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.

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!



The Cost of Overscheduling Your Children

There was a very good post  recently over at “Becoming Minimalist” entitled “How To Slow Down Your Family’s Schedule” which did a great job in pointing out some of the problems with over-scheduling children in our world. I wrote a post some time ago about choosing time outside the home wisely.  In that article I mentioned several points, specifically in reference to the homeschooling community, where because children are not out at school all day, parents often feel the need to get their children out after homeschooling is done.  Here are a few of the discussion points:

  • I don’t think children under 12 need anything, although many parents of 11-12 year old girls have told me they felt their girls “needed something to do” whereas boys seemed to not care until age 14 or so.
  • Teens ages 13-15, somewhere in that time frame, really do seem to need something.  If you haven’t overloaded them with activities up until this point, then adding one or two activities may seem like enough to them.
  • Families with one child seem to vary on how they approach things – read the comments from the previous blog post.
  • Families with four or more children seem to pick activities where all children can participate at once, whereas families with one to three children seem to run around a lot more with the children all doing separate activities!
  • The DRIVER (parent) is often the one who is tired out!
  • Many parents noted they would love to stay home and have informal play with other children, but no children  are at  home in their neighborhood or they may live far out in the country and there are no children.  Children are interacting in structured activities these days, not in playing street games, tag and riding bikes like thirty years or so ago.

I think it could possibly take a full-on public health campaign in the United States to really change the perception of parents that there is value in UNSTRUCTURED play and to not sign their children up for every activity.  I am so glad to know so many of you are trendsetters and are pointing the way toward family being home!

If you want to pare down your schedule, here is a list of suggestions that other parents have told me works:

Discount activities that meet over the dinner hour.  Don’t be so willing to trade a structured, led by an adult outside your home for the benefits of the family dinner hour.  (and there are many benefits; there have been studies).

Let each child pick ONE thing per semester.  Many things now, at least in the United States, seem to run all year round, but see what you can find.

Delay the starting ages for doing activities outside the home.  “In our family, you get to pick an activity to do outside the home when you are “X” years old.”

Figure out when is YOUR day with your children if you are really busy with activities.  How many days do YOU need to be home to feel happy, to have the house the way you want it, etc.

You can try my method:  I put a big X over certain days of the week and do not allow myself to schedule anything on those days.  I have talked about this is in back posts.

Can you let go of guilt?  Every article, including the “Becoming Minimalist” post above, mentions how wonderful free, unstructured play with other children is, yet most parents say there are no children to play with!  Can you feel okay with your child playing by themselves or with their siblings for many days of the week?

The reality is that most homeschooling parents, at least most Waldorf or holistic homeschooling parents, do not want to be out every day and see the value in being home.  They see the value in space and time for development.

I think part of the problem is that most parents are working, and therefore no one is home and the child has to be somewhere.  Also, the ending time of school can vary and take away the down time of the afternoon.  For example, the middle school (grades 6-8) in my area get home around 5 PM, at which time they must eat and do homework.  So, part of this question I think becomes what do we do until economics – attitudes- amount of homework changes? A  tall social order!

Love to hear your thoughts and your thoughts on the “Becoming Minimalist” blog post.


Homeschooling Fourth and Seventh Grade: Wrap-Up of Weeks Thirty-Three and Thirty-Four

(You can find the last post in this series here. )

I am trying to post a little wrap-up of each week of grades seven, four and five year old kindergarten year throughout the 36 weeks I have planned for school this year.  I hope this will encourage mothers that are homeschooling multiple children (or who want to but are worried!), and  encourage mothers that even homeschooling children of multiple ages who are far apart in age is doable. 

Living with the Seasons:  We had a lovely Feast of the Ascension Day, and are now gearing up for Pentecost Sunday.  What a beautiful time of year!  The pools are open and we have been swimming frequently, and summer feels as if it is just around the corner!

Homeschool Planning: I am not sure I have made substantial progress since the last time I posted  in this series, but still feel confident that it is possible to finish planning by the end of June and just focus on artistic work the rest of the summer.  Fifth grade pretty much has a flow for every block, as does eighth grade at this point, along with plans for a once a week World Geography wrap-up in the autumn and American Government in the spring semester.  My little six year old year is still only about half-way done, and obviously I still have many presentations to write and mull over to go with the flow of the blocks planned out.

Kindergarten:  We have had a lovely spring circle and Feast of the Ascension story (found in “All Year Round”).  We have added in many spring fingerplays and songs as well.  This week we are moving into a new story for the last two weeks of school, and I am thinking about all kinds of plans for the six-year-old kindergarten year.  Cooking, baking, water play and swimming, seasonal crafts, sand play, walking distances are just a few of the things we have been doing the past few weeks.

Fourth Grade:  We are still working hard on math – both practice math of all four processes, games involving multiplication, Extra Lesson kinds of activities, spelling, and fractions.  We will be ending school soon, next week, and have a well-deserved break.  We only have a few chapter left to read in “Heroes of the Kalevala”, which has been enjoyed by our fourth grader.

Seventh Grade:  We are working hard on a review of measurement conversions and other past math topics each day.  We are also finishing up our Latin America block.  This was what was in our Main Lesson Book regarding Latin America as of my last post:


  • A beautiful title page
  • A physical map of Latin America with all mountains and highlands, lowlands and coastal plain areas labeled/ discussed as well as the Atacama Desert
  • A summary of the Andes Mountains and a painting; I want to go back and do a portrait of the people of the Andes if we have time
  • A summary of The Pampas and the gaucho, quotes from “Martin Fierro”, the epic gaucho saga by Jose Hernandez which we read.
  • A summary of the Amazon Basin; drawing of  toucans!

The last few weeks we added:

  • A lovely map of the four voyages of Christopher Columbus, a map of Hispaniola and a discussion and summary of the Taino people.
  • A very lively discussion and delving into the life and religion of the Mayan civilization. I feel strongly that the Maya should be in Fifth Grade for those of us in North America, but since we didn’t include it there, we are doing it now.  Our daughter composed her own summary from  notes taken, and we have looked at sections of the Popol Vuh. We also worked in clay and in using vivid chalks for a picture.
  • Now we are moving into the Aztec civilization, and will do the Incan Empire in our final week of school this year.

I found many books used and from the library that assisted me in putting together this block, including:

  • A little Latin American coloring book by Rod and Staff, the Christian publisher
  • A used copy of “World in Focus: Central and South America” by Allman
  • Mayan Mythology by Currie
  • Secrets in Stone:  All About Maya Hieroglyphs by Coulter
  • Popul Vuh:  A Sacred Book of the Maya by Montejo
  • Mayan and Aztec Mythology by Ollhof
  • The Aztecs by Heinrichs
  • Mountains Around the World:  The Andes by Aloian
  • The Inca Empire by Newman
  • The Inca from the Early Peoples Series by World Book
  • Macchu Picchu by Elizabeth Mann
  • The Inca by Braman
  • Fiction:  Secret of the Andes by Clark
  • Fiction:  Pedro’s Journal

I would love to hear what you are working on right now!


Wrap-Up of Weeks Thirty Through Thirty-Two

It is hard to believe that I last posted in this series on April sixteenth.  You can find the post about weeks twenty-eight and twenty-nine here.

I am trying to post a little wrap-up of each week of grades seven, four and five year old kindergarten year throughout the 36 weeks I have planned for school this year.  I hope this will encourage mothers that are homeschooling multiple children (or who want to but are worried!), and  encourage mothers that even homeschooling children of multiple ages who are far apart in age is doable.  You can find weeks twenty four through twenty six and further in the back posts you can find a post pertaining to the first two days of school this year which gives insight to our general daily rhythm.

Living With The Seasons:  Week Thirty saw our homeschool play on the Norse Myths come to fruition for our middle child.  Other than that, it has been a busy time of endings for the school year.  4-H has ended, along with church choir, the physics class for our oldest, and the church musical is over.  I love the feeling of things winding down and the beauty of Eastertide and May Day.

Homeschool Planning:  Friends, I am working very hard so I do  not have to spend my entire summer planning.  I am mostly through fifth grade, half of the six year old kindergarten year and have various blocks of eighth grade done.  I am hoping to be totally done at the end of June and can just take July to enjoy the summer.  We shall see if that comes to fruition!

Kindergarten:  Kindergarten at this time of year is about playing and developing gross motor skills!  We have been continuing a simple circle and story, fingerplays and seasonal singing.  We are moving this week from a sweet Suzanne Down story of Old Gnome and his friend the frog found in Suzanne’s wonderful book “Old Gnome Through The Year” into a story specifically for The Feast of Ascension on Thursday, May 14 (the story can be found in the back of the book “All  Year Round”).    Most of all we have been swimming, walking a lot and we hope to go strawberry picking in the next few weeks.

Fourth Grade:  It took us several weeks to finish up grasshoppers, bees, ants, and butterflies in our last Man and Animal block.   We did quite a bit of modeling, drawing and poetry with our insect friends, and I also brought in the chapters about bees and butterflies from Charles Kovacs’ “Botany” book.  This week, we have moved  into a review of all four math processes and the fractions introduced in the fall.  I have put together my own lessons for this block based off the few lessons in Dorothy Harrer’s “Math Lessons for Elementary Grades” (free ebook) and Marilyn Burns’ “Lessons for Introducing Fractions”, available used through Abe Books or other used booksellers.  We have been working very hard on math and spelling.  We finished  “Little Bee Sunbeam” and now we are reading “Heroes of the Kalevala:  Finland’s Saga” by Babette Deutsch.  I know everyone extolls “The Land of Heroes”, but I really like Deutsch’s version.   

Seventh Grade:  Hard to believe that seventh grade is coming to an end! 

So far we have done (picking up from the list I began in the previous post):

  • A Summary of Leonardo, Michelangelo and Raphael that I talked about in the previous post
  • A line drawing in the style of Leonardo.
  • A map of Spain in the time of Ferdinand, Isabella and Columbus
  • A pastel chalk drawing of the boats of Columbus
  • A colored pencil drawing of Martin Luther nailing the 95 theses to the church door
  • A map of the British Isles at the time of Queen Elizabeth and Shakespeare
  • A portrait of Queen Elizabeth (colored pencil) with quote
  • A charcoal portrait of William Shakespeare

Forging into Latin American geography and the great Aztec, Maya and Incan civilizations and the Spanish coming to the New World, we have:

  • A beautiful title page
  • A physical map of Latin America with all mountains and highlands, lowlands and coastal plain areas labeled/ discussed as well as the Atacoma Desert
  • A summary of the Andes Mountains and a painting; I want to go back and do a portrait of the people of the Andes if we have time
  • A summary of The Pampas and the gaucho, quotes from “Martin Fierro”, the epic gaucho saga by Jose Hernandez which we read.
  • A summary of the Amazon Basin; drawing of jaguars

In math we are actually reviewing measurement and conversions of all types and she is finishing up The Key To Algebra book 2.  This year we finished up through Book Five of The Key Geometry books, books 1 and now 2 of Algebra, and books 1 and 2 of Metric Measurement.  Still more to do!

We finished reading “The Second Mrs. Gianconda” and my daughter is reading, “I, Don Pareja” herself.  We are now reading aloud “The Secret of the Andes.”

We are entering into a discussion of Mayan civilization and I hope to have a large scale project. 

We are still here plugging away!


Which Waldorf Curriculum Should I Buy?

This topic comes up over and over again on Facebook groups, Yahoo Groups and in real life.  There is even a Facebook group devoted to sharing information about the different curriculums called “Waldorf Homeschool Curriculum Discussion”.

If you as a homeschooling mother have investigated Waldorf at all, then you probably realize that for the Early Years, under the age of 7, life and being home is the curriculum.  Play, meaningful work, rest, stories and songs and verses and being outside, along with seasonal activities IS the curriculum.   It is living and changing.  You don’t need to buy a curriculum for this, but if you feel you need verses, songs, or seasonal ideas, there are plenty of books, Pinterest boards and the like to demonstrate ideas.  You could also attend an open house if you have a Waldorf School near you and see a puppet show.  This is the time to develop your own skills, learn to be able to set a rhythm in your own home, and be a gentle leader in your own home if you plan to homeschool in the grades.  There is no “homeschooling” a four year or five year old in Waldorf!  You are living a beautiful life!  Life is the curriculum!

If you have investigated the Waldorf curriculum for the grades, you probably have seen there are certain subjects that Rudolf Steiner indicated as part of the development of the holistic human being by age, and there are some things built up in secondary pedagogy over these years as being done in certain grades.  You have to know enough to see how this curriculum can be adapted to your own unique geographical environment  (look at the manuals from the East African Waldorf teacher training curriculum and see how they adapt the curriculum for their country and continent) and most of all, to the unique child standing in front of you.  LOOK at the child right in front of you.  This is homeschooling, and homeschooling with Waldorf means you are a TEACHER.    It is not “child-led” but it is sensitive to the child based upon Rudolf Steiner’s view of development and how you, the teacher, brings it!

So this type of homeschooling takes work.    And that seems to scare many.   I  also feel many parents are interested in Waldorf Education because they perceive it as gentle (it is), child-led (it is not), nature-oriented (it is), easing into life in a more gentle way that is unhurried (it does, but then the other grades become VERY rigorous indeed).  The early years of play silks and wooden toys don’t last forever and wooden toys do not an early Waldorf childhood experience make.  Waldorf Education is about protection of the child, but it is also about bringing things at the right time developmentally and that does mean the world opens up, especially after the age of twelve.

The curriculums currently on the market include Celebrate the Rhythm of Life Living Curriculum Program,  Live Education, Waldorf Essentials, Earthschooling, Lavender’s Blue, individual offerings from Rick and Jennifer Tan at Syrendell and Marsha Johnson at her Yahoo Group and her on-line store The Magic of Waldorf, and  Christopherus Homeschool Resources, Inc.   I am not really including  Enki and Oak Meadow as they were written by former Waldorf teachers; Enki is closest to Waldorf pedagogy our of the two, but each are there own distinct programs with their own scope and sequence.  So these are more “Waldorf-inspired”. Little Acorn Learning is aligned with Lifeways of North America, and is nature-based.  I don’t know of any other curriculum programs than these.   Also, please do not forget the myriad of resources available to Waldorf teachers that are also available to you through booksellers such as Rudolf Steiner College Bookstore or Waldorf Books. 

If you are not piecing together your own curriculum, (which I recommend you try to do, especially in the early grades when it is easier and you can get the hang of it), then you will have to sort through all of these options.  Most mothers I talk to say they would love to have enough money to purchase more than one curriculum because each one has its gems, its loveliness, and they like to combine pieces and resources.  In the upper grades, where there is much less in the way of curriculum to pick from, you will have to do this anyway. 

If you want to see my criteria regarding choosing curriculum, I suggest you look at this back post.  You can also look at this post about how to learn more about Waldorf Education and the suggestions there.    Look carefully at the credentials of the people writing the curriculum and how much they have extensively worked with children in real life . If you are writing a “Waldorf” curriculum and using that word – where is your training, Foundation Studies, workshops that helped train you in this method?  I think all of these things combined make a “curriculum” worth looking at.