Well, we tried school for three months. My kids got hit a lot. The head teacher was more upset that my kids fought back than they were that kids hit them. We decided that home education is the way forward for our family for the foreseeable future.

I am trying to adapt my language. We have moved to the UK and here the preferred terminology is “home education” as opposed to “home schooling” for all kinds of reasons. However, I have been home schooling in the US for many years so I’m sure I will slip up at times. I’m trying.

Like many people who do not send their kids to brick and mortar school I find that our approach changes year by year. There isn’t “the way we home educate”. Things change because the developmental levels and abilities of my children change. Things have to shift as life circumstances shift. I know that in the past some people in our lives have deeply resented the fact that we have a more fluid life than they prefer and I need to not let it slow me down.

Up until the age of 7 I do full on unschooling. I don’t do any focused, formal, sit-down work with my children. I believe that the best way for very young children to learn is to be exposed to as many situations as possible and be encouraged to play hard. My family lives in a word-rich environment. We don’t have a television and we read constantly as a family. We read a fairly staggering range of books and we talk all day long. There is very seldom a quiet moment and we like it this way.

My children are currently 11, 9, and 2. It’s going to be a new adventure to buckle down a bit more while giving my 2 year old the freedom she needs. I love having three children and this feels like the most fabulous family configuration I can imagine for us. It wouldn’t work for everyone and that’s ok. We are all very high intensity and we don’t have an extended family network to share that with. We have friends and connections in the community but we are all a lot. We like that within our little family pod we aren’t too much for one another.

We have done years where we work on individual skills and years where we work on major projects in a more college-oriented fashion. Then we traveled the world and were much more unschool focused for a while. I have spent a lot of the last couple of years pushing my kids too hard because I had a lot of personal anxiety around them “not being at grade level” if they had to go to school.

Ha. Hahahahahahahaha. Ok. Well, now that they have attended school that anxiety is over. Sure, their handwriting is super not awesome but their actual subject knowledge is well over grade level in every way. My 11 year old cannot be tested by local age-appropriate schools because she is so far off their charts. We have some local buddies who are in their senior year of university and they have commented that her writing is easily on the level of most of their peers.

Right. We are doing fine. I need to relax more.

But I am not a permanent unschooler at heart. I was a classroom teacher for a long time and we have a house full of ADHD and I am autistic and my children thrive best with a loose structure. We are at our best when we have patterns and flow but not rigid demands.

So. Lesson planning. For the first part of this school year we were deep in survival mode. We didn’t do a lot of formal academics at all because we were traveling then adjusting to moving permanently to a new country. That was a lot. Then the kids went to school for a while. Now they have been out of school for over a month and we have spent the last few weeks doing a slow drift out of the school mode back into a more eclectic style. But I don’t feel that our current methodology is going to result in a lot of long-term progress. I care about them making progress towards their future, not grade level skills per se.

Thus we are talking about moving more in the direction of unit studies for a while. Right now they are selecting whatever they feel like learning out of a larger umbrella topic day by day and there isn’t a ton of building on previous growth. I want to see growth.

I gave a loose summary of what a unit could potentially look like using shopping as a sample topic. After talking about it for ten minutes they are super enthusiastic and they want that to definitely be our first topic. Oh, ok. I hadn’t actually intended to just go that way but why not.

So here is my initial for-myself brainstorm on this idea. I am literally thinking this up as I type and it may change as we go forward. But I really like to talk/type to myself as I work out my thoughts and I felt like this was a good place to put this. With no further ado…

Shopping Unit

To begin with we will do some research on local salary levels and how much of a percentage of average salaries people tend to spend on food. I intend to ask them to each pick three different cities in three different countries and get an average idea of how things vary across the globe. (This will allow us to build on this general idea as we go further with other budgeting type conversations over the years.)

Once we have a solid idea about the variance among the six different places we don’t live in we will look together at the average for our city and then we will place that next to our actual family budget over the past few months. I keep records so this won’t be complicated. We will talk about why our family budget is or is not close to local standards.

Both of the older kids will get to pick whether they want to make up a budget for a single person or a family (they can pick the size) and we will sit down and talk about a nutritionally balanced meal plan. They can use a variety of recipe books and online websites to figure out what kinds of meals would allow them to eat in the healthiest way possible for their needs. (One child is mostly vegetarian and the other child really prefers to eat more meat and fewer meals.)

Once we have our proposed meal plans we will head off to local stores to see what they can buy with their budgets. This will involve many trips to stores as they are not all in one area and the store trips will double as PE because we will have to walk/ride our bikes for many miles just to get this data. I will also be saving the store ads I get in the meantime. I will suggest they look into alternative ways of getting food (delivered veg boxes, restaurants, or big online delivery places like Amazon) and compare how they can do on value for money.

While we are in the stores collecting the data on prices we will also track where the various food items come from. On many separate days at home the kids will use the information about where the food comes from to do geographical research. I want them to see where in the world the food must be grown, which countries could it come from. What are the labor practices in the various countries like? What is the GDP of the different countries involved and what is quality of life like for the citizens (particularly the farmers)? How are global warming and pollution impacting the food production in those countries? I want the kids to be able to draw maps of where these countries are in relationship to their continents; they don’t have to be perfect. Where does the water come from for this food growth?

Now go back and look at your proposed meal plans and budget. How are your choices impacting people in more vulnerable positions? Do you feel like you are making ethical choices? How could you adapt your choices to be more respectful of the totality of the needs of the planet? This will have to involve some longer pieces of writing (hand writing!) as we will also go through and cover ethics as a sub topic here. We have several books on ethics that we will read and consider in an abstract way in the process of being able to apply them to this topic in particular.

We will make more progress on gardening efforts and we will talk about soil nutrition and balanced growing efforts. We will look at whether the various countries that are producing our foods focus on monocrops or if crop diversity is implemented. We will talk about the differences between doing a little bit of gardening versus having to do large scale farming for a living. We will visit local farms to talk to actual farmers about how their lives are structured.

We will research how building houses impacts farm land and we will look into how farms impact wildlife and biodiversity.

Through the course of this unit I want to make notes for myself so that we can have a unit test at the end. The test will cover any and all of the research we do together. I hope to find 20–50ish questions (probably slightly different questions for the two kids because they are not at the same developmental level) to check how well they are retaining this information and whether they can apply it at a later point.

They will be doing a fair bit of short writing efforts throughout the unit because they will have to do a lot of note taking and maths work. I think we will have a weekly short response writing effort summarizing what they feel they have learned that week so they can refresh their own learning.

I think we will need multiple longer writing efforts. It would be nice if they each wrote a fairly detailed graphic story that shows various parts of the food production process and why it works the way it does (they really like doing this; in the past my oldest did a fabulous comic on immigration to California as part of history). This will be both art as well as working on neat handwriting.

As the final project I will help them assemble a long report on food production, how they will utilize the money they have for their budget, where they want to try to buy food from and where they want to avoid food from as they explain the ethics of food buying, and talk about the global conditions that are likely to impact the food chain as they grow into adulthood. I will be involved to help them in this process and I will guide them on formatting and I will help with editing but the writing will be theirs. The final report will go through at least three versions: rough draft, second draft with all of the spelling/grammar/major logical issues addressed, and if the second draft is really good enough a typed third draft. If the second draft gets a big fat raised eyebrow they won’t type until the fourth draft. The final written draft must be written to be legible and neat. But they need the typing practice as well.

I don’t know for sure how long this will take us. As a rough guess at a minimum we will spend six weeks on this but it might take a fair bit longer. We tend to fall into research holes and we love our tangents.

I know this will need refinement as we go and I will ask the kids for their feedback but this feels like a starting place.