I’m more aware of the need to keep taking the temperature of our family and working out where we’re at.

I am so grateful to have home educated this year. I’m relieved not to have had to do the school run with a baby and with a preschooler who has her own ideas about transitions. I also love that the girls have all had masses of time together. The older two gain a lot from being around a baby and learning that we slow down and adapt in times of great change.

Check out what we get up to day-to-day over on Instagram, especially in my stories.


Ten Charlie and the Chocolate Factory activities for younger children

This post was originally published in November 2015. It reappears here in collaboration with million eyez.

We’ve just finished a happy romp through the wonderfully bizarre world of Roald Dahl’s Charlie and the Chocolate Factory. Having realised from page one that this chapter book was going to be a hit, I gathered a few ideas for activities we could try alongside it. For my four-year-old, it was delightful to dig deeper into the experience of the story. For my 21-month-old, it meant she didn’t keep trying to pull the book out of my hand or take me some place else.

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Make a family tree
The book opens by orderly naming the people in Charlie Bucket’s family. I’d been wanting to do a family tree for a while so we took the opportunity to print out photos, cut and stick them and draw lines to show relationships. I helped Talitha with ours but she went on later on to draw Charlie Bucket’s family tree on her own.

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Sweetie Swoop game
We’ve been having fun with the whole sweetie theme by playing a board game called Sweetie Swoop which Talitha got for her birthday this year. It nicely accompanies chapter 11 where he goes into the sweet shop. It’s such fun. In general board games and card games are a brilliantly easy way to develop maths skills while doing something together that we both enjoy.

Drink hot chocolate
When you finally make it inside the chocolate factory, meeting the chocolate river calls for a drink. Preferably one offered in a cup by Mr Willy Wonka and not risking falling in!

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Make playdough sweets
Most of the time we read, we got out the playdough. Talitha made playdough sweets and both girls generally had fun squishing and making while listening to the story.

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The Inventing Room
This was an idea I came across on The Imagination Tree when looking for birthday party ideas. I put together an “inventing room” the night before which was the source of much excitement and creativity. I wish I’d taken more pictures because she got the stapler out and put together some 3D sweets later in the day.

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Make real sweets
Of course, who can read about all these amazing sweets and not want to munch something sweet. Better yet, make some! We tied this in with learning about Diwali by making coconut barfi. They were too sweet for the girls, though, so I wonder if we should have gone for biscuits in sweetie shapes instead.

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Play with fizz
All the experimentation you observe in the Mr Willy Wonka’s factory certainly tickles the imagination. The science fiction elements of this book are the bits that shine brightest. Talitha was quite taken with the fizzy lifting drinks that make you float upwards unless you burp to come down again. Inspired by this fizzy fun experiment, we got the muffin tin out and had a messy go (should have put a tray underneath as suggested in that post, mind!).

Here are few more ideas I came across but we didn’t get around to:

Make lickable wallpaper
Pipe cleaner lollipop craft
Chocolate play dough recipe

Do follow my Learning to Love Words board on Pinterest:

Follow Adele’s board Learning to Love Words on Pinterest.

I’d love if we could share our ideas on how to help kids get into books and this million eyez Photobox offers the perfect medium. With million eyez you can start a photo box in a topic to receive authentic photos you can’t find, just as I’m hoping to do here, curating, communicating and organising to cleverly crowd source what you need. Just upload your photo of your literary kids activity, whether it’s a dress up, craft, baking, creative writing prompt or invitation to play. Let’s inspire each other!

via million eyez

If you’re a blogger, you can also enter million eyez’s amazing giveaway to win your own Olypus PEN camera here!


100 ways to home educate – How we do it

I volunteered to join in with the 100 Ways to Home Educate blog hop with gusto but now that I’m sitting in front of my computer, I’m left thinking, “But how do we do it?”

I’ve been really reluctant to talk much about this in anything but vague terms, partly because it’s ever evolving. As the girls develop, as I read and learn more, as our circumstances change, home education looks different in our family. So I suppose that openness to change is a defining characteristic of our approach. Talitha is five and a half, Ophelia is three years old and Delilah seven months old. Obviously, Talitha is the only one who’s of compulsory school age.

I can’t claim that we are unschoolers. I do offer activities using resources I’ve assembled and often have a plan for our days, even if loose and flexible. At the same time, I don’t force anything (though I might encourage) and I’m not particularly bothered if the day takes an entirely different shape to the one I imagined. The majority of my children’s time is taken up in free play and independent creating. Some would probably call us eclectic or maybe semi autonomous.

Certainly there’s been no typical week here for quite some time. Between Delilah’s birth seven months ago,  Laurence splitting his weeks between our home in Bristol and his work in Cornwall two weeks after, our trip to Thailand in December, packing up the house and moving in January and the last six weeks of getting to know Cornwall but staying in temporary accommodation a fair way from where we’ll be – well, the rhythms are all over the place.

Still, a few things remain constant. We spend some time each day reading. I read to them a mix of books I’ve chosen and books they have. There’s always a chapter book in there for Talitha (we’re reading Finn Family Moomintroll), picture books for Ophelia and Delilah and a Bible story. Everything else is ever changing. They might ask me to read a few pages from a Wildlife Trust magazine or an Usborne non-fiction book (space, volcanoes and Ancient Rome are current favourites), for instance.

We’ve come to really enjoy this dedicated time reading together. Though I do most of the reading, Talitha will sometimes ask to read to us. Ophelia also “reads” to us, keen to attempt anything her sister is doing.

The other constant in our days is time outdoors. Wanting our children to have masses of  outdoor play was a big motivator in choosing to home educate so we try to get outside every day, no matter what the weather is doing. We loosely follow a Charlotte Mason inspired nature curriculum mainly to give me ideas of things to notice since, having only lived in the UK for just over a decade and having a rather indoors childhood myself, British seasons, flora and fauna are all still new discoveries to me.

Some days Talitha might do workbooks or play Mathseeds or Reading Eggs on the computer. We play card games or she builds structures with various manipulatives (we have a Spielgaben set and cuisenaire rods) or Duplo and we talk about patterns, numbers and how to work stuff out. She loves writing out sums and testing me on them. If she has a question I don’t feel I’m answering well enough, we sometimes look at Khan Academy online to see how they’ve explained it. We were using a free maths curriculum for a while but, though she enjoyed it, I found it too labour intensive. At the moment, this interest-led approach is working well for us. Numbers naturally pop up everywhere in life, whether it’s telling the time or working out how much pocket money she has left. It’s amazing how much kids learn just by having an attentive adult on hand to chat things through with and the time to work on problems at their own pace.

Similarly, writing is child led. She loves to write lists and letters. I often find pictures and sentences related to something we’ve been reading about or something happening in her life. She’s been asking to learn cursive so I’ve started to introduce it using a printable from Twinkl and I can see that it might help her grow more confident with her spelling since she’ll be able to follow the shape of the word. Neither spelling nor cursive are things I’d be inclined to even mention right now so it’s interesting that she’s taken such an interest in them.

In terms of topics, we tend to be led by what either of the girls are showing an interest in. I jot down questions in the notes on my phone and remind them about them when it makes sense. Often something will emerge from an experience or a TV show. We went to a planetarium show back at half term and we had a book about space so we’ve wound up looking at videos and reading stuff off websites about the solar system. We talked about the recently discovered solar system with planets similar to Earth when the news broke.

We’re still finding our way with groups here in Cornwall but so far we’ve done one or two home ed groups a week and met up with friends outside of that, which is pretty much what we did in Bristol too. Talitha was doing ballet and swimming in Bristol and she’s asking to get something similar started again but I’m conscious that we need to move into our new house first and just get a bit settled. Also, at three, Ophelia might like to try something low structure too.

No doubt our approach will morph with time. They are so little yet. And I’m sure Ophelia’s path will look quite different from Talitha’s as we can already see that they’re quite different people. For now, this is a little look at how we’re gently dancing together.

Check out the days and ways covered so far on 100 ways to home ed and see the linky below for new ones added in the month of March.




Home education in times of chaos

I skipped out of doing a home education update for the last couple of months. It’s just been too much with three weeks in Thailand then the house move. Though we’ve now moved out of our home in Bristol, we haven’t moved into our new home near Falmouth. We’re staying in a holiday home near Newquay. It’s beautiful in this part of Cornwall but it’s also a bit remote both from Laurence’s work and from the groups we’re likely to join with, ongoing.

So the days with the kids are pretty long and we’re all doing rather a lot of driving. There is so much to enjoy about being here, though, and I’m looking forward to continuing to make the most of it with some days out planned to locations that will be a bit further away once we’ve moved.

I only say this to explain that I wasn’t sure I’d give an update this month either because we’re still feeling unsettled. Then again, transitions and times of being out of routine are also a part of home ed living so I thought I should write about that too.

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With the chaos of new baby, travels and house move it’s been difficult at times to maintain any sort of predictable rhythm to our days but one thing has remained the same. We read a lot of books and spend a lot of time outdoors. I was also making time to listen to Talitha read but we even fell out of a routine with that. She was instead left to read to herself or her little sisters, which she preferred at the time. Then, suddenly, I realised she was really reading everything, even chapter books. In fact, she started reading ahead in The Folk of Faraway Tree both because she didn’t want the session to end and also because then she felt less scared when I read the next chapter.

It’s become a habit for her to take books to bed, rushing independently through the bedtime routine so she could get into bed and curl up with whatever book she’s reading. Sometimes she manages fine on her own. Other times, she’ll enjoy reading then ask me to read the same chapter of whatever book again so she can learn any words she wasn’t sure about.

Her questions about reading or writing pretty much direct where we go in those areas at the moment. I’m just amazed by how this is all coming together, almost on its own. Ophelia too has started picking out letter sounds. Her progression is already incredibly different from her sister’s. It’ll be equally fascinating seeing how that takes shape too.

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Balancing their needs has been particularly challenging lately with one or the other making it clear when they’re feeling neglected. I often feel like there’s not enough of me to go around. At the same time, they’re learning important lessons about patience, independence and compromise.

Our times away and now in the holiday home have shown me that they really don’t need much in the way of toys. We have books, a few crafty, arty things that the girls have been freestyling with, Duplo, Lego, Hama beads, cuisennaire rods and that’s it.

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Seeing what’s happened with the cuisenaire rods has been pretty interesting because they’ve not played with them for ages but now, with less stuff out, they’ve been loving these. They primarily build with them, without any interference from me, but sometimes Talitha uses them to work out sums she’s not sure about. It’s really sparked an interest in number bonds for her. I notice her working on the same concepts across day-to-day play and conversations, using her pocket money and these rods. These concepts have also been coming up in Mathseeds, an online game she plays. She’s had a revived interest in working on written maths in a workbook she was doing, which was a surprise. Some of her questions were really challenging my ability to explain so we’ve started looking at videos on Khan Academy together, which she’s enjoying more than I could have expected.

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While venturing into these new spaces with my 5.5 year old, I have to keep remembering that my very nearly three year old needs puzzles and picture books, play and singing and dancing a-plenty. I sometimes have to be firm about carving out time to do what Ophelia wants to do now.

We’ve been in Cornwall for a couple of weeks now and have started meeting up with home ed friends we met when we came house hunting last year. We’ve also tried a couple of groups so far and have more visits planned this week. It’s such a relief not to worry about the community aspect of our choices. Though, just to contradict myself, we’ve also just spent a lot of time on our own, mostly on beaches. Right now we’re just getting our bearings but I’ve no doubt we’re going to be just fine settling in.

Home educating through chaos

Actually, what’s been hardest about this time of change has been the spotlight it’s put on how stretched I am, personally. In times of overwhelm, I find myself inwardly screaming “Me too! Me too! I have needs too!” Things are often out of balance, messy, imperfect. I don’t have all the answers about how to fix that, though I do have a few ideas (I need to get back to volunteering and some other work, for one).

Whereas in times past I would have felt guilty about not having it all sorted, treating feeling overwhelmed as if it were a moral failing, I’m actively trying to resist that vicious cycle. I’m also trying to savour the times when it’s all just fine and when I’m feeling thankful that we’re able to choose to live this way. There are a lot of those too.
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Every month, I give a little update on what we’ve been up to as part of This Homeschooling Life, a linky I host with blogger friends Jess and Polly. If you blog, consider linking up.

This Homeschooling Life is a linky sharing a week, a day or even just a moment from your life as a homeschooling family. We are hoping it will be a great way to discover new blogs and learn how we all do things differently.

The linky will open at 8am on the first Monday of every month and, throughout the rest of the month, the hosts will share your posts on their social media channels.

The Hosts:

Adele who blogs at Beautiful Tribe
Polly who blogs at Enchanted Pixie
FACEBOOK / TWITTER / PINTEREST / INSTAGRAM

The Rules:

1. Link back to one of the hosts. You will find the code for the badge at the bottom or if you prefer you can use a text link.

2. Link up a post from your month, no more than 3.

3. Link directly to a specific post, not your main blog.

4. Follow the hosts on at least one of their social media platforms.

5. Visit and comment on some of the other blogs linking up.

6. If you share on social media then you can use the #thishomeschoolinglife so we can all find each other.

This Homeschooling Life

An InLinkz Link-up



This homeschooling life – Our October

OK, so with more than half the month gone, this post is way overdue. Suffice to say, I’m finding life a bit overwhelming right now and whenever I sit down in front of a computer I just think about all the tough bits, stress out, then go watch Gilmore Girls on Netflix instead. Healthy. But Jess, Polly and I committed to this linkup a year ago and, darn it, I will keep going.

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Actually, as I sat down to write about what we got up to in October, my first thought was, “Asbolutely nothing! It was a chaotic month and there’s nothing to show for it.” But then I looked through my phone. We actually had a lot of fun together, even if it was mostly stopping to look at little ways the world changes at this time of year.

We had a lot of fun with leaves, printing, painting, sketching. We also read some poems about leaves changing colour in Autumn. It always amazes me when poetry is a hit, the words washing over the children even if they don’t totally understand what’s happening in the poems. I suppose that’s my experience of them too.

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Also, since October is basically pumpkin month, we used pumpkins as a canvas for painting and carved them on Halloween. I regret not letting the girls have a go for themselves. Certainly Talitha could have managed it but I was impatient to get it over with and risk averse, which meant they got less out of the experience than they could have done. Ah well.

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We spent a couple of weeks in Cornwall, housesitting for friends on their farm. The plan was to get to know Cornwall a bit more before we move but we wound up having to house hunt some more because we had to pull out of the house we were going to buy. We’re still looking, as it turns out.

Going there allowed us to visit National Trust properties. We met up with home ed friends Jess and her kids at Killerton on our way to Cornwall and went to Lanhydrock once we were down there. The older kids had fun doing a scavenger hunt around the house at Killerton and I wound up having an awkward conversation with someone there when he realised my eldest was school-aged but not in school. We’re bound to have more and more of these the older she gets so I’m trying to model courtesy and positivity but it was a reminder that sometimes the conversation is better off kept short.

Talitha went to a couple of home ed workshops without me this month. One was a fossil workshop at Bristol museum. She’s still mad on dinosaurs so it was a nice fit. The other was a mathematics day at At Bristol science centre. She had a brilliant time at both and I’m sure she learned lots but do you think she’d tell me much about what she did? Typical.

We also did lots of activities around Diwali in October, which was a fun opportunity to learn bits about India and about my home country, Trinidad and Tobago, too. We made air drying clay diyas, played with henna, coloured rangoli patterns, watched videos and photographs online and had a Diwali day at two different home ed groups, one in Bristol and one in Cornwall.

Our read aloud this month was My Naughty Little Sister. My mother bought the collection for the girls from a charity shop in the summer and I could not have predicted how much both of them would enjoy it. They found it hilarious, loved the pictures and Talitha asked lots about the era the book was set in because so many things were different. I think they strongly identified with the little sister too.

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Yet all these things are just details. I don’t feel that at their ages it really matters what they learn so long as they’re exposed to a reasonable range of things. Talitha is asking hundreds of questions a day. Learning is happening, whether I’m ready or not. I’m just trying to support that. And not go crazy when I feel like I can’t possibly take listening to another question. She’s reading everything or trying to, and she’s working out sums and subtractions in the things she sees – there is no stopping that. Even if she weren’t doing those things now, she’d do it eventually and what difference would that make in the long run?

This was a hard month, though. She and I clashed lots. I questioned a lot of my choices and felt like I had too much happening and not enough space to process it. Toddlers are hard work. Babies are hard work. I flitted back and forth on my educational philosophy. I wish I could be hardcore, radical and set on what I believe about family life or just about anything, really. But I’m not. I’m open to a lot of ideas and I probably think too much.

I look back on the month and I don’t know if I did it right. I just know I tried my best and we got through it and we will get through this month. When we do, I’ll hopefully remember how good it was more than how hard it was.

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Every month, I’ll give a little update on what we’ve been up to as part of This Homeschooling Life, a new linky I’m hosting with blogger friends Jess and Polly. If you blog, consider linking up.

This Homeschooling Life is a linky sharing a week, a day or even just a moment from your life as a homeschooling family. We are hoping it will be a great way to discover new blogs and learn how we all do things differently.

The linky will open at 8am on the first Monday of every month and, throughout the rest of the month, the hosts will share your posts on their social media channels.

The Hosts:

Adele who blogs at Beautiful Tribe
Polly who blogs at Enchanted Pixie
FACEBOOK / TWITTER / PINTEREST / INSTAGRAM

The Rules:

1. Link back to one of the hosts. You will find the code for the badge at the bottom or if you prefer you can use a text link.

2. Link up a post from your month, no more than 3.

3. Link directly to a specific post, not your main blog.

4. Follow the hosts on at least one of their social media platforms.

5. Visit and comment on some of the other blogs linking up.

6. If you share on social media then you can use the #thishomeschoolinglife so we can all find each other.

This Homeschooling Life

An InLinkz Link-up



This homeschooling life: Our September

I’m a bit late with this update but, hey, that’s life with a five year old, two and a half year old and very soon to be three month old. September was a busy month and, as ever, I’m glad I took pictures to remind me of some of what we got up to. Here are a few of the highlights.

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Aphablocks

Talitha finished the Alphablocks Reading Programme right at the beginning of the month. We hadn’t planned a break over the summer holidays as our routine wasn’t formal enough to warrant that but we ended up having a break nonetheless. The birth of a baby sister and an extended visit from my mother saw to that. When things started to return to normal, Talitha was super keen to finish the last couple of magazines in the series. On one hand, she was really pleased to get there (she has a thing about finishing things) but, on the other, it was all a bit, what now?

So we cracked out a Gold Stars Ready for School workbook that my mum picked up while she was over and Talitha is finding that a lot of fun. She’s continuing to read the Oxford Reading Tree books but, really, she’s having a go reading everything now. I think she enjoys the freedom it gives her, that she can get on with a lot of things on her own while I’m doing things with the other two. The Alphablocks Reading Programme has been a huge hit here and I’ll probably consider getting it again for Ophelia when her time comes. I’ll do a full review some time soon.

tie-dye

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Art

Tie dye was a definite highlight of September. I was surprised at how well Talitha was able to cope with it on her own. I must admit it was a bit stressful helping Ophelia do it when she had no real understanding of why she needed to wear gloves and Delilah kept waking up in her sling. Still, we muddled and the results are above.

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Chapter Books

After we finished The Enchanted Wood, Talitha wanted to read Matilda for Roald Dahl Day. We managed to get it started before the big day. We’ve found it thrilling so far – still a few chapters to go. I’m trying to decide whether we’ll attempt the film. Talitha’s seen the DVD in a shop and is interested. For Roald Dahlm Day at our home ed co-op, Talitha went as Matilda and Ophelia was Mrs Fox from Fantastic Mr Fox.

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Calendar Time

We were doing a “daily learning notebook” from Confessions of a Homeschooler which Talitha loved for months but then got bored of so we forgot about it after a while. We’ve followed the same pattern in quicker succession this month by starting another one, this time by Homeschool Creations. I admit to feeling a bit annoyed about this as, although I was following a request, I printed it against my better judgement. After doing it most days, she declared that she didn’t want to do it anymore. So, I’ve just left it out. She may come back to it or not but if she mentions printing another one in the future we may have to discuss what it is about the idea that she likes.

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Spielgaben

The Spielgaben love is going strong here. The girls forgot about it for a while over the summer but are back into it in a big way now and both of them have had a huge leap in what they want and can do with it now. Usually, I just get one of the books out and choose something I’m going to make and inevitably they start joining me. Ophelia usually tries her own version of what I’m making. Talitha looks through and chooses her own. Then I suggest we try one of the activities in the learning resources and usually it’s a yes. Otherwise, I count things in ones, twos, fives or tens which both of them find interesting. They’ll often join in.

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365 Science Activities

Talitha was given the Usborne’s 365 Science Activities book for her birthday and usually asks to do something from it at a time when I had my hands full of baby or something else and couldn’t find any of the materials. So we agreed to make time for it and have actually scheduled in “science experiment time” two days a week where she and Ophelia choose an activity in advance so I can make sure we have what’s needed. So far, we’re all learning a lot!

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The Maritime Museum

We finished off September with a week in Cornwall. We’re moving out there so needed to spend some time getting to know the place. We met up with other home ed families and went along to a home ed group so that was really helpful in terms of visualising what our week might look like out there. We also spent a day and a half in the Maritime Museum in Falmouth because the girls really enjoyed it. They had a Viking exhibition on which I hoped might inspire as I’m a bit dinosaur-ed out. Of course, I pointed out something they’d made from amber only to jog Talitha’s memory of something she’d seen fossilised in amber in a dinosaur book she’d been reading!

They have actually become really interested in Vikings but that’s more thanks to Cressida Howell’s How to be a Viking, which we bought from the gift shop. It makes sense that fiction is a catalyst when I consider that my interest is piqued by The History Channel’s Vikings. They did enjoy the exhibition, though. In fact, our time at the museum warrants its own post, really, which I will also hopefully get to soon. Above, they’re checking out snow fox pelts and a walrus tusk a Norse woman is trading.

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Do you home educate? Please do consider linking up any post about something you’ve been up to below. All approaches welcome! x

Other posts in this series:

What I learned from our first year of home education
What I loved about our first “term” of home educating
Why we want to home educate

Every month, I’ll give a little update on what we’ve been up to as part of This Homeschooling Life, a new linky I’m hosting with blogger friends Jess and Polly. If you blog, consider linking up.

This Homeschooling Life is a linky sharing a week, a day or even just a moment from your life as a homeschooling family. We are hoping it will be a great way to discover new blogs and learn how we all do things differently.

The linky will open at 8am on the first Monday of every month and, throughout the rest of the month, the hosts will share your posts on their social media channels.

The Hosts:

Adele who blogs at Beautiful Tribe
Polly who blogs at Enchanted Pixie
FACEBOOK / TWITTER / PINTEREST / INSTAGRAM

The Rules:

1. Link back to one of the hosts. You will find the code for the badge at the bottom or if you prefer you can use a text link.

2. Link up a post from your month, no more than 3.

3. Link directly to a specific post, not your main blog.

4. Follow the hosts on at least one of their social media platforms.

5. Visit and comment on some of the other blogs linking up.

6. If you share on social media then you can use the #thishomeschoolinglife so we can all find each other.

This Homeschooling Life

An InLinkz Link-up