Skills for High School (and life!)

We have one teen getting ready to go look at colleges and apply in the fall, and one child who will be entering high school in the fall.  These are such  interesting and often challenging ages to parent. I don’t think I ever doubted my homeschooling skills as much as I did when my oldest was in eighth and ninth grade.  I think this is because we as parents can see what skills will be needed for success in  the upper grades of high school and what will be needed in college, and we wonder what we will do if things don’t come together  (or as homeschooling parents we wonder if we are doing enough).

This leads me to a question:  what do you think eighth and ninth graders really need to be able to do in order to navigate high school (and life) successfully? I woud love to hear your thoughts!  Here are a few of my ideas for the important skills teens need for high school and beyond:

Communication Skills – this includes written communication, public speaking,  recognizing nonverbal cues in other people, presentation skills, and being able to collaborate on a team.  I think this is where things such as vocabulary and fluency in writing and speaking  counts, and so do things such as knowing how to introduce oneself and others.

**Ways to develop this:  4H and Toastmasters, work and volunteer experience, being on a team in any area- sports or otherwise, communicating effectively at home and pointing out cues and emotions,  increasing vocabulary in the later middle school years.  If you are the homeschooling teacher – assigning papers, research papers, and oral presentations.

Organizational Skills – this includes physical space planning (ie, the teen can find what they are looking for), mental organization, planning and scheduling, time management, prioritizing

**Ways to develop this – using a calendar or planner, using checklists, working with deadlines  for your homeschool, developing accountability outside the home to mentors, other teachers, volunteer work or a part-time job

Leadership and Teamwork – this, to me, involves initiative, making decisions, contributing, responsibility, respect of others and listening to others, humility, problem solving

**Ways to develop this – volunteer and work opportunities, allow decision making for teens and don’t bail them out of the consequences, let your teen figure out the possibilities – don’t do it all for them

Work Ethic -this includes dependability, determination, accountability, professionalism

**Ways to Develop This – assignments with deadlines in homeschooling, don’t skip the hard or boring all the time, work and volunteer experiences, the development of healthy habits at home which requires a regularity in doing things

Emotional Intelligence – self-awareness, self-regulation, motivation, empathy, social skills

**Ways to Develop This- talking to teens about their feelings and helping them use “I” statements and how to be active listeners, basic anger management and conflict management skills,mindfulness techniques,  nurture motivation when your teen is interested in a subject or has a passion and teach them  how to set goals around their passions, provide and model optimism and encouragement

I would love to hear your ideas!  What do you think is important?

Blessings,

Carrie

PS. If you are looking for more on this subject, you might enjoy this back post on Life Skills for Seventh and Eighth Graders and some of the resources I recommend!

Planning Ninth Grade

This is the second time I will be teaching ninth grade.  This time is a little different, as I have a child with more specialized academic needs who wants to go to a four-year college.  So, I am thinking less in terms of blocks and more of underlying themes for our year.  Some of the things I think our student really needs and will want for her chosen future field (equine studies or animal science) will match traditional Waldorf school subjects for ninth grade and some will not. The homeschooling environment, as I found out the first time through ninth grade, is incredibly different than a classroom high school setting or even a Waldorf high school setting, and  I think deserves to be treated as such.

Ninth grade is an interesting year as some Waldorf Schools put things like the Revolutions block in eighth grade and some in ninth grade; most do the blocks that highlight the polarities contained within this age such as Comedy and Tragedy and Thermodynamics, but other blocks seem to be  not as standard.

So, in a way, all of this is freeing.  I have a student who dislikes main lesson book work at this point (as did my first ninth grader); and a student who needs more practice and overlaying of knowledge than a block format due to difficulties with working memory.  So, our high school may look more like extended subjects than four to six week blocks. And I think for high school that is perfectly okay, so long as we continue to use sleep as an aid for memory.

My main plan is to center our year around a theme of wonder within the themes of Earth Science/Prehistory of the Earth; much of this is reflected in the book lists of Build Your Library Grade 9, which isn’t Waldorf at all but has a good list of titles. We will be using the Christopherus Earth Science as a jumping off point for our year.   We will be working on poetry and short essays along with literature that will go with our Prehistory theme.  Our nod to traditional Waldorf ninth grade will be finding the polarities within these topics.

Electives will include survival skills, choir, and orchestra.  Our foreign language will either be Spanish I using Living Language Spanish and the many resources we have around the house. Most of all, we want to parlay our student’s love of animals, equines, and animal science and behavior into working one day a week shadowing or volunteering with a professional – and we know lots of those.

I will let you all know how this plays out!  Putting together plans now.

Blessings and love, can’t wait to hear if you are ordering resources yet,
Carrie

Waldorf Resources For Homeschooling High School

I am thinking about high school again as I ordered some things for ninth grade (next fall; we are halfway through eighth grade) in with the Christmas orders! LOL.  You can see my post about Homeschooling High School: Should You? about some of the factors in deciding to homeschool high school, but today I want to talk a little bit about some of the Waldorf resources specific to homeschooling high school!

The tiny amount of resources available for those of us Waldorf homeschooling high school is growing!

Here is what I know of at this writing:

First of all, I think everyone considering homeschooling high school should read “Education For Adolescents” (free PDF) and “Kinesthetic Learning For Adolescents” (free)

For all subjects, there are some free resources available through The Online Waldorf Library.  These include compendiums on high school subjects throughout all the grades.  I have found great articles, ebooks and more regarding high school math; high school history and literature; high school science.

For math especially, there are publications available for purchase through Waldorf Publications and through Whole Spirit Press for Making Math Meaningful’s High School work.

For more complete curriculum:

Pieces of Live Education!can be used for early high school

Earthschooling has a high school curriculum written by Waldorf teachers for grades 9-12 – digital/video format.

Waldorf Essentials– Melisa Nielsen offer coaching for the high school grades, which is also free for members of her Thinking, Feeling, Willing program.  Waldorf Essentials has a ninth grade guide, and is working on other guides for grades 10-12.

There is a resource several people have alerted me too, Melisa Nielsen of Waldorf Essentials included, which is the course about the high school Main Lesson by Waldorf teacher Charisse Louw from Cape Town, South Africa.  Here is a link to a course, with a special price that extends until Black Friday (the day after American Thanksgiving)Waldorf High School Main Lesson: The Word

Jean Miller also does wonderful consulting; here is a post about what Waldorf homeschooling in high school looked like for her and her three children.

Christopherus is working on their high school curriculum and working with students directly.  This is an abbreviated version of a note from Donna Simmons (full text on The Parenting Passageway Facebook page):

Dear friends,

 

As many of you know, Christopherus is now expanding into high school. We are completing our middle grades curriculum (6th gr available in June 2019) and have already made a start with high school.

 

I am currently teaching language arts with an emphasis on writing and also history,via small group phone calls and individualized assignments, to a group of 9th graders. Our first semester is drawing to a close and there is the possibility of a few new students joining us in the new year. We do not use computer-bases learning in any way and indeed, half the class do not have their own emails.

 

I am also starting to compile a list of present 8th graders interested in joining the Fall program for 9th graders. This list is getting long! Do get on it if you are interested!

 

I am about to create an audio download about preparing for 9th grade for  all parents of homeschooled 8th graders, whether they wish to work with me or not. Our present group has had a steep learning curve in terms of deadlines and other expectations! I will help parents prepare in advance for some of this in the course of their 8th grade. Watch our newsletter, another special announcement email and homepage for further details.

 

If you are interested in any of this, please email me as soon as possible. Again, if you are interested n the winter/spring 9th gr classes,please get in touch immediately as it takes a bit of time for us to explore this possibility.

I would be very, very grateful if friends of Christopherus would kindly spread the word about these programs to anyone who might be interested. I am currently developing a 6 week residential program on an off-grid site for students 16-19 which will be very exciting!  Keep in touch if this interests you!

 

donna@christopherushomeschool.org

These are the resources I am aware of, hopefully with more to come as the Waldorf homeschooling high school market increases and there is more demand!

Many blessings,

Carrie

 

Upper Grades: Getting To The Essence of A Waldorf Block

The concept of “soul economy,” teaching in such as way as to succinctly represent themes and polarities in the world and then letting that knowledge sink down into the subconscious through sleep as an educational aid, is a concept in Waldorf homeschooling that sounds wonderful but  often feels like a mystery to attain without a lot of experience or teacher training!  For example, when I first started homeschooling the upper grades, about fifth grade and up, I realized I was trying to cram a lot of information into the blocks.  It was a feeling, perhaps from my own public school education, that I needed to pick out the most important things to represent the essence of a time period but also I *needed* to get through most of the book of Greek myths or most of the biographies of famous people in Rome or most of the timeline of American History or most of the experiments for different concepts in physics or whatever it was.  Yes, I tried to pick the most pertinent tales or biographies for the child in front of me, so in that sense it was personalized, but it was still that feeling in my head that we had to get through *all the things*.

Something shifted for me going through the fifth grade and up material a second time, and I think also combined with going through now the first two grades of homeschooling high school, which gives you a much better perspective on these upper grades.  I got much better about really narrowing down the pertinent points and choosing for my child what they needed to hear.  We really have this as such a luxury in the home environment!

I think in order to get at an essence of a block though, you have to know the material.  This actually can be problematic for us as homeschooling mothers when we approach new material because we may be looking at new material across several grades.  For example from my own time through sixth grade – there I was,  two college degrees, and I knew very little about the Roman History covered in sixth grade!  Not really enough to pick what were the watershed moments of this time period and also to choose what really my daughter and her temperament and development needed to hear.  Again, I did much better with this the second time around as I was familiar with the material!

So, what can you do if it is your first time through a block of material? How do you find the essence?

Honestly, I think pick 4-6 “things” out of that block that you really want to bring to life for that time period, block of physics or chemistry, concepts of grammar or  tales of mythology.  I wouldn’t pick more than that.   You really can’t do it justice. Find the broad arc and themes, or the broad polarities in science, and pick things that illustrate that. Arcs, themes, polarities, should be your mantra. Then you can pick what really speaks and stands out to you for your child.

Check out the suggestions in the book “Towards Creative Teaching: Notes to an Evolving Curriculum for Steiner Waldorf Class Teachers” edited by Rawson and Avison.  I think their suggestions at least helped me think about what I really wanted to economically bring.  This book says things such as, “One of the three great discoverers – Vasco de Gama, Ferdinand Magellan and Christopher Columbus – might be taken to represent the time of the great discoveries.” (Page 153).  That is just one example of many suggestions as to how to pair things down and gather the essence of a particular block.

Think what and how concepts can be integrated across blocks. By that I mean, can the themes and polarities of one block be reinforced in another block?  For example, history, math, science, world religions, and handwork can all overlap.  Botany and mineralogy often overlap into geography and how people lived, and vice versa.  Many of the  concepts of sciences overlap. What overlaps personally to your child because of where you live in the world? What is reinforced by living where you live and how you live or the people in the child’s environment?  That is another part of homeschooling.

Use art with drawing, painting, modeling, poems, songs,  drama, and recitation of poetry in order to tie it all together.  These arts are so wonderful and what makes a Waldorf Education different from anything else.

Just a few musings.

Many blessings,
Carrie

 

 

Making The Burden Light: Homeschooling The Upper Grades

I think things really start to hit the fan sometime in the upper grades. Some families don’t get into too much worry and anxiety about the block content or repetitive practice that they are finding (or not finding) in curriculums until 6th or 7th grade; some until high school; and some starting in fourth and fifth grade. This is understandable, because some of the contents of the blocks tap into things that perhaps we didn’t receive in our own education, so in order to have to teach that,  and then to understand the impulse behind why we are teaching what we are teaching, and then to present that in this “magical” way we see on Pinterest or Instagram can often put a lot of pressure on a busy Waldorf mama!

One thing that always helps me is to have an idea of the flow of the curriculum of the Waldorf School in my head. No, I will not follow this curriculum exactly because I am a HOMESCHOOLER, but I also do not want to miss the iconic blocks that meet the archtypal development of the child. I also want to EXPAND the curriculum because I am not European, and I don’t want my homeschool to only include Western Civilization, but to be encompassing and inclusive.  If I was South African or lived in the Pacific Rim countries, the curriclum I have chosen to use would look different because we work where we are, and there are Steiner Schools all over the world, not just in Europe or in the United States! But still, I have to know where the curriculum starts for my country.

So, if I can think in my head at first in generalities by looking at the overall flow for grades 4-12… (not including extra artistic work or music) , I can find where things will come around AGAIN.  So I don’t have to include every little tiny thing about Rome  for my sixth grader, because it will come back in high school! This list is so brief for this blog post, but my friend Lisa found a great list here from Emerson Waldorf School in NC regarding content by grade.  However, here for your reference is a quick list for grades 4-12:

4th Grade – Local history and why early settlers were here and how natural resources were developed; Norse sagas; map making; Human and Animal block; Long Division/Word Problems/Fractions/Freehand Geometry; embroidery and cross stitch.  What I might include as an American:  hero tales; tall tales from North America;  book reports; letter writing; spelling

5th Grade- Ancient India/Persia/Mesopotamia/Egypt/Greece; the lives of Manu/Rama/Buddha/Zarathustra/Gilgamesh and more; Greek mythology; Geography of the United States; Botany; could include zoology of other animals not covered in 4th grade; Decimals/Fractions/Mixed Numbers/Metric System; Geometry; knitting with four needles. I may include the entirety of North American geography in this grade. I also include Ancient Africa and Ancient China and the Maya in MesoAmerica.

6th Grade – The Roman Empire; Medieval life; the Crusades; The Golden Age of Islam; the life of Christ; the life of Muhammed; Geography of North and South America; World Geography – the big pictures of contrasts in the world; Physics of light, heat, sound, and magnetism; Mineralogy; possibly continued botany; Business Math (especially percentages, ratios, exchanges, equations, proportions);Geometry with a compass; creating patterns and sewing. I include Medieval Africa here as well.

7th Grade – What is often called “The Golden Age of Exploration” in schools I term “Colonialism”; The Renaissance; The Reformation; biographies; Wish/Wonder/Surprise block for writing fluency; Geography of Europe (I often put in sixth grade instead) and Africa; Astronomy; Chemistry; Physiology; Physics; Beginning Algebra/Perimeter/Graphing/Roots/Formula/Area/exponents; Geometry; Sewing and embroidery

8th Grade – Modern History – I like to get up through present day; Revolutions (or I might put this in 9th grade depending  on the child); Poetry; Geography of the Pacific Rim; World Geography; Chemistry; Physiology of bones/muscles/the eye; Physics of light/heat/electricity/magnetism/aerodynamics; Meteorology; Geometry – Platonic Solids; Equations and Mensuration; Number Bases; Machine Sewing

9th Grade – Modern History (what I might focus on would be state history starting with the hunter gathers and First Peoples of our area, Early Settlers, any Modern History not finished in 8th grade); Great Inventions; Comedy and Tragedy; Art History; Meteorology; Mineralogy- Plate Tectonics; Chemistry; Physiology; Physics; Earth Science;  Algebra/Euclidean Geometry; Copperwork and Pottery

10th Grade – Ancient Civilizations and History; dramatic literature and epic poetry; Chemistry; Physiology – Embryology; Physics – Mechanics; Earth Sciences – oceanography/crystallography; Algebra – logarithms; Plane Trigonometry; Land Surveying; Projective Geometry; Metal Working; Weaving and Dyeing; Stained Glass work.  I included a block on African-American Literature from the Black Arts time period to the present day.

11th Grade – Roman/Medieval and Renaissance history; Dante, Chaucer, Shakespeare; Parsifal and other Grail legends; History of Music; World Geography and Map Making; Atomic Theory in Chemistry; Physiology – plant and animal comparison; Physics – Electricity and Magnetism; Botany; Algebra including logarithms, exponential equations, spherical trigonometry; Computer Math and Science; Projective Geometry; Blacksmithing; Poettry and Copper Work; Photography. I will include a block on Latin American Literature.

12th Grade – Modern and World History; Russian literature; The Transcendentalists; Goethe’s Faust; World Geography and Map Making; Chemistry; Biochemistry; Physics – optics, mirrors, light, color; Zoology; Algebra and Geometry brought together in Analytical Geometry; Statistics; Probability; Computer Math; Integral Calculus; Logic; Building computers;  History of Architecture.  I will include a block on Modern African Literature.

When I look at the blocks, I have to think – how much do I know about this subject? If I close the curriculum pages, and think about what I know, what do I know?  If I pull this topic up on the Internet what comes up? What is general flow for that subject normally for high school or early college?   I usually do some Internet research on my own plus extensively use my library in order to write up a summary or biographical sketch that I can present, along with reading the actual curriculum or Waldorf resources I bought!

Often, for history especially, I need a timeline in my head and match biographies to the timeline I have for that historical period.   For science, I may need to think about a particular flow to a block and  if I understand the phenomenon myself or not and what i would need to understand it.  It is very hard to teach these upper level subjects if you don’t know anything about them at all.  It is different than opening up the pages of a fairy tale and reading it three nights in a row in one way but in another way if you can condense the information down into a summary you can present to your child, then you CAN read it three nights in a row and memorize.  For example, right now I am writing some summaries based on what I have read regarding the Paleolithic  Age and the Neolithic Revolution for our block in February on Ancient Civilizations in tenth grade.  I have to research a little and put things together, and then own it and present it.

I have to understand the content in order to figure out the gestures behind the content and the polarities. I am always hunting for polarities, to teach in that antipathy-sympathetic way for the contrasts because that makes it all come alive! I also try to relate it back to what we studied previously.  I find fault with the Charles Kovacs books sometimes, but I do think that is one thing those books do well – find the polarities, find how it relates to previous subjects.

Secondly, what is the  Waldorf perspective on this? Do I understand the WHY of presenting this at this time? Most importantly, is  the child in front of me ready for this topic now or developmentally are they behind or ahead where this topic is? I may need to shuffle the order of my blocks!

Then I have to think how can I present this in the most ENLIVENING WAY possible for us?  What is most doable in our situation, and what excites us the most?  Pinterest can help there;  sometimes just having time to sit down and draw and decide what you want to capture is also the best use of time. The Main Lesson books for our oldest and middle daughters look different because we chose to capture different things, even with the same stories for fourth grade or for the Renaissance or whatever.   Or maybe we threw the Main Lesson book out for that block and chose lapbooking or some other way to do something, especially for high school due to sheer volume of information.  Homeschooling is flexible like that!

Then I have to think of the way we lay out sleep as our educational aid. With these blocks do I:

Open warmly (and how)

Review (many different way to review; variety is the spice of life!)

Practice skills; Work with the material artistically and in our heads

Have new material or deepen the material we have gone over.  There should always be something new there!

If you are looking for ideas about this, I suggest Meredith’s podcasts on these parts of the Main Lesson over at A Waldorf Journey Podcasts. I also suggest the great documents on planning a Main Lesson and especially all the different ways to review here at Waldorf Inspirations. I especially like the ideas about forming a daily rhythm and how this is different for older students in fourth grade and up, at least in the classroom setting (and it might give you ideas for the home setting as well!)

So, this may not seem especially “light” but I do think it is reality.  I don’t think there is a “one size fits all” for the upper grades. I think Live Education, Earthschooling, and Waldorf Essentials all have fairly complete curriculums for at least grades 6-12, and perhaps you start there when in doubt!  But you actually need to look at the content and not just open up the curriculum morning of to teach.  These upper level subjects need more preparation than that!  If you break it up into small chunks starting in the spring, it is really doable.  Use a few hours on a night to prepare for the next week, and the more you go through it, if you have multiple children for example, the more doable it becomes.  

Teaching IS an art.  I would love to deepen my own teaching and help readers deepen their own homeschool teaching. I would love to hear from you! How has working with your fourth through eighth graders deepened and differed from teaching your first through third graders?  How has your high school teaching deepened?  What have you learned along the way?  This would be a great subject for a conference call with many mothers!

Blessings,
Carrie

 

 

Let Me Tell You Your Mission (In Case You Forgot)

One thing a friend of mine and I were talking about recently is that there is room in the adult world for all kinds of people with all their various quirks and personalities and temperaments.  The diversity of people is such a beautiful thing, and I know I am so grateful that different people want to do different jobs than I would want to do; that different people have different strengths and abilities; that different people even look different and live differently because I find so much beauty in all the varying cultures and faces of the world.  I love it!

So why do people act as if our sole parenting mission, and yes, especially in the middle and upper classes, is for our children to get into a good college and be on a college track?  I am not saying that education is not important.  It is important, but how can we balance this in a healthy way?

Having our teens stress themselves out to the point of having psychosomatic illnesses and fearing for the future and not wanting to grow up because being a teen is already stressful enough (so how stressful must adulthood be?) is not helping this generation.  ANXIETY has now taken over depression as something teenagers are dealing with.  According to this article in the NY Times, 62 percent of undergrads are reporting “overwhelming anxiety.”  There has been a doubling of hospital admissions for suicidal teenagers.  

So, exactly what happens when the push, push for the “good college” is acheived?  What happens in real life outside of this?  My point is that people (and teenagers) are made of more than just their academic portfolio.  There is space in the adult world for many people with their many likes and dislikes and interests and passions. In fact, the adult world probably needs you especially, teenager who is different.

So, parents,  let me tell you your mission in case you have forgotten.  You are here to support your teen and to help guide them.  If you see them putting such pressure on themselves to perform, how can you step in and help them? What will they really need in the adult world to meet their definition of success?  Is their definition of success even healthy? One of the many points in the NY Times article above is that parents are not always driving the anxiety of these teenagers anymore by pushing them, but that instead the teens are internalizing the anxiety themselves and pushing themselves relentlessly.  Health and social relationships are, to me, more important and deserve even more time than academic work.  

You cannot live their life for them.  You are here to help your teen unfold and be who they are going to be.

Life is messy.  Being a teen is messy .  Be supportive and be kind, because you may not know much of what your teen is dealing with at all.

When people ask me about my parenting and goals for my children, I essentially say I want them to be healthy and helpful human beings.  Human beings who are good and loyal friends and family members who will help others.  Human beings who are ethical and who do not divide their public and private lives.  Human beings who can relax and have fun, and yes, make a contribution to something greater than themselves and support themselves.  That is an exciting parenting mission.

Blessings and love,
Carrie

Planning The High School Years

High school planning is challenging because of the becoming.  I can tell you  I think the largest, biggest, scariest, most brilliant leaps in development happen between ages 15-17 and it happens in ways so hard to predict!  So on one hand, who wants to plan high school so far ahead and pigeon-hole what beautiful opportunities and passions come out of growth?  On the other hand, who wants to think myopically and make the world very small and not plan far enough ahead so that opportunities will  then not be available for the young adult?  I think this is the fine line that every homeschooling family straddles.

So far, I can only tell you our plan for one child, who is currently in tenth grade,  and what we think the next few years will look like.  I am happy to share that; I am also happy to share that ninth and tenth grade have been vastly different for this child and that things are emerging daily that could be a path to something for the future that I cannot even foresee yet.  There really are no planned out tracks or goals for a career right now, no set path.  This child would prefer to have four years of high school and not pursue dual enrollment. In my area, dual enrollment is insanely popular and perhaps for good financial reason.  But I also understand my child and how she wants the excitment to enter college as a freshman (or in taking a gap year and then entering) and how she wants the beauty of the full college experience as a new freshman and how she doesn’t feel ready for dual enrollment with many older students. And I think that is okay!

So, my main advice to you in planning high school is to:

LOOK AT YOUR CHILD.  What is their temperament, their personality, their interests? Are there any outside academic high school classes in your area and if so, does your child want to take them?  Does your child want to go to college?  Do they know what they want to do or do they have an area in which they shine that might lead to a career path?  Do they want to do dual enrollment? Or not?

THINK ABOUT BEING MINIMAL.  High school can suddenly seem very, very complicated.  In all states in the United States, you can create a transcript for graduating high school.  However, if your child is interested in applying to college, there may be certain requirements the college or university is looking for.  So look at the public college system in your state and see what the requirements look like.  After freshman year, perhaps your student will be willing to chime in on a few colleges they like and you can look at those requirements as well.  So, it doesn’t have to be complicated, and it doesn’t have to be limiting. There are many ways to meet science or history requirements,  and many unique areas of focus that would count depending upon the final goal upon high school completion.  Most homeschooling families who have homeschooled multiple children through high school have commented that every high school path has looked different for each teenager.  As it should be – THAT is one reason why we homeschool high school!

DON’T PANIC.  150 hours is usually a humanities credit, and a 180 hours is usually a science with lab credit.  You can fulfill this a variety of ways – hours of experience, using a textbook and getting through most of the textbook, or honestly, when you feel the material has been mastered.  Some will use CLEP tests or SAT II Subject Tests to prove mastery.  If you keep track of what you do as you go along, you will have no trouble putting a transcript together.

CHASE THE PASSIONS. This is why we homeschool high school on one hand, but on the other hand, not every homeschooled kid has this insane passion that takes hours a day.  Be easy on this if they don’t have a passion, but do look for the opportunities that make homeschooling worthwhile!

WALDORF WHAT?  Many of you here are Waldorf homeschoolers and I am here to tell you whilst there is almost no information out there, it is possible to homeschool Waldorf in a high school manner using a mix of track (all year) classes and block classes (just like you did in grades 1-8).  Check out the Waldorf High Schools around the United States on-line and you will see the same blocks over and over with some geographic variation, just like in grades 1-8.  The AWNSA chart created by David Mitchell details high school in it, as does books by Stockmeyer and the book by Finser.  You will be putting together blocks yourself just as you have done through the middle school years when less curricula was available. you can do this!

Our plan right now, for one very specific teenager who wants to go to college and pretty much likes only math (LOL) and whose siblings’ high school courses will look much, much different:

We did World Geography as a year-long course (Oak Meadow’s high school course)  in Grade 8 and High School Spanish I in Grade 8.   These credits could count toward high school if we need them – especially the foreign language.

Ninth Grade – we did Biology as a year-long track class with labs (Oak Meadow with things I added to it); American History (through blocks that added up to enough hours between eighth and ninth grade); Algebra I (outside class in our town); Spanish II (Oak Meadow); and Literature and Composition I (including the typical Comedy and Tragedy block found in ninth grade) and math blocks (see Making Math Meaningful for High School for more information on these blocks).  Typical Waldorf blocks also include Art History, which would count toward a fine arts credit if a college requires it and you add in fine arts projects or toward an elective credit.  We had a credit with Music Theory and Performance (vocal, piano).

Tenth Grade – AP Environmental Science is our year-long track science class (outside class in our town); we will start World History in several blocks and finish that in eleventh grade; United States Government and Civics as a year-long course (and tied back into Greek History and Civics that is a popular block in Waldorf Schools); Literature and Composition I (taught in blocks, this year, Ancient Literature, Epic Poetry, Contemporary African-American Poetry/Essays) and math blocks.  Books with reports throughout the year.  Health and Physical Fitness (Oak Meadow).  Geometry and Algebra II/Trig were the other two outside classes our tenth grader chose to take (two credits total) along with the math blocks found in tenth grade Waldorf Schools.  Our embryology block will tie back into our Biology credit from ninth grade.  We will also have another credit with Music Theory and Performance II.

Eleventh Grade – Chemistry will be our science, I believe, along with several blocks of botany found traditionally in Waldorf Schools and blocks on astronomy.  We will finish World History and include resources on world religions, usually found in Waldorf Schools in this grade.  Eleventh Grade English is usually Dante, Parsifal and more in this grade, so still deciding that route.  Books with reports throughout the year.  Math will be Precalculus and possibly AP Statistics as outside classes (two credits).  We will most likely have another credit in music and will apply the hours in our History Through Music block to this.

Twelfth Grade – Physics and Calculus will be our outside classes, most likely along with AP English and AP Psychology, also outside the home.  The traditional Waldorf blocks include literature such as  Faust , Transcendentalists, and Russian literature, so I will be drawing from those, and History through Architecture.  We most likely will have another credit in music and I would love to cover Marine Biology, but we will see how far we get.

There are some things we may not cover, such as a lot of Earth Science, which is covered in Waldorf Schools. However, I think for the most part, our plan lines up to both some of the things found important developmentally in Waldorf Schools and also meets requirements for the more competitive colleges our teen is dreaming of applying to.

So that is our plan, but mostly we want to be flexible and allow time for all of our teen’s passions, of which there are a few (mainly horseback riding and musical ventures, and involvement at our parish).

Tell me your high school plans!

Blessings,
Carrie