Parenting, unschooling

Cool news for Juno! Home Education Application Exemption (for a six year old unschooling)

11 June, 2019

Hi friends!

We received a cool email today letting us know that our home education exemption for Juno has been approved. You might remember that here in NZ you have to fill in a form in order to be exempt from school. It looks like this is a path the UK is close to embarking on too.

I shared Ramona’s application right here. And I wanted to share Juno’s as it is both a good example of an unschooling exemption (for those who want to be totally up front about the style of learning they have at home) but also does put a bit of flesh on the unschooling bones for those who really don’t get it! The bits in bold are the questions they ask.

Tim wrote this one even though it maybe made more sense for me to do it ‘cos I’ve already done one, but, you know, we are committed to absolutely sharing this parenting and home education gig.

Unschooling home education exemption nz

Section 2 As well as:
A) Help us to understand your home education philosophy/approach, and how you will meet the requirement to teach at least as well as a registered school.

Lucy and I are strong believers in the innate ability of our children to learn. We have watched them both develop in their physical movement from a young age. We have witnessed them motivated by their own curiosity develop a deepening understanding of themselves and the world around them. Our educational philosophy seeks to support and help to replicate this in their further learning and development of understanding. We seek to support Juno’s learning urges, asking appropriate questions to fuel her appetite for understanding. We deliberately follow up these learning urges, travelling to geographical places and accessing relevant resources in order for Juno to have the chance to learn in this way.

As Juno embarks on these learning journeys we encourage her to process these new ideas through discussion with us and others, craft, experimentation in expressing the learning through creative mediums, and recording her learning pictorially and when she is able, through literacy, and numeracy.

Creative arts, social interaction, literacy and numeracy in this context are forms of expression of the learning that is going on inside Juno.

The physical environments of Juno’s learning are wide ranging, whether this be in Te Papa, our farm, at the beach, bush, community organisations or far flung places. We endeavour to make these contexts as limitless as we can. This allows Juno to interact with a wide range of places, cultures and learning facilities.

Juno does not have special educational needs that need catering for.

B) What resources do you intend to use and are you delegating any teaching responsibility?

Library and bookshelf: Juno loves exploring the libraries in Paeroa, Waihi and Ngatea. When we travel to other places she loves to visit the libraries there to read books with us and explore the children’s areas. We encourage Juno to find books that are of interest to her, and read them with her at our home.

iPad and laptop: Juno enjoys ipad games especially the series of Toca Boca games which have been specifically created to enhance a child’s creative development. She loves building homes and facilitating the interaction of her characters in these games.

Friends and family members: Juno had developed close relationships with a handful of other significant others who she feels comfortable with. She enjoys going on trips with these people, exploring places and embarking on creative projects with them, such as clay work with the local potter and trips into the city with her grandmother.

Craft box: Juno loves to explore new places, but enjoys the comfort and familiarity of home where she can happily craft away. We have three huge craft boxes filled with beads and threads for bracelet making, wool for finger knitting. Paints, colours, paper. Felt, scissors, glue. A whole load of interesting craft materials left over from experiments and projects.

Local homeschool community: Juno is becoming increasingly interested in learning opportunities presented through the homeschool community in Tauranga. She currently attends a Kapa Haka group there and a Circus performing workshop. We see this an increasingly important element as she feels more comfortable with the children attending and adults facilitating. Juno loves to make cards and already has a clear hand writing to copy out long notes to her friends.

The natural world and tools to explore it: We are right next door to Conservation Land, with a river. We have kayaks and life jackets which Juno loves to use single handedly. She has a pocket knife and loves to whittle some of the beautiful wood we find. She has rope and tools and together we might set a trap or build a new swing.

C) What are your educational goals for the next 12 months of your child’s home education and how will you know if you’ve met them?

Juno is a naturally curious person. She loves to work out carefully how to do something. Often these activities are extremely complex and take patience, resolve and commitment. We want to honour that element of her personality, helping to facilitate these learning experiences, but not pushing her into them. While she feels motivated to learn new things, take on new challenges, make sense of new contexts we will feel that she is progressing healthily. Juno likes to take on something new and master it. We delight in seeing her in this context and encourage her to work in this way.

Juno takes time to warm to people, but when she does she develops deep and real relationships. We work closely with Juno to help her feel comfortable in new contexts, deliberately making ourselves available to her if she feels that she needs support in order for her to feel safe and comfortable. As she settles into a new context we slowly and subtly give her space to practice independence. As long as Juno is growing in her social confidence we will feel that we are judging our involvement correctly.

Juno loves to develop new expressions of creativity. She adores drawing the most intricate patterns and pictures. Juno loves weaving, cutting, painting, building, creating cups out of clay, writing her name and messages to friends, and experimenting with numbers. As long as Juno is enjoying these creative expressions and involving herself in them we will feel as if we are offering her the correct amount of learning opportunities through creative expression.

D) What is your vision, and what are your goals for your child’s long term educational achievement?

Our vision for Juno is to be a internally motivated and self directed joyful learner. She is that already, and our ultimate goal is to propagate that and not puncture it through other’s expectations. We want Juno to love the learning she does, to feel comfortable within the context of that learning. We want her to follow her passions, curiosities and capabilities. We want her to feel empowered to follow whatever learning pathways she needs to in order for her to become the person she is discovering she is.

We want her to feel confident interacting with a wide variety of people, across a wide variety of cultural contexts. To bloom into the limitless learning opportunities the world has to offer, knowing that something new is not something to be feared or threatened by, but rather an opportunity that may present itself.

We want to see Juno relishing being able to express herself and be understood by those around her. To project her understanding powerfully, confidently and accurately, through the arts, literacy and numeracy.

If she wants to go to a tertiary institute, we want her to know that that is a possibility. Equally if she discovers the need to initiate her own creative dance troupe, or likewise, we want her to know that she has the tools and efficacy to do that.

E) Give a detailed description of a special project or topic plan you will do, or describe one you have done in the past.

Juno has developed over the last month a love of weaving friendship bracelets. She is amazingly good at the intricate movement and patterns required to make a beautiful bracelet. Already she has made and given away eight friendship bracelets, representing hours of important motor skills work (and also critical for reading readiness.) Juno has said that she knows what she wants to do when she grows up now: sell friendship bracelets.

Throughout the year we regularly attend life learning camps. One camp particularly offers the kids a chance to sell their creations or offerings in a marketplace. Juno really wants to build up a collection of friendship bracelets to sell at this camp in October. Already she is researching the different price structures that she may employ in the selling of these friendship bracelets by asking friends and family members what they would be willing to pay. This has also lead to an increased interest as we move around the supermarket and op shops noticing prices and discuss value of each item, through this she is gathering basic numeracy skill as well as an understanding of money, cents in the dollar.

Juno will need to source reasonably priced thread to make this price structure work for her, and within the budget of her weekly allowance. We will support her to do this through finding a thread supply online or in local secondhand shops. Juno will need to develop processes that allow her to meet the production levels required of her marketplace stall. Juno will also need to make sure that her product design is desirable to her client base which will through our regular excursions and visits to friends. And when we get closer to October we will support Juno to design her own market stall and packaging, including sign writing and artwork.

SECTION 3 “As regularly as”

A typical week:
Monday: Morning trip down to Tauranga, beginning with Kapa Haka, followed by a meet up with other homeschooling and life learning children at a local park. Spend the afternoon at one of her friend’s house either playing outside or crafting inside. After dinner Juno attends a circus performing class. Drive back home after club.

Tuesday: Crafts morning after breakfast and some Netflix, followed by outside play at our farm. Often Juno will be involved in a project such as gardening – at the moment she is growing a giant pumpkin for a Giant Pumpkin Competition at a local farm. We might make a tree house or construct a waterslide, or more simply go on a bush walk beside the river collecting fascinating rocks, insects and minerals. In the afternoon we will go to studio of a local potter for a few hours and Juno will make some crockery. In the evening Juno helps to cook dinner, regularly chopping all the vegetables.

Wednesday: A bunch of other families turn up at our farm to play and explore together. Juno will often spend a lot of time with one particular friend making things, drawing, making greeting cards, bouncing on the trampoline and playing games. In the afternoon Juno will help me tidy up if she doesn’t end up going off to a friend’s house for the afternoon.

Thursday: Netflix in the morning punctuated with breakfast. If the weather is nice we will head out to a new place to explore. Juno loves exploring the seashore, the intertidal rockpools and deposits at the high tide mark. Often a friend will come along on the trip. more often than not we will discover something that we have never seen before, carrying on the investigation at home later. If the weather is not so nice we will often go to a local library, art gallery or museum. After lunch while we are out it makes sense to visit the op shops and if not before, the library before closing time. Juno loves finding good books and treasures that she can take home and enjoy.

Friday: Today after breakfast we will get crafting together. Out will come the sewing machine, cuttings of various fabrics that we have picked up from around the place, cardboard boxes, glue, paint, flour, food colouring, scissors pens and paper to draw on or fold. Juno has mastered origami shown to her by a family friend, she often settles into folding foxes and roses. If the time is right Juno will spend hours working with intricate designs and patterns. After lunch we might break things up with a play outside or swim. Juno will store her creations in her treasure cupboard.

In the afternoon with a bit of support Juno may bake a cake to share for afternoon tea. These are often very creative and reasonably edible. We trust that over the coming years her enjoyment of cooking will create the perfect environment for learning some of the more complex maths skills such as division and multiplication as she creates and develops recipes. Often on Friday we will finish the day enjoying a family movie together before bed.

Saturday: Another day to explore, this time perhaps with her school attending cousins. She will spend lots of the trip chatting away with them about what they have been up to at school while sharing some of the things that she has been doing not in school. The trip may involve an excursion to a waterfall that someone has heard about or a trip to the hot pools for a soak.

Sunday: At home day today, often people will come to visit. We swim together in the river play in the bush, go rock or insect collecting and then make hamburgers together on the fire before watching the sun go down and first stars appear.

Juno might spend some time finding new music on Spotify, an interest inspired by her big sister’s love of music. They cultivate a growing playlist of a wide variety of music, often asking members of our community for song suggestions and then coming home and looking them up – typing into the search bar the letters as we spell it out.

Throughout each day we are all involved in deep conversations ranging from the activities we are doing to the complex science behind life on earth. We estimate that between activities and one to one conversations Juno is involved in around 8 -12 hours of active learning everyday, including weekends.

~

After we sent this through they responded with two follow up questions:

Education goals – 12 months

You have really good broad goals thank you. You’ve also given me a picture of what Juno likes and is interested in.

In line with your approach I’m now interested to know in terms of the ‘learning area’s’ what Juno can do (skills) /or knows (knowledge) and what her next learning steps might be?

Alternatively, you could give me one or two specific education learning goals for English, Math, Science, Social Sciences i.e. the skills and/or knowledge you’d expect her to have within the next 12 months

Resources

Thank you for the list you have supplied.

As you start your home education journey with Juno, I need to know some more reference materials (named texts/internet websites) that will assist you with her individual learning progression at the level of learning she’s currently at or moving toward.

It will also be helpful for you to tell me a little about the resource and how you intend to use it.

We replied with:

English
To continue to love stories and books. To continue to explore the sounds of letters and consider the sounds different letters make when they are put together.
It would not surprise us at all if Juno is reading basic stories in a few months, such as her enthusiasm for letters, but making that a goal would go against our desire to let Juno progress at her own pace.

Maths

Juno loves and is working hard with counting and adding. We will continue to support her in adding and giving her sums to put together. We have already seen Juno embracing games books containing maths challenges. We will continue to give opportunity for her to feel challenged in this area by moving on to adding double digits when she is ready.

Science

Juno loves to experiment with the different way craft materials can work together to form something else. So she will mix paint with dishwashing liquid and try and blow bubbles and discover the paint is too heavy, but it actually looks quite good when you push paper into it. Our goal is to continue to support Juno’s enthusiastic fascination with experiments and help her make links when appropriate and welcome.

Social Science
We have just spent some time with Juno’s Great Grandad who jumped out of a place as a paratrooper on D-Day and is about to do it again! As a result she has discovered much about World War 2 rooted in her own curiosity. We will continue to help her make links between things happening in every day life and the historical context for it.

Resources

Reference Material:

We have a large bookshelf filled with reference material the girls can access at any time including:
Every Child’s Answer Book
Family Guide to Nature
Reptiles at your Finger tips
How It Works
Human Body Encyclopaedia
Native Birds of New Zealand
Native Trees of New Zealand

But more importantly we visit the library weekly to access reference material in any topic.

Both girls receive Junior National Geographic which is an incredible resource for learning about the natural world and often has games and challenges to interact with. We read them from cover to cover.

We don’t tend to spend an enormous amount of time on screens just now as both girls are big into exploring the outdoor world. However Juno’s favourite apps include:
He aha tēnei – a child friendly app for learning te reo Māori basics
Wordscapes – a word game app that Juno loves to play with
Garage Band – collecting sounds and making music tracks with them
Spotify – Juno has her own playlist and loves to explore new music and curate them
Netflix – we often watch cooking and nature documentaries together, such a good resource.

As she gets older we look forward to introducing her to the many websites that are available to her as a learning resource.

home education new zealand unschooling exemption
~

And today it got approved! Hurray!

Picture here is the shopping list Juno wrote today – just teaching herself how to write in exactly the same way she taught herself to walk and talk, totally self motivated and self directed.

Stay radical x x x

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1 Comment

  • Reply Heather 11 June, 2019 at 6:40 pm

    Thank you for this post.

    We are in the England and this is a real worry for me at the moment. Some of the guidelines seem to be pointing for a certain amount of time and a certain type of maths and English to be taught.
    At the moment we send in a yearly report without work samples but it seems that they are pointing more and more to home visits and work samples being a requirement, my children have said they will refuse both but they are only 4 and 6 so it may be a hard battle ahead if the government go through with what some people want to see.

    Kind of wishing we lived in New Zealand now, you seem to have a wonderful home ed community

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