Yup. And I have a massive fear of heights. I have even taken both my kids across it at toddlers in a backpack. The other side has some new boardwalks so an easy walk for about 20 minutes in if I remember correctly.

Most tourists don't know about the swing bridge, so will only be locals.

Carterton swing bridge that will get you to virgin forest in the Wairarapa. Room for 1!

Seriously, I drive super duper slowly in the Rumatakas of State highway 2. But there are lots of little stops that you can get out and see the forest, and there is a look out at the top.

state highway 1, just for comparison lol

State highway 2 from palmerston north heading south to Wellington is way way more scenic than state highway 1. This would be your road.

Hobbiton in only 15 minutes from state highway 1, so right on the track I've sent you.

I've never been to Hobbiton, but it is kind of on the way that I have taken you I think. I have taken you down state highway 1, then on the west side of Mt Ruapehu on 47, then back to 1 until you hit Palmerston North, then State Highway 2 to go through the wairarapa (detour to the south east to hit the Pinnacles if you want), then down to Wellington. Then Ferry, and highway 6 down the West Coast of the South Island to Queenstown.

If you come to Wellington, I can show you the Lord of the Rings site behind my house (the road to Bree). This set is inside the city limits, so very easy to get to. We snuck out in the dark with binoculars to watch the filming in 1999 (they filmed at night with huge lights so people wouldn't be around and watching). Then during the day we swore up and down that we could only get home through the path in the woods, so they had to drive us through the entire production zone/set on the quad bike. Point is, we have way way more stories than even the tour guides lol, and I'd be more than happy to meet a fellow boardie. You would definitely want to go to the Pinnacles to see that set (the place where they gather the ghosts). Very flat walk, but 30 minutes on a very rocky river bed (next to the river not in it!). As for native biodiversity, if you get to the Wellington area, you can get to virgin forest by crossing a one person swing bridge over a canyon (which is why they never logged it). That is located at Cartertown in the Wairarapa. You can definitely do parts of both islands in 2 weeks. The eastern side of the North Island is currently under mud due to cyclone Gabriel, so you would need to skip that. So grab a camper van or car in Auckland and drive to Rotorua (well worth see the Maori village and all the geothermal formations), then down to Taupo (can do stuff on/near lake, or just drive through), then Ruapehu National Park - lots of virgin vegetation (just not forest!), and you can drive up pretty high to see the volcanic formations (if you can hire a geologist tour guide I would do it), then the next day down through the Wairarapa and to the virgin forest in Carterton, hit the Pinnacles National Park to see amazing rock formations, then Wellington (which is awesome, go to LotR set, go to Zealandia to see native animals). Take the ferry to Picton. Do water taxi into the Marbourogh sounds and do a walk to see virgin forest there. Then drive down the Westcoast (skip the east coast because it is all farms). There is only one road, and lots of national parks on the way to Queenstown, and a lot of them like Pancake rocks don't require a lot of walking to see cool stuff. Even if you just drive it, the scenery is just awe inspiring. At Queenstown, if you have the money, take a helicopter to the Fiordlands because at this point you may not have time to drive there (3 hours each way because you have to go around a mountain range and it will be crowded). Then fly back to Auckland. Lots of things you will miss on this trip, but it is a straight shot so your driving is more efficient.

That is really interesting. I have thought for some time that AoPS is trying to fit into the American system of math education -- 1 year for algebra, 1 year for geometry etc. But yet, their curriculum doesn't align that way. My older boy spent *years* building up his problem solving skills on the Intro Algebra book, so that when he took the classes, the problem solving was just the next step up. But for kids who have not built the problem solving skills, the classes don't have enough scaffolding. Basically, AoPS is teaching both the USA standard math content, but at the same time it is teaching an equally time consuming parallel stream of problem solving. It seems that many kids and their parents simply don't recognise that this parallel goal is so time consuming to learn and master.

MEP has some very good puzzles. It is a free K-12 full math curriculum out of the UK.

My ds found this. He is an exceptionally deep thinker but could not compete well due to nerves and time pressure. The day that an IMO perfect scorer knocked on my ds's door for help with his math homework, was the day that my son truly owned that competitions are not the pinnacle of math prowess. Quark's son was an amazing mathematician at a very young age. He rejected math competitions completely and focused on math research and his own personal math projects. She wrote a lot over the years about their journey that you could go search up.

As an unschooler, these documents were ungodly difficult to do, and I want to thank Kathy in Richmond for the format styling (she gave me her transcript and school profile). And thank Regentrude for advice for how to convert our unschooling lifestyle into courses that made sense to admissions, and thank 8FilltheHeart for ideas as to how to better write up my course descriptions. We all stand on the backs of giants.

Here is a comparison of my first draft of my course descriptions, and then the final draft after I got feedback from the hive. All of these are home brewed courses. The suggestions I got were to include more about what was *done* in the class, not just the topics covered, so you will notice this difference between the two versions. Also, I decided to add the output for each class, basically what I used to grade. Sorry that the formatting is not great. Biology with Lab 1.0 credit (OLD) This course built on concepts covered in a first year Biology course. Topics included cell biology, molecular biology, genetics, evolution, and ecology. The course required a research paper on a socio-scientific issue. The lab component focused on how biotic and abiotic factors affected competition and predation. Biology with Lab. (1 credit) (NEW) This second-year Biology course covered cell biology, molecular biology, genetics, evolution, ecology, animal diversity, and biostatistics. The laboratory component included a large-scale investigation focusing on how biotic and abiotic factors affect competition and predation in the rocky intertidal zone. It required familiarity with the ecological literature, identification of an interesting question, and the design of appropriate methods. This course had a strong statistical component and results were analyzed using statistical software. The course also included a unit on human manipulation of genetic transfer including recombinant DNA, amplification with PCR, recombinant plasmids, transgenesis, CRISPR, gene therapy, and cloning. Course requirements included statistical analyses, a scientific paper, a research paper, and short essays. Textbooks: Biology: The Unity and Diversity of Life, Cecie Starr and Ralph Taggart Handbook of Biological Statistics, by John McDonald ------- US History in a World Context. 1.0 credit (OLD) This course focused on the causes, consequences, and explanations of historical events in the broader context of the historical developments in the World. The course studied how people’s interpretation of these events can differ, how to critically evaluate them, and why they can change over time. This was a discussion heavy class which also included required readings, documentaries, and short essays. Texts: selected readings in support of topics discussed US History in a World Context. (1 credit) (NEW - I was told to add all the book and movies even though some were middle school level) This course focused on historical events from 1840 –1975 and how ideas, beliefs, and social mores have shaped the United States. The course asked probing questions, challenged preconceived assumptions, and evaluated biases. It also studied how to critically evaluate different interpretations of historical events and why these interpretations can vary over time. The power of rhetoric in shaping perception was studied by critically analyzing the writing and speeches of Martin Luther King, Jr. and John F. Kennedy. Course requirements included reading assignments, participation in discussions, and short essays. Textbooks: Classical Rhetoric for the Modern Student, by Edward Corbett Rhetoric in the Classical Tradition, by Winifred Horner Texts: Narrative of the Life of Fredrick Douglas, by Fredrick Douglass. The Adventures of Huckleberry Finn, by Mark Twain. To Kill a Mocking Bird, by Harper Lee The Great Gatsby, by F. Scott Fitzgerald The Crucible, by Author Miller Letter from Birmingham Jail, by Martin Luther King, Jr. Inaugural Address, by John F. Kennedy Frontier Living, by Edwin Tunis Shutting out the Sky: Life in the Tenements of New York, by Deborah Hopkinson Bootleg: Murder, Moonshine, and the Lawless Years of Prohibition, by Karen Blumenthal Six Days in October: the Stock Market Crash of 1929, by Karen Blumenthal Hitler Youth: Growing up in Hitler’s Shadow, by Susan Bartoletti The Bomb: The Race to Build the World’s Most Dangerous Weapon, by Steve Sheinkin After Gandhi: 100 Years of Nonviolent Resistance, by Anne O’Brien Black Gold: The Story of Oil in our Lives, by Albert Marrin The Civil War, PBS Documentary (9 hours) The West, PBS Documentary (8 hours) World War 1 in Color, UK Documentary (6 hours) World War 2 in Color, UK Documentary (11 hours) Vietnam War: a Television History, PBS Documentary (11 hours) ----------- Contemporary World Problems. 1.0 Credit (OLD) This course sought to understand the current events from a historical perspective to develop a deeper understanding of world events. The course simultaneously explored several perspectives surrounding each of major issues in order to understand and account for bias and the interests of invested parties. Using three well-respected periodicals, the course was able to cover political, social, and environmental problems, in addition to scientific advancements. Texts: The Economist, National Geographic, Scientific American. Contemporary World Problems. (1 credit) (NEW) This course covered political, economic, social, and environmental problems and sought to examine current events from a historical perspective. The course explored relationships between events, evaluated competing beliefs and goals, and identified bias. Scientific and technological advancements were also studied to better understand the part they play in solving some of the world’s most difficult problems. Periodicals were read year-round throughout high school, yielding 800 hours of reading. Course requirements included reading assignments, participation in discussions, short essays, and a research paper. Texts: The Economist, National Geographic, Scientific American --------------- The History of Western Thought. 1.0 Credit (OLD) This course examined the development of the western intellectual tradition from the Greeks through to 20th-century thinkers. Topics included metaphysics, epistemology, ethics, and political philosophy. In addition to studying the great thinkers of each era, philosophical novels by classic authors were read and discussed including Voltaire, Faust, Dostoyevsky, Borges, Camu, Hemingway, and Vonnegut. The History of Western Thought. (1 credit) (NEW) This course examined the development of the western intellectual tradition from the Greeks through to 20th-century thinkers. Topics included metaphysics, epistemology, ethics, and political philosophy. The course examined the rational basis of belief in all areas of inquiry, and taught critical and creative thinking and how to construct a cogent argument. In addition to studying the great thinkers of each era, influential philosophical novels by classic authors were read and discussed including Voltaire, Dostoyevsky, Borges, Camu, and Hemingway. The course also took a detour into the philosophy of consciousness and how it can be analytically modelled. Course requirements included reading assignments, participation in discussions, and short essays. Texts: Think: A Compelling Introduction to Philosophy, by Simon Blackburn The Twenty Greatest Philosophy Books, by James Garvey Gödel, Escher, Bach: An Eternal Golden Braid, by Douglas Hofstadter Justice. EdX. Harvard University

Here are my course descriptions. Sorry, but the formatting is off (It was a beautiful document but I didn't want to screen shot every page!). The first page has the table of contents and notes on course level. And then each page is identified with his name as a header. Course Descriptions name DOB: Table of Contents Pages Subject 2 – 4 English 5 – 7 Mathematics 7 – 9 Science and Technology 9 –11 Social Studies 11–12 Foreign Language 12–13 Fine Arts Notes on Course Level New Zealand’s NCEA Level 3 exams are the highest level school qualification and are equivalent to other national and international exams such as AP/IB/Cambridge exams. To earn an excellence grade, students must demonstrate abstract or insightful thinking for each standard. NCEA Level 3 content assumes students have completed Levels 1 and 2 in a subject. The Art of Problem Solving (AoPS) courses are specifically designed for high-performing math students in grades 6 – 12 and present a much broader and deeper exploration of challenging mathematics than a typical math curriculum. University-level courses covered university-level content and skills. These included one 100-level math course, five 200-level math courses, and a tertiary diploma in music performance. Homeschool courses were designed to be academically challenging and typically used university-level textbooks. They required abstract and insightful thinking, and included deep and engaging assignments. Compiled by supervisor name Page 1 of 13 Kxxxx xxxx – DOB: English 19th-Century American and British Literature. (1 credit) This course covered American and British literature from the 19th century, with a focus on Gothic literature of the Victorian period including the differing approaches to gruesome, psychological, and supernatural horror. Course goals included familiarity with poetic and literary elements, the informal fallacies, and genres and themes. The course also focused on how to critically analyze essays with various patterns of development including narration, description, analogy, cause and effect, definition, and comparison essays. The course had a strong composition component focusing on analytical and persuasive essays. Textbook: Supernatural Horror in Literature, by Howard Lovecraft The Art of Argument: an Introduction to the Informal Fallacies, by Aaron Larsen Common threads: Core Readings by Method and Theme, by Ellen Repetto Literary analysis provided by introductions to each Penguin Classic edition Texts: Frankenstein, by Mary Shelley Dracula, by Bram Stoker Wuthering Heights, by Emily Bronte The Picture of Dorian Grey, by Oscar Wilde The Turn of the Screw, by Henry James The Count of Monte Cristo, by Alexane Dumas Great Expectations, by Charles Dickens Oliver Twist, by Charles Dickens Moby Dick, by Herman Melville The Adventures of Tom Sawyer, by Mark Twain Late Victorian Gothic Tales, by various authors Selected short stories, by Edgar Allan Poe All short stories, by Howard Lovecraft Selected poems, by Emily Dickinson 20th-Century American and British Literature. (Blended course: Te Kura & self-study, 1 credit) This course covered American and British literature of the 20th Century with a focus on postmodern literature and its literary response to historical events and previous movements such as modernism. This course also analyzed rhetorical devices in academic writing using They Say, I Say, with a focus on how to integrate an argument within the larger context of what others have written. This course had a strong composition component focusing on response, expository, and research papers. The composition instruction was provided through Te Kura and satisfied the New Zealand 11th-grade English requirement. NCEA Level 2 exams and assessments: 14 NZ credits achieved with excellence Textbooks: They Say, I Say: The Moves That Matter in Academic Writing, by Gerald Graff The Lively Art of Writing, by Lucile Payne Literary analysis provided by introductions to each Penguin Classic edition Page 2 of 13 Kxxxx xxxx – DOB: Texts: 1984, by George Orwell Titus Groan, by Mervyn Peake Catch 22, by Joseph Heller Cat’s Cradle, by Kurt Vonnegut The Lord of the Rings, by J. R. R. Tolkien Cold Comfort Farm, by Stella Gibbons Wolf Hall, by Hilary Mantel Tinker Tailor Soldier Spy, by John le Carré Cloud Atlas, by David Mitchell House of Leaves, by Mark Danielewski The Luminaries, by Eleanor Catton Solaris, by Stanislaw Lem Science Fiction Hall of Fame, edited by Silverberg Selected short stories, by F. Scott Fitzgerald Selected short stories, by Ernest Hemingway Russian Literature. (Blended course: Te Kura and self-study, 1 credit) This course covered seminal Russian literature with the goal of identifying themes, ideas, and cultural contexts. Discussions focused on philosophical concepts such as free will, nihilism, and Freudian psychology, as well as dealing with questions such as the nature of historical evidence and the degree to which objectivity is possible. The course also contained a unit focused on the critical reading of classic and modern essays and the how each author built a persuasive argument. This course had a strong composition component including expository, analytical, and narrative essays with a focus on audience and purpose. The composition instruction was provided through Te Kura in preparation for NCEA Level 3 credits in 12th grade. Textbook: The Hedgehog and the Fox, by Isaiah Berlin The Art of Reading, by The Great Courses and Timothy Spurgin Literary analysis provided by introductions to each Penguin Classic edition Texts: The Brothers Karamazov, by Fyodor Dostoyevsky War and Peace, by Leo Tolstoy Crime and Punishment, by Fyodor Dostoyevsky Master and Margarita, by Mikhail Bulgakov Selected short stories, by Nikolai Gogol Selected short stories, by Anton Chekhov Page 3 of 13 Kxxxx xxxx – DOB: World Literature – NCEA Level 3. (Blended course: Te Kura and self-study, 1 credit) This course focused on World Literature and featured representative works from various genres and periods. It examined how conventions and themes vary throughout the history of the novel, drama, and poetry; and how historical, literary, and personal contexts influenced each author. The course also compared and contrasted various productions of the same Shakespearean play to identify and appreciate different dramatic interpretations. This course had a strong composition component including analytical and expository essays, oral presentations, and a research paper. The composition instruction was provided through Te Kura and satisfied the New Zealand 12th grade English requirement. NCEA Level 3 exams and assessments: 6 NZ credits achieved with excellence 12 NZ credits in progress Textbooks: Perrine’s Literature: Structure, Sound, and Sense, by Thomas Arp Literary analysis provided by introductions to each Penguin Classic edition. Texts: Candide, by Voltaire Faust, by Johann Wolfgang von Goethe The Scarlet Letter, by Nathaniel Hawthorne The Importance of Being Earnest, by Oscar Wilde Heart of Darkness, by Joseph Conrad Of Mice and Men, by John Steinbeck The Stranger, by Albert Camus The Old Man and the Sea, by Ernest Hemingway Slaughterhouse 5, by Kurt Vonnegut Labyrinth, by Jorge Luis Borges 100 years of Solitude, by Gabriel Garcia If on a Winter’s Night a Traveler, by Italio Calvino Film adaptations: The Tempest, by William Shakespeare Hamlet, by William Shakespeare 12th Night, by William Shakespeare Much Ado About Nothing, by William Shakespeare Romeo and Juliet, by William Shakespeare A Midsummer Night’s dream, by William Shakespeare As You Like It, by William Shakespeare Merchant of Venice, by William Shakespeare Henry V, by William Shakespeare Othello, by William Shakespeare Page 4 of 13 Kxxxx xxxx – DOB: Mathematics Algebra 1. (Taken before 9th grade, 1 credit) This course covered linear equations, systems of linear equations, ratios, quadratic equations, special factorizations, complex numbers, graphing linear and quadratic equations, linear and quadratic inequalities, functions, polynomials, exponents and logarithms, absolute value, sequences, and series. Textbook: Introduction to Algebra (Art of Problem Solving), by Richard Rusczyk Geometry. (Taken before 9th grade, 1 credit) This course covered triangle similarity and congruence, complicated area problems, mastering the triangle, special quadrilaterals, polygons, the art of angle chasing, construction, power of a point, three-dimensional geometry, transformations, analytic geometry, basic trigonometry, and geometric proofs. Textbook: Introduction to Geometry (Art of Problem Solving), by Richard Rusczyk Algebra 2. (AoPS online class, taken before 9th grade, 1 credit) This course covered quadratics, conics, polynomials, functions, logarithms, clever factorizations and substitutions, systems of equations, sequences and series, symmetric sums, advanced factoring methods, classical inequalities, and functional equations. Textbook: Intermediate Algebra (Art of Problem Solving), by Richard Rusczyk Precalculus. (AoPS online class, 1 credit) This course covered trigonometric functions, trigonometric identities, complex numbers, exponential form of complex numbers, De Moivre’s Theorem, geometric representation of complex numbers, roots of unity, applications of complex numbers to geometry, two-dimensional and three-dimensional vectors and matrices, determinants, dot and cross product, and applications of vectors and matrices to geometry. Textbook: Precalculus (Art of Problem Solving), by Richard Rusczyk and Mathew Crawford Olympiad Geometry. (AoPS online class, 0.5 credits) This course covered numerous topics of geometry useful for Olympiad-level geometric proofs, including similar triangles, cyclic quadrilaterals, power of a point, homothety, inversion, transformations, collinearity, concurrence, construction, locus, and three-dimensional geometry. Textbook: material provided in the course Page 5 of 13 Kxxxx xxxx – DOB: Combinatorics and Probability. (Blended class: AoPS online class and self-study, 1.0 credit) This proof-heavy, university-level course ran over a number of years. Topics included induction, pigeonhole principle, constructive counting and expectations, Pascal’s triangle, Binomial Theorem, principle of inclusion-exclusion, games and invariants, recursion, Catalan numbers, conditional probability, systems with states, graph theory, enumerative combinatorics, combinatorial geometry, and generating functions. Introductory topics were self-studied in 8th grade, intermediate topics were studied through Art of Problem Solving online course in 9th grade, and advanced topics and problem solving were self-studied in 10th grade. Textbooks: Introduction to Counting and Probability (Art of Problem Solving), by David Patrick Intermediate Counting and Probability (Art of Problem Solving), by David Patrick Problem Solving Tactics, by Angelo Di Pasquale et al. Selected readings were provided for advanced topics Calculus 1 – NCEA Level 3. (Te Kura, 1 credit) This course covered the properties of functions of one variable and their use for modelling continuous phenomena, including ideas and applications of differential and integral calculus. Textbooks: Calculus (Art of Problem Solving), by David Patrick NCEA Level 3 exams and assessments: 14 NZ credits achieved at excellence Calculus 2. (1 credit) This university-level course covered further topics in differential and integral calculus: the Riemann integrals, techniques of integration, l’Hopital’s Rule, differential equations, Taylor polynomials, implicit differentiation, parametric representations, polar representation, functions of two variables, applications to science and engineering, and sequences and series. A theoretical and practical approach was studied concurrently using two different textbooks. Textbooks: Calculus (Art of Problem Solving), by David Patrick Calculus, by Howard Anton and Irl Bivens Number Theory. (Blended course: AoPS online class and self-study, 1 credit) This proof-heavy, university-level course ran over a number of years. Topics included primes, divisibility, Fundamental Theorem of Arithmetic, modular arithmetic, linear congruences, diophantine equations, Chinese Remainder Theorem, Fermat’s/Euler’s Theorem, primitive roots, quadratic residues, quadratic reciprocity, and introduction to group theory. Introductory material was self-studied in 8th grade in preparation for the intermediate class taken through Art of Problem Solving in the same year; advanced material and problem solving were self-studied in 10th and 11th grade. Textbooks: Introduction to Number Theory (Art of Problem Solving), by David Patrick Problem Solving Tactics, by Angelo Di Pasquale et al. Selected readings were provided for intermediate and advanced topics Page 6 of 13 Kxxxx xxxx – DOB: Linear Algebra. (Victoria University of Wellington, 1 credit) This second-year university course covered fields, vector spaces, linear transformations, eigenvectors, spectral decomposition, and quadratic forms. Applications to Markov chains, graph theory, games of strategy, economic models, computer graphics, fractals, cryptography, genetics, and others were self-studied. The prerequisite, Introduction to Linear Algebra, was self-studied. This course was taken in person at Victoria University of Wellington. Textbook: Elementary Linear Algebra: Applications Version, by Howard Anton Foundations of Algebra, Analysis, and Topology. (Victoria University of Wellington, 1 credit) This second-year university course was an introduction to fundamental structures and spaces and their study by the axiomatic method. The first half of the course covered groups, including permutation groups, groups of matrices, symmetry groups, Lagrange’s Theorem, quotient groups, and First Isomorphism Theorem. The second half of the course focused on concepts of continuity and analysis in Euclidean spaces and metric spaces. This course was taken in person at Victoria University of Wellington. Textbook: Materials produced by professor Real Analysis. (1 credit) This university-level course covered the fundamentals of mathematical analysis using the classic text by Walter Rudin. Topics included basic topology, numerical sequences and series, continuity, differentiation, the Riemann-Stieltjes Integral, sequences and series of functions, and functions of several variables. Textbook: Principles of Mathematical Analysis, by Walter Rudin Lecture Series: Real Analysis, MIT OpenCourseWare Science and Technology Physics with Lab. (1 credit) This course covered kinematics, forces, Newton’s Laws, circular motion, rotational dynamics, linear and angular momentum, energy, oscillations, waves, electric field, circuits, capacitors, and magnetism. A science fair project was completed on traffic light control and coordination: Red Light, Green Earth: Saving Time and Emissions by Timing of Traf ic Lights. Data for fifteen variables was collected for a city street adjacent to the Wellington Harbor, including velocity of cars, timing of the lights, distance between lights, number of cars, etc. A model was developed to time the lights to decrease idling time while still allowing cross-street traffic, and this model was used to predict time savings and thus savings on petrol and CO2 emissions. 110 hours. Textbook: College Physics, by Randall Knight et al. Page 7 of 13 Kxxxx xxxx – DOB: Physics with Lab – NCEA Level 3. (Te Kura, 1 credit) This course built on concepts covered in a first-year Physics course taken in 9th grade. Topics included mechanics, electromagnetism, wave systems, and modern physics. This course had a strong written component in addition to quantitative problem solving. The lab component focused on data analysis and error analysis, with instruction provided through Te Kura. Lab reports required data transformation, error measurements, and identification of mathematical relationships. Variation of results from expected values were discussed in terms of both theory and data collection. Texts: Materials published by Te Kura NCEA Level 3 exams and assessments: 19 NZ credits achieved with excellence 4 NZ credits in progress Chemistry with Lab – NCEA Level 3. (Te Kura, 1 credit) This course built on concepts covered in a first-year Chemistry course (NCEA Level 2) which was self-studied. Topics included thermochemical principles and the properties of particles and substances, equilibrium principles in aqueous systems, and oxidation-reduction processes. A detailed unit on spectroscopic analysis of organic compounds focused on analytical skills in interpreting complex graphical data. The lab component focused on data collection and quantitative analysis using lab equipment provided by Te Kura. More advanced labs were completed at the Laboratory at Te Kura and at Victoria University of Wellington. Texts: Materials published by Te Kura NCEA Level 3 exams and assessments: 16 NZ credits achieved with excellence Biology with Lab. (1 credit) This second-year Biology course covered cell biology, molecular biology, genetics, evolution, ecology, animal diversity, and biostatistics. The laboratory component included a large-scale investigation focusing on how biotic and abiotic factors affect competition and predation in the rocky intertidal zone. It required familiarity with the ecological literature, identification of an interesting question, and the design of appropriate methods. This course had a strong statistical component and results were analyzed using R (The R Project for Statistical Computing). The course also included a unit on human manipulation of genetic transfer including recombinant DNA, amplification with PCR, recombinant plasmids, transgenesis, CRISPR, gene therapy, and cloning. Course requirements included statistical analyses, a scientific paper, a research paper, and short essays. Textbooks: Biology: The Unity and Diversity of Life, Cecie Starr and Ralph Taggart Handbook of Biological Statistics, by John McDonald R Programming, by Wikibooks Page 8 of 13 Kxxxx xxxx – DOB: Organic Chemistry – NCEA Level 3. (Te Kura, 0.5 credits) This course covered alkanes, alkenes, alkynes, amines, alcohols, haloalkanes, aldehydes, ketones, amides, carboxylic acids, esters, and acyl chlorides. Naming conventions, physical properties, reactive sites, and typical reactions were covered in depth. The exam was essay-based and required synthesis of student knowledge of organic reactions and physical properties. Texts: Materials published by Te Kura NCEA Level 3 exams and assessments: 5 NZ credits in progress Introduction to Programming with Python. (AoPS online class, 0.5 credits) This course covered basic programming concepts such as variables, data types, iteration, flow of control, input/output, and functions. The content has a strong mathematical and problem solving component. Weekly graded assignments required full in-program comments and a complete write-up describing the logic used and how the programs were tested. Textbook: How to Think Like a Computer Scientist: Learning with Python, by Allen Downey Intermediate Programming with Python. (AoPS online class, 0.5 credits) This course covered intermediate programming concepts such as recursion, object-oriented programming, graphical user interfaces, and event-driven programming. The content had a strong mathematical and problem solving component. Weekly graded assignments required full in-program comments and a complete write-up describing the logic used and how the programs were tested. Textbook: How to Think Like a Computer Scientist: Learning with Python, by Allen Downey Social Studies US History in a World Context. (1 credit) This course focused on historical events from 1840 –1975 and how ideas, beliefs, and social mores have shaped the United States. The course asked probing questions, challenged preconceived assumptions, and evaluated biases. It also studied how to critically evaluate different interpretations of historical events and why these interpretations can vary over time. The power of rhetoric in shaping perception was studied by critically analyzing the writing and speeches of Martin Luther King, Jr. and John F. Kennedy. Course requirements included reading assignments, participation in discussions, and short essays. Textbooks: Classical Rhetoric for the Modern Student, by Edward Corbett Rhetoric in the Classical Tradition, by Winifred Horner Texts: Narrative of the Life of Fredrick Douglas, by Fredrick Douglass. The Adventures of Huckleberry Finn, by Mark Twain. To Kill a Mocking Bird, by Harper Lee The Great Gatsby, by F. Scott Fitzgerald The Crucible, by Author Miller Letter from Birmingham Jail, by Martin Luther King, Jr. Inaugural Address, by John F. Kennedy Page 9 of 13 Kxxxx xxxx – DOB: Frontier Living, by Edwin Tunis Shutting out the Sky: Life in the Tenements of New York, by Deborah Hopkinson Bootleg: Murder, Moonshine, and the Lawless Years of Prohibition, by Karen Blumenthal Six Days in October: the Stock Market Crash of 1929, by Karen Blumenthal Hitler Youth: Growing up in Hitler’s Shadow, by Susan Bartoletti The Bomb: The Race to Build the World’s Most Dangerous Weapon, by Steve Sheinkin After Gandhi: 100 Years of Nonviolent Resistance, by Anne O’Brien Black Gold: The Story of Oil in our Lives, by Albert Marrin The Civil War, PBS Documentary (9 hours) The West, PBS Documentary (8 hours) World War 1 in Color, UK Documentary (6 hours) World War 2 in Color, UK Documentary (11 hours) Vietnam War: a Television History, PBS Documentary (11 hours) Contemporary World Problems. (1 credit) This course covered political, economic, social, and environmental problems and sought to examine current events from a historical perspective. The course explored relationships between events, evaluated competing beliefs and goals, and identified bias. Scientific and technological advancements were also studied to better understand the part they play in solving some of the world’s most difficult problems. Periodicals were read year-round throughout high school, yielding 800 hours of reading. Course requirements included reading assignments, participation in discussions, short essays, and a research paper. Texts: The Economist, National Geographic, Scientific American The History of Western Thought. (1 credit) This course examined the development of the western intellectual tradition from the Greeks through to 20th-century thinkers. Topics included metaphysics, epistemology, ethics, and political philosophy. The course examined the rational basis of belief in all areas of inquiry, and taught critical and creative thinking and how to construct a cogent argument. In addition to studying the great thinkers of each era, influential philosophical novels by classic authors were read and discussed including Voltaire, Dostoyevsky, Borges, Camu, and Hemingway. The course also took a detour into the philosophy of consciousness and how it can be analytically modelled. Course requirements included reading assignments, participation in discussions, and short essays. Texts: Think: A Compelling Introduction to Philosophy, by Simon Blackburn The Twenty Greatest Philosophy Books, by James Garvey Gödel, Escher, Bach: An Eternal Golden Braid, by Douglas Hofstadter Justice. EdX. Harvard University Page 10 of 13 Kxxxx xxxx – DOB: The Economics of Inequality. (0.5 credits) Using Piketty’s Capital in the Twenty-First Century, this course evaluated and analyzed the history, theory, and implications of inequality in the world. The focus was on understanding how historical data can aid in understanding past and present trends in multiple countries. The length of the book (700 pages) required complex arguments to be tracked and reconstructed, and its focus on using evidence such as facts, statistics, examples, and expert opinions encouraged a nuanced understanding of the nature of evidence and how it should be evaluated. Great Courses lectures were used to provide the necessary background on economic growth, the business cycle, the global economy, unemployment, inflation, and economic policy. The Economist was used to understand macroeconomics in the context of current events and across many different economic and political systems. Course requirements included reading assignments, participation in discussions, and oral presentations. Texts: Capital in the Twenty-First Century, by Thomas Piketty Unexpected Economics, by The Great Courses and Timothy Taylor Thinking Like an Economist, by The Great Courses and Randall Bartlett The Economist Comparative Government. (0.5 credits) This course focused on political science concepts in a variety of nationalistic settings. The course covered sovereignty, authority, power, political institutions, citizenship, the state, political change, economic change, and public policy. It compared the government and political system of New Zealand to systems in the United Kingdom, the Russian Federation, China, Mexico, Iran, Nigeria, and Vietnam. Course requirements included reading assignments and unit tests. Textbook: AP Comparative Government & Politics, by Jeff Davis Foreign Language Mandarin 1. (Private tutor, taken before 9th grade, 1 credit) The course introduced the sound system of Mandarin Chinese and basic skills in listening, speaking, reading, and writing. This course had an additional aim of introducing features and aspects of Chinese culture. Goals included correct pronunciation with proper tones, recognition of approximately 50 characters, and understanding of basic grammar/sentence structures. This course was taught by a private tutor. Textbook: Boya Chinese: Elementary 1, by Li Xiao Qi Page 11 of 13 Kxxxx xxxx – DOB: Mandarin 2. (Private tutor, 1 credit) This course furthered Mandarin speaking, reading, listening, and writing skills; however the focus was on reading skills. Many aspects of everyday Chinese culture were introduced through these activities. Goals included the recognition 400 characters and the ability to write 100 characters. This course was taught by a private tutor. Textbook: Boya Chinese: Elementary 1, by Li Xiao Qi Mandarin 3. (Private tutor, 1 credit) This course studied more complex narratives while incorporating insights into Chinese history and culture. The third year emphasized expanding vocabulary, improving understanding of grammar and structure, and increasing confidence with writing short paragraphs. The goal was to recognize 600 characters by the end of the course and the ability to write 200 characters from memory. The course was taught partly in Chinese by a private tutor using Boya. Textbooks: Boya Chinese: Elementary 1, by Li Xiao Qi Fundamental Written Chinese, by Nora Yao and Margaret Lee Mandarin 4. (Private tutor, 1 credit) This course aimed to further develop the student’s proficiency in all skills, including listening, speaking, reading, and writing. Broader and deeper aspects of Chinese culture and modern life were discussed. Goals included recognition of 800 characters, ability to write short paragraphs, and the ability to understand a class taught mostly in Mandarin. This course was taught by a private tutor. Textbooks: Boya Chinese: Elementary 2, by Li Xiao Qi Fundamental Written Chinese, by Nora Yao and Margaret Lee Fine Arts Music Theory. (Private tutor, taken before 9th grade, 0.5 credits) This course focused on the notations of western music including intervals, time signatures, keys, scales, and chords. Skill was developed in constructing balanced rhythmic patterns and completing given melodic or harmonic structures. The formal exam required an ability to apply theoretical knowledge and understanding to musical score analysis. ABRSM grade 5 Music Theory Exam: Distinction Page 12 of 13 Kxxxx xxxx – DOB: Music Performance 9, 10, and 11. (Private tutor, 1 credit each year) These courses focused on violin technical skill, creative interpretation, scales, sight reading, and musical appreciation. They also had a strong oral and aural musical component. Quarterly performances focused on stage presence and confidence and required working synergistically with piano accompaniment. These courses were designed and taught by xxxx xxxxxx, (important title listed here) NCEA Level 2 exams and assessments: 10 NZ credits achieved at excellence NCEA Level 3 exams and assessments: 12 NZ credits achieved at excellence ABRSM Violin Grade 7 exam: Distinction ABRSM Violin Grade 8 exam: Distinction. High Scorer Music Performance – DipABRSM. (Private tutor, 1 credit) This university-level course and diploma focused on compiling and performing a balance recital program, talking with confidence about the music, and sight reading at a high level. The program required working closely with a pianist to create balanced and compelling sound. Full program notes were written to discuss music choices and interpretation. This course was designed and taught by xxxx xxxxxx, (important title listed here). This course and the accompanying exam fulfilled the requirements of the Diploma of Music Performance through the Royal Schools of Music in the UK. DipABRSM – Tertiary Diploma in Music Performance for Violin (expected Nov 2017)

Glad the documents are helpful. Here is my school profile: page 2

Hurray! My ds loved MIT and has made life long friends. If your ds needs help choosing a dorm, my ds can add his two cents on the personality of each.

I can post my school profile and course descriptions if that would be helpful.

Yes, I put his private lessons with these exams as fine arts credits and then put his orchestra and chamber music groups as extracurriculuar activities. I also sent in a music resume, I'll see if I can find it.

Here are some details that I put in my school profile because I felt that USA schools may not understand the NZ system.

We did a homeschool transcript with New Zealand national exams (similar to GCSE, AS, and A levels). I had a mix of NZ exams, university courses, AoPS grades, ABRSM exams, homeschool grades, etc. I used superscripts to identify them (They've printed as regular size text next to the course name in this version, but they were subscripted in the original). I translated all the different grades formats into American grade format ( A to F) and clarified how each grade style linked to american grades (in the key to grading section). I did this because we had 5 different places giving grades, and 4 different grading systems. Here is what it looked like. PLEASE DONT QUOTE as I will delete this after you have seen it.

When we had 6 adults for a month at christmas in my 650 sq foot apartment with 1 bathroom, we had a couple of things that allowed this to work without problem. Half of people showered at night. Staggered wake up times. If ever you are going to shower, ask if anyone needs to go to the toilet before you shower. In addition to the obvious, keep your time in the bathroom short.

I've done a lot of small living and I'll tell you it really depends on the age of the people and their relationship. We don't have open plan, so in our currently home (650sq ft), a lot is taken up by the hall. But this is also good, because there are doors to close to give privacy and a sense you are 'down the hall.' The main thing is that each bedroom needs to be set up to also have a sitting area with 2 chairs so people can talk. Then you don't feel like you have to sit on your bed in your bedroom, or always be with others in the main room when you are just hanging out. You need to focus on behaviours for privacy, like shutting doors and knocking before coming in. So.... We have done 70sq ft per person when we had only a baby, and it was fine. Just a tiny home on a farm. We have done 100sq ft per person with only a baby and dh working from home. That was tight. We have done 160 sq ft per person with 2 children and it was fine, but with 2 teenagers it was too tight. We have done 160 sq ft per person with 1 adult child and long-standing girl friend, and that has been fine. Basically, with 2 bedrooms, you need either children sharing the second room or a couple. 2 teens didn't work. I grew up in 4500 sq ft, and much prefer to live small.

Success breeds success. If you find a passion and run with it, success will follow. Once a kid is successful in one endeavour, then they become keen to replicate it in other areas. My son learned to write by doing math proofs, he needed his passion for math to give him capability in the humanities. By the end of high school he was reading books like War and Peace and 100 years of solitude, and writing fluidly. I would think that this approach could easily go the opposite way for your dd. Get her into high level literary analysis of difficult books, and down the line these analytical skills can translate into clarity of thought for math. I'm in the camp of running with a child's passion and never looking back.