High school started with Ceramics, French and Engineering. These are all part of the high school requirements for graduation in Arizona; two years (credits) of a foreign language, one year (credit) of Fine Art, and several electives to add up to 24 credits (along with the core subjects). The teachers at the local high school will be teaching my daughter in these three subjects, every day, for the next year.
In the meantime, I am teaching six IGCSEs (all core subjects) over three days of the week. My goal is to put up the details of what I covered with my daughter each day, at the end of the week. This is as much to show me in a year how much we have done as to give some of you an idea of how we worked through the IGCSE syllabuses, where we had triumphs or difficulties, and how we managed to overcome obstacles or unforeseen issues. (FYI - I have been teaching IGCSEs and A Levels like this for the last few years, so I am confident it can be successful).
By the way, this project is shared freely but in no way dictates how anyone should be home educating or flexi-schooling. Anyone who is taking the non-traditional educational journey has his or her own set of circumstances that will shape each day, each week, each schedule. I respect every journey, and I find myself learning from others who share. So I am making an effort to give back to those who have helped me...
Each week will consist of setting work for my daughter to cover in each subject. There will be similarities in the way I approach the subjects, but I will also need to work on my daughter's strengths and weaknesses. So, each subject will be jotted down, with some notes on how we went about covering the content. After this first week, I will abbreviate resources already used by the author and year.
So, to recap the first week...
IGCSE Maths (0580)
Pimental & Wall, (2014) Cambridge IGCSE Maths Core and Extended, [ISBN 9781444191707] pp. 4 - 10
Pemberton, (2012) Essential Mathematics for Cambridge IGCSE: Extended, [ISBN 9780199128747] pp. 3 -4
Strengths of the student: math-strong and confident
Challenges: lack of time, missing equipment (protractor, compass)
How we covered the material: orally went through the vocabulary to check for understanding; did exercises together or chose questions for each other (this was fun)
How I judged knowledge/skill acquisition: checking answers as we went through exercises; addressing mistakes as they occurred; giving student past paper 1 and 3 (core) to assess initial knowledge.
IGCSE English Language (0500)
Cox, (2010) Cambridge IGCSE First Language English Teacher's Resource [ISBN 9780521743693], pp. 1 -5 (Unit 1)
Strengths of the student: articulate, good comprehension and writing skills
Challenges: start of the course so we have to work up to a higher standard; lack of time
How we covered the material: orally went through Unit 1 (Cox book) and wrote notes to work on skills; discussed passages, persuasive advertising and wording
How I judged knowledge/skill acquisition: careful attention to answers given to see that the student was on target; checking answers against suggestions in the textbook; giving student past paper 2 (extended) to assess initial quality of work.
IGCSE History (0580)
McCleavy (2005) Twentieth Century History: International Relations since 1919 [ISBN 9780521893503]pp. 4 - 9
Shepperson (Ed.) (2003) GCSE History: Complete Revision and Practice [ISBN 9781841463759]
Strengths of the student: some prior knowledge; enthusiasm for the subject
Challenges: content heavy course so hard to cover topic in one class period
How we covered the material: started on the causes that led up to WWI; went through McCleavy resource and discussed aspects of the topic (really interesting insight from the student)
How I judged knowledge/skill acquisition: through discussion and orally checking comprehension with questions
IGCSE English Literature (0486)
The University of Cambridge International Examinations Anthology of Stories in English: Stories of Ourselves (2008) [ISBN 9780521727914] pp. 96 - 99; 147 - 149
Strengths of the student: strong reading and comprehension skills; ability to annotate
Challenges: only two short stories could be read at a time
How we covered the material: read the story silently (I re-read it at the same time), and then discussed first impressions, further thoughts and feelings
How I judged knowledge/skill acquisition: through careful questioning about salient aspects of the stories; through discussion about the writer's craft (to build upon with each story that is read)
IGCSE Geography (0460)
Ross (2002) Essential Mapwork Skills [ISBN 9780748764617] pp. 8 - 17
Strengths of the student: strong maths skills; enthusiasm for the subject
Challenges: lack of time (pacing will get easier as I realise the student's abilities)
How we covered the material: using the 'how to' section, covered the material on map skills and actively completed exercises as necessary
How I judged knowledge/skill acquisition: allowed the student to do the exercises rather than demonstrating; corrected mistakes as needed
IGCSE Co-ordinated Science (0654)
Mackean & Hayward (2014) Cambridge IGCSE Biology (Third Edition) [ISBN 9781444176469] pp.1 - 23
Strengths of the student: interested in the topic
Challenges: content dense subject but student slow to take notes
How we covered the material: discussion and note taking; looking through the chapter
How I judged knowledge/skill acquisition: through discussion and by eliciting examples, wherever possible, when taking notes