Help with legalities
Julie W
Hi,
Generally I lurk here and soak up ideas but I need a bit for help from some experienced and articulate unschoolers.
In New Zealand we are required to apply to the government for an exemption from compulsory schooling in order to keep our children out of school. The Ministry of Education puts out guidelines for applying and we gather it does refuse up to 10 per cent of applicants. We are trying to deal with changes to the application pack - or avert the worst aspects of it - and I am struggling to deal with this thorny little clause in the application pack.
"Whatever source of curriculum guidance you select, you should be specific about the skills you want your child to learn and you should be clear about the maturity level and abilities of your child in relation to your curriculum."
As you can see not exactly friendly to unschoolers. How can I tone it down, argue for its exclusion or advise unschoolers how to cope with it?
Any and all suggestions gratefully received.
Thanks,
Julie W
Wellington, New Zealand
[Non-text portions of this message have been removed]
Generally I lurk here and soak up ideas but I need a bit for help from some experienced and articulate unschoolers.
In New Zealand we are required to apply to the government for an exemption from compulsory schooling in order to keep our children out of school. The Ministry of Education puts out guidelines for applying and we gather it does refuse up to 10 per cent of applicants. We are trying to deal with changes to the application pack - or avert the worst aspects of it - and I am struggling to deal with this thorny little clause in the application pack.
"Whatever source of curriculum guidance you select, you should be specific about the skills you want your child to learn and you should be clear about the maturity level and abilities of your child in relation to your curriculum."
As you can see not exactly friendly to unschoolers. How can I tone it down, argue for its exclusion or advise unschoolers how to cope with it?
Any and all suggestions gratefully received.
Thanks,
Julie W
Wellington, New Zealand
[Non-text portions of this message have been removed]
Robyn Coburn
<<<<"Whatever source of curriculum guidance you select, you should be
specific about the skills you want your child to learn and you should be
clear about the maturity level and abilities of your child in relation to
your curriculum."
As you can see not exactly friendly to unschoolers. How can I tone it
down, argue for its exclusion or advise unschoolers how to cope with it?>>>>
It seems to me that what you might really need is some legal advice from
qualified people familiar with the education statutes in NZ. They can check
that the law actually did change, and not just some civil servant's
definition of it within the Department. Sometimes here in California the
Department of Education sends out intimidating sounding letters that are
actually outside of the statutes, and make excessive demands. Knowing the
law allows us to just not respond to what is more than the law requires.
I guess in the States here that have reporting, the parents translate the
daily ordinary living activities into eduationese for their reports, but
don't actually make any demands on their children to alter their ways of
learning. Sometimes people use the education statutes as their curriculum
guidance for paperwork purposes because of the fantastic word "offer". They
must "offer" instruction in various areas - but there is no compulsion on
anyone to take what is offered!
Looking at this again, I wonder if that statement can be taken as the
Education department trying to protect kids from being pushed too far, or
made to do too much work, rather than as a trawling expedition to catch
Unschoolers.
Unschoolers' sources of curriculum guidance are the diverse interests,
mercurial passions, and personal goals of our individual children. The
skills we would expect them to attain and master are those which enhance
their abilities to pursue those interests. While always supported in
stretching their skills and facilitated in expanding their understanding of
their areas of enthusiasm, no Unschooler would be expected to advance in any
area beyond their individual comfort level, nor on any timetable set by
anyone other than the learner him or herself.
That's how I might answer the question - provided I could do so legally.
Robyn L. Coburn
---
Outgoing mail is certified Virus Free.
Checked by AVG anti-virus system (http://www.grisoft.com).
Version: 6.0.752 / Virus Database: 503 - Release Date: 9/3/2004
specific about the skills you want your child to learn and you should be
clear about the maturity level and abilities of your child in relation to
your curriculum."
As you can see not exactly friendly to unschoolers. How can I tone it
down, argue for its exclusion or advise unschoolers how to cope with it?>>>>
It seems to me that what you might really need is some legal advice from
qualified people familiar with the education statutes in NZ. They can check
that the law actually did change, and not just some civil servant's
definition of it within the Department. Sometimes here in California the
Department of Education sends out intimidating sounding letters that are
actually outside of the statutes, and make excessive demands. Knowing the
law allows us to just not respond to what is more than the law requires.
I guess in the States here that have reporting, the parents translate the
daily ordinary living activities into eduationese for their reports, but
don't actually make any demands on their children to alter their ways of
learning. Sometimes people use the education statutes as their curriculum
guidance for paperwork purposes because of the fantastic word "offer". They
must "offer" instruction in various areas - but there is no compulsion on
anyone to take what is offered!
Looking at this again, I wonder if that statement can be taken as the
Education department trying to protect kids from being pushed too far, or
made to do too much work, rather than as a trawling expedition to catch
Unschoolers.
Unschoolers' sources of curriculum guidance are the diverse interests,
mercurial passions, and personal goals of our individual children. The
skills we would expect them to attain and master are those which enhance
their abilities to pursue those interests. While always supported in
stretching their skills and facilitated in expanding their understanding of
their areas of enthusiasm, no Unschooler would be expected to advance in any
area beyond their individual comfort level, nor on any timetable set by
anyone other than the learner him or herself.
That's how I might answer the question - provided I could do so legally.
Robyn L. Coburn
---
Outgoing mail is certified Virus Free.
Checked by AVG anti-virus system (http://www.grisoft.com).
Version: 6.0.752 / Virus Database: 503 - Release Date: 9/3/2004
[email protected]
In a message dated 9/14/2004 2:54:24 AM Eastern Daylight Time,
sward@... writes:
As you can see not exactly friendly to unschoolers. How can I tone it
down, argue for its exclusion or advise unschoolers how to cope with it?
Any and all suggestions gratefully received.<<<
Have you seen Carol Narigon's curriculum? It might fit the bill.
_http://sandradodd.com/unschoolingcurriculum_
(http://sandradodd.com/unschoolingcurriculum)
CAROL NARIGON'S UNSCHOOLING CURRICULUM
In case an unschooler is required to submit a curriculum, here is one Carol
wrote, and has generously offered as a model for other families in need.
There are variations on this, using California requirements, below.
Brandon will use a developmentally-appropriate, integrated curriculum. We
will plan his learning together, based on his interests, so I can't state in
advance which specific topical areas we will cover, however we expect to cover
the following subjects.
He will read from self-chosen and parent-chosen literature on a daily basis.
He will engage in reflection on those literature pieces in one or many of the
following ways: journal writing, book reviews, conversations, drama based on
the books, book clubs. My goal is for Brandon to continue to enjoy reading,
to read for pleasure, to gain exposure to a wide variety of genres, and to be
able to reflect critically on what he reads.
Brandon will read content-area non-fiction materials as needed to support his
chosen areas of interest. He will reflect on these pieces in one, or many,
of the following ways: journal writing, writing an article for submission to a
magazine, discussions, development of a scrapbook in an area of interest. My
goal is for Brandon to learn to read critically for information, to
understand and be able to reflect on the materials he reads and to be able to compare
them to other sources of information, and to learn how and where to find
written resources as needed.
Brandon will study science as it relates to the areas of his interests by
watching science videos, reading related written materials, conducting
scientific experiments, gardening, keeping journals, making and recording
observations, visiting scientists in their work places, taking classes at the Dayton
Museum of Discovery, participating in science fairs, earning science merit
badges through Boy Scouts, visiting museums such as COSI and the Indianapolis
Children’s Museum and through cooperative classes with our homeschool group. My
goal is for Brandon to experience a wide range of scientific exposure in his
areas of interest, to develop a positive interest in science, to learn to
think scientifically, to develop a respect for the work scientists do and to
understand the importance science has in his daily life.
Writing, spelling and grammar will be covered as part of Brandon's writing
processes. He expects to write creatively, to write letters and lists, to
create and write drama pieces, etc. He will also write in conjunction with Boy
Scout merit badges. My goal is for Brandon to enjoy writing, to gain skills in
both the writing process and in technical skills required of an edited piece,
and to develop a sense of power over the written word.
History and geography will follow the same plan outlined for the above
subjects. Brandon will read historical fiction and non-fiction, participating in
field trips such as the Renaissance Festival, Carillon Park, Union Station in
Cincinnati and the Fair at New Boston. We expect to integrate history and
geography into our study of other subjects through one or many or the following
ways: the use of time lines and maps, discussion, journal writing, cooking,
plays, road trips, invention building, Scout camping trips and art. My goal is
for Brandon to appreciate the nuances and fluidity of history, to recognize
his place in history, and to enjoy and understand the importance of his
knowledge of history.
Health, physical education and safety will be continued as a part of our
daily living skills. Brandon will learn to care for his body and his physical
environment through one or many of the following ways: shopping for and
preparing food, discussing the necessity of a healthy diet, participation in fire
drills and other emergency preparedness, exercise both as play and as part of a
structured group experience, and through Boy Scout camping, merit badges and
classes. My goal is for Brandon to appreciate the necessity of a healthy
body and to learn to care for his body's needs as he understands them.
Brandon will learn art and music through both self-chosen and structured
methods including one, or many, of the following: art classes at Rosewood, DAI,
or the K-12 Gallery, piano and guitar lessons, choral singing, listening to
various styles of music, learning through reading and videos about the people
who have influenced music through history, and working on self-chosen art
projects and Boy Scout badges that relate to music and art. He has been and will
continue to be active as an actor and performer in various community theaters
in the Dayton area. My goal is for Brandon to appreciate a wide variety of
art and music experiences, including performance, while understanding the
importance of art and music as it pertains to history. In addition, he will be
spending time at our family framing and print store where he will meet a
variety of artists and learn about many facets of the art business.
Brandon will learn math through participation in daily living—cooking,
building, shopping, etc. In addition, he will continue using the Key to…math
series for algebra and geometry as well as Mathematics a Human Endeavor and
Algebra by Harold Jacobs. My goal is for Brandon to gain conceptual knowledge of
mathematics as well as an appreciation for the daily application of math in his
life.
List of basic teaching materials.
* encyclopedias
* dictionaries
* atlases
* reference books and materials ( such as textbooks, field guides,
grammar books, timelines, globe maps, etc.)
* newspapers
* magazines (including Muse, Zillions, Boys Life, Reader’s Digest,
Newsweek, Scientific American Frontiers)
* library loan books, tapes, magazines, etc.
* educational games
* educational computer software and on-line services
* calculating and measuring tools and utensils
* art, craft and writing supplies
* musical instruments
* audio-visual equipment and materials
* religious materials
* science lab equipment
* sports equipment
* kitchen equipment
* gardening tools
* carpentry tools
* home maintenance equipment
* community resources (such as museums, stage performances, sports
programs, private lessons, volunteer opportunities)
* Boy Scout materials
* live animals—dog, rats, horses, etc
* garden and yard
[Non-text portions of this message have been removed]
sward@... writes:
As you can see not exactly friendly to unschoolers. How can I tone it
down, argue for its exclusion or advise unschoolers how to cope with it?
Any and all suggestions gratefully received.<<<
Have you seen Carol Narigon's curriculum? It might fit the bill.
_http://sandradodd.com/unschoolingcurriculum_
(http://sandradodd.com/unschoolingcurriculum)
CAROL NARIGON'S UNSCHOOLING CURRICULUM
In case an unschooler is required to submit a curriculum, here is one Carol
wrote, and has generously offered as a model for other families in need.
There are variations on this, using California requirements, below.
Brandon will use a developmentally-appropriate, integrated curriculum. We
will plan his learning together, based on his interests, so I can't state in
advance which specific topical areas we will cover, however we expect to cover
the following subjects.
He will read from self-chosen and parent-chosen literature on a daily basis.
He will engage in reflection on those literature pieces in one or many of the
following ways: journal writing, book reviews, conversations, drama based on
the books, book clubs. My goal is for Brandon to continue to enjoy reading,
to read for pleasure, to gain exposure to a wide variety of genres, and to be
able to reflect critically on what he reads.
Brandon will read content-area non-fiction materials as needed to support his
chosen areas of interest. He will reflect on these pieces in one, or many,
of the following ways: journal writing, writing an article for submission to a
magazine, discussions, development of a scrapbook in an area of interest. My
goal is for Brandon to learn to read critically for information, to
understand and be able to reflect on the materials he reads and to be able to compare
them to other sources of information, and to learn how and where to find
written resources as needed.
Brandon will study science as it relates to the areas of his interests by
watching science videos, reading related written materials, conducting
scientific experiments, gardening, keeping journals, making and recording
observations, visiting scientists in their work places, taking classes at the Dayton
Museum of Discovery, participating in science fairs, earning science merit
badges through Boy Scouts, visiting museums such as COSI and the Indianapolis
Children’s Museum and through cooperative classes with our homeschool group. My
goal is for Brandon to experience a wide range of scientific exposure in his
areas of interest, to develop a positive interest in science, to learn to
think scientifically, to develop a respect for the work scientists do and to
understand the importance science has in his daily life.
Writing, spelling and grammar will be covered as part of Brandon's writing
processes. He expects to write creatively, to write letters and lists, to
create and write drama pieces, etc. He will also write in conjunction with Boy
Scout merit badges. My goal is for Brandon to enjoy writing, to gain skills in
both the writing process and in technical skills required of an edited piece,
and to develop a sense of power over the written word.
History and geography will follow the same plan outlined for the above
subjects. Brandon will read historical fiction and non-fiction, participating in
field trips such as the Renaissance Festival, Carillon Park, Union Station in
Cincinnati and the Fair at New Boston. We expect to integrate history and
geography into our study of other subjects through one or many or the following
ways: the use of time lines and maps, discussion, journal writing, cooking,
plays, road trips, invention building, Scout camping trips and art. My goal is
for Brandon to appreciate the nuances and fluidity of history, to recognize
his place in history, and to enjoy and understand the importance of his
knowledge of history.
Health, physical education and safety will be continued as a part of our
daily living skills. Brandon will learn to care for his body and his physical
environment through one or many of the following ways: shopping for and
preparing food, discussing the necessity of a healthy diet, participation in fire
drills and other emergency preparedness, exercise both as play and as part of a
structured group experience, and through Boy Scout camping, merit badges and
classes. My goal is for Brandon to appreciate the necessity of a healthy
body and to learn to care for his body's needs as he understands them.
Brandon will learn art and music through both self-chosen and structured
methods including one, or many, of the following: art classes at Rosewood, DAI,
or the K-12 Gallery, piano and guitar lessons, choral singing, listening to
various styles of music, learning through reading and videos about the people
who have influenced music through history, and working on self-chosen art
projects and Boy Scout badges that relate to music and art. He has been and will
continue to be active as an actor and performer in various community theaters
in the Dayton area. My goal is for Brandon to appreciate a wide variety of
art and music experiences, including performance, while understanding the
importance of art and music as it pertains to history. In addition, he will be
spending time at our family framing and print store where he will meet a
variety of artists and learn about many facets of the art business.
Brandon will learn math through participation in daily living—cooking,
building, shopping, etc. In addition, he will continue using the Key to…math
series for algebra and geometry as well as Mathematics a Human Endeavor and
Algebra by Harold Jacobs. My goal is for Brandon to gain conceptual knowledge of
mathematics as well as an appreciation for the daily application of math in his
life.
List of basic teaching materials.
* encyclopedias
* dictionaries
* atlases
* reference books and materials ( such as textbooks, field guides,
grammar books, timelines, globe maps, etc.)
* newspapers
* magazines (including Muse, Zillions, Boys Life, Reader’s Digest,
Newsweek, Scientific American Frontiers)
* library loan books, tapes, magazines, etc.
* educational games
* educational computer software and on-line services
* calculating and measuring tools and utensils
* art, craft and writing supplies
* musical instruments
* audio-visual equipment and materials
* religious materials
* science lab equipment
* sports equipment
* kitchen equipment
* gardening tools
* carpentry tools
* home maintenance equipment
* community resources (such as museums, stage performances, sports
programs, private lessons, volunteer opportunities)
* Boy Scout materials
* live animals—dog, rats, horses, etc
* garden and yard
[Non-text portions of this message have been removed]
mozafamily
I'm not sure if it would help but I bought one just so I could look
at it - The Life is Learning Curriculum guides- even the author
admits it's unnecessary for those who "get" unschooling, but for
those starting out or for someone who HAS to have a curriculum to
meet some requirement it could be helpful and it does
provide "lists" of things children should be doing around certain
grade levels and give ideas for kids to learn concepts without
school. It's availabe through the www.FUN-books.com website.
Definately look for more resources in your own country though - I
can't stress that enough. Moza
at it - The Life is Learning Curriculum guides- even the author
admits it's unnecessary for those who "get" unschooling, but for
those starting out or for someone who HAS to have a curriculum to
meet some requirement it could be helpful and it does
provide "lists" of things children should be doing around certain
grade levels and give ideas for kids to learn concepts without
school. It's availabe through the www.FUN-books.com website.
Definately look for more resources in your own country though - I
can't stress that enough. Moza