When is the 'right' time to contemplate exams?
As home schoolers we have the discretion to go at our child's pace and decide upon the time they are ready to sit these exams which are deemed so very important here in the UK.
IGCSEs can be looked upon in varying ways; as stepping stones to the next stage in a child's educational 'career' or as time filler;, something to do whilst deliberating what they really want to learn. (Although I must confess I have seldom met anyone doing this.)
Many years back when we began home educating I felt quite compelled to bypass all the exams; why, if I was home educating my children would I ever need to bother about exams? Surely, I naively thought, they could just go straight to A levels or even enter University as mature students (if they chose)? As they and their friends grew older more home educating friends of mine began making the decision to follow the IGCSE route from home; and I began to feel more wary, more anxious. What if my grand ideas fell apart? It was one aspect trying to encompass a 'classical' style format within the confines of the home; filling the home with Montessori style 'work' for the younger children and holding this philosophy throughout, and basing my home made curriculas on 'classical' style materials, filling their minds with great literature, museum outings and lots of home education work shops, but the children were growing older, and with it there was suddenly more to prove...and more at stake. Could they maintain all this AND do a few exam courses?
So, when is a sensible and workable average age to sit these exams? Of course this will depend upon the child and their capacity to retain information and their maturity to cope with exams.
Many home schoolers we know begin earlier than schooled children for the mere fact that it is near impossible to do as many exams from home as they do in school theses days.
Incredibly children are now taking up to 12 GCSEs in school. We must remember though a few factors which bring comfort and solace to the UK home schooler 'going it alone'. Firstly the GCSEs are no where near as intense and rigorous as the IGCSEs which most home schoolers do as they require no coursework and it is very hard to find a centre/school who would be willing to assess coursework. With IGCSEs there is usually much more work to cover and so they demand more time and understanding. This, to me, was actually a benefit as I was far more concerned about the quality of what my children learnt than how many exams they were going to procure.
Secondly, the schools groom the child by 'spoon feeding' them exactly what they are required to know and then spend many an hour teaching a certain lesson which is unknown of in the home school world; 'exam technique'. So, automatically, schooled children are at a great advantage in terms of exam-passing! Marry that to easier exams with a vast portion of them being course work, then it is crystal clear why home educated children *may* not come out of the exam war with as many IGCSEs as their schooled fellows.
Due to the amount of work required for an IGCSE and that it is solely exam based it is understandable that the home educated family will attempt to split these exams up over two, three even four years, gaining two, three , four IGCSEs per year.
We attempted this with our first son and are currently doing this with our daughter and, to me, it is the only feasible way of doing it. Yet it does demand some solid preparation and questions. How many exams will my child really need? Are they particularly capable at one or two subjects? If so, it makes sense to take these ones first.
English Language and Literature, for example, usually demand a certain maturity as there is much writing and the analysis and critique must be mastered for literature. Or some children find Maths extremely taxing and will prefer to leave this until last.
Children all have their strengths and weaknesses and the beauty of home educating our God given children is that we, as their parents, know them so well that the decision of when to take exams and when to hold off will be more apparent to us and thus make this task so much more attainable.
May the Most Holy Family always pray for us and guide us wisely!
Saturday, 1 December 2012
Monday, 5 November 2012
First term impressions in sixth form.
As many people know our son Ben has recently made his debut into the school system for the very first time. I asked him to write an account of how he felt now he'd been 'inside' for a few months!
Of course each and every child's experience of school will be entirely different from the school to the student. Ben is a particularly laid back kind of young man and very friendly and willing so we're very thankful that, so far, his school life is proving to be fruitful.
Of course each and every child's experience of school will be entirely different from the school to the student. Ben is a particularly laid back kind of young man and very friendly and willing so we're very thankful that, so far, his school life is proving to be fruitful.
Contemplating sixth form
One could never argue that the transition from home-schooling into full time education at school was an insignificant thing or a change that does not come along with its own set of unique challenges. I had been home-schooled all the way through primary education, and on through secondary education, so I had never had any first-hand experience in a school. The day before I began sixth form my mind was overflowing with (now ridiculous) stereotypical views on what it would be like; the “popular kids” in the corner, the “school bully” going around causing havoc and the “nerds” sitting in their own little huddles doing huge amounts of work. Of course all these views were proved wrong the second I stepped through the door. I found that every one from teachers to pupils to the Headmaster went out of their way to get to know me and make every effort to help me enjoy and flourish in this (strange, new) environment that I would be spending the next two years of my young adult life in.
What you notice immediately (or at least what I first noticed) was that everybody is more mature; there is no ‘larking around’. My only real experience with “school kids” beforehand had been in my football teams that I used to play for. I always remembered them being a bolshie and boisterous lot who enjoyed causing trouble and making life even more difficult for the instructors/teachers. The reason Sixth Formers are not like this is due to post-sixteen education not being compulsory: all the ones who did not enjoy working and were not motivated enough have either left to look for jobs or gone to a more vocational style college. (or otherwise!)
In my Sixth Form it is very easy to escape the mostly bustling common room and find a quiet place to work, whether it be the ‘Quiet Room’ designated for silent study, or in an empty classroom upstairs. The head of Sixth Form, an incredibly dynamic and influential woman, constantly tries (and succeeds!) to instill in each student the motivation to work independently. Now, if one was to ask me to sum up home-schooling in two words, I would immediately reply “independent learning”. This is, of course, given to us by our parents. This means that when joining school after being home-schooled we already have this key skill. It also means that the teachers don’t need to drill “work at home, read around the subjects, work independently,” into our minds like they do to the students who have been in school all along. I have seen this first hand already, many times, when a teacher has said “go home and read up about all this and put some independent notes together” and the people in school previously find it really hard to do, when it is almost second nature to me.
The major reason Catholic home-schoolers worry about sending their child to school is the effect it may have on their faith. I know this was my Mother’s main concern, and I can honestly say two months down the line I do not feel in the least uncomfortable about my beliefs or my view, which I knew would be contrary to most students there. Never have I once heard any anti-religious comments nor had any kind of criticism about my faith, and all my friends at school know I am a practising Catholic. It just doesn’t mean anything to them other than, “He’s a Catholic.” I even once had an interesting conversation with a practising protestant about the true meaning of ‘Halloween’ something we both agreed on. (Agreeing with a protestant? That’s a new one!). If any one is up for a good debate about abortion or euthanasia then I’ll be in the thick of it but I wouldn’t spend my day pricking people’s consciences (well, not yet, I’ve only been there two months!).
Another advantage of going into sixth form is the opportunity of sports. Even though we’re a new sixth form we have formed a competent 11-a-side with matches against other sixth forms and colleges. We train every Thursday but in true school style I find myself cramming my lunch into my mouth and running off to play footie every single lunch time! I also enjoy Archery classes each week which are just fantastic. Last week I returned from the five day preliminary expedition for the Duke of Edinburgh Gold award. I find this is a great advantage as although this would have been possible through air cadets or home schooling groups, we have a professional team taking us through it.
To conclude, school has been a demanding transition, but an enjoyable one. It is a very rewarding system with its end of term reports and awards, and this takes place in a friendly and mature atmosphere. If there was anything I could say against school it would certainly be a grudge against the homework. The idea of two/three hours homework after school is definitely not one of the stereotypical views I had that has been proven wrong, sadly!
Ben Lewin
05/11/2012
Saturday, 20 October 2012
Reflections on Oxford Admissions
Many Catholic Families who courageously home educate will have to make the delicate decision of sending their child to University. Many families completely reject this option and the children will either continue to study at home (Open University being a viable alternative or vocational type courses) or they send their child to one of the Catholic American Universities.
For others, braving the UK Universities is sometimes the only choice. So what do Universities look for in their candidates?
This following article was written by Dr Joseph Shaw (a home educator and Fellow in Philosophy at St Benet's Hall) and he has been involved with the College admissions for years.
(Dr Shaw takes as an example a candidate, 'Frank', who has eight A*s and one A at GCSE, and is predicated four A's at A level).
His application form was a sight to behold. Judging from his references, a place in Oxford was almost beside the point—the boy deserved a Nobel Prize at least. He was no exam-taking machine: he had all sorts of outside interests, showing everything from heroic compassion to Churchillian leadership qualities. In class he was always the one with the incisive question and the grasp of the topic. He was logical, enquiring, and broad-minded. So into the interview he came, quietly confident, determined to strut his stuff.
So what, for a good school or an A Level examiner today, does being incisive, logical and all the rest actually mean? It turns out it means the ability to drivel both for and against on the hot-button issues of the hour: euthanasia, abortion, war, vegetarianism. Whatever question he was asked, Frank determined the ‘hot topic’ which must be at issue, and he would start to drivel, stating the case ‘for’ in a couple of minutes and then changing tack to the ‘against’ side. He clearly had the A Levels on toast. The questions are highly predictable, and examiners have boxes to tick as candidates make specified points, for and against a position. In Religious Studies and Philosophy A Level, these tend to be on the ‘hot topics’—English Literature and other subjects do their best to cover them as well—and these naturally come up a lot in class discussion. Until he came into my interview room, Frank had never been expected to provide any analysis of a claim, to respond to unanticipated criticisms, or to think about basic moral principles and how they work. On the contrary, he had been patted on the back for his ability to recapitulate show-case arguments for and against on each topic, which were never expected to lead anywhere or be resolved in any way.
My approach in interviews is to try to get the candidate to see that what he is inclined to say about one case doesn’t cohere with what any sensible person would say about another. I move the discussion away from the hot topics in order to get clearer about the moral principles which apply to them; it is easier to see the principles at work in uncontroversial examples.
When I tried to do this with Frank, he practically refused to follow my lead. I would ask him to consider an example, and he would start talking about a superficially similar example back on hot-topic territory. Asking what he thought about anything produced the for-and-against spiel which, inevitably, wasn’t a coherent position, and could not readily be criticised or analysed. When I asked him for an example (of a moral right, say, or a widely accepted moral prohibition), he was paralysed.
He was the most extreme example, but the phenomenon was widespread. School pupils have been turned into machines for spewing out pre-prepared opinions, carefully balanced, on the controversial issues of the day, and the gaining of this faculty actually makes it harder for them to address the fundamental questions upon which those issues really depend, or indeed to think, in a real sense, at all. It is pleasant to see some candidates, not necessarily the ones with the most flawless marks, beginning to see what I wanted of them and responding with interest to a genuine intellectual task—seeing that they had got themselves into a muddle, trying different options to escape, applying a principle grasped in one case to another, and so on. At the end of the day we were able to find enough candidates we would be happy to teach to fill the places we had available, but the superabundance of candidates with three or more A grades at A Level by no means translates into a superabundance of candidates capable of benefiting from an Oxford education.
Reflections on Oxford Admissions
People always want to know what we look for in a candidate, in interviews, but it is no secret. In some subjects there are skills which candidates must have to start the course—language skills, for example, or mathematical ones. These ought to be tested by their exams. The real use of an interview is to test corrigibility—whether the candidate can be taught. You see if he can follow an argument, respond to criticisms, think of examples, things like that. When you are teaching him in the course itself, in a lecture or a tutorial, will he get the point? And it is in this, as well as in teaching school children how to read and write or add up, that the modern British educational system is failing spectacularly. For it is painfully clear that it is possible to get every accolade the school system can bestow and still be incorrigible—indeed, in many cases the approach to answering questions in which pupils are drilled to get the best marks is an education in incorrigibility. It actually makes them less teachable than they would otherwise have been.(Dr Shaw takes as an example a candidate, 'Frank', who has eight A*s and one A at GCSE, and is predicated four A's at A level).
His application form was a sight to behold. Judging from his references, a place in Oxford was almost beside the point—the boy deserved a Nobel Prize at least. He was no exam-taking machine: he had all sorts of outside interests, showing everything from heroic compassion to Churchillian leadership qualities. In class he was always the one with the incisive question and the grasp of the topic. He was logical, enquiring, and broad-minded. So into the interview he came, quietly confident, determined to strut his stuff.
So what, for a good school or an A Level examiner today, does being incisive, logical and all the rest actually mean? It turns out it means the ability to drivel both for and against on the hot-button issues of the hour: euthanasia, abortion, war, vegetarianism. Whatever question he was asked, Frank determined the ‘hot topic’ which must be at issue, and he would start to drivel, stating the case ‘for’ in a couple of minutes and then changing tack to the ‘against’ side. He clearly had the A Levels on toast. The questions are highly predictable, and examiners have boxes to tick as candidates make specified points, for and against a position. In Religious Studies and Philosophy A Level, these tend to be on the ‘hot topics’—English Literature and other subjects do their best to cover them as well—and these naturally come up a lot in class discussion. Until he came into my interview room, Frank had never been expected to provide any analysis of a claim, to respond to unanticipated criticisms, or to think about basic moral principles and how they work. On the contrary, he had been patted on the back for his ability to recapitulate show-case arguments for and against on each topic, which were never expected to lead anywhere or be resolved in any way.
My approach in interviews is to try to get the candidate to see that what he is inclined to say about one case doesn’t cohere with what any sensible person would say about another. I move the discussion away from the hot topics in order to get clearer about the moral principles which apply to them; it is easier to see the principles at work in uncontroversial examples.
When I tried to do this with Frank, he practically refused to follow my lead. I would ask him to consider an example, and he would start talking about a superficially similar example back on hot-topic territory. Asking what he thought about anything produced the for-and-against spiel which, inevitably, wasn’t a coherent position, and could not readily be criticised or analysed. When I asked him for an example (of a moral right, say, or a widely accepted moral prohibition), he was paralysed.
He was the most extreme example, but the phenomenon was widespread. School pupils have been turned into machines for spewing out pre-prepared opinions, carefully balanced, on the controversial issues of the day, and the gaining of this faculty actually makes it harder for them to address the fundamental questions upon which those issues really depend, or indeed to think, in a real sense, at all. It is pleasant to see some candidates, not necessarily the ones with the most flawless marks, beginning to see what I wanted of them and responding with interest to a genuine intellectual task—seeing that they had got themselves into a muddle, trying different options to escape, applying a principle grasped in one case to another, and so on. At the end of the day we were able to find enough candidates we would be happy to teach to fill the places we had available, but the superabundance of candidates with three or more A grades at A Level by no means translates into a superabundance of candidates capable of benefiting from an Oxford education.
Wednesday, 17 October 2012
Studying Greek
I think one would agree that learning Latin puts the classical into 'Classical education' yet some would argue that it is also Greek which makes an education truly classical.
Greek is often begun with two years of Latin learning completed although again, people have differing views upon this, and Greek can be begun at the same time or even on it's own.
In his well regarded book, 'The Latin Centered Curriculum', Andrew Campbell suggests the student begins with koine (the Hellenistic Greek of the Bible). It is known to be slightly simpler grammatically and the child will be more familiar with the Bible translations and therefore it may be an easier introduction to this language.
There is a first volume of a new program called ' Elementary Greek; Koine for beginners' by Christine Gatchell.
This can be found at http://www.opentexture.com/products/greek/yearone/default.aspx although I have ordered my first copy from Amazon in the hope my 13yr old studious son will enjoy it!
This little video is helpful along with all the others there; http://www.youtube.com/watch?v=3gaeIUsPJ-Y
One of the reasons I am posting on Greek is that it is available to study at GCSE level and a few Catholic home educators have done or are contemplating this. It is a thorough course and the board which offers Greek is OCR; http://www.ocr.org.uk/qualifications/type/gcse_2012/classics/classical_greek/
Edexcel board also offers the Greek GCSE too.
One of the best loved Greek text books for this qualification is John Taylor's wonderful work, 'Greek to GCSE'.
Samuel (the studious son!) is currently working through the first book alone and very much enjoying it.
It is well presented and clear, but the best aspect is that John Taylor will gladly send all home educators the answer key!
He is extremely helpful and is willing to communicate through e-mail offering any help which is needed. Samuel has only contacted him twice but it is assuring to know he is available should he run into difficulty. (John Taylor has also written some well known Latin texts which are widely used.)
Should the Greek student be taken by the language, then John Taylor offers a more substantial book n 'Greek beyond GCSE' http://www.amazon.co.uk/Greek-Beyond-GCSE-John-Taylor/dp/1853997048 which prepares for the AS level.
One last addition which I probably should have mentioned first; if you would like your student to become familiar with this wonderful ancient language at an earlier age, then my dear friend Michelle has written and designed some helpful Greek worksheets for younger children; http://thatresourcesite.blogspot.co.uk/search?q=greek
Greek is often begun with two years of Latin learning completed although again, people have differing views upon this, and Greek can be begun at the same time or even on it's own.
In his well regarded book, 'The Latin Centered Curriculum', Andrew Campbell suggests the student begins with koine (the Hellenistic Greek of the Bible). It is known to be slightly simpler grammatically and the child will be more familiar with the Bible translations and therefore it may be an easier introduction to this language.
There is a first volume of a new program called ' Elementary Greek; Koine for beginners' by Christine Gatchell.
This can be found at http://www.opentexture.com/products/greek/yearone/default.aspx although I have ordered my first copy from Amazon in the hope my 13yr old studious son will enjoy it!
This little video is helpful along with all the others there; http://www.youtube.com/watch?v=3gaeIUsPJ-Y
One of the reasons I am posting on Greek is that it is available to study at GCSE level and a few Catholic home educators have done or are contemplating this. It is a thorough course and the board which offers Greek is OCR; http://www.ocr.org.uk/qualifications/type/gcse_2012/classics/classical_greek/
Edexcel board also offers the Greek GCSE too.
One of the best loved Greek text books for this qualification is John Taylor's wonderful work, 'Greek to GCSE'.
Samuel (the studious son!) is currently working through the first book alone and very much enjoying it.
It is well presented and clear, but the best aspect is that John Taylor will gladly send all home educators the answer key!
He is extremely helpful and is willing to communicate through e-mail offering any help which is needed. Samuel has only contacted him twice but it is assuring to know he is available should he run into difficulty. (John Taylor has also written some well known Latin texts which are widely used.)
Should the Greek student be taken by the language, then John Taylor offers a more substantial book n 'Greek beyond GCSE' http://www.amazon.co.uk/Greek-Beyond-GCSE-John-Taylor/dp/1853997048 which prepares for the AS level.
One last addition which I probably should have mentioned first; if you would like your student to become familiar with this wonderful ancient language at an earlier age, then my dear friend Michelle has written and designed some helpful Greek worksheets for younger children; http://thatresourcesite.blogspot.co.uk/search?q=greek
Wednesday, 3 October 2012
Post-IGCSEs Reflections...
A month on and our son Ben has now been part of the local school's brand new sixth form and so I thought I would share his first few impressions of school life.
It has been a reasonably easy transition namely for him rather than us! I am still missing his presence through out the day for a variety of reasons but primarily because home education forms such a strong bond between most families and you get to know your child so much more deeply.
School has been quite enlightening to Ben and he has made some intriguing observations, some due to the fact he has never been a 'school boy' before and others because he is an observant person and has already a 'well trained mind'.
The students within the sixth form are most definitely more serious about their studies as they have chosen to be there rather than are obliged to attend school. Most of them are clever and astute and he has found most of the academic work simple to adjust to.
As Ben studied IGCSEs this has made the transition so much the easier as they are of a higher standard, more alike to AS level which he is taking now. This is evident, he says, as the work is not much harder and very similar questions arise from subjects like History and English.
The structure and order of the school day is appealing to Ben; it fits his personality. He even likes the bell which made me giggle when he said 'at the end of each lesson this fire alarm-type noise alerts us to change class!' Order and structure? Perhaps a monk in the making ? Perhaps not!
As for his Catholic Faith which is so very important to him, he says that personal views and beliefs at this age are far more respected and revered than in the younger, more vulnerable years. Not that this doesn't halt me from worrying greatly- there are all sorts of temptations and vices on offer (I presume!) but then he would face this in the world at some point anyway. It is an unavoidable truth that one has to battle against. He knows how different he is to others but this seems to have conveyed him as unique and interesting rather than outlandish (although we may have to consider doing something about his lack of mobile phone! At 16 years old most boys have had a phone against their ears for at least three years or so!) and the invitation to have a Facebook is constant with people constantly asking why he doesn't have one?
There is a 'Connexions' at the school- the sly 'careers advice' which doubles as a secretive family planning clinic and so forth but he knows to make no contact with them. Their presence unnerves me though as does their trickery. (See Connexions website for more information, but they are very sinister and integrated within secondary schools.)
Most peers have been impressed that Ben was home educated and finds it natural to self teach himself- he told me that most of the students are finding it hard to come to terms with 'independent study' which is being drilled into them whereas this is how Ben learnt.
In hindsight I still feel we've made the right decision as I see Ben flourishing and enjoying his learning environment but home education and my strong beliefs have also given me the confidence to remove him straightaway should anything go amiss. I feel at peace because to teach A levels at home is a tall order and even though he would have probably achieved them, I still feel this first step into the world is essential for his future development.
We were given this beautiful prayer of St Fulgentius and Ben recites it daily in Latin to add efficacy;
Short Prayer of St Fulgentius, for Daily use by Students
I beseech Thee, my God, who art the very Truth, that what I know not of things I may wholesomely know Thou wilt teach me. That what I now of Truth Thou wilt keep me therein. That what I am mistaken in through human weakness, Thou wilt correct me. That in whatsoever truths I stumble, Thou will yet establish me. And from all things that are false or harmful, Thou wilt deliver me. Amen.
Rogo te, veritas, Deus meus, ut quaecumque salubriter scienda nescio, doceas me; in his quae vera novi, custodias me; in quibus ut homo fallor, corrigas me; in quibus veris titubo, confirmes me; et a falsis ac noxiis eripias me. Amen.
It has been a reasonably easy transition namely for him rather than us! I am still missing his presence through out the day for a variety of reasons but primarily because home education forms such a strong bond between most families and you get to know your child so much more deeply.
School has been quite enlightening to Ben and he has made some intriguing observations, some due to the fact he has never been a 'school boy' before and others because he is an observant person and has already a 'well trained mind'.
The students within the sixth form are most definitely more serious about their studies as they have chosen to be there rather than are obliged to attend school. Most of them are clever and astute and he has found most of the academic work simple to adjust to.
As Ben studied IGCSEs this has made the transition so much the easier as they are of a higher standard, more alike to AS level which he is taking now. This is evident, he says, as the work is not much harder and very similar questions arise from subjects like History and English.
The structure and order of the school day is appealing to Ben; it fits his personality. He even likes the bell which made me giggle when he said 'at the end of each lesson this fire alarm-type noise alerts us to change class!' Order and structure? Perhaps a monk in the making ? Perhaps not!
As for his Catholic Faith which is so very important to him, he says that personal views and beliefs at this age are far more respected and revered than in the younger, more vulnerable years. Not that this doesn't halt me from worrying greatly- there are all sorts of temptations and vices on offer (I presume!) but then he would face this in the world at some point anyway. It is an unavoidable truth that one has to battle against. He knows how different he is to others but this seems to have conveyed him as unique and interesting rather than outlandish (although we may have to consider doing something about his lack of mobile phone! At 16 years old most boys have had a phone against their ears for at least three years or so!) and the invitation to have a Facebook is constant with people constantly asking why he doesn't have one?
There is a 'Connexions' at the school- the sly 'careers advice' which doubles as a secretive family planning clinic and so forth but he knows to make no contact with them. Their presence unnerves me though as does their trickery. (See Connexions website for more information, but they are very sinister and integrated within secondary schools.)
Most peers have been impressed that Ben was home educated and finds it natural to self teach himself- he told me that most of the students are finding it hard to come to terms with 'independent study' which is being drilled into them whereas this is how Ben learnt.
In hindsight I still feel we've made the right decision as I see Ben flourishing and enjoying his learning environment but home education and my strong beliefs have also given me the confidence to remove him straightaway should anything go amiss. I feel at peace because to teach A levels at home is a tall order and even though he would have probably achieved them, I still feel this first step into the world is essential for his future development.
We were given this beautiful prayer of St Fulgentius and Ben recites it daily in Latin to add efficacy;
Short Prayer of St Fulgentius, for Daily use by Students
I beseech Thee, my God, who art the very Truth, that what I know not of things I may wholesomely know Thou wilt teach me. That what I now of Truth Thou wilt keep me therein. That what I am mistaken in through human weakness, Thou wilt correct me. That in whatsoever truths I stumble, Thou will yet establish me. And from all things that are false or harmful, Thou wilt deliver me. Amen.
Rogo te, veritas, Deus meus, ut quaecumque salubriter scienda nescio, doceas me; in his quae vera novi, custodias me; in quibus ut homo fallor, corrigas me; in quibus veris titubo, confirmes me; et a falsis ac noxiis eripias me. Amen.
Tuesday, 25 September 2012
Latin; 'Every lesson in Latin is a lesson in Logic'
As Catholic home educators, Latin (and occasionally, Greek) are usually priorities for children to study and learn.
Latin is so fundamental to correct English grammar that it is helpful to learn from approximately 8years onwards as a solid foundation to a child's English language learning. Even if no official qualifications take place, it will remain a great asset to the child's formation and widen their vocabulary tenfold. This is why so many modern day curriculums base their philosophies within the 'classical' sphere.
Many home educators whether following the American curriculums who form their courses and materials upon the 'classical' subjects, or those studying for the UK exam system, will incorporate Latin, and Greek to follow, into their student's timetable.
There are numerous Latin courses, and depending upon the child and the parental knowledge of Latin, will depend on how far the child progresses.
If there is a desire to just become 'familiar' with the language there are courses both Catholic and secular which are quite simple to use and progress into more depth as the student learns.
For a Catholic Latin course many home educators enjoy 'Latina Christiana' however be aware this is Church Latin and different to the Latin found in the GCSE course!
http://www.memoriapress.com/descriptions/Latina1.html
Our 8year old son has recently begun this course knowing no Latin before, and is coming along nicely and he enjoys learning a new language.
Of course, as mentioned previously, if it aids his English grammar/vocabulary and teaches him to view his work in a logical and ordered manner, this will be a great benefit in his future learning skills.
For a secular start in Latin many home educators use 'Minimus' ;
http://www.minimus-etc.co.uk/#
For more advanced study, and this will again depend upon the child's competence and background of Latin, 'Henle' is an excellent resource and used widely amongst Catholics;
http://www.memoriapress.com/descriptions/Henle1.html
Again, this is Church Latin, so one would need to be aware when then studying the GCSE Latin course.
It is comprehensive and popular and usually begun at around age 11/12yrs.
Other home educators,especially those considering the Latin GCSE, mostly use the Cambridge series who have been updated and improved over the past three or four years, but are not as in depth as texts like Henle;
http://www.cambridgescp.com/Lpage.php?p=clc^top^home
This is a detailed and helpful website and there are text books available for A level Latin and Greek too.
My two older children both sat Latin GCSE in the summer; they did another text called 'Olim' which had been written by two Professors who were personal friends of their tutor (it concentrated finely on the grammar) and they also used the Cambridge as this is what the GCSE calls for.
http://www.ocr.org.uk/qualifications/subjects/latin/ -All the examinations offered by OCR.
OCR board offers GCSE Latin and Greek. The standard is pretty high to attain an 'A' grade and there is an abundance of literature as well as historical type questions.
http://virdrinksbeer.com/page11.htm - Help with Latin GCSE work.
As Catholic home educators it is a joy to see children learn and study Latin and a great shame it is not offered more widely here in England in schools should they want to go on to study it.
Some private schools offer Latin at A level but this is not affordable for many so children will miss out on this ancient and beautiful language.
Studying Latin at A level standard from home may well be one of the only choices - this is something we're having to consider for our daughter, however the costs mount up tremendously as at that level 4 to 5 hours of lessons are required per week!
The Open University also offer Latin courses which is a viable option for some;
http://www3.open.ac.uk/study/undergraduate/course/a297.htm
Again, the costs involved may not be feasible...
Latin; the Alma Mater of all languages!
St Jerome, Patron of Latinists.
Latin is so fundamental to correct English grammar that it is helpful to learn from approximately 8years onwards as a solid foundation to a child's English language learning. Even if no official qualifications take place, it will remain a great asset to the child's formation and widen their vocabulary tenfold. This is why so many modern day curriculums base their philosophies within the 'classical' sphere.
Many home educators whether following the American curriculums who form their courses and materials upon the 'classical' subjects, or those studying for the UK exam system, will incorporate Latin, and Greek to follow, into their student's timetable.
There are numerous Latin courses, and depending upon the child and the parental knowledge of Latin, will depend on how far the child progresses.
If there is a desire to just become 'familiar' with the language there are courses both Catholic and secular which are quite simple to use and progress into more depth as the student learns.
For a Catholic Latin course many home educators enjoy 'Latina Christiana' however be aware this is Church Latin and different to the Latin found in the GCSE course!
http://www.memoriapress.com/descriptions/Latina1.html
Our 8year old son has recently begun this course knowing no Latin before, and is coming along nicely and he enjoys learning a new language.
Of course, as mentioned previously, if it aids his English grammar/vocabulary and teaches him to view his work in a logical and ordered manner, this will be a great benefit in his future learning skills.
For a secular start in Latin many home educators use 'Minimus' ;
http://www.minimus-etc.co.uk/#
For more advanced study, and this will again depend upon the child's competence and background of Latin, 'Henle' is an excellent resource and used widely amongst Catholics;
http://www.memoriapress.com/descriptions/Henle1.html
Again, this is Church Latin, so one would need to be aware when then studying the GCSE Latin course.
It is comprehensive and popular and usually begun at around age 11/12yrs.
Other home educators,especially those considering the Latin GCSE, mostly use the Cambridge series who have been updated and improved over the past three or four years, but are not as in depth as texts like Henle;
http://www.cambridgescp.com/Lpage.php?p=clc^top^home
This is a detailed and helpful website and there are text books available for A level Latin and Greek too.
My two older children both sat Latin GCSE in the summer; they did another text called 'Olim' which had been written by two Professors who were personal friends of their tutor (it concentrated finely on the grammar) and they also used the Cambridge as this is what the GCSE calls for.
http://www.ocr.org.uk/qualifications/subjects/latin/ -All the examinations offered by OCR.
OCR board offers GCSE Latin and Greek. The standard is pretty high to attain an 'A' grade and there is an abundance of literature as well as historical type questions.
http://virdrinksbeer.com/page11.htm - Help with Latin GCSE work.
As Catholic home educators it is a joy to see children learn and study Latin and a great shame it is not offered more widely here in England in schools should they want to go on to study it.
Some private schools offer Latin at A level but this is not affordable for many so children will miss out on this ancient and beautiful language.
Studying Latin at A level standard from home may well be one of the only choices - this is something we're having to consider for our daughter, however the costs mount up tremendously as at that level 4 to 5 hours of lessons are required per week!
The Open University also offer Latin courses which is a viable option for some;
http://www3.open.ac.uk/study/undergraduate/course/a297.htm
Again, the costs involved may not be feasible...
Latin; the Alma Mater of all languages!
St Jerome, Patron of Latinists.
Sunday, 9 September 2012
Educating older children
As we have a 16 yr old son, Ben, who has just entered the school system for the very first time, it has been interesting, and intriguing to hear of what other Catholic families have chosen for their teens too.
Every child is different and hence will require varied ways of learning and teaching so school most definitely won't be for everyone. I think it is a great leap of faith and prayed very fervently about whether this was God's will for Ben. Going into the 'world' is a staggering change, yet it is an essential one too and we felt it was what God wanted.
Ben has only completed three days of school (!) so it isn't clear yet whether he truly likes it, will enjoy the four AS subjects he's studying or whether the teaching standard is acceptable or not.
The whole debut into school has been emotionally wrought; it is definitely tough to 'let go' a little and hand his education over to strangers after being in control of everything he learns at home.
One has to suddenly be open to other people's opinions being thrust upon their child and ways of teaching or even the way in which they are spoken to in another environment away from the family, and don't start me on peer pressure, something we have all been avidly avoiding for so many years! I think it will take us all a while to become accustomed to this change. I have gone through all the natural anxieties (probably at an elevated level knowing myself!) ; Will he fall into the 'wrong crowd'? , what will they be discussing at break time? will he stand up for his beliefs if attacked? will he use his time diligently? will he go to the chip shop instead of eating his home made lunch? and finally, but one of the most important questions, will he actually learn anything worthwhile?
Our decision for Ben to go to sixth form is purely academic; he chose to study A levels and I feel unqualified to teach them, plus I have five other young children to home educate and nurture.
Ben did say to me it it isn't ideal but it is the best way he can foresee to attain the A levels he needs for his possible career in the RAF.
So, did he enjoy his first three days at school after being home educated for 11years? I would say; so far so good.
He will hopefully take what he needs and leave the rest, although he has admitted to strangely liking the bell which alerts him class is finished and to make haste to the next one...order and discipline are obviously suiting him which can never be a negative attribute!
It would be wonderful to hear where other older home educated children are going next? Boarding school, college, sixth form...do share experiences!
Every child is different and hence will require varied ways of learning and teaching so school most definitely won't be for everyone. I think it is a great leap of faith and prayed very fervently about whether this was God's will for Ben. Going into the 'world' is a staggering change, yet it is an essential one too and we felt it was what God wanted.
Ben has only completed three days of school (!) so it isn't clear yet whether he truly likes it, will enjoy the four AS subjects he's studying or whether the teaching standard is acceptable or not.
The whole debut into school has been emotionally wrought; it is definitely tough to 'let go' a little and hand his education over to strangers after being in control of everything he learns at home.
One has to suddenly be open to other people's opinions being thrust upon their child and ways of teaching or even the way in which they are spoken to in another environment away from the family, and don't start me on peer pressure, something we have all been avidly avoiding for so many years! I think it will take us all a while to become accustomed to this change. I have gone through all the natural anxieties (probably at an elevated level knowing myself!) ; Will he fall into the 'wrong crowd'? , what will they be discussing at break time? will he stand up for his beliefs if attacked? will he use his time diligently? will he go to the chip shop instead of eating his home made lunch? and finally, but one of the most important questions, will he actually learn anything worthwhile?
Our decision for Ben to go to sixth form is purely academic; he chose to study A levels and I feel unqualified to teach them, plus I have five other young children to home educate and nurture.
Ben did say to me it it isn't ideal but it is the best way he can foresee to attain the A levels he needs for his possible career in the RAF.
So, did he enjoy his first three days at school after being home educated for 11years? I would say; so far so good.
He will hopefully take what he needs and leave the rest, although he has admitted to strangely liking the bell which alerts him class is finished and to make haste to the next one...order and discipline are obviously suiting him which can never be a negative attribute!
It would be wonderful to hear where other older home educated children are going next? Boarding school, college, sixth form...do share experiences!
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