What do you do all day? - Our Home Education Journey (Part 2)

Updated: Aug 22, 2020

Following on from my first post about what led us into home education journey read here

I wanted this post to focus more along the lines of what learning really looks like for us and how I have discovered the best way to bring this into our daily lives at present and how it continues to support George's overall development and growth.

2019 was our first official year home educating as George turned 5 at the end of July 2019 (so technically George would have been the youngest in the class if he had gone to reception in 2018 and although I had applied for School because we hadn't made a firm choice of home education even though I was 99.9% sure I did defer him and would absolutely recommend this to anyone whose child's birthday falls in July or August as it gives your child more time to play and grow before academics which is really needed!)

The way I like to think about Home Education is like having your own personal guide that is able to create a bespoke education that completely suits your needs, requirements, and interests and is able to evolve with you as you grow and provide a stimulating environment that is challenging, playful, curious,and touches all the senses and explores all the various languages a child has.

This is exactly how I see home education, my son has me who is the person who knows him the most because I spend the most time with him and I am someone who is able to understand him and observe him because I have a great relationship with him. It means that I know him really well and I'm able to see what he needs. I'm able to observe his needs, I'm able to talk to him about what his interests are, I'm able to provide a bespoke education alongside him that means he's not in a classroom with 30 other people waiting to be given something to do that is just the same task as everybody else. (A pre packaged curriculum of knowledge.) To me it just feels like an incredible opportunity to follow the things that he is actually interested in and that is what I love about home education and actually we don't have lessons as such we have a rhythm. I learned about rhythm when I was researching different types of educational philosophies and I found Waldorf Education and through learning about Waldorf Education I read many books and blog posts and I even went to visit a Waldorf School and I thought WOW I would love George to go to a Waldorf School, this would be really amazing but because of where it was there was a big waiting list and we would have had to move house to get on that list and who knows how long it would take to get a space it could have been years and it was far away from home and it was an expensive area to live and there were lots of different factors that made us feel that it still wasn't necessarily quite right to make a whole move but the style of education felt really good. It felt whole and and soulful, it felt like there were some really fantastic parts to it that would support George. I got a really good feeling by being there at the school it was an amazing space it felt like home, it was beautiful not like any other school I have been to before.

Such an amazing ethos, they teach subjects creatively through drawing and stories and through puppetry and painting and movement, kinesthetically and so from seeing the school I decided that I could take the pieces from the educational philosophies that suited George's needs and growth and bring them together so that would create a completely bespoke education suited so I would take things I felt would support him.

I learned about Rhythm from Waldorf, it took us a while to find our rhythm. Rhythm runs deeper than a routine, Rhythm is like a flow throughout the day that runs smoothly. You can read more about Rhythm from a post I wrote here

Our Weekly Rhythm


Monday tends to be an adventure day and we will also have a rhythm of the purposeful work that we do so Monday is washing day and the day I give the kitchen a good clean. Adventure could take us anywhere, we often go to an adventure park with friends, and or go out for the day with friends. It is always outside whatever the weather with lots of climbing, socialising, picnicking and exploring. We also do some gardening, but it's a work in progress and something I never did growing up and something I am unfamiliar with. So like the many other things I am learning about it's all about experimenting with this one. Each year we will improve on the last and learn as we go about what is working.


On a Tuesday we do spend time learning a language and we learn welsh, I don't specifically teach a lesson it's very much we will sit together and sing some songs in welsh and there might be some movement songs and we might use instruments to do that and it's very kind of free so we might play a game like welsh snap and then we read a welsh story from a book I try and buy bilingual ones and then we might have a little chat and use some welsh words in that conversation, so for example one week we looked at under the sea and got some materials out and we created a box with water beads and animals which was a great play as he played with this for hours! Songs, games and play and we listen to music and pretended we were sharks and fish. It's different every week.


One Wednesday George spends the day at Forest School with a mixture of children of various ages from 3 -7. He plays with all ages of children. At forest school they spend time doing what they enjoy - Playing. They also can do some woodwork using tools, they can use various materials which have access to, hammocks to sleep/relax in. Woodland cooking, group projects where they might build or make things together. They sing songs and have stories around the campfire and can access plenty of mud and water to play in. They make up their own games and play together or spend time alone, however they need or want to spend their time. They learn about plants and nature and spend their days out in the open air. They risk assess their own climbing and play and know how to ask for support and help if they need an adult. The children are treated respectfully and are encouraged to do real work. They get to experience being around different farm animals which George absolutely loves as he really loves animals.


Thursday is music, puppetry and baking.

On Thursday we listen to a different composer every week and read a little bit about them, we talk about how the music might make us feel and what instruments we can hear. We also make different puppets from natural materials and each week we have a different story from around the world that includes a story and some songs to sing, I practise learning it and presenting it beforehand but we will make the puppets together. I play the piano and can read music so having this skill is very helpful and allows me to have some knowledge of supporting him musically.

We also bake on a Thursday, things like bread, scones, biscuits, sausage rolls, whatever we fancy really! We love listening to different kinds of music too so sometimes George might spontaneously say something like let's listen to some wild music - we ended up finding some awesome dubstep music and it was interesting to see how our bodies responded to the music. We might do this on any day though.


Friday is art expression and knitting.

I usually ask George which material he would like to use, he chooses different things from clay, modelling clay or wax, lino printing, or water colour paints. There is no set thing for what he will paint or any concern for anything final. I encourage him to test the materials and explore with them. As he moves forward artistically he does create figures and pictures that hold meaning for him and he will often tell me about them.

We started finger knitting not so long a go, but have had a break as he was getting really frustrated with it that it wasn't working out right away. Finger knitting is done through stories and songs and movement. We will start back up again with this soon when he he ready and patient enough. Soon I am looking to have more tools available and a workbench where he can explore further with wood and tools. He recently got a pocket knife for his 6th birthday, so we will explore whittling further as he loves whittling sticks.

On Saturdays and Sunday George spends the weekend with his Dad whilst I work and this is our current set up. We have family time in the morning and from tea time on wards and when we book whole days off together. We both work from home so we are always close to each other.

On the weekends the boys typically go out for walks and to the park or to meet friends or family or a bike ride.They also spend time doing work around the house together. They build train tracks and fix things and do gardening and tidy the hedges, play outside with the dog, take care of the chickens, fix and tinker with different things like coffee machines or computers etc They do cooking together and just relax.

How much time do you spend doing what?

Firstly our time is not spent looking at a clock or any kinds of beeping that signify we move to the next thing, It is a flow and a Rhythm with plenty of time for rest throughout the day and the things we want to do. There's an in breath and out breath to the day. There's the times of of the day in the morning and evening where we are together as a family and then there's the free play time where George will do his own thing, and I'll do my own thing like read a book, or be sorting clothes or cleaning etc there's mealtimes where we eat together apart from lunchtime. Then there's the times we spend outside in Nature and there's the times that we come together for stories or music or baking etc

What time do you spend doing what? I have estimated what time is spent for George doing certain things to give you an idea.

Morning Time - 15 minutes a day at breakfast time (stories, songs,poems)

Outdoors - 3 - 6 hours a day

Purposeful work (cleaning,chores,work with meaning) - 1 hour a day ( George typically joins in)

Free play and expression 6 hours a day (usually happens in stretches throughout the day)

Time sat together with Rhythm based plan (things I have planned that are flexible for exploration) - 1 hour a day (welsh, knitting, puppetry, music, art expression over the various days of the week)

Socialising with friends, family, neighbours,groups 15- 20 hours per week

Screen time 8 hours per week ( a few films on the weekend and usually 1 in the week after forest school) We don't use devices or computers. Sometimes we use the laptop for a short time if we are exploring an animal or interest that we don't have a book on.

Time spent reading books and telling stories

8-10 hours per week

Following the interest in the moment

There is also plenty of time to explore things that George is interested in, so it might be a question he has, or an animal he wants to learn more about and this is something that tends to be inspired upon thinking time or being out in Nature and finding animals and just observing and noticing things. Or perhaps a net in the pond and looking at what bugs we can find and describing how they move. So there's plenty of time to just ask ourselves questions and think about what it is we would like to know about something. Or just exploring a question like What if? If I was a squirrel I would, or if I was a mole I would.....If I had wings I would go...

If something become broken or ripped he has learned that it can potentially be fixed. He knows where the sewing box is and will have a go at sewing up a hole in a top or ask daddy to help him with something more complicated that might involve tools.

I have a small room set up with all kinds of different open ended materials.

Cardboard is probably the best type of open ended material to create things with that you can throw away and recycle again afterwards. Building with lego is something he spends hours doing constructing his own vehicles for hours on end and then playing with them is something he does often.

I keep card board folded away in a big tub and have a section of tapes and scissors. Often he will get an idea and want to make something, it could be a den or a seat or a person, a sword, a hideaway, a slide. The list is infinite really! So this is easily accessible.

He could feel inspired to make something from a story I have told or read to him, such as after a story one day he asked for some felt and sewing things as he wanted to make a little blanket for a little animal.

We have lot's of art materials available to use anytime from colouring pencils, felt pens, paints, play dough, modelling beeswax, lino printing, various paper and pads, sewing, weaving, knitting, crotchet, water colour paints, felting and wool, scrap material and paper for projects, Stamps and rollers and crafty bits and bobs, buttons and all little knicks and knacks. Oil pastels, inks, food colouring, tapes and wire.

My husband will often bring something out he's working on after dinner it might be something he is fixing and George will often watch and ask questions and Adam will show him which parts he can tinker with and learn how it is put together.

Any question can lead to any topic or connect to any thing, which is why there is loads of time in our day to explore this, one day he might be interested in volcanoes or in a country or clouds or anything! at one time is was Australia so we looked at the history of the country and the animals and the people etc and each questions helps you learn more about the interest and the world.

How wonderful it must feel as a child to be able to follow those creative urges and have materials provided to you to do so. How nourishing for the child.

It is wonderful to be able to ask a question and to mull over it. Rather than to have an answer provided for you right away. Which is why if he has a lot of questions I will write then in a book and I will say let's think about what you might think about that questions first and then over time look into it in different ways. I believe not rushing to google for the answer right away is a good thing always, it's important to think up our own thought and ideas and explore books,m videos and a plethora of other ways too. Sometimes there may not be an answer, so it's about that exploration of mulling over something and seeing where that thought could lead.

Morning Time

Every morning when we gather for breakfast we have what I call Morning time. Morning time is singing seasonal songs, reading poems and having a story or more if George wishes. (Sometimes George will get a huge pile of books which is wonderful!) It's typically 15 minutes in the morning where we both connect with this and it can be longer if George wants more. It's quite flexible. I always leave out some art materials on our table to explore with. There's always colouring pencils and paper and I'll mix up one other option such as stockmar beeswax, water colours, oil pastels. We always have some fresh flowers on the table. In the colder months of the year we will also light a candle.

Often is will be just me singing. Every child responds differently to music and movement. Sometimes he will join in. Other times he will request a song, other times I will leaves pauses and he will spontaneously start singing the words or making up new words. I don't fuss over having the exact words correct over the songs and encourage and laugh and changes as he may sing a tune and change the words. I am open to playfulness and creativity in all aspects of everyday life and this is a big way I now I support my son's creativity, imagination and musical life.

Everything is Connected

What I believe about education is that it's not about we have got to learn math and science and we have got to learn to read and write, learning is happening all the time in every moment of the day, it's not something that only happens when you are sitting at a table with a pen and pencil reading a book or answering some questions in a workbook it's just not the only way that learning looks like. If we can unlearn what we have learned we can understand that everything is connected to everything and so we don't need to separate all the subjects into these separate pieces of information that seem to lack any connection to one another.

When we learn through living in every day life we can start to see these connections. We can notice the intricate patterns of nature that form beautiful patterns of mathematical systems. Flowers, shells, trees, webs, honeycombs, etc We can listen all around us to the music of nature and language. We can explore how things change form in the metamorphosis of the butterfly and the frog by exploring where they live and how they move and grow and watching the process.

We can understand how things work and how things link and connect all around us.

Children are wired for learning. They come here curious to communicate and connect with every thing and every one around them to develop their understanding of the world.

Who does any adult think they are to not give their children this basic right?

We are all free to learn. We are all free to direct our own education. Directing our own education gives us choice, spontaneity and fulfillment. Most of all it gives us a natural, unquenchable motivation for a thirst in taking the lead in our own learning journey ultimately leading us to find life more enjoyable and meaningful.

"Learning never exhausts the mind."

" Learn how to see, realise that everything connects to everything else."

Leonardo Da Vinci

Beautiful Art by Katie Daisy - Quote by Leonardo Da Vinci.

All learning cannot be measured

All learning cannot be measured, it's absolutely barbaric that everything is measured constantly and it's just not important and its not where true learning happens. This is why I chose to move away from the mainstream education system of forced learning for memory only. To real life experiences, plenty of time for exploration, time for rest, and fulfillment and joy in life.

True Learning happens when an individual is able to have their own thoughts feelings and input into a situation, true learning happens when a child feels fully safe in an environment where they are fully able to explore and be curious and not be restricted by what they are wearing or how they are sitting or who is in the room. True learning happens when a child is free to choose what they want to learn about and what they are interested in. And that they are able to move and express and explore in a way that feels good to them. True learning happens when a child can ask questions and explore those questions. True learning happens when there is plenty of time to just be.

Purposeful Work

In our home education at home it feels like everything just weaves in beautifully, that's the best way to say it that everything feels like it just weaves in and when we are home George takes part in different aspects of running a home and the most interesting thing about this is that he wants to do that, there might be some days where he is really involved in his play in which case I wouldn't say I'm going outside to do the washing now because he's engaged in his play and I believe that is more important but most of the time he will want to come with me and loves to put out the washing and when the washing is dry he loves to fold the washing up and these are skills that he is building and learning, they are apart of his everyday and he is excited to learn these skills. He enjoys doing these skills and he does them with joy and he takes pride in his own things. He also is very thoughtful and he thinks about other people and is thoughtful, In a way I'll do that mummy. I would like do that. He loves getting out the sock basket and organising all of the socks into pairs and folding them into piles. George very much enjoys helping with so many aspects of the home. If my husband is gardening George will go outside an grab a rake and start tidying or grab a brush and do some brushing. He asked for tasks and loves to clean the windows and feed the chickens and collect eggs.

He enjoys purposeful work for nothing more other than pure joy in it and the satisfaction of doing it well. He enjoys being part of doing it with us, and alongside us.

Children love to be involved in real work that holds a purpose and matters in the home.

George loves to join in with cooking and we bake together on Thursdays, it could be bread or scones or biscuits or cake and he enjoys peeling veg and cut for soup or a roast dinner.

The easiest way to start learning Maths is when it actually makes sense to children. It's not a workbook with unrelated things that don't mean anything but for a purpose and used in real life, you can connect to Maths and numbers so easily when you are baking a cake and are required to measure out the ingredients. Each of the items are being measured, milk, flour, butter, sugar etc. Just the other week we measured some material to make some puppets for a story. Or we count how many vegetables we need etc You can connect with Math outside in Nature when you experience the beautiful patterns and shapes all around us.

So he is learning about how to measure a t spoon, a cup, half a cup etc all real life work in the home where math makes sense and these foreign symbols start to have real meaning and connect to the world in a meaningful way.

That is very much a part of our education at home. It is not school at home it's very much about being together, having a Rhythm which guides us through the day and my child's interests and also being a part of the home and learning every day skills.

Socialising is not limited to only playing with children of 6 years old who are all the same age. Playing with other children of different ages all the time leads George to learn certain skill sets which could be remembering to look out and help the younger ones, taking care of the younger ones who might need more encouragement when it comes to climbing trees or riding bikes. With his own age and older children it's learning to communicate their own rules to the game in a way that is fair and involves everyone. There are always so many different skills and communications happening all the time. As well as requiring more patience and listening skills.

Time in Nature is time well spent

We spend a lot of time out in Nature and go for walks in the country where we live, spend time at parks,streams, beaches and meadows, forests and woodlands, local ponds, castles and gardens. We spend a lot of time observing wildlife in our garden and everywhere we go. We love listening to the birds and we find and experience lots of creatures where we live, we always find shrews, moles, squirrels, mice, rats, herons, birds of prey, and we follow the cycle of the happenings of creatures throughout the seasons.

We have had frog spawn at home and taken care of them and watch them metamorphose into frogs and we have had caterpillars and watched them metamorphose into butterflies.

We have also hatched eggs into chicks and watched and taken care of them as they grew.

We often bring a nature journal and paints with us to draw and document our findings.

I love how we have always enjoyed the little moments in Nature, it never get's old. George will still stop at a beetle or worm on the ground and look at it, just as much as I will stop to watch the butterflies on the flowers, the squirrels racing up the trees, the swallows swooping above our heads. We take the time to enjoy each moment, we savour the moments in nature. We talk about he plants we find and are able to forage, we talk about what is poisonous, we also do forage plants and make things with them seasonally such as elderberry syrup, nettle and veg soup, blackberry crumble, rosehips, wild raspberries etc

A Slower Pace of Life

One of the best things about home education is the pace of life has slowed down. I think to be honest this is one of the things I wanted the most for my family. I hold this value of a slow childhood tight to my heart. I felt for a long time in my life that I constantly had to keep up with everything and everyone and school work and work and there was always something that was grabbing my attention to doing something. I remember thinking so much about slow childhood when my son was born and what that could look like, what that would allow, what that would mean for us on a daily basis. I realised that more than anything it was a slower pace of life that I wanted for myself and my family.

We are just not meant to live so fast. In order to come out of it you often have to say no, to say no to whatever it is that is preventing you from having the life that you want.

I asked myself often, what do I want my life to look like, feel like? How do I want to feel? Ask why? I write in my journal, it is very helpful to see it all written down!

It is almost like at some points people think that to be constantly busy is what it means to be successful.

It takes time to feel comfortable with life slowed down.

What I mean by this is when you get used to always being busy, your brain doesn't fully switch off and you can't fully sink deep into relaxation.

You get to notice body language much better, you really look at people when they are talking, you listen better, you are comfortable with silence and not constantly doing.

You become more grateful and notice the little things more.

You become more connected.

Your more comfortable within yourself and feel a peace in your heart.

There is a greater depth to live that you can more fully appreciate.

You stop saying there isn't time, because there is plenty of it.

I mean there are always things to be done, and me and my husband both also work too but when we are not rushing it just feels wonderful.

Creativity, imagination and play are a big part of our everyday lives.

It is in the language we use to communicate with one another.

We are always making up silly songs and stories and dances.

We read so many different types of wonderful books.

There is time to make a mess and explore and a time to tidy.

A time to build and construct and a time to bring it all down.

Plenty of time to explore with materials, clay, paints, pencils, collage, cardboard, dough, kitchen materials,

Plenty of time to create and imagine new worlds new imagination and play

Plenty of time to spend quietly listening or making and exploring with sound and noise.

There are just infinite possibilities for creativity

I have never once heard George say he is bored. He will always find something to do for himself.

And sometimes relaxing in the garden up in a tree will do!

What about reading and writing?

In my mind the surest way to have a love and joy of reading and writing is to enjoy language, stories and creative expression. It's also about having quality conversations with lots of lovely language and spending time together and family and with friends. It's also about singing, rhyme and rhythm and music. It's about communication with the world around us.

It really is that simple.

Yes, I said that. A love and joy of reading and writing. It doesn't sound quite like school does it? Sadly this process for many children is considered painful, pushy and predominant in early childhood as a race and destination to be reached.

My son has been talking since he was a dot. People tell me I can talk for Britain so speech and vocabulary were never going to be a problem for my kid!

I do spend ample time being quiet by the way because I do value silence and the space between words.

One thing people have said especially teachers I know who have spoken to George have said wow he has a really vast vocabulary. He can say, understand and uses complex sentences and in his description of things. He can talk about things in a really interesting and vibrant way.

I believe it comes down the the values I place in the importance of reading and writing.

So why then can George not read or write yet when he is almost 6?

Children need to have a vast understanding of language and how to use it before they start delving into other skills of reading and writing because it will make much more sense to them, also the main one being when they show a natural interest in it.

Let's get one thing straight. I am not in a rush. Neither is George.

What has been benefiting him over the last 6 years have been:

Me and others having quality conversations with him about the world and things he is interested in.

Me and my husband describing things around us with lots of lovely language

Expressing how we feel, what things/items feel like such as a soft floaty feather, we can twirl and whirl around, using movement and music to express the way words are used and felt

Making up our own songs and stories through our own imagination .Using various language in our own stories.

Enjoying lot's of lovely language through books, poetry and singing.

George was also encouraged to create his own stories too - we may have some little puppets and create simple little stories about characters using lot's of language and musical representation and sounds.

Reading chapter books as he was older over the last couple of years has given him even more vocabulary and understanding of conversations and complex words.

Building friendships and communications with others, helping him to use language with us to express how he feels and in turn him supporting others to express their feels through words and actions.

All the time spent playing and moving, jumping and running etc etc has all started the preparation in his body ready for the reading and writing process.

Of course all the art exploration plays a part too, painting and drawing, playing with sand and dough and clay are all the beginnings of mark making and creating symbols in the child's world.

Noticing around them the patterns in nature, the shapes all around them, the symbols and the signs all around them which when he has asked questions I have been able to share that with him.

He recognises the alphabet and numbers and can sound out words and names.

Writing has been a beautiful process, he has become connected to writing of course when it has been meaningful.

For example writing letters, drawing pictures of friends for fun or for birthdays etc has been an enjoyable and meaningful experience.

It has mainly been writing his own name and the names of friends and drawing creating pictures that he has enjoyed and then I will write the longer letter as he was not at that stage yet.

There's no rush and there's plenty of time, so all of this will evolve at my child's pace.

There has then been the joy of receiving letters and notes and pictures in the post from his friends which is just a wonderful experience for a young child.

All the research into childhood development has allowed me to find out that the age for reading and writing in line with our children's development is actually nearer to 7 and falls in line with Scandinavia and Waldorf. We are so used to hearing about early academics in Britain because children are started too early.

No longer does the box exist

We are no longer confined to the box that mainstream education puts us all in. Thankfully George has not been in the box, which I see as a huge blessing. With most of his life spent well. Playing, moving, exploring, socialising, climbing and being curious learning can go absolutely anywhere. Have you ever had enough time to just wonder what that could really mean? Have you ever had long enough to wonder what learning and education really are? What they can really look like underneath the guise of the conditioning you are just well plain used to?

Without conditioning the world is at your fingertips. The world is your education. You realise that you don't need to be confined to a table and chairs and a work sheet because real learning happens when your comfortable and when you feel safe and when you are spending time playing, and being joyful and with your family and with your friends and when you are in nature, when you are moving, when you are snuggled up under a tree or sitting with a book, or creating, or even silently in the grass watching the bugs go by or the clouds move in the sky. Learning should be joyous. It should not be painful and uncomfortable. I mean there are experiences we go through in life that are painful and uncomfortable but educating ourselves should be exciting, curious, challenging and enjoyable. It should elicit the true expression of who we really are by following our own curiosities and wonders. How do you think inventions are made? They all started with a thought or a question. You need time and space to have and explore your own thoughts and feelings without distraction from others and media and the world!

When we educate ourselves, we educate ourselves for life. We don't just memorize for a test, we learn for the sheer joy of learning. This is what the mainstream educate system cuts off. The natural joy of learning for ones own interests in favour of only ramming said knowledge down our throats so they can tick some boxes. It's called " prepackaged knowledge" How much of that knowledge did you find useful? How much of that knowledge do you use now?

Educational Philosophies, Learning Styles, Curriculum and what I currently use.

Having done a lot of reading and researching and speaking with people, reading books and blogs etc I have learned a lot about different educations philosophies.

I knew that Nature, Movement, Play, and Self - Directed learning would be important but going deeper into study I am consistently learning, observing and documenting our experiences and what I'm noticing which helps me to reflect on what my child's needs are and how I can support them.

As I mentioned near the beginning the Waldorf Philosophy has been a real inspiration to me. With the main idea being the Heart, Hands and Head it really caters for a full soulful experience.

Movement games, teaching all subjects creatively through movement, gesture, singing and stories and making art is just beautiful and bringing things to life.

I do have a Waldorf Curriculum (Rhythm) which has stories for the developmentally aged child along with seasonal crafts, songs and recipes. When George is slightly older we will start learning the Waldorf process of reading and writing which teaches through all the senses. I chose this method because George's learning style is kinesthetic which supports his learning need to move and create with his hands.

I love the Scandinavian out in all weathers approach, and it's something that we have always done been out in the outdoors all year around with suitable clothing and always spares packed! Learning happens so easily outside because nature gives us so much. I chose the Exploring Mature with children curriculum. I don't follow it at all religiously, its very much a helpful one to follow for noticing and being able to look out for certainly things that are happening seasonally. For example we didn't know much about the moon, but since learning about the harvest moon and going out and actually experiencing it, it was something we wanted to learn more about, so it's a helpful resource to follow, we also were encouraged to nature journal from this, and we have mini drawing pads and water colours to take out with us, and it's something I would certainly like to do more of in recording our nature experiences in a different way.

The only other curriculum was a math curriculum called wild math which is about using nature to learn maths. I have read through it and used some of the ideas to open more experiences where opportunities could arise in which George is interested. But it still is quite formal for me. But has been helpful somewhat. It was encouraging with number games and stories which as time progresses we will explore more of.

I am also inspired by the reggio emmelia approach which is focussed on self direction and project work. Providing a really rich environment to explore in and to consider your own questions and explore with others. To test and explore things and document them. It is a really rich process and I am really considering setting up a mini education centre for families where children of different ages can work together on projects to learn in another kind of way. This can be really helpful when you can listen to other peoples questions and ideas and often it can help you see a new perspective that you had never thought of.

Home Education trips and groups

We started attending Home Education groups a couple of years ago as I wanted to start meeting others in my community and learn more about how people approach it. I realised that everyone has their own ideas, their own ways of doing things. Some families are out everyday at groups and spending time with others, some are coming out sometimes and just meeting for play dates and some people just do their own thing and don't really use groups and meet up with friends.

There is always so much going on in the Home Education community all over the country that you could easily do something every single day. Which again would easily lead to burn out of doing too much! But there is an option of choice which is great!

The groups we have been to have consisted of an adventure park group where we light a fire each week and take lunch and the children play all day! The park is built from wood and is based on the idea of The Adventure Playground movement which is all about children being able to explore in a different way as their are parts of the park that are fixed but there are parts of it that can be changed which gives the children opportunity to create, build and change things using their imagination. It is also really suitable for up to adults which means that the younger children really have something to grow into. The children are able to take risks and support one another. The children are not constantly watched unless they are babies who need to stay closer by. Children are able to risk assess and it's certainly not tidy or clean. It is proper filthy and fabulous play and it is the most wonderful place I have ever been!

The adults chat together and connect or do their own thing. It's been lovely to see people doing their own projects they are working on like knitting a blanket, reading, working on a book or just hanging out. I have met some really interesting people. It has also encouraged me to bring something to work on.