Finding Rhythm With Grades-Aged Children

I think rhythm with grades-aged children (which I consider children in grades 1-8, so ages seven to thirteen or fourteen) can become trickier.  As children grow, chances are that you are not only juggling one grades-aged child but perhaps children that are older (teenagers) or younger (the littles, as I affectionately call them) with children that are in these grades.  There can also be an increased pressure to sign up for activities or increased pressure at school  as a child advances toward high school.

Here are some ideas for finding rhythm with children in grades 1-3:

  • Seriously think about how many structured activities you need outside the home!  I wrote a post about choosing time outside the home wisely in which I detail how many activities I really think a child in public or private school, versus homeschooling children need.   Remember, it is almost impossible to have a healthy rhythm if you and your children are gone all the time scurrying from one activity to another.  Children under age 9 deserve a slow childhood with time to dream and just be (without screens) and I would vote for no outside structured activities for these tiny ages.  Mark off days to be solely home with no running around!
  •  Being outside in nature in an unstructured way is so very important, along with limiting media.  I suggest no media for these ages.  There are many other healthier ways for children to be spending their time that promote great physiological and psychological health rather than being a passive recipient. First through third graders need an inordinate amount of time to be outside, to swim and play in the woods or sand, to ride bikes, to climb trees, and just be in nature.
  • For those of you who want to homeschool through many grades, I do suggest getting involved in a homeschooling group or finding a group of homeschool friends for your child.  This usually becomes a much larger issue around the latter part of  age 10, post nine-year change for many children (especially melancholic children and typically girls over boys around the fifth grade year) and for those who are more extroverted.  However, one activity is plenty for third graders in anticipation of this “coming change” as a ten year old. 
  • Rest is still the mainstay of the rhythm – a first grader may be going to bed around seven, a second grader by seven thirty or so, and a third grader by seven forty-five.  This may sound very early for your family, but I would love for you to give it a try. If you need ideas about this, I recommend this book.
  • In short, I do not think the rhythm established in the Early Years should be changing too much in this time period.

Here are some ideas for finding rhythm with children in grades 4 and 5:

  • Rhythm begins in the home.  What are you doing in the home? I find sometimes fourth and fifth graders are anxious to go, go, go because there is not much happening in the home.  No rhythm is being held, preparing for the festivals has fallen by the wayside, and they now see being involved in things such as preparing meals and such as work instead of just part of a rhythm of breathing in and out.  This takes time to develop again by being home. Be home!
  • All the things in the first through third grade section above applies. Rest is still very important and fourth and fifth graders may need help in this area – both in resting and in having a reasonable bedtime.  Children this age should be getting 10-11 hours of sleep a night, plus time to rest! Most children this age are still going to bed around 8 or 8:30.
  • I do not believe fourth and fifth graders really need structured outside the home activities, especially for children attending public or private school. I have seen some fifth graders who really relished one special activity.   Many homeschoolers will find their fifth graders really wanting a homeschool community and friends at this point, so I think that might need to be honored.
  • Media!  I have written many posts about media.  Fourth and fifth graders do not need media or their own phones or their own tablets.  Think carefully about this.  There are other ways they should be spending their time that are much more important to development.  The reason media is important in the context of rhythm is that it generally is used as a time-filler – so if the pull to media is strong, that typically means the rhythm is not strong or that the child needs help in finding something to do – handwork, woodworking, and other activities can help that need to create and do.
  • Being outside in nature and developing the physical  body is still of utmost importance. Setting up good habits for physical activity is important in this stage because most children feel very heavy and clumsy when they are in the sixth grade and changing around age twelve.  Having great habits in this period of grades four and five can really  help with that.  
  • This is a great age for games in the neighborhood – kickball, foursquare, etc. – and general physical activity of running, biking, swimming.  Free play is probably one of the most important things fourth and fifth graders can do!
  • Keep your yearly rhythms strong.  This may be easier with younger children in the household, but never lose sight of the fact that a fourth or fifth grader is in the heart of childhood themselves and therefore should certainly not be treated like a middle schooler.  This time is very short, and needs to be treated as the golden period that it truly is!  Keeping the festivals, the times of berry picking and apple picking and such, is the thing that children will remember when they are grown up.  If everything is just a blur of practices and lessons and structure, there is no space and time to make those kinds of family or community memories.

Here are some ideas for finding rhythm with children in grades 6-8:

  • Rest!  Rest and sleep are very important components of rhythm.  Sixth graders who are twelve are generally sluggish, and teenagers have rhythms regarding sleep that begin to change.  This article from the New York Times details many of the changes for teenagers (seventh and eighth grade).  In order for these children to get enough sleep, and since the starting time of public school middle school may be later (but probably not late enough!), I highly suggest limiting late night activities.  Again, choose your activities outside the home carefully and with much thought.
  • This is a prime time to nurture life skills and responsibility around the home. If you are running everywhere, this time of learning, which is really the most important thing when children grow up and have to live on their own, cannot happen.   Life skills and home responsibility deserves a place in daily and weekly rhythm.
  • Media is harder to keep at bay for most families.  Remember, media impacts rhythm and vice versa.  It is often a time filler, and can prevent middle schoolers from solving their own problems of what to do when they are “bored” (or just being bored; there is value in boredom as well!)  and tapping into their own creativity.  It can derail any kind of “doing” rhythm.  Hold strong standards about media!  Some ideas:  use a Circle to manage time and content across devices ;  strongly limit apps (because every app you add generally leads to more time on the device) and do not allow social media.  We introduced the  computer in eighth grade (which I know is not always feasible for public or private school students who are using technology as part of school from an early age)  as a tool for school work more than a plaything, and I think that attitude also made a large difference.  If you allow movies/TV shows, I recommend using Common Sense Media , but I also feel this needs to be strongly limited (and I would vote toward not at all or extremely limited for the sixth grader/twelve year old) since these middle school years are  ages where children feel heavy, awkward, clumsy, and don’t particularly want to move.  So, more than anything else, I think watch what you are modeling — are YOU moving and outside or are you sitting all day on a screen?  Modeling still is important!   If they are sitting all day at school and with homework, it is important that they move vigorously when they are home from school and on the weekends!  With both things that unstructured in nature and as far as structured movement..
  • This is a great age to pick up sports if that hasn’t already happened, although many children will say they feel they should have started much earlier. Again, this is such a symptom of our times that everything earlier is better, which I often find is not actually the case.  There is a big discussion right now about sports burn-out for middle schoolers who have started in elementary school.    If you want to see more of my thoughts about sports, take a look at this post that details the last pediatric sports medicine conference I attended.
  • I find the artistic component often needs to be increased in these years to really counteract some of the headiness of school subjects and media exposure.  It is a healing balm for middle schoolers, even if they complain they are not good at drawing or painting or such.  Keep trying, and do it with them or as a family.  Keep art and woodworking activities out, provide craft ideas and help them harness some of that creative power!  That can be a part of the weekly rhythm for your middle schooler.
  • Remember that your middle schooler is not a high schooler. The middle schooler does not think, move, or act like a high schooler. Please don’t force high school schedules onto your middle schooler.  There should be a difference between the middle schooler and high schooler.

Last tips for rhythm with children in grades 6-8:

  • Where is the family fun?  You should be having tremendous family fun together.  Family is where it is at!  Family is more important than peers – you can look back to the book, “Hold On To Your Kids” by Neufeld and Mate if you need further confirmation.  Family fun can be part of all levels of rhythm – daily, weekly, and yearly! It is an attitude and an action!
  • Where is your rest, and your inner spiritual work?  I think you need this, especially as you enter the middle school years. Children can have a lot of emotion during this time period, and you have to be the steady rock.  If you need a reminder about boundaries and parenting, try this back post.
  • How is your home coming along?  By now, with children in these upper grades, there should be pretty steady rhythms and routines regarding the home and the work that it takes to maintain a home.
  • How is your relationship with your partner or spouse?  This is the time to really start thinking about date nights if your relationship thrives and deepens on that.


A Guest Post: Main Lesson Structure

Main Lesson Structure – A Guest Post by Meredith Floyd-Preston from A Waldorf Journey

(Thanks so much to Meredith Floyd-Preston from A Waldorf Journey for sharing with us her thoughts about the structure of main lesson. Meredith is a long-time Waldorf teacher and the host of a brand new Waldorf podcast that you can find on her blog or on iTunes. Please make sure you check out the link at the bottom of the post for a free offer for Parenting Passageway readers. Thank you, dear Meredith, for being in this space today. – Carrie)

Rudolf Steiner, the founder of Waldorf Education, is often said to have indicated that all of the learning a child needs to experience in a day can happen in the first two hours of the morning. Anything outside of that precious, sacred two hour main lesson is bonus, enrichment content.

Now, I’m not sure how my subject teacher colleagues would feel about this statement, but for those of us who teach main lesson, it could bring a little anxiety and some big questions.

  • How can I make sure that I am making the most of those two hours every day?
  • What are all of the things that need to fit into that time block?
  • What activities and experiences will ensure that my students are primed and ready to receive and engage with my lessons?

I’ve spent my 10 years as a class teacher trying to answer these questions and I’ve come to a few conclusions about how to structure main lesson to make the most of it. Thanks to some great mentoring and a lot of trial and error experience, I feel like I’ve settled in on a rhythm that works really well for me and my students.

Here’s what it comes down to …

  • Warm Up and Wake Up
  • Review and Deepen
  • The New and Exciting Content
  • Write, Draw and Beautify Bookwork


During the warm up, your task is to get your students ready to engage with the lesson that is to come. When they first begin the day, your students are facing many barriers to engaging with the lesson. If you teach at a school, your students are coming from different parts of town, houses, family dynamics and morning commute situations. One goal of the warm-up is get all of these different students coming from their varied circumstances all onboard the same ship, ready to set sail into the morning’s lesson.

There are many different ways to think about this warm-up, but it helps me to think about the 3-fold nature of the human being and the activities that will wake up my students’ heads, hearts and hands. Here are some examples.

  • Hands – rhythmic movement activities, relay races, jumprope, a morning walk, obstacle courses, outdoor play
  • Heart – social interaction time, singing, recorder-playing, poetry
  • Head – quick thinking work, mental math, memorization quizzes, times table work, beanbag parts of speech game


Often the review comes in the form of a discussion about the previous day’s material. The idea of the review is to refresh the material from the day before to see how it has grown and changed in the students’ sleep life. You know those little epiphanies you have when you wake up in the morning after sleeping on something that happened the day before? That happens for your students, too. Coming back to the material from the day before is how you can make use of and solidify the ideas that came in the new content from the day before.

Most teachers look for ways to spice up this daily review so students don’t become tired of the idea of reliving content from the day before. Reviewing the content with dramatic reenactments, specific questions, pop quizzes, creative drawings, or poetry-writing are all ways you can make the review a little more interesting than just orally rehashing the story from the day before.

One other suggestion – I have found it useful to save a little nugget of new information to share during the review. I’ve noticed that when I casually mention some additional detail from the story that I didn’t share the day before, a little spark of interest lights up in my students and they’re much more engaged than they were before.

Though the traditional model positions the review right after the warm-up, many teachers are now experimenting with doing the review after the new content when possible. The idea here is that the new content is the part of the lesson that the students are most engaged and interested in. It is the reason they come to school and it is the part of the lesson that they most look forward to. If we can bring that to them earlier in our lesson we’ll have more engaged and interested students.

New Content

As mentioned above, from a certain perspective, the new content is what the lesson is all about. This is the curriculum material that you put your heart and soul into preparing and it is what your students most look forward to. In the lower grades it is often the story content that inspires the imagination of your students. In the upper grades it is the new thinking content that your students’ intellectual minds grapple with.

Whatever the age of your student, this content is a gift that is given directly from teacher to student, without the interference of a textbook or other reference material. Take the time to learn the content and make it your own, so you can deliver it to your students in a living way.

Traditionally, the new content is delivered at the end of main lesson, and I can imagine this model working well in 1st or 2nd grade. But any older than that, I recommend bringing the new content as soon as it realistically makes sense. If the new material doesn’t need the lead-in of the review, you can even bring it right after the warm-up. There have certainly been times when my excitement about the new content has inspired me to bring it to my students right away


During the bookwork portion of the main lesson, the students take the material they have learned and put it into crystallized form. They bring the rich imaginative experience of the content into final physical form. In the upper grades, it can be a very satisfying experience to live into the content one more time in this very will-oriented way. Younger students appreciate the opportunity to engage with the content in a more tangible, active way.

I encourage you to think creatively about these four parts of the main lesson. With an understanding of the purpose behind each component, you can freely craft lessons that guide your students through the process best. You can imagine each component making up one half hour of your morning lesson, but use your powers of observation to determine if that structure makes sense for your students. Generally, younger students need a longer warm-up, older students need more new content time. Observe your students and plan accordingly.

I’m all about encouraging and empowering teachers and homeschooling parents to craft lessons that speak specifically to their own students. There is no secret sauce when it comes to Waldorf Education. As long as you understand child development and observe your students, you have everything you need to create your own lessons.

To help teachers and parents feel confident about planning their own curriculum, I have created a free 3-part video series about planning curriculum. To receive a link to the first free video, head over to my blog and subscribe using the form in sidebar. You’ll receive a link to the first video, as well as my Ultimate Guide to Chalkboard Drawing.

I hope these little videos, along with Carrie’s fantastic posts here at Parenting Passageway, can inspire you to create a Waldorf curriculum that is uniquely suited to your individual students.

About Meredith

Meredith Floyd-Preston is a mother of 3 teenagers and a trained and experienced Waldorf class teacher who blogs about her experience at A Waldorf Journey. Her new podcast A Waldorf Journey Podcast is a resource for supporting teachers and homeschooling parents with their teaching.

More About Planning Sixth Grade Roman and Medieval History

I wrote a post here about planning Roman History; I also have at least three back posts regarding Roman History in Waldorf Sixth Grade homeschooling from the first time I went through this grade (with the rare addition of pictures of artwork as well!) so if you use the search engine box those should come up.

I just finished  planning my Medieval History block and it came to me that there are just things I do when planning that I don’t really think about but might be of interest to those of you planning.  I talked about hte most important part, the knowing WHY we are teaching this at this time to a twelve year old from the standpoint of childhood development (Steiner’s indications) in the post I linked to above.  I also mention in this post setting objectives and gathering resources.

However, one thing I always do automatically as well is to use  a time line to get a big picture of that time period (and to refresh my own memory if it has been awhile!)  This helps me get an order in my mind.  I can also use the timeline big picture to get an idea of the big personalities and the big events that  lead to that invigorating picture of contrast for the child.  Polarities, or contrasts, often help us all see the period of time and help the child find wonder. And, whilst a timeline doesn’t help you flesh out the “this is how people lived day to day”, it does help you establish a consciousness of the people of this period.  This changing consicousness of people is what defines history in the Waldorf curriculum.

It also helps you do something a little specific to homeschooling:  it helps you find and hone in on things of interest dependent upon your child’s personality.  For children who are more scientifically oriented, starting with Greece and Rome, for example,  I might use a timeline to look at technological and scientific advances and I would follow that through all the grades. Or for another child perhaps it is following food or navigation or something else.  These things wouldn’t be the whole block , of course, but the point of homeschooling is to throw ideas and projects that really pique interest our children and still highlight the developmental theme of that block.

The other thing a timeline does is to help you see what is happening in other parts of the world at the same time as your block.  Some homeschooling parents get really frustrated with the history part of the Waldorf curriculum as it follows the stream of development that Steiner saw as archetypal for the development of Western Civilization and the development that becomes recapitulated in the inner life of the child’s soul development.  You can understand more about this if you read An Outline of Esoteric Science and understand how Steiner saw the evolution of the world and epochs of time.

However, please do remember that a variety of cultures are studied in the Waldorf Curriculum and that we as homeschooling parents always have the opportunity to bring to use the beauty of the curriculum as a beacon for our children regarding our own heritage and our own place in the world .   If you think about it, this is why the kindergarten and early grades start with the home, the local area and work outwards.     Fifth grade covers a variety of  world cultures and most homeschooling parents I know also put Ancient China and Ancient Africa in that grade.  Ancient Africa, as a neighbor of Egypt and the cradle of humanity, certainly deserves to be in this grade and  I like to put the Kingdom of Axum, Queen of Sheba and King Ezana in  sixth grade.  In my history blocks, I also am careful to put in at least one main lesson or outside reading of “what is happening around the world”.  I certainly don’t want to take away from the stream of development that led to the consciousness of the human being in Western Civilization.  This to me, would defeat the point of the Waldorf curriculum that I believe meets my child’s developmental needs.

However, to make a general note on upper grades curriculum planning,  I think we  MUST  be very careful in this day and age to make sure the curriculum is not eurocentric and adjusted for  where one lives (and where one is from).  Some Waldorf teachers around the world are doing this.  For example, those Eastern Africa Waldorf training manuals (for example, here is the Grade 3 Training Manual)   always do a great job about pointing out how to adapt the curriculum for a particular region.  I think there are many ideas to be gleamed to see how Waldorf teachers in Oceania, Asia, Latin America, and Africa are doing things.  Also, in homeschooling,  as I mentioned above, family matters as well – picking up the lines from the parts of the world where your family is from could be gratifying.  In our case,  our family is mainly of European descent, but when we get up to more individualized world events in Europe, I try to include the countries where we are from (our children have lines going back to eight different countries).

World cultures are also followed from the beginning of the grades through fairy tales, myth and legend and so on, so I also include Native Americans/First People in every grade from kindergarten on, and I include Africa in some way from kindergarten on.  I include Asian and Latin American fairy tales and stories in all  the early grades and then from fifth grade onward, include those regions in history as well to provide a complete picture of the world and dynamic contrast. For Roman History, for example, I put in correlations to the Han Dynasty in China and we can compare and contrast how these two Empires were similar and different.   If you did Ancient China in Fifth Grade, this is a natural progression.  For Medival History, I put in  the wonderful biographies of Sundiata, Musa Mali,  and one can at least mention the Ancient Puebloans of our country if one is American, or the Mayan Civilization (which I tend to cover in detail in seventh grade) and look at the Japanese feudal period.   Great Zimbabwe and the Kingdom of Zimbabwe would also be appropriate in this time period.  Seventh grade always includes a lot of African and Latin American geography along with stories of the great civilizations there, so sixth grade can be the time to plant seeds. Eighth grade obviously includes the geography and history of Oceania and the entire modern world, and my Down Under readers will certainly be finding out what is going on in their part of the world during the times of the Roman Empire and the Medieval Ages .

The other thing I always do  automatically besides think of timelines and biographies  is to look for food, dress, music, poetry, and games that will tie in.  I don’t talk too much about that on this blog but it is always in my planning.

Just a few more thoughts, take what resonates with you.  It is your homeschooling, and you are the expert for your family. If you have are a Waldorf homeschooler, you have a beautiful and developmentally appropriate framework.



The Wrap-Up of Homeschooling Eighth, Fifth and Kindy

Today was our last day of school!  It went longer into the summer than I originally anticipated because we lost days in the fall and spring due to extenuating circumstances. So, today was our last day!  For those of you coming up on fifth and eighth grade, I wanted to share a few things about what we did, and what we liked and didn’t like.  This was my second time teaching fifth grade, and my first time teaching eighth, and my third time being in a  kindy, celebrate the seasons kind of year.

Kindergarten:  If this little kindergartener is your baby amongst a multiple of children, please do make sure they get their time with you.  Older siblings can also jump in and do cooking, baking, and festival projects with your little one, but the littlest really wants their share of the “school” attention too.  If this is your first little kindergartener, please don’t overplan – you are living life and parenting.  First grade is the beginning of academics, and kindergarteners who are six will learn all kinds of things throughout the year, including “academic” things.  It will all be fine as they develop their bodies and develop a great foundation with crossing midline and visual skills for first grade.

Fifth Grade:  The blocks we did this year included Botany (in which I used a different framework to tie to the human being than the traditionally used infant-toddler-school aged child kind of reference); Fractions and Decimals through Ancient Americas/Chocolate; Geometry; The Metric System through Canada; Ancient Mythologies and Cultures – Africa, India, Persia, Mesopotamia, China, and Greece; North American Geography – all states, Mexico and the Caribbean.   Here are a few notes:

  • Think carefully about botany.  The simplest plants are mosses. Fungi, algae and lichens are not plants but I guess could be considered part of “general vegetation”.  Think about how you want to present this and tie it to the human being.
  • Think about bringing mathematics and tying that in to either countries you want to introduce or cultures. Geometry ties in nicely with Ancient Cultures.  It could also tie in with botany.
  • If you are going to require a report on a state, I recommend dividing North America into two blocks and doing the state report in the first block.  We did most of our North American geography at the end of the year and we were all tired.  It was not a good time to do a state report.  In fact, as another recommendation, don’t put that block last!

Eighth Grade:  We did the following blocks:  Platonic Solids and Loci; American History (Thomas Jefferson through the War on Terror, the Age of Digitality and the Challenges of This Century, strong emphasis on Native Americans in early America): World History; Peacemakers block; The Geography of Asia; Chemistry; Physics – mainly focused on aviation principles; Oceanography and Meteorology.  We didn’t get to Physiology. Great literature was required reading during all of these blocks and many biographies were covered.  Year long courses included High School Spanish ! through Oak Meadow and I ran World Geography as a separate year long course for a high school credit.  Here are a few notes:

  • History may be the hardest piece to figure out and much of it will depend what you got through in Seventh Grade.  Look for the big themes and contrasts, and bring the child into the present age if you can.  To me, that is what the eighth grade year is about – coming to the present, finding the light in things, identifying the helpers of humanity, providing hope and encouragement that the young teen can go on and do great things for humanity.
  • Science typically includes Oceanography and Meteorology (some include in Ninth Grade; parts of this may also be included in a high school level World Geography course); Physics; Chemistry; Physiology.  Only you can decide how much science your year needs and how it will all fit in.
  • It is so tempting to overschedule – we must cover it all, right?  You cannot cover it all.  Schedule less weeks than you normally might so there is space and time to work on Main Lesson book drawings and projects.  Many of these things due to arranging page layout, fonts, synthesizing of information and writing drafts,  take much longer than the earlier grades.
  • Every block should contain great literature, great biographies, opportunities for great writing, hands-on projects. Tie things into exhibits and things in your area to see and do.  This makes all of this come alive and brings the eighth grader solidly into the world for high school.
  • Think about what you are going to do with computers.  There is a great free resource available through the Waldorf Library On Line that shows what many Waldorf Schools are doing regarding computers.  It is important to think about!


I would love to hear how your homeschooling year went and what worked and what didn’t work for your family.



Which Waldorf Curriculum Do I Buy?

I have posted on this in the past, but feel the need to bring it up again since it has been a little while since I last wrote on it and it is that time of year when people are looking for resources and asking about which Waldorf curriculum they should buy.  Some people have asked what I use personally.  I have box (es) of materials for each grade  ( grades 1-9 so far plus Early Years) because I make up my own curriculum for each grade for each child.  If you came to my house and looked through my boxes, you would see I own pieces of most major Waldorf curriculum providers for each grade ( at least for grade 5 and under; the pickings get more and more slim for grades 6 and up and for high school there is not much at all) and many of the resources from Rudolf Steiner College bookstore that Waldorf teachers use.  I am reluctant to “recommend” anything because I find it to be such a completely subjective experience – what I love and what works for me and my family absolutely may not work for you.  So I really refrain from giving recommendations, but I have in the past mentioned pieces that were helpful to me in particular blocks for a particular grade for a particular child.  It changes year to year as I go through each grade three times because each child – and our family dynamics at each stage –  is quite different.

So, this is what I recommend when thinking about Waldorf curriculum in general:

Look at the curriculum writer’s experience – do they have background in anthroposophy, the educational lectures of Steiner AND do they have background in homeschooling and teaching?  Have they gone through Foundation Studies or Teacher Training or both?  (This is a plus, I think, even in the homeschool environment).  Have they attended workshops to further their own understanding and also to be tied into the larger Waldorf educational community?  Have they worked with other children besides their own? (this is a huge plus!  Their child is not the same as your child!)   Have they homeschooled through all the grades, or just a few?  Do they have a big picture of where the curriculum is headed  or not (ie, high school!)?

Look at what  YOU need – do you need something to riff off of, so to speak, just to get started?  Do you need a full curriculum with lots and lots of ideas?  Do you need help implementing things practically in your home?  Do you need help with the artistic pieces?    Everyone asks for a completely comprehensive, organized by the minute Waldorf curriculum, and I understand the “want” for that in getting started due to fear or inexperience.  However, most of the curriculums written by experienced Waldorf homeschoolers/teachers will give suggestions that you  have to flesh out as Waldorf Education is an art.    And quite frankly,  at some point if you are going to stick with Waldorf homeschooling, you will be piecing things together. Commit to try and do something original for each grade, even if it is to just write a few poems and stories for first grade or some riddles for second grade or make up some stories, etc.  For sixth grade and up, I think you will be writing and piecing together an awful lot of your own things. Which leads to…

What are you willing to invest?  It takes time to develop your own skills in drawing, painting , and modeling.  It takes time to learn about things and the more complex subjects of the upper grades take time to flesh out and understand before you try to present it to your child.  So, what are you willing to invest in time and will the curriculum help guide you?

What are the goals for your family?  What are the dynamics for your children and family?  How will this curriculum assist in that?  Remember, homeschooling is about family and relationships first and foremost. And, when you talk to other people, they may or may not know what you need and what your family dynamics and rhythms are.  Know yourself and your family first!

Can you see the curriculum in real life?  It really helps to see what you are feeling drawn to if that is possible!  It helps you find what voice as an author reaches you and makes you feel empowered to homeschool.

Much love,





Waldorf Homeschool Planning: Hands, Heart and Head

It is that time of year in the Northern Hemisphere!  School here in the Deep South is ending this week for most of the public schools, and we are coming to a close fairly soon as well.  This year our oldest will be heading into homeschool high school in the fall, and we will also have sixth and first graders starting anew!  These  important transitions are all the more reason to get organized over the summer.  I find myself following essentially the same sorts of rhythms ever year and  it really seems to fall into a hands, heart, and head pattern:

Hands – I start packing up the books for each year into bins and start getting out the books for the upcoming grades ( I have so many books by grade that I essentially only keep the grades we are doing out and the seasonal books and the rest go into the garage).  I organize the bookshelves and the school room supplies and see what we need to purchase in terms of art supplies and science supplies.  I also see what might need to be made for the first grade stories for our littlest member.

Heart – I sit down with my planner and figure out approximate start and end times for the school year and vacations; how many weeks of school I think we will do (which is usually 34-36 to fit things in); and I remember  and remind myself “what” our family’s goals for education are; I go through my Pinterest boards for homeschooling planning and make note of things that stir my soul for this year; I observe where the children really are in all spheres of development.  Over the years, I have made so many of those “divide a piece of paper into 12 blocks” – where you  write down your festival days, in our case Feast Days of Saints, seasonal qualities for where we live – that I don’t really have to do that anymore, but I do go through my seasonal Pinterest boards and see what we might like to make or do or use to celebrate by month and write it down.

Head – This is the most time-consuming part.  This is where the rubber meets the road and I start to lay out blocks – what blocks will I teach, in what order, how long will the blocks be, what resources will I use (which could be a post in and of itself!), what will each block contain and I write it all up day by day.  This part will take me most of the summer, even having been through first grade twice before and sixth grade once before. I include not only the block work itself, but opening verses, poetry and movement and other notes.

I also think hard about the daily rhythm at this point.  How many teaching periods each day or per week can I reasonably handle and not feel crazy?  Where can I combine?  What do I need to let go of and what do we really, really need as a family to be happy together?   I am finding the older my first child becomes, things are shifting in my family.  All the family in the children have very different needs right now, and I have different needs than before as I approach the last half of my fortieth decade of life.

Lastly, I make a schedule for myself for summer planning.  When will I plan exactly?  That part is really important because the follow-through has to be there.

Would love to hear what you are planning for fall!



Weeks 31-33 Waldorf Homeschooling

Some weeks have gone by since last posting in this series.  It has been a busy time of year with our children’s dear grandfather celebrating his 80th birthday, our middle child fracturing her arm, and end of the year performances and banquets. In the midst we have celebrated the Feast of Ascension, Ascensiontide, May Day, Mother’s Day,  and today is Whitsun, the Feast of Pentecost.

Kindergarten:  During these past weeks, we have been living life together making bone broth, baking, walking and hiking, wet on wet painting, modeling,  and preparing little things for the festivals.  Our circle time included an adventure circle modeled after Peter Rabbit’s garden adventures, finger plays about birds and bunnies,  and this week included songs and finger plays about doves for Whitsun.  We were immersed in the story of “Forgetful Sammy” from the book “All Year Round” but we have now moved into a story from the Summer Wynstones book simply titled, “Whitsun Story”.  Our major project this week was a garland of doves made from watercolor paper and singing!    I also made a tiny jar of woolen white birds on little sticks to decorate our nature table.

Fifth Grade:  We finished our Canada/Metric System block and moved into the totality of North American geography.  Before this, our read alouds involved  books about Canada and also Hawaii, but now we are moving into a different part of North American geography with a little book called, “Salsa Stories”.  I began this block with an expansive look at North America and the  United States, all the major mountain ranges, rivers, deserts, and lakes.  Then we went to Alaska, and from there we jumped across the continent to the Northeastern United States and spent time there on the land, on logging and whaling and the Erie Canal.  So, we have done mainly singing, painting,  and drawing this time around. I had plans for modeling but that is difficult with one arm casted, so I am saving those ideas for now.  We have discussed the District of Columbia, and Washington DC, which we have visited, talked about George Washington and Mount Vernon and tied the flora of the region in the early days of Colonial America to the early Presidents and their role in a primarily agrarian country that was different than England.  We looked briefly at the Appalachian Mountains through literature and now are looking at life in a southern plantation, the life of Sequoyah, and then into the Mississippi River and the wonderful Western United States.

Every day we are reviewing provinces, capitols, and geographic features from our Canada block, reviewing the states and capitols, the mountain ranges and deserts, etc, locating things on a map and making all of this as physically active as possible.  We have been using extra books for reading aloud and also the “Stories Where We Live” series.  For skill development, we are working on a state report, which I modified from A Waldorf Journey’s ebook about this block, which was my biggest inspiration for this block.  Author  Meredith is a wonderful,  actively teaching Waldorf teacher, and I love all her little guides.  I also garnered inspiration from a book of poetry called, “My America:  A Poetry Atlas of the United States.”

We are also continuing to work on math and spelling daily.

Eighth Grade: We finished up our American History block, including the War on Terror, the Age of Digitality, and the challenges we face ahead as one humanity.  Our daughter drew a very gorgeous title page and everything is done! Yay!

For Oceanography and Meteorology, we moved from the very first marine scientists, who were explorers.  We looked at the explorers of Easter Island,  and the development of civilization on that island and then the life of Captain James Cook.  From there, we moved into the science of the oceans – what is an ocean?  what is oceanography?  how do our oceans change?  We looked at the biographies of Alfred Wegener and Hess, and the Theory of Plate Tectonics and the layers of the Earth.    We went through all the landforms of the ocean floor and what ocean life is like in different zones of the ocean and around different landforms.  We also looked at the biography of oceanography Sylvia Earle and looked closely at the Marine Sanctuary off the coast of our state – Gray’s Reef National Marine Sanctuary. From the hydrosphere,  we moved into the Atmosphere.  We discovered the layers of the atmosphere and their characteristics, what clouds are, the types of clouds, winds and then we moved into extreme weather – thunderstorms, tornadoes, and hurricanes.  We spent one whole morning drawing clouds with pastels and our eighth grader created a very beautiful main lesson book for this block.

This week we have moved into our “Peacemakers Block”.  My main inspiration for this can be found over at Waldorf Inspirations’ website.  We have so far looked back at Harriet Tubman and Sojurner Truth (and their meeting!), the women’s suffrage movement in the United States and around the world, and Gandhi.  This week we will be moving into more in-depth about the Civil Rights Movement, which we have studied quite a bit both in our American History block and also just in our local field trips as we live near Atlanta.  I would like to compare Martin Luther King Jr. and Malcolm X (I read his book this past summer!) and look at our local leaders – John Lewis and Andrew Jackson Young.

We have also been working on math almost daily, brushing up on geometry, algebra basics, and some business math.  Next year we will be tackling Algebra I, so it is coming together!  In World Geography, we will be taking the next three weeks or so to finish up Europe and then that is done as well.  Yay!

Our eighth grader is working on finishing a Waldorf doll she is making, and our fifth grader will be working on finishing her set of fingerless gloves she is knitting in the round once her cast comes off.  Our little guy is not in first grade but he tries to knit and has been working on what he calls a scarf, but what i think we will try to encourage to be a block we can turn into a pouch or little animal over the summer and the first part of first grade in the fall.

Homeschool Planning:  I am ready to start again.  I have most of sixth grade planned, but with some (many? LOL) presentations to write and also quite a bit about skill development to consider since our soon to be sixth grader needs quite a bit of  repetition to remember foundational things.  I have planned out a lot of high school biology and have really mixed in a good deal of Goethean science to it, so I am quite happy with how that is shaping up.  I have a few blocks of ninth grade planned, and then I have the rest of ninth and first to plan.

One of my considerations is time for planning.  As my children have gotten older, they are ready to go and do more and are not as content to just be home running around in the sprinklers or something while I plan.  Nor is my husband content to lose me every night to planning after they go to bed.  I think my solution is going to be to plan every morning for an hour and  a half as part of our rhythm to summer (early), to plan at night when my husband is traveling, and then to plan several “Saturdays at the library” where I just go and leave the house and plan .  That is harder because it is hard to drag stuff for three grades for planning, but I think so long as it is all on the schedule for the summer, it will happen.

Self-care:  I have been working out most days.  I get up at 5:40 and go to the gym or use workout videos.  I also have been walking at night if my husband is home and not traveling.  This has been wonderful for me.  I also have joined the “KonMari in the Waldorf Home” Facebook group and have going through the house.  This is something I do every summer to get us ready for the new school year, but this year I have gotten a  jump on it and even started the school room switch of books by grade.

I would absolutely love to hear what you are finishing up, what grades you are preparing for next school year, and what you are working on in your home.  Please share!

Lots of sunshine love,