Mathematics Calculus I (1 credit) Description: A college preparatory study of calculus including: preparation for calculus (linear models, rates of change, functions, graphs, etc.); limits and their properties (analysis of limits, continuity, one-sided limits, infinite limits, etc.); differentiation (derivatives, tangent line, product/quotient rules, Chain Rule, etc.); applications of differentiation (extrema, Rolle’s and Mean Value Theorems, First and Second Derivative Tests, concavity, limits at infinity, etc.); integration (antiderivatives, indefinite integration, area, Riemann Sums, Fundamental Theorem of Calculus, etc.); and logarithmic, exponential, and other transcendental functions (natural logarithmic functions, inverse functions, exponential functions, bases other than e, growth and decay, inverse trigonometric functions, hyperbolic functions, etc). Materials: Calculus of a Single Variable (Roland Larson and Bruce Edwards) and Chalkdust: Calculus I (Dana Mosley, coordinated lecture series for the text Calculus of a Single Variable)

English College Composition I, Honors (0.5 credit on high school transcript, 3 credits on community college transcript) Description: Through the writing process, students refine topics; develop and support ideas; investigate, evaluate, and incorporate appropriate resources; edit for effective style and usage; and determine appropriate approaches for a variety of contexts, audiences, and purposes. Writing activities will include exposition and argumentation with at least one research paper. Lecture 3 hours per week. Materials: Rules for Writers (Diana Hacker) and The Brief Bedford Reader (X. J. Kennedy and Jane Aaron) Course Location: Northern Virginia Community College in Annandale, VA; instructor: [instructor's name] English IV: British Literature (1 credit) Description: Course work includes the study of grammar, composition (essays, research paper, and creative writing), and British literature (novels, short stories, plays, and poetry). Written essays are required on most literary works in addition to written response literary analysis questions and discussion. Materials:  Grammar – Grammar and Composition V (James A. Chapman)  Composition – Grammar and Composition V (James A. Chapman), Literature: Reading and Writing the Human Experience (Richard Abcarian and Marvin Klotz), and Sentence Composing for College (Don Killgallon)  British Literature – Literature: Reading and Writing the Human Experience (Richard Abcarian and Marvin Klotz), Literature: Structure, Sound, and Sense (Laurence Perrine), How to Read Literature Like a Professor (Thomas C. Foster), Pride and Prejudice (Jane Austen), Gulliver’s Travels (Jonathan Swift), Brave New World (Aldous Huxley), Frankenstein (Mary Shelley), A Tale of Two Cities (Charles Dickens), Animal Farm (George Orwell), Lord of the Flies (William Golding), Great English Short Stories (editor: Paul Negri, selected short stories by: Charles Dickens, Rudyard Kipling, George Eliot, Thomas Hardy, Anthony Trollope, and D. H. Lawrence), Hamlet (William Shakespeare), Much Ado About Nothing (William Shakespeare), The Importance of Being Earnest (Oscar Wilde), Sir Gawain and the Green Knight (Anonymous, translation: Marie Borroff), The Canterbury Tales (Chaucer, translation: Nevill Coghill, selected tales), Beowulf (Anonymous, translation: Seamus Heaney), 100 Favorite English and Irish Poems (editor: Clarence C. Strowbridge, selected poems by: William Shakespeare, John Donne, John Milton, William Blake, William Wordsworth, Percy Bysshe Shelley, John Keats, Lord Alfred Tennyson, Robert Browning, A. E. Housman, Dylan Thomas, and William Butler Yeats), Hamlet Study Guide (Progeny Press), Lord of the Flies Study Guide (Progeny Press), A Tale of Two Cities Study Guide (Progeny Press), Frankenstein Study Guide (Progeny Press), and study/analysis questions written by [this would be me].

I won't copy it all into here because it's 14 pages long. I'll copy bits and pieces to give you an idea. Some course descriptions were copied and/or modified from the community college or The Potter's School; others I did my best to write. This worked for us, but I'm sure there are many other ways to accomplish this. In each section, I listed courses in order of most recent (grade 12) to oldest taken courses (grade 9) I'll have to copy the samples into different posts. It's too long otherwise, and the site won't allow me to post it. Also, the bullets don't quite copy over correctly, but I think you'll get the idea. Hope this helps you. My header information: Course of Study Homeschool Name Student Name Sources of outside study:  The Potter’s School (http://www.pottersschool.org/) – online school  Write at Home (http://www.writeathome.com/) – online school  Wilderness Medical Associates (http://www.wildmed.com/) through Northwest-Shoals Community College (http://www.nwscc.cc.al.us/) – in residence course  Northern Virginia Community College (http://www.nvcc.edu/annandale) – in residence courses Course Work: For courses completed at home or online with The Potter’s School, one year courses (1 credit) required 170-180 hours and semester courses (0.5 credit) required 85-90 hours of daily scheduled class time. Most classes required additional time to complete readings, written assignments, compositions, research, lab reports, test studying, etc. For classes taken at community college, students followed the institution’s requirements.

A couple of the colleges ds applied to required course descriptions for homeschoolers. Since I had to write them up anyways, we just sent them to all the school ds applied to. I figured it couldn't hurt and could only give them a better picture of what ds had studied.

I'll give you a couple book titles. Ds read How to Read a Book and used Maryalice Newborn's study guide to go along with it. IMHO, a guide is essential to getting through this book. It a tough book to plow through as it's not terribly exciting. But, ds didn't complain, and it did teach him skills to efficiently get the most out of reading assignments. Next, he read What Smart Students Know by Adam Robinson. This is a more engaging book and is written specifically for students. It reinforces what How to Read a Book teaches and covers additional areas such as taking notes and tests. If you go to amazon.com, you can "search inside " this book and read the table of contents and an excerpt. I think study skills are difficult to teach students unless they are truly motivated to learn such skills. We're blessed in that our kids are decent students that don't really struggle with school (we do have a rigorous program too - smile) . As a result, they didn't really see the point in learning and practicing study skills when they were already doing fine as it was. They've always been resistent to taking notes or outlining or highlighting or writing in the margins. What has helped them the most to see the importance of these skills was community college courses. Some of their courses have been extremely demanding and have challenged them more. Now they have to utilize these skills to get an A in the class. They now understand the importance of the skills because they truly need to use them now. Does that make sense? I'm glad they are having this experience as a dual enrolled student before their freshman year at college.

Yes, that's it - WEM = Well Educated Mind by Susan Wise Bauer. Sorry I didn't give you more info!

It was much easier for them to take the text book with them to perform their labs. Plus, they just prefer to have the book in their hands to complete their reading and find it easier to flip through to find answers. But, that's just us.

Holly, I just gather resources and put together my own English courses. Each year our English course includes: grammar, composition, literature, and vocabulary. For grammar, we use A Beka (grammar portion only). For vocabulary, we used Vocabulary from Classical Roots (all the books) and then Vocabulary for the College-Bound Student. We finished these books by then end of 11th grade so stopped formal vocabulary at that point. For composition, dc wrote essays for literature and also took classes at Write at Home and then community college. For literature, I used the WTM, WEM, and Reading Lists for College-Bound Students to help guide me in choosing which lit books/plays/poetry to read. For a literature spine, I primarily use Pierrne's (? spelling and I don't have the book handy) Literature: Structure, Sound, and Sense. I also have dc read How to Read Literature Like a Professor by Thomas Foster - wonderful book that Kathleen recommended to me. I also use Progeny Press Study guides and I heavily use Sparknotes. Sparknotes has quizzes that students can take. For ancient lit, I used Veritas Press's A Guide to the Great Books by Wes Callihan (used all his ancient guides). I also poke around various websites and construct my own guides out of what I find or write myself. Gotta quick take dd to work, so please pardon my lack of proof reading. :001_smile: Let me know if you have more questions. Cynde

Our dd is taking Introduction to Photography through The Potter's School this semester. She LOVES the class! I think it's very well organized and she's learning so much. I've such so much progress in her pictures. TPS is currently registering for fall and this class fill very quickly. Besides the option Lisa mentioned, Kym Wright at alWright Publishing has a study guide on photography. I have not seen it, so I can't comment on it. Here's a link: http://learn-and-do.com/ Just some ideas.

Dd plays piano and studies theory along with it. We'll just put this on her transcript as an extra curricular. In ninth grade, she did take a formal full-year theory course as it related all types of instruments which will be on her transcript. Ds would just "die" if I made him take music in high school. He took the art course this year at his request. Other than the core classes (English, math, history, science, and foreign language), I felt that it would be better for him to take "electives" that he truly wanted to study. He applied to six colleges with only 1/2 proposed credit of art history/appreciation to be taken second semester senior year. No questions asked and he was admitted to all.

One of ds's VA colleges recommends four years of the same foreign language. Ds only had two years of Spanish (9th and 10th grades). The school still accepted him - no questions asked. If it is a true requirement, then you'd have to come up with another year of French somehow. Would your son possibly do better with a French teacher? Our dc have done much better with foreign languages when I outsourced the subject. Maybe your son could take French at the CC? Traditionally, a semester of foreign language at college equals one year of the same language in high school. Maybe a semester of French at the CC could count as his third year. Or if he's really opposed to another grueling year of French, maybe he could start fresh with a new language at the CC and take 2 semesters of it to equal two years of high school. You may want to contact admissions at the school in question to see what they would accept from the CC. Just some ideas.

Here's what we've done. We didn't use the four year rotation any longer in high school, but heavily used WTM for book list in history and literature. Note: TPS = The Potter's School and CC = community college Ds - graduates this year === Grade Level: 9 Course Title - Credits English I: Ancient Literature - 1 Geometry - 1 Introduction to Electronics with Lab (TPS) - 1 Ancient History - 1 Spanish I - 1 Catholic Church History - 0.5 Personal Management Skills - 0.5 Physical Education - 1 === Grade Level: 10 Course Title - Credits English II: American Literature - 1 Trigonometry - 1 Biology with Lab (TPS) - 1 American History - 1 Spanish II - 1 Government and the Constitution (TPS) - 0.5 Asian Survey (TPS) - 0.5 First Responder (CC) - 0.5 Physical Education - 0.5 === Grade Level: 11 Course Title - Credits English III: 20th Century World Literature - 1 Advanced Algebra - 1 Chemistry with Lab (TPS) - 1 20th Century World History - 1 Aviation Science (TPS) - 0.5 Constitutional Law (TPS) - 0.5 Accounting - 1 Economics (TPS) - 0.5 Essential College Skills - 0.5 === Grade Level: 12 Course Title- Credits English IV: British Literature - 1 College Composition I, honors (CC) - 0.5 Calculus - 1 Anatomy & Physiology I & II with Lab (CC) - 1 Physics with Lab - 1 African History - 1 Principles of Public Speaking (CC) - 0.5 Classical & Modern Political Theory - 0.5 Art History & Appreciation - 0.5 Dd - graduates next year === Grade Level: 9 Course Title - Credits English I: Ancient Literature - 1 Algebra II - 1 Biology with Lab (TPS) - 1 Ancient History - 1 Spanish II - 1 World Geography - 1 Elements of Music Theory I (TPS) - 1 === Grade Level: 10 Course Title - Credits English II: 20th Century World Literature - 1 Geometry - 1 Chemistry with Lab - 1 20th Century World History - 1 Latin I (TPS)- 1 World Religions (TPS) - 0.5 Introduction to Business (TPS) - 1 Introduction to Playwriting (SO) - 1 === Grade Level: 11 Course Title - Credits English III: American Literature - 1 Trigonometry - 1 Astronomy (TPS) - 1 American History - 1 Latin II (TPS) - 1 College Composition (CC) - 0.5 Shakespeare (TPS) - 0.5 Theology (TPS) - 0.5 Government and the Constitution (TPS) - 0.5 Introduction to Photography (TPS) -0.5 === Grade Level: 12 Course Title - Credit English IV: British Literatrue - 1 Advanced Algebra - 1 Meteorology with lab (CC) - 0.5 Physical Geology with lab (CC) - 0.5 Either British History or Russian History - 1 Latin III (TPS) Propositional Logic (TPS) - 1 Survey of Criminology (CC) - 0.5 undecided 2nd semester course (CC) - 0.5

I'd have a really cute and relaxing baked goods/coffee shop in a beautiful location where I could bake all my favorites. And ... of course in my dream, it would be successful and worry free and I wouldn't gain a pound. That's a 180 turn from my degree in physical therapy, but you did say dream job.

I like to think I'm frugal too, but I know there is probably more I could do. Here's some of what I do. --- I wash freezer bags too - although I first did this for environmental reasons and discovered I saved money. --- I cook from scratch and rarely buy convenience foods. --- I make my own taco seasoning mix, Ranch Dressing mix, cream soup, salad dressings, etc. --- We don't eat out much, and when we do, it's usually cheap unless it's a super special celebration (like ds's upcoming graduation!) --- We consolidate our errands to conserve gas and time. --- I buy groceries the cheapest I can find, look for the good sales, and use coupons (but only for stuff that I normally buy and no convenience items). --- I shop for clothes on sale. --- We strive to live below our means and save. We don't buy all the new gadgets, live in a cheaper house than supposedly we can afford, we don't have a designer house (but I do watch home and garden and dream big), we evaluate each purchase and try not buy material items we really don't need, etc. --- We don't buy impulsively. This can save you lots of money. Even that pack of gum at the check out that you'll spit in the garbage in 10 minutes. It all adds up. --- I don't waste food - okay it happens sometimes, but I try really hard not to waste a scrap. --- I buy books at our library used book sale to stock my our own personal library. Books are my weakness - just like most of you! --- I sell all the curriculum we're done with unless I just MUST keep it for our library. --- I make good use of our credit card. First, we have a credit card (only one) with a great rewards program for our personal likes with no annual fee and no fines for ALWAYS paying in full. I pay it off in full EVERY SINGLE MONTH (we never have a finance fee or pay interest - no exceptions EVER). I track all we spend on the card and reserve that money in our account, so that it's there to pay the credit card in full each month. Sounds like a lot of work, so why do it? Two reasons: we earn lots of reward benefits and we "float" our money for a month (basically, instead of paying with cash or check, our money stays in our account for a month longer earning interest). Also, since I hardly ever write checks, I don't only buy about one box of checks every five years. Thanks about all I can think of right now. Areas I could improve in: --- We order pizza about almost once a week. I suppose I could make my own. But heck, it's my night off! I do at least use coupons! --- I buy all our curriculum new. --- I could have garage sales to get rid of stuff or ebay, but I donate it. --- I hope to have a garden one day!!!

Congratulations on your ds's great offer from Richmond! We thought that was a wonderful school too. Our ds was admitted to Richmond, but the $$$ offer wasn't so great, so it was immediately out of the running. You have two fabulous schools to choose from! Good luck!

We used videotext for algebra. Both dc did well with it and we liked it. VT didn't have their geometry program published when we finished algebra, so we had to switch. We then began using Chalkdust. We've used them for geometry, precalculus, and calculus. We love Chalkdust! Although we liked VT, if I had to do it all over, I would use Chalkdust for algebra too. Personally, I like VT's idea of doing Algebra I and II in sequence and then going on to geometry. I would have pursued this sequence with Chalkdust too. I really like the Larson texts that CD uses and love Mr. Mosley's video lectures. Overall, they are longer than VT lectures which some people don't like. I've also heard some say they find the CD lectures boing. However, neither of our dc have ever complained about them, and IMHO, I think they're great. What I find is that both VT and CD stress the importance of learning concepts and not memorizing processes or shortcuts - a plus for both programs. With CD, you can contact Mr. Mosley by email or phone for help. The response time has always been quick and extremely helpful. This has been a huge benefit for us! One strategy I've used is having dc keep what I call a "formula notebook." We use a sprial bound 4 x 6 card book. For each lesson, the write done formulas or concepts in the book. They use this for quick reference instead of having to page through the text book. We don't memorize these - that just seems to come with continued practice. Dc use the book as a reference.

Dawn, What college are you waiting to hear from in Virginia? Ds is still waiting to hear from William and Mary. However, it was still one of his cheaper options, so he made the decision irregardless. We paid the deposit and the decision is made. :hurray: So nice to have that decision made! I hope you hear soon!

I've read TWTM and WEM. I term us as loose followers because once we hit high school, we fell away from TWTM four-year history/great books rotation. At that point, I used both TWTM and WEM as book list for picking history and great books for the history and literature courses we chose to do. Both books are a great resource in high school even if you just use them as a book list and don't follow everything to the letter. Good luck to you!

My ds is using Art across the Ages from The Teaching Company this year along with visits to the National Gallery of Art since we live in the D.C. area. The guide that comes with the lecture has tons of resources listed. Ds is doing this as semester art history/appreciation course. You could very easily make this a year long course which would probably be the best option if you had the time.

Dd has had two years of Latin with The Potter's School. We love the classes and instruction. The course uses Lingua Latina. You could email the teacher and ask specific questions and see where your dc might fit into TPS's Latin coming from the curriculum you've used and your dc's level. You can access the teacher, Mr. Spotts, through the TPS website under teachers in the left column. Once on the teacher's page just scroll down and click the teacher's name. Some teachers actually have a link to website with more information. TPS is registering for fall classes this month.

The Potter's School has lots of classes in this subject area if you'd be interested in an online option. Dd has taken a couple of them. She got a lot out of them and found the discussions with the teacher and other students beneficial. TPS is registering for fall classes this month.

Lisa, Our ds took chemistry at TPS with Rusty Hughes as the instructor. He did fine with only one lecture a week. Also, Mr. Hughes was available by email to answer questions and had a quick response time. You can also email the TPS chemistry teachers and ask them questions like this or what their course requirements are. Although all the sections use the Apologia text, I've learned there are some differences between teachers as to what their course requirements are. For example, some require more in-depth lab reports than others or that study quide questions be turned in versus corrected at home. Our dc have taken classes at TPS for the past four years. Never once have they complained about the 1.5 hour long class session. And, we been happy with all the courses we've taken at TPS. Good luck!

We've been taking classes with TPS for four years now. They try to cap the classes at 15 students; our dc have never had a class over 15. You don't need to turn your placement test in before registering for a class (unless a teacher has told you differently, but I've never heard of that). We've always registered and then took the placement test. Your "seat" won't be confirmed until the teacher has approved the placement test, but it will be held for you. At least that's the way it's always worked for us. I'd recommend registering for the class as soon as your time frame opens (overseas students, returning families, then new families).

Ds had to submit the CA to several schools this year. For the secondary report, I checked "no basis." The questions asks you to compare the student to others in his class. My thinking was that he was the only student in his class, so I could not really make the comparison in the manner in which they were asking. Immediately below that question is the section for you the evaluator to write your narrative about your student. This is where you can make the student shine, and the section essentially addresses what is asked in the question you checked "no basis" only in more personal detail. For that section, I had more to say than the little space provided, so I did attach another sheet and wrote "Please see attached sheet" in that section. However, the general concensus is not to make the attachment more that one page in length. None of the colleges questioned my approach. You are correct, there is only one essay for the common application. Our ds chose "own topic." Many colleges will require an additional essay or short answers which you will find in their supplements once you have added them to your college list to apply to. HTH and good luck!

Lynne, No, he didn't do advanced physics. Prior to taking the SAT II Physics Test, he had completed Apologia Physics and Chalkdust Precalculus and was taking Chalkdust Calculus. Both of the Chalkdust texts had some physics like problems. You cannot use a calculator on the SAT II Physics Test. Ds said the problems on the test were easier than the problems in Apologia Physics. HTH!