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For a breakdown of how a week was scheduled, read this post: Form III Schedules for Today

Narration (oral or written) at the end of each lesson.  At least two written narrations each day.

Sunday Occupations

All terms:

A Book of Centuries.

Choose and inscribe verses in beautiful lettering on good paper or vellum. Make holiday cards with illuminated borders and lettering.

How to draw a Medieval Floral Border

  • Good book

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Each term:

Continue with handwriting instruction and practice as necessary or desired.

Choose and transcribe some of your favorite passages from (a) the poets set, and (b) other literature.

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(best handwriting to be used)

All terms:

Two or three pages or a passage (to be prepared beforehand) from a newspaper, or, from the prose and poetry set for literature; words not known to be visualized (see Home Education p 240-243); a paragraph to be then dictated or to be occasionally written from memory; see Home Education pp. 240-243.

In other words, choose two or three pages to go over with your student, noting punctuation and difficult spelling words. If they are unsure of the spelling of certain words, they should visualize them or go over spelling rules. Once the student feels he knows the passage well enough, a paragraph of your choosing is dictated. This may take several days of preparation.

For exams, a paragraph should be dictated without first reviewing the passage it is taken from.

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 (Also oral or written narration each day)

All terms:

Essays, or letters, or narrative verses, on news of the week from the newspapers, or, on subjects taken from the term's reading.

We recommend Benjamin Franklin's writing method.

If you want more hand-holding with essay writing, Beyond the Book Report Season 3 from Analytical Grammar.

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English Grammar

All terms:

Parse and analyze, each week, from books read, making progress each term.

Continue with your grammar program of choice. Some options: KISS Grammar, Analytical Grammar, Winston Grammar, or Fix It Grammar.


(including holiday and evening reading)

All terms:

A Book of Luminous Things by Czesław Miłosz [AMZ]: read poems from the 1700S

U.S. History (Canadian users see this page)

Read a students' daily news report and keep a calendar of events. Optional: Begin a Century Chart of the 18th century (see this post about the Century Chart -- not affiliated with Wildwood Curriculum)

Note: A Different Mirror is used very briefly in Form 4, and then more thoroughly in Forms 5 & 6.  If you don't own it, you can get it from your library for this small bit of reading in Form 4.

An Indigenous People's History of the United States is assigned under Reading.

General History

Keep a Book of Centuries, putting in illustrations from all the history studied during the term. Visit history museums regularly.

If you have access to a large history museum that covers multiple civilizations or time periods, focus on one time of these each term. Add in additional information about that period or civilization to enhance your studies.

  • Term 1:
    • History that Changed the World p
    • History that Changed the World p (ancient) p 3-44
  • Term 2:
    • History that Changed the World p
    • History that Changed the World p (ancient) p 45-94
  • Term 3:
    • History that Changed the World p
    • History that Changed the World p (ancient) p 95-136


The PNEU programmes also recommended a Classical dictionary and Classical atlas as references. Cities of the Classical World is one possible choice for an atlas.


Map questions to be answered from map before each lesson; then reading and narration; memory sketch maps. 

Know something about foreign places coming into notice in the current newspapers (see under History). Ten minutes' exercise on maps of the world every week.

Note: Complete Idiot's Guide to Geography, 3rd edition, is going out of print. If you can't find it for a reasonable price, substitute World Regional Geography by Finlayson [AMZ]

Natural History and Geology

Keep a Nature Note-Book (see Home Education, p 54-55), with flower, bird and insect lists, and make daily notes. For out-door work, some special study suitable to season and climate. A Nature Study Guide by W. S. Furneaux, The Changing Year by F. M. Haines may be used.

Give some account of the geology of your own neighborhood or area, if possible. You may find the Roadside Geology of (Your State) books, or similar, helpful.

Each term:

General Science

Hygiene and Physiology, Domestic Economy

Picture Talk and Architecture

Study, describe (and draw from memory details of) six reproductions of pictures from the artist of your choice, or the term's artist.

See Home Education p 307-311, and School Education p 239.

First foreign language (French/German/Spanish) 

  • Read Home Education for how to teach a second language.
  • Use the program of your choice. If you have been studying a foreign language orally for at least two years, then add in grammar, exercises, and reading.  
  • Consider The ULAT, which is inexpensive and oral for the first 2+ years.  Parents will likely need to monitor to make sure the student is repeating the words and actions and not simply watching the videos.  The first 15 lessons are free.
  • Read several poems in your target language and learn one.
  • Read and narrate short stories or books in your target language
  • Learn three songs per term in the language you are studying.


Continue working through a Latin course. If you've been following Charlotte Mason's progression, this is your fifth year of Latin. Students continued to read, translate, and narrate Latin passages each term, as well as studied grammar, declensions, and conjugations.

For Latin recommendations, see this page.

Second foreign language

Begin, or continue, a second foreign language. We recommend your child begin learning orally first before being introduced to the written language. In the PNEU programmes, the families were given a choice between Italian and German, with Italian being preferred.

Choose one that is relevant to your area or family, or that your child is particularly interested in. Interest goes a long way towards learning difficult subjects.

As with your first foreign language, use lessons with narrations, exercises, grammar, stories, poems, etc. Read short stories and narrate in your target language.


Continue with the math program of your choice. Charlotte Mason taught Arithmetic, Geometry, and Algebra concurrently at this level, working out of multiple books.

This does not mean, however, to do a full program of all three at once. For example, there were 10 pages from the geometry book assigned for the term, and algebra 15 pages.

Practice quick mental exercises and review previous work regularly.

Continue to read interesting mathematical books in leisure time.


Continue drawing instruction regularly, allowing the student to draw and sketch what interests him or her.

drawing book

Illustrate several scenes from literature, mottoes, or fables.

Musical Appreciation

Use this term's selection from the Composer Rotation, or choose your own to study.

music choice


  • Term 1
  • Term 2
    • Keep Going by Edgar Guest
    • 1-2 poems of student's choice
    • A scene from Shakespeare

  • Term 3
    • Ain't I a Woman by Sojourner Truth
    • Two poems of student's choice
    • A scene from Shakespeare


(including holiday and evening reading)

Books set under Literature, History, Geography should afford exercise in careful reading and in composition. 

Poetry should be read daily.


Continue music lessons on your instrument of choice.  The PNEU programmes had the student learn a suitable composition from the term's Musical Appreciation composer.


The term's songs, or choose your own.

Three songs from your first foreign language.

If you have a religious tradition, use one of your tradition's songs (hymns) in place of one of the folk songs each term.

Continue sol-fa or sight singing. 

Drill, etc.

Daily physical activity, some during the movement/singing/play break midway through the day's lessons.

Students in the PNEU were learning graceful exercises, English country dances, Scandinavian dances, and playing hockey and "net ball".

In short, get your students moving! Play ball in the yard as a family, get a net and play badminton, or get a dvd that teaches country dances.

You could certainly continue doing yoga in this space.

Another idea for an occasional fun break - have you thought of playing The Youth Fitness Song for your kids? If you went to school in the 70s or 80s, you'll know this as "The Chicken Fat Song". There are several snippets available on YouTube.


Each term:

Learn to type:

Teach should consult: Drawing, Design, and Craftwork by F. J. Glass

Do some definite house or garden work. Square Foot Gardening, or here is a site with good tips for gardening with teens.

Resources we like:

100 Things Every Homeowner Must Know: How to Save Money, Solve Problems and Improve Your Home

Shop Class for Everyone: Practical Life Skills in 83 Projects

Both boys and girls, darn and mend garments from the wash each week: ABC's of Mending

  • Term 1

  • Term 2

  • Term 3

Participate in a Scouting program or 4-H.

Do some volunteer work, either through an organization like Scouts or your religious organization, or on your own as a family.

World Religions, Philosophy and Logic


N.B. (nota bene -- take special notice)

Pupils should spend two years in Form III (average ages 12 to 14)

For methods of teaching the various subjects, see Charlotte Mason's books Home Education, School Education, and A Philosophy of Education.

Parents are asked to remember that an average pupil should cover the whole programme suitable for his age; also that provision is made for holiday and evening reading, occupations, and hobbies.

The work of the Programmes cannot be fully carried out unless each child keeps a Nature Note Book and a Century Book.

You may also find our podcast, Stonechats, helpful.


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