First Term

Foundations of Education I

  • The students will formulate their own understanding and definition of education through group discussion and choosing from a selection of resources such as Leisure: the Basis of Culture, Brandy Vencel’s Charlotte Mason’s 10 Principles, Abolition of Man, or other approved works
  • Students will create a timeline, a book of centuries, or another historical resource to reference and determine their initial area of focus.
  • The students read and discuss Mere Christianity
  • We will read and discuss a literature selection together
  • They will also take ownership of and set goals for a Bible reading plan.
  • Additionally, students will maintain various notebooks for vocabulary, commonplace entries, nature observations, drawing, architecture, and/ or others.
  • Forming a preliminary plan for what they aim to accomplish by the end of high school. While this plan may evolve based on their changing goals, the primary purpose of this exercise is to help students take ownership of their education and develop a long-term vision for their high school journey, as well as help them set specific goals and understand the steps required to meet them.
  • Composition: students will be required to write and revise papers regularly. 
  • As time permits, we will enjoy some Shakespeare as well

For families that already have these and/or other things in place, we will simply integrate what is working for you. There is no need to supplant anything that’s already working for you as long as you can meet all the requirements of the class. 

Second Term

Foundations of Education II

Foundations of Education II will be a practice environment with heavy mentorship.

Using the definition of education the students have developed, they will implement a plan to work towards the goals they have set. This will include:

  • Studying the period of history they chose to focus on first,
  • Using the materials selected in Foundations of Education I,
  • Reading and discussing another literature selection as a group,
  • Using and checking in with the group about their Bible reading plan and various journals,
  • Continuing to produce and revise papers regularly.
  • And, like the first term, I hope to have time for some Shakespeare.
SUBSEQUENT Terms

Building on Foundations

Following the Foundations courses, the student will then be recommended to participate in the main cohort, or they will be recommended for private tutoring. The recommendation is not based on ability or skill or level, but on their ability to work well in a community, with the intention and hope of all students joining the main cohort. Working well with a community includes participation, kindness to others, willingness to listen, etc. All decisions are made in collaboration with parents. There will be regular feedback regarding how students are interacting with the group over the course of both six-week terms.

The main cohort will continue with six-week terms (five per year) building on what we’ve started.