Similar for us, though we probably had the occasional week's break and times when the kids wanted to play the games again so we didn't move on for a while. We didn't do every activity listed, but I selected the experiments that were do-able in advance and sorted out any resources we might need. We did The Elements with my eldest and middle child when they were probably 12/13 and 10, and then repeated it again with middle and youngest at the same age. I'd definitely recommend photocopying/preparing all the games and gathering materials needed for The Elements before starting, otherwise the temptation might be to skip the fun stuff. The games are good for helping them understand concepts, so although it takes a bit of prep they are well worth it. If you have another child to join in with the games, even if they are a little young for the content, it makes it more fun. Carbon Chemistry is definitely more advanced, a little less 'hands-on' and with fewer games, but a good follow-up to The Elements. Theodore Gray's 'The Elements' is a nice pictorial book that complements Ellen McHenry's The Elements well. It's not a textbook, rather more a browsable 'coffee table' book, but is good for visual learners or those who are less inclined to reading textbooks :) btw I definitely recommend both her chemistry curricula. My eldest's only experience of chemistry was Ellen's resources and he went straight on to a chemistry exam course afterwards. It was excellent preparation. I did chemistry A level (UK), but understood chemistry far better after doing The Elements and Carbon Chemistry with the kids :)

For eldest it was vision therapy (he could read but it was v.hard work for him with obvious tracking issues and letter reversal). We also saw considerable improvement when he spent a year learning to play piano (don't ask me how that works, but it was the same for a friend's child). Age 15 he's a fluent reader, poor speller with some dyslexic tendencies and he chooses not to read fiction, but with support he's passed exams two years early, so it certainly hadn't held him back. //For my youngest it was Reading Eggs. She refused to be taught how to read , and I respected her wishes. Reading eggs tipped her over from a non-reader to reader. She didn't really read until she was 9, but a year later and she's now fluent. //We used a lot of audiobooks and read alouds, and were careful to avoid relative's criticisms or open comparison with other people's kids. Maintaining self esteem, confidence, and enjoyment of books/stories was the most important thing until my late starters caught up :)

China/Japan - make an abacus using lolly (popsicle?) sticks, large-hole beads and BBQ skewers. Kites? Investigate firework colours by burning metal powders in gas flame (chemistry flame test)

We've also made our own 'antiqued' maps and made our own compass using a magnetized needle and cork. Also try making a camera obscure using a Pringles tin (plenty of instructions on internet). You can then use this as an introduction to optics and how the eye works. There are also telescopes, of course, if you have the time to explore those.

Instead of linoleum you can make great stampers using the polystyrene bases you get with frozen pizzas, or polystyrene plates. Indent a design using a blunt pencil or BBQ skewer then sponge on acrylic paint using cheap kitchen sponges. Really cheap and effective. Alternatively, do some simple 'bookbinding', cutting and folding sheets of parchment paper, punching holes with a darning needle down the spine, and then sew in and out the spine with colored thread. Add a personal cover.

How about making egg tempera with egg yolk mixed with a little water and different coloured pavement chalk ground up with a pestle and mortar. If you want to make it really medieval, use the paint to paint on wooden board (pre-preped with white emulsion or similar) or use to paint a triptych. The colours from this can be really vibrant, quick-drying and long lasting and show why a lot of medieval paintings have lasted.

Yes when I flicked through there were a few of the fables I didn't much like -e.g. one about a farmer beating a dog, as I recall. But we also found some distasteful excerpts in WWE (in the ilk of spanking children etc..). It's always going to be an issue with older literature. In the case of LLTL dd and I discussed one if the less savoury tales, talked about fables and how people saw things differently in the days when Aesop created the stories. She's older, though, so that's possible. // If you have a young child, I'd just skip the fables you don't like. There are plenty of fables in the books, skipping a few won't detract from the book.// It's a gentle curriculum in the sense that it progresses very slowly, and there's no compulsion/obligation to slog over numerous intense narrations, questions etc. You can do as much or as little suits your child. It's not gentle in the sense of being cute and babyish iykwim? Personally I'm loving LLTL and I'll adapt it to suit us because it's worth it :)