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Squirkle

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About Squirkle

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    Hive Mind Larvae
  1. Of course- KS2, KS3 stands for Key Stage 2/3. These are the different stage of education in English state school system. Each Key stage covers several school years and for many subjects, under the current National Curriculum, the set topics do not have to be covered in a specific year but should have been taught at some point during the relevant Key Stage. E.g The Roman Invasion of Britain does not have to be taught to pupils in Year 4, but must have been at some point between Years 3-6 (Key Stage 2). As for CGP, I actually have no idea what that stands for, just that it is the name of a c
  2. Which age group is it for? Are you specifically looking for something that covers British history? I can't recommend Galore Park History as both the Junior English and Latin were a big flop for DS, so I've avoided GP every since. We love Oxford University Press's KS3 History series by Aaron Wilkes however. They are aimed at 11-14 year olds, so roughly Gr6-8 I think. Before that we used CGP's KS2 History books. Both series run chronologically although neither fit neatly into the WTM 4-year cycle.
  3. My day starts at 6am, because I like time to myself before everyone else is up. While I have my morning coffee I look through what we have planned for school that day (I plan in advance for the year, to the point that everything is pretty much open and go) and get out the books and resources we need and write any copywork etc. on the whiteboard. Then I get started on the daily chores. I use a routine with one list for daily chores and then a kind of loop schedule for everything else, focussing on 1 room per day. By around 8am the kids are up, dressed and breakfasted (they are 9 and 10yo so can
  4. We are only two thirds through Level 2 but we don't do written narrations in ELTL yet. I ask them to give an oral narration, with prompts usually, from that lesson's literature reading (we dropped the fables after we all got sick of them in Level 1). Which is probably more in line with the schedule set out in WWE, which I find also helps comprehension. I do this most lessons, even though ELTL only calls for narration every two weeks (every sixth lesson) as my kids needed more practice at narration. I'm looking for GOOD sentences (and hopefully factual accuracy) from these narrations and that's
  5. My two will both be 4th grade when we start back next week. Not much is changing from last year though, just going next level up on the book covers. I divide up their subjects into 3 'blocks' of time during the day. Since the kids are minecraft crazy, they named the blocks after different cubes from the game- gold, diamond and emerald. 8.30-10.00 Gold block- Maths, English and French. I will do 1 to 1 work with each child for around 30-45 minutes, then switch. While I work with 1 child the other works on anything independent from their list, reads and practises musical instruments. Once th
  6. We are in England where I think the state schools have to run for 190 days (380 half day sessions) each year. Home schoolers don't have any required number of days and it would be very unlikely to be asked to provide that information to anyone. I like keeping count though so have a pretty spreadsheet and have always kept count just in case we are ever questioned. PS here run on a roughly 6 weeks on, followed by 1 or 2 weeks off calendar with 6 weeks off in summer- 3rd week of July to 1st week of September. My job and the kids outside activities run on that system, so we have to stick to it
  7. It depends on the subject, when they finished it and why. We do math here year round so when they finish 1 book we just go onto the next one, regardless of the time of year. We also do LA through summer too but usually just 1 focused area e.g last year it was learning cursive, this year it will be creative writing. So in the unlikely event they finished all their LA ahead of time, we would just switch to doing our summer program instead from that time onwards. Also if they were to finish something up in Feb/Mar, I would find something to do for the rest of the year. If they finish it like
  8. We kind of do something similar to this, partly because I needed to add in far more British history than is covered in most Ancients curriculums e.g. SOTW. The National curriculum for primary age pupils here is almost exclusively prehistoric Britain through to 1066. I didn't want my kids to miss that but also wanted to cover all the other Ancient civilisations of the world too. The pattern we have fallen into is: read through SOTW, a couple chapters per week with notebook pages and update our timeline. Then when we get to a point that the kids find particularly interesting (or a convenient
  9. Ask the kids what they want to call that time? Their ideas might not be too crazy! In our house we have timetabled 'blocks' of time throughout the day, during which we cover different subjects. When I first pitched this idea to my (Minecraft obsessed) kids, they asked if we could name the blocks after those in the game of Minecraft. So now we have Gold block (Maths and LA, individual time with me) for FlowerGIrl between 8-9am, then DoodleBoys Gold block (he's not an early riser like his sister) from 9-10am. Then group work (Science, History, Geography, depending on the day/season) is c
  10. Thanks for all the replies. I think I am comparing too much between PS and what we do, which looks nothing like PS intentionally (because we tried it and it just didn't work out for my kids). I think I need to chill out a bit more over writing but at the same time I don't think I'll be able to let it go until I *prove* to myself that we don't need to add more. So I've decided to re-jig the timetable for the rest of the year. Currently our LA looks like this: Mon-Fri- ELTL (literature, lesson and copywork) and AAS; Thu- the picture study or narration exercises from ELTL; Fri- Comprehensio
  11. I've been checking out the preview for level 2, the grammar increases but I can't see that there is any additional writing, although the copywork selections get a little longer. I don't mean add more writing for handwriting/penmanship practise, I mean writing as in being able to compose their own sentences, paragraphs or even short stories and factual reports. I have no idea if these are age appropriate (D is 8 and F is 9) expectations as LA is my weak area having never been formally taught these skills myself. Unlike in say science or history, where I know the end goal and the content to
  12. We are currently close to finishing ELTL 1 and I plan to continue on to ELTL 2. I happy with it but feel like I should add in more writing exercises/instruction beyond the copywork alone. I have the DVD of EIW grade 3 (but no workbooks yet) and was wondering if that would work. Or would it be too much combined? Or should I try something else completely? LA is my weak area so I really have no clue.
  13. I found both my kids had worked out how to do all that stuff on their own somehow, without ever being taught and just playing around on our home PC <feeling old> they do need to both go through it again this summer though as a requirement for a Cub Scout badge, and also do a refresher on safe searching etc. My son is 3rd grade and is currently learning how to code using a book called Super Scratch Programming Adventure. He's almost done with that one though and wants to move onto Python (I think it's called) next.
  14. Schools in UK finish 3rd week of July for summer but we are planning to be done by end of June. By then we will hopefully be finished: -AAS3 -SOTW 1 with added projects on Greece, the Romans and Roman Britain -All our Biology courses -Nallenart 3 for French -Galore Park Latin prep 1A -All the citizenship/health topics still left to cover for this year (we are on track for this!) -Mapstart 2 If that goes to plan then our summer will look like this -1st week of July, kids have 1 week Summer school for Violin- I will get the house straight, file this year's school work(in the atti
  15. I have an 8 year old and a 9 year combined for LA. Both are very reluctant writes. The 9yo mainly down to some LDs and problems with motor control, which she sees an occupational therapist for and is making brilliant progress. The 8yo just hates writing; he's a mathsy kinda guy. Both had some pretty bad experiences in PS with writing, so I've really not pushed it too much in the 2 years since they came home. I've focussed mainly on other areas of LA and just the mecanics of writing, but now I'm trying to work out how to start introducing some writing composition into their schedules. Curre
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