October 2015


I have two boys who don’t want to write. At all.

Two boys who have no interest in presenting their work beautifully.

I realise this is fairly standard for young boys particularly those who have been in the education system but it’s something I find frustrating since my personality is the complete opposite and as a child I loved making projects look beautiful, presentation was really important to me.

Getting my boys to write is a real challenge but at least with this method the writing is also part of an overall creative package, every day involves colour and drawings.
Whenever I manage to encourage them to do some writing I feel like I’ve hit the jackpot!


Zeph  – wrote a story, the real story was far more realised and imaginative than the story that made it to script. H does not want to elaborate or use descriptive language if it means needing to transcribe it into letters. But the simple fact of something making it to paper is encouraging. I don’t correct their work in their books but make a note of spelling mistakes and we go over those words later. I have purchased some basic cursive workbooks so we can work on handwriting.

We are still working through the unit on Ancient Indian civilisation. Today we talked about some key concepts in Hinduism comparing them to our Islamic perspectives on the same thing. With our study of comparative religion I really want to emphasize the similarities between faiths but sometimes the differences are also food for conversation. Zeph was really interested in the caste system and we watched a short Youtube documentary about the Untouchables/Dalits.

Tom – We made flat bread yesterday for Tom’s lesson, we have just finished a unit on the Ancient Hebrews and now we have moved on to the Phoenicians. Because the children are half Lebanese I explained that the Phoenician civilisation was actually in what is now Lebanon.


We are still reading aloud from Little House in the Big Woods. I think there is far too much benefit in the Little House books to leave them because of the colonialist attitudes. Instead I’m going to approach those things as they come up and use them as reasons to discuss racism and indigenous issues comparing the North American situation to our own reality in Australia.

Lili  – really loved it when we made bread, it struck me just how perfect these activities are for her age group. Initially we were working from the Gr 1 curriculum because I wasn’t sure how things matched to an Australian Prep but we have moved back to the Kindergarten book and it’s a much better fit. She doesn’t enjoy the stories in the Oak Meadow fairy tales book though so I am trying to find other stories to read to her. Today we read about a Fairy called Faith who couldn’t sleep for the letter F and we did some watercolour painting. HH knows most of her letters already but I think the slow, rhythmical pace of the syllabus is really important. When she wants to she brings me the ‘Teach your child to read in 100 easy lessons’ book and we do a lesson but I am not forcing it. We are also working together to make the work for her main workbook and I have another book that is entirely for free range drawing because I was finding that she won’t follow the guidelines for the lesson otherwise.


She also spent time playing in the garden and we skipped to the end of her book and found the Spring science lessons since season wise we are upside down. We read a story about a germinating seed and next week hopefully we will plant some things ourselves.


I have ordered the rest of the curriculum and art/craft materials I need and now it’s just a matter of waiting for them to arrive. And when working with Lili today I made a small painting for our Spring Nature Table which hopefully I will have finished before Summer 😉

photo 1-13

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