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For a breakdown of how a week was scheduled, read this post: Form III Schedules for Today

Narration (oral or written) at the end of each lesson.  At least two written narrations each day.

​Sunday Occupations

All terms:

A Book of Centuries. Choose and inscribe texts and mottoes, using your best handwriting. Design holiday cards.

For Weekend Reading (Optional):

The Ten Things All Future Mathematicians and Scientists Must Know: (But are Rarely Taught) by Edward Zaccaro

The Omnivore's Dilemma Young Reader's Edition by Michael Pollan 

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Writing

​Each term:

Continue with handwriting instruction and practice as necessary or desired.

Transcribe some of your favorite passages from this term's Shakespeare selection, or from Poetry Books.

[The programmes say "A New Handwriting by M. M. Bridges; teacher to study instructions; work from card 6. Choose and transcribe passages from A Midsummer Night's Dream, and other books set."]

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Dictation

(best handwriting to be used)

All terms:

Two or three pages or a passage (to be prepared first) from a newspaper, or, from the prose and poetry set for reading; words not known to be visualized (see Home Education p 240-243); a paragraph to be then dictated.

In other words, choose two or three pages to go over with your student, noting punctuation and difficult spelling words. If they are unsure of the spelling of certain words, they should visualize them. Once the student feels he knows the passage well enough, a paragraph of your choosing is dictated. This may take several days of preparation.

For exams, a paragraph should be dictated without first reviewing the passage it is taken from.

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Composition

 (oral or written narration each day)

All terms:

Write, in verse or prose, on

  • (a) some subject under History, Reading, or Literature
  • (b) the news of the week. 
  • (c) some historical or allegorical subject taken from the term's reading

Doggerel must not be written. Try to imitate the meters of poems you are reading, particularly ones favored by the term’s poet.

(from Wikipedia: Doggerel is poetry that is irregular in rhythm and in rhyme, often deliberately for burlesque or comic effect. Alternatively, it can mean verse which has a monotonous rhythm, easy rhyme, and cheap or trivial meaning.)

Occasionally, write a summary two days after reading on some subject in Literature, news of the week, or history.

(the following is optional, and can wait until Form IIIA)

Begin working with the student to manipulate the material that is being learned, rather than straight narration.  For example, change scenes from books into plays, write newspaper articles about characters in the books being read, write conversations between two characters from different books.

Also, introduce literary analysis and terms, such as setting, plot, climax, and theme.

Write on subjects read previously in the week (for example,  on Tuesdays read news of the week, and write about it on Thursdays).

If you need hand-holding with Composition, use Season 1 of Beyond the Book Report from Analytical Grammar.  Spread this over Term 1, and then continue to practice these skills for Terms 2 & 3.

Season 2 will be used in Form 3 A.

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English Grammar

All terms:

Parse and analyse, each week, from a book of poetry and of prose, making progress each term. (Identify the parts of speech and identify the parts of a sentence)

Continue with your grammar program of choice. Some options: KISS Grammar, Analytical Grammar, Winston Grammar.

Literature

​(including holiday and evening reading)

All terms:

A Book of Luminous Things by Czesław Miłosz : read poems from the 1900s

U.S. History (Canadian users see this page)

Read a students' daily news report and keep a calendar of events.  

Optional: Complete a chart of the 20th century (see this post about the Century Chart -- not affiliated with Wildwood Curriculum)

Consider watching Edwardian Farm and Wartime Farm (BBC) and 1940's House on YouTube or through your library.

General History

Keep a Book of Centuries, putting in illustrations from all the history studied during the term (home country, 2nd country, ancients). Visit history museums regularly.

If you have access to a large history museum that covers multiple civilizations or time periods, focus on one time of these each term. Add in additional information about that period or civilization to enhance your studies.

There is a lot of reading for Term 2 Indian History. If you don't get through all the assigned pages of A Children's History of India, it's ok.

  • Term 3:
    • The Story of Britain pgs 316-339
    • A Children's History of India p 400-424
    • The Early Human World p 67-92

Citizenship

The PNEU programmes also recommended a Classical dictionary and Classical atlas as references. Cities of the Classical World is one possible choice for an atlas.

Geography

Map questions to be answered from map before each lesson; then reading and narration; memory sketch maps. 

Know something about foreign places coming into notice in the current newspapers (see under History). Ten minutes' exercise on maps of the world every week.

Teacher may find useful Out-door Geography by H. Hatch [AMZ]

(You may wish to supplement this with TOPS Earth, Moon, and Sun, which would also make a great "special study" for natural history this term.)

  • Term 2
    • The Complete Idiot’s Guide to Geography  Ch 4-5
    • Around the World in 80 days by Michael Palin, Days 27-53
    • Physical Geography by Geike, sections 40-102

  • Term 3
    • The Complete Idiot’s Guide to Geography  Ch 6-9
    • Around the World in 80 days by Michael Palin, Days 54-end 
    • Physical Geography by Geike, sections 103-147

Note that Physical Geography by Geike is an older book and refers to telegrams and "carbonic acid" which is a name given to carbon dioxide in water.  The Optional TOPS guide helps bring the science current.

Complete Idiot's Guide to Geography, 3rd edition, is going out of print. You can also use the 2nd edition. If you can't find either for a reasonable price, substitute World Regional Geography by Finlayson [AMZ]

Natural History and Botany

Keep a Nature Note-Book (see Home Education, p 54-55), with flower, bird and insect lists, and make daily notes. For out-door work, some special study suitable to season and climate. A Nature Study Guide by W. S. Furneaux, The Changing Year by F. M. Haines may be used.

Consider adding  TOPS Green Thumbs: Radishes for hands-on, practical experience and to bring the science current.

Each term:

  • Term 1
  • Term 2
    • The Study of Plant Life by Stopes p 35-63
    • On the Origin of Species YRE p 45-99 (ch 4-9)
  • Term 3
    • The Study of Plant Life by Stopes p 63-85, 104-122
    • On the Origin of Species YRE p 101-160 (ch 10-end)

General Science

  • Term 1
  • Term 2
    • The Weather Detective, Ch 6-9
    • Matter and Energy: Secrets of the Universe by Paul Fleisher
  • Term 3
    • The Weather Detective Ch 10-13
    • Waves: Secrets of the Universe by Paul Fleisher

Picture Talk

Study, describe (and draw from memory details of) six reproductions of pictures from the artist of your choice, or the term's artist.

See Home Education p 307-311, and School Education p 239.

First foreign language (French/German/Spanish) 

  • Read Home Education for how to teach a second language.
  • Use the program of your choice. If you have been studying a foreign language orally for at least two years, then add in grammar, exercises, and reading.  
  • Consider The ULAT, which is inexpensive and oral for the first 2+ years.  Parents will likely need to monitor to make sure the student is repeating the words and actions and not simply watching the videos.  The first 15 lessons are free.
  • Read several poems in your target language and learn one.
  • Learn three songs per term in the language you are studying.

Latin

Continue working through a Latin course. If you've been following Charlotte Mason's progression, this is your third year of Latin. Students continued to read, translate, and narrate Latin passages each term, as well as studied grammar, declensions, and conjugations.

For Latin recommendations, see this page.

Second foreign language

Optional for 3B -- the 1933 copy of A Liberal Education for All shifted the second foreign language to only Form IIIA level students, who had a longer school day. If you can't fit it in this year, don't worry about it.

Begin a second foreign language. We recommend your child begin learning orally first before being introduced to the written language. In the PNEU programmes, the families were given a choice between Italian and German, with Italian being preferred.

Choose one that is relevant to your area or family, or that your child is particularly interested in. Interest goes a long way towards learning difficult subjects.

Arithmetic/Geometry/Algebra

Continue with the math program of your choice. Charlotte Mason taught Arithmetic, Geometry, and Algebra concurrently at this level, working out of multiple books.

This does not mean, however, to do a full program of all three at once. For example, there were 10 pages from the geometry book assigned for the term, and algebra 15 pages.

Practice quick mental exercises and review previous work regularly.

Continue to read interesting mathematical books in leisure time.

Drawing

Continue drawing instruction regularly, allowing the student to draw and sketch what interests him or her.

The Drawing Lesson: A Graphic Novel That Teaches You How to Draw

Either

  • complete the book in one year (2 chapters per term)  and work through the entire book again the second year of Form 3, or 
  • spread it out over 2 years working on the skills of one chapter for a term.

Illustrate several scenes from literature, mottoes, or fables.

Musical Appreciation

Use this term's selection from the Composer Rotation, or choose your own to study.

What to Listen for in Music by Aaron Copland [AMZ]

Recitations

A selection from this year's Shakespeare selection.

Reading

(including holiday and evening reading)

Books set under Literature, History, Geography should afford exercise in careful reading and in composition. 

Poetry should be read daily.

*Please note that accepted word usage changes over time. In the U.S. in the 1920s, W.E.B. DuBois advocated for the term "Negro" to replace "colored", following the lead of Booker T. Washington. This terminology, chosen by Black leaders themselves, was the preferred term until the 1970s.

* Please note that the protagonist in A Time to Dance practices Hinduism and it is a large part of this book. We feel it is a wonderfully accessible book for this age group about modern-day India.

The Tequila Worm is an alternate, showing Mexican-American culture, and Catholicism is also spoken of freely.

Neither of these books seek to convert but rather show the reader the culture of the protagonists, and their religious beliefs are ingrained in their cultures.

Music

Continue music lessons on your instrument of choice.  The PNEU programmes had the student learn a suitable composition from the term's Musical Appreciation composer.

Singing

The term's songs, or choose your own.

Three songs from your first foreign language.

If you have a religious tradition, use one of your tradition's songs (hymns) in place of one of the folk songs each term.

Continue sol-fa or sight singing. 

Drill, etc.

Daily physical activity, some during the movement/singing/play break midway through the day's lessons.

Students in the PNEU were learning graceful exercises, English country dances, Scandinavian dances, and playing hockey and "net ball".

In short, get your students moving! Play ball in the yard as a family, get a net and play badminton, or get a dvd that teaches country dances.

You could certainly continue doing yoga in this space.

Another idea for an occasional fun break - have you thought of playing The Youth Fitness Song for your kids? If you went to school in the 70s or 80s, you'll know this as "The Chicken Fat Song". There are several snippets available on YouTube.

Work

Each term:

Learn to type: typing.com

Teach should consult: Drawing, Design, and Craftwork by F. J. Glass

Do some definite house or garden work.  Square Foot Gardening, or here is a site with good tips for gardening with teens.

Both boys and girls, darn and mend garments from the wash each week: ABC's of Mending

Note: you can purchase the Scout Kit from basketweaving.com which has 3 baskets and a footstool suitable for this age group. Over the two years of Form III, we will be weaving 2 baskets and 1 stool. The Scout Kit is only slightly more expensive than buying those separately but will give you an extra basket to make.

Read this Basket Weaving with Kids page for tips.

Participate in a Scouting program or 4-H.

Do some volunteer work, either through an organization like Scouts or your religious organization, or on your own as a family.

World Religions, Philosophy and Logic

​10 Things All Mathematicians and Scientists Must Know (but are rarely taught)

N.B. (nota bene -- take special notice)

Pupils should spend two years in Form III (average ages 12 to 14)

For methods of teaching the various subjects, see Charlotte Mason's books Home Education, School Education, and A Philosophy of Education.

Parents are asked to remember that an average pupil should cover the whole programme suitable for his age; also that provision is made for holiday and evening reading, occupations, and hobbies.

The work of the Programmes cannot be fully carried out unless each child keeps a Nature Note Book and a Century Book.

You may also find our podcast, Stonechats, helpful.

from The Latino Reader by Harold Augenbraum

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