Tag Archives: history

Ohana Home Education Yahoo Group

When I started home educating, the internet was fairly new, and so at the time (1999) the main source of networking between home educators was ‘e-groups’ which eventually got taken over by Yahoo groups.

I know that almost everybody now has migrated over to Facebook, but although I am obviously there (and Ohana Home Education has a presence there), I’m not a big fan and don’t particularly like entrusting photos or files to them, and so while lots of yahoo groups now stand empty or quiet, I have decided to revive one of my groups as a handy place to store files and links that may be of use to home educators.

ohana

The group is, surprisingly enough, is called Ohana Home Education and you can find it here: https://uk.groups.yahoo.com/neo/groups/OhanaHE/info

There are already lots of files and links there. Mainly they are related to lapbooking, unit studies, home economics and some religious topics (mainly relating to Messianic Judaism, celebrating the festivals, cooking etc.), but I hope in future to add resources and worksheets on all other topics, and anybody is free to contribute.

It is not particularly meant to be a discussion/ support group, although if it does get used that way it would also be OK. But there are of course lots of other places online (especially, inevitably, on Facebook) for that sort of thing. One of these days I will get round to making a list of the most helpful groups.

So please do go on over and take a look, and if you would like to join to contribute/ make use of what is there, please do make sure to confirm when you apply that you are a home educator. Feel free to suggest as well the topics that you would like to see there.

I know that, when I was first home educating, I very much appreciated the resources that other home educators had made available for free, so it is all good to make sure that there are free resources still available for a new generation of home educators.

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Stuff we’re using

1teddyrow

October isn’t over but since I never know when I will have enough energy to get on the laptop, I thought I would write an update now.

There are lots of things we’re struggling with at the moment, lots of things we would like to do but haven’t been able. So instead of dwelling on the negative, I’ll let you know what we have done, and what we are currently enjoying.

In English, we’re currently going through Galore Park’s “So You Want to Learn Junior English” Book 2. We don’t bother with writing as it slows the boys down, we just go through it orally. Sometimes, when there’s a point of grammar that they need to see, I’ll write it up on the whiteboard. We’re also using Jolly Grammar books 1 and 2 for spelling (the grammar worksheets are variable. I like that they’re photocopiable, but we only bother copying the good ones.)

For literature, we’ve been listening to The Railway Children by E. Nesbit and read by Virginia Leishman, which we downloaded from Audible. I decided to join as a member and pay monthly as it works out quite a good deal. This particular book would have cost quite a bit more as an individual purchase.

For History, we have been enjoying the Librivox reading of Our Island Story. I have already read this book twice to the children over the years, and it is a family favourite. Having somebody else read it aloud is obviously really helpful in our situation. We finished the Middle Ages with another film, just for fun: “Les Visiteurs” which is a French comedy about a noble and his servant who are mistakenly thrown forwards in time by a wizard. Very silly but lots of fun. At the moment we’re going through the reign of Elizabeth I.

For Geography, all we are managing at the moment is a daily page from “You Too Can Change the World”  by Spragget and Johnstone which is a children’s version of Operation World (there is also another version for older children, Window on the World). Each page gives a basic introduction to a country or ethnic group and lists points for prayer. One country that has captured the children’s imagination is North Korea, so we may look more deeply at some point. I do also have an old KS3 Geography series by Collins educational consisting of 3 books (United Kingdom, Europe and The World) but haven’t started that yet. When we do, I’ll let you know if it’s any good.

We went out once with the new HE Teens group to the cinema to see the Martian. I’m not sure to what extent that can be counted as educational! (Again, when I’m more well we might follow it up with some real science!) But everyone enjoyed it and I’m hoping that eventually the group will become a bit more active. Being so isolated makes it difficult to connect with other teens.

We have dabbled a bit with Shakespeare over the last year – usually I read the story in one of the story books for younger children, then again in something more complex like Lamb’s Tales from Shakespeare and then rather than struggling through the text, we find a good film version before going any more deeply, and then only if it’s enjoyable – the last thing I want to do is put them off. So this term we are looking at Henry V and we watched Kenneth Brannagh’s version with a star-studded cast including a very young Christian Bale!

For Science, we’re still going through Apologia’s Botany, minus most of the experiments. We may go through the experiments another time when I’m more well, as a fun way of revision.

That’s pretty much it. Field trips at the moment are reduced to one trip to the library every week plus their evening activities which, at the moment, consist of Drama, Scouts, Bellringing and Local Radio.

Over to You:

What are you doing this month? How do you manage illness and disability with home education?

Moon Child

harvest-fullmoon-stonehenge

Just a quick post to tell you a little bit about my new NaNoWriMo project this year.

I am writing what is evolving to be a mixture of murder mystery, adventure and tragic love story, all set at the end of the neolithic age, and covers the height and breadth of Britain, and of course it does feature some of the most prominent neolithic sites such as Stonehenge.

“The high king of Albion is murdered, and his daughter must solve the mystery, apprehend the murderer and sacrifice her greatest love to take on the mantle of her father to lead her people into a new era.”

I am taking rather a lot of liberties, and now that I know what it is, it might even qualify as ‘speculative’ fiction, since I am speculating that the people of the late neolithic age allowed almost equal status to women as to men, that these people were basically Celtic, though from an earlier wave of Celtic immigration than the Celts we know, and that they remembered their ancestors right back to Noah and the Ark. So I am using the traditional names and ideas from Geoffrey of Monmouth and others of the early inhabitants being known as the Samotheans, after their founder Samothea, and the island being known as Albion after the ‘giant’ who invaded the island but who was later defeated.

It is obviously not a ‘Christian’ novel, as it pre-dates the Christian era considerably, and it has quite a different feel to the novel that I wrote in 2012, which was very religious in content by the end of it, but that really was a cathartic process for me and included autobiographical elements – the loss of babies, moving to a new land, the depths of disappointment and despair and finding hope and new meaning and purpose in God. (That last part, to be honest, was rather speculative itself.) I did not like that book when Nanowrimo was finished, and I have not yet gone back to edit or complete it; actually I suspect it may need a complete re-drafting, and I have never showed anybody what I wrote. It was just a little bit too deeply personal and painful.

This time, hopefully, I am writing a book I would enjoy reading. It has the similar themes of tragedy and triumph, but this time I hope to enjoy the adventure a bit more.

I am downplaying the pagan elements, so it may not appeal to everyone – there is no human sacrifice, nor do the people worship the celestial bodies. These are a people who know that the sun and moon are created bodies, that there is a creator, but they know nothing of him. I also speculate that these early people did, contrary to accepted notions, have a written language, but that they used leather to write on and therefore we have no record.

So anyway, I am having a bit of fun with pre-history, basically.

I’m sure you’ll be pleased to know that I won’t have time to post regular updates on how I’m doing, though I may post again at the midpoint, and I will be posting word updates to twitter.

Here is a little excerpt, to give you a taster. After the murderer has committed the main murder, he then goes on to kill both the witnesses:

“Almost instinctively, he had reached for his dagger and had slain the second man before he had even consciously known that he had the dagger in his hand. But now Zaidar had lain Franek down, covering his eyes one final time, and stood to face the foe. The two men stood still for a moment, opposing each other in the moonlight, and the stranger knew at that moment that he had a choice – if he allowed this man to run and raise the alarm at the settlement, he would have no hope, no chance, no future. He knew that he only had one choice: kill the man and escape.”

Let me know what you think! Are you Nano-ing? What is your genre?

Ruins

We went earlier this week to see the ruins of a Penhallam, a Cornish manor house.

I expected the remains of walls at least, but instead there were grassed over mounds where the walls were. It was a beautiful location, but it was a long walk with a disappointing conclusion.

It was a lovely walk though, through woods and by a stream, which ended in a moat around the grounds of the manor house, giving an idea of how magnificent it must once have been.

Since there was not a great deal left to look at, the site was dotted with information plaques. Amusingly, ‘English’ had been scratched out from all mentions of ‘English Heritage’. Quite right too. 🙂

Reading the plaques, it was quite eye-opening to realise that the manor, which at one time had been a great estate, had been given to a Norman noble who only used it as a country house to visit occasionally, actually living elsewhere, and when in the 1300s there was no male heir, the house was eventually abandoned and was allowed to go to ruin.

Today we were watching the BBC series ‘Tudor House Monastery’ and it was interesting to compare the rooms from the Cornish Manor House’s siteplan with the way the rooms were used in the Tudor Monastery Farm.

But I have to confess to a little bit of disappointment not to be transported, Time Team style, back to the early Middle Ages when the house would have been at the height of its use. 🙂

P.s. I have more photos, but I can’t get them to load 😦

Teaching Adult Learners, Entrepreneurship & Indigenous Studies

I have just finished three free four week courses on the Australian Open2Study platform.

The first course was Teaching Adult Learners

The next course was Entrepreneurship and Family Business

And the third course was Indigenous Studies, looking at Australian Aborigines, Torres Strait Islanders and New Zealand Maori.

 

Teaching Adult Learners

This was a great course, with lots of ideas and I took a lot away from it. I have taught several classes on a variety of subjects but I haven’t done much with adult learners. I did think that a lot of what was said about adult learners would or should apply to children, especially older children.

Entrepreneurship and Family Business

This was an interesting and encouraging course, but it wasn’t terribly well organised and I’m not sure by the end of it whether I am any the wiser about how to start and run a business at all. One thing I will say though is that the course leader, Leon Levine does kind of embody the entrepreneurial spirit, from the point of view that he obviously isn’t an academic, but he has enough perseverance and determination to be doing a PhD!

Indigenous Studies

This was my favourite of the three courses. I had a very limited knowledge both of the Maori and the Australian Aborigines, so the history was fascinating as well as rather heartbreaking and quite appalling altogether. I saw a lot of parallels between the way the British treated the natives there and the way the native British (Welsh, Cornish and Scottish) were put down and oppressed and marginalised.

 

I particularly like the Open2Study platform – all the lessons are delivered by video, with a short ‘pop quiz’ question afterwards and a longer quiz after each module. You also earn reward badges for everything you complete, and even though there’s not much going on in the forum, there’s plenty of feedback on Twitter for example.

Each module is a week long, and I didn’t realise that there’s a deadline for the final assessment which I missed although I managed to pass based on my points from the previous modules.

Altogether though, I am really glad I did them, and the Open2Study platform will definitely attract me back again for more courses.

“The Missionary Roots of Liberal Democracy.”

I just wanted to share this very interesting article.

http://www.christianitytoday.com/ct/2014/january-february/world-missionaries-made.html?paging=off

I think it’s rather encouraging, when we’ve tended (culturally, as a nation) to start to believe that Christian missionary work has done more harm than good, to discover that actually it looks as though wherever the Gospel has been taken, it has indeed spelled good news.

Review of the Week

Just a quick review of the week, because we still haven’t quite got in a new routine in our new house in this new year yet!

We’ve been to the library a couple of times, and taken out more books than we can carry. Ds12 said half-jokingly that he though we already have more books than our tiny local library, and if we had another house next to our house, we could open our own library! 😀

Library book topics this week include: birds and insects, and Denmark. (I know, odd collection!) This weekend we’ll take part in the RSPB Big Garden Watch Survey, counting the birds in our garden, and I’m aiming on starting regular Nature Walks again.

We’ve visited with some other home educating families, and played with their chickens and rabbits and the children have started back at their weekly after-school and evening activities (at the moment, we’ve got climbing, swimming, dancing, drama, choir, scouts and a little church group between the 4 children) and we’ve been to beach a couple of times.

We haven’t done a whole lot of academic work yet. A bit of reading (me to them and them to me) – literature, a bit of science etc. but no formal lessons yet.

Our book of the week is “The Avion My Uncle Flew” which is a lovely story of an American boy who ends up living in France with his Oncle and the clever way in which he learns to speak French. By the end of the book there is a section entirely in French. We’re not quite halfway through yet, so we’ll carry on with this one next week too.

Then to finish the week, we’re watching “War Horse” to kick off this year’s centenary of the First World War. I’ll be gathering resources over the next little while to do a study project – recommendations would be welcome.

Open Learning: F13 Salvation Army History Intro

This course via The Salvation Army’s Open Learning college, unlike the other courses I’m doing, is a traditional postal correspondence course. In a way this makes working harder especially as there is no specific deadline and no weekly divisions, so it takes a lot more self-discipline to make sure it gets done.

In this module there are six studies, set up for either individual or group studies (the questions differ slightly depending on whether you’re studying alone or as a group). There are also additional, optional projects and additional suggested reading to follow up each study.

The basic textbook is the book “No Discharge in This War” : a one volume history of The Salvation Army by former General Frederick Coutts:

nodischarge

Some of the discussion questions are really interesting, and I’m a bit sorry not to have a group to work with.

I’m realising that I really need to draw up a study timetable and set myself some deadlines so I don’t let this study fall by the wayside. I’m currently working on Study One, and will post again when I’m finished.

Ancient Greeks Project

Take a look at this lovely Ancient Greeks project by Helen – brings back memories of doing arty-crafty history projects with my older two, and wondering if the younger two would enjoy it again.

http://www.helenforhisglory.blogspot.co.uk/2014/01/ancient-greeks-project.html?m=1

Introducing the Little Bears – history part 1

“Little Bears” was originally going to be “Little Bears Family Dayhome” (1) – a childminding service, way back in 1998 when we were first home from living in Sweden. We had decided to move back to the UK because we were a little homesick, and thought that we should get Dragon-tamer’s name down for a primary school back home.

As it happened, we didn’t even get as far as researching primary schools. Instead, we tried out a couple of pre-schools, as Dragon-tamer was aged 3 at the time. The first pre-school we tried was a shock-to-the-system in comparison with our Dagis (1) in Sweden. The Swedish philosophy of preschool education is a gentle home-from-home which encourages learning through play, and recognises the essential reality of attachment in child development. When Dragon-tamer started at Dagis, we went through a two week long process of inskolning (2), slow and gentle acclimatisation to the new setting while the parent gradually removes his or her presence, only when the child is ready to be left.

Back in the UK, this acclimatisation process was unheard of, and when we requested it anyway as we felt it necessary (especially given all the changes Dragon-tamer was having to get used to in one go – new country, new home and now new preschool), we were told that sitting in on more than one session was impossible. Instead, we made a compromise – I was allowed to sit outside the room where I could watch and listen to the proceedings in order that I could feel reassured. But no such reassurance was permitted to the child. I hope that understanding of child development has improved in the last 15 years.

What I heard and saw in that pre-school (unattended children crying for example) convinced me that it was not professional enough or appropriate for our child, and so we tried a second pre-school. The second setting presented almost the other extreme: this was instead a very rigid academic preschool which insisted on numeracy and literacy sessions for 3-year-olds. When I voiced my concerns and asked if we could arrange our attendance to avoid the academic sessions, we were told again that this was impossible. This time there was no room for compromise. The pre-school leader told me confidentially that she agreed with my concerns, but the setting was run by a parent-governor board which believed in the better-sooner-rather-than-later principle. Again, I hope that understanding of child development has improved in the last 15 years.

Well that’s enough for now! I haven’t blogged in a while, but I will try to post more regularly, and history part 2 will tell what we did after preschool, and how we discovered home education quite by accident.

Some notes on Swedish words:

(1) Dagis – short for daghem, dayhome, also known as forskola, preschool, and barntradgarden, kindergarten. A childminder’s would be a Familjedaghem, or Family Dayhome.

(2) Inskolning – acclimatisation process

(if somebody could let me know how to get Swedish characters, please let me know!!) 🙂