Step-by-Step Guide: Creating a Charlotte Mason Homeschool Plan

For those new to homeschooling or transitioning into it, this guide provides a step-by-step process to assist in creating a personalized homeschool plan that aligns with Charlotte Mason’s principles. By the end, readers will have a clear vision and practical tools to support a rich and meaningful educational experience.

Table of Contents

1. Understand Your Educational Philosophy: Why it Matters

Charlotte Mason emphasized that education must be rooted in a clear philosophy—guiding principles that shape every aspect of teaching and parenting. Without this clarity, parents may find themselves adopting fragmented methods influenced by fleeting trends and external pressures, leading to inconsistency and hindering a child’s natural development.

A well-grounded educational philosophy acts like setting a course for a ship, providing steady direction through the challenges of homeschooling. It helps parents align their decisions—whether about curriculum, daily routines, or discipline—with their core beliefs, fostering an environment where children can truly thrive. Charlotte Mason believed that educating a child requires more than intuition; it demands thoughtful engagement and a solid foundation.

By investing in a clear philosophy, parents gain confidence and intentionality in their homeschooling journey. With this strong foundation, they can navigate choices with discernment—resisting the urge to chase every new trend. Rather than feeling compelled to purchase every Charlotte Mason-inspired resource, they can thoughtfully evaluate what genuinely supports their educational goals.

Overview of Charlotte Mason's Key Principles

This chart contrasts Charlotte Mason’s philosophy with typical education as we see it today.

Charlotte Mason Approach	Typical Modern Schooling
Children are Born Persons Children are seen as full individuals from birth, with unique personalities and the capacity for self-education and relationships with knowledge and the world. They are not blank slates to be molded but persons to be nourished with ideas.	Children as Empty Vessels Education often treats children as passive recipients of information, focusing on filling them with knowledge rather than fostering independent thought and relationships with ideas.
Authority and Obedience Authority is a natural, loving responsibility exercised with respect for the child's personhood. Children are guided to obey willingly, learning self-government within a framework of love and respect.	Control and Compliance Authority is often exercised through external rewards and punishments, with an emphasis on compliance rather than internal motivation and self-discipline.
Education is a Discipline Character formation is central to education through the cultivation of good habits. Children are trained in habits such as attention, truthfulness, and perseverance in a gentle and consistent manner.	Behavior Management Focus is placed on external systems like behavior charts and punishments, often addressing behavior reactively rather than instilling lasting habits of self-discipline.
Education is an Atmosphere Education is not about artificial environments tailored to the child but rather about allowing them to live and learn naturally within the real environment of the home and beyond. Children absorb ideas through everyday interactions and relationships.	Artificial Learning Environments Classrooms are often structured and controlled, with decorations and lesson plans designed to "engage" children artificially rather than allowing natural engagement with real-life experiences.
Education is a Life The mind is fed by a broad and rich feast of ideas—literature, nature, art, music, and history—offered in a living way. Children thrive when they engage deeply with meaningful knowledge rather than rote learning.	Education as Information Transfer The focus is on standardized curricula, often emphasizing isolated facts and test preparation rather than offering a connected, meaningful experience of knowledge.
The Science of Relations Education helps children form meaningful relationships with a wide variety of subjects and ideas, fostering curiosity and a love of lifelong learning.	Specialization and Fragmentation Learning is often compartmentalized into disconnected subjects, limiting opportunities for children to see how knowledge is interconnected.
The Role of the Will Children are taught to distinguish between desires and duty, learning to strengthen their will through right choices and actions, rather than being driven by fleeting emotions or external pressures.	Motivation Through Rewards Modern education frequently relies on extrinsic motivation, such as grades, stickers, and prizes, rather than fostering the intrinsic development of the will and self-discipline.
The Fallibility of Reason Children are taught that reason is a powerful tool but can lead to error when based on faulty premises. They learn to align their reasoning with truth and moral principles.	Rationalism Without Limits Children are often encouraged to trust their reasoning without guidance on how personal biases and faulty premises can lead to incorrect conclusions.
Living Ideas Over Dry Facts Children engage with living books and real-life experiences that spark imagination and deep thinking. Education is about feeding the mind with noble and inspiring thoughts.	Memorization of Facts Learning is often reduced to memorization of disconnected facts, worksheets, and tests, with little emphasis on ideas that inspire thought and creativity.
A Mind Fit for Knowledge The mind is seen as a living organism that thrives on meaningful and nourishing content, rather than being a passive receptacle for pre-packaged information.	Passive Learning Approaches Modern education frequently focuses on pre-digested content, limiting opportunities for children to engage with complex, thought-provoking material on their own.

2. Embrace the Paradigm Shift: Rethinking Education

For many, the word “education” conjures images of classrooms, textbooks, and teachers delivering information. However, Charlotte Mason’s philosophy presents a different understanding, not only of the child, but the role of the educator as well. Recognizing this is crucial to educating your child.

Key Shifts in Thinking:

The Role of the Teacher in a Charlotte Mason Education

In a Charlotte Mason education, whether at home or in a classroom, the teacher’s role is distinct from the traditional idea of a lecturer or information dispenser. Instead of standing at the center of the learning process, the teacher becomes a guide, facilitator, and co-learner alongside the child—a role that brings both relief and joy. Freed from the pressure to control every outcome, the teacher delights in sharing discoveries, fostering meaningful connections, and witnessing the child’s natural growth and engagement with living ideas.

Rather than filtering knowledge through their own understanding, the teacher connects children directly, mind to mind, with the greatest thinkers, writers, and artists of all time through living books and meaningful encounters with nature, art, and history. This approach ensures that children receive a rich and rigorous education that transcends personal limitations and preferences, allowing them to engage with the best thoughts and ideas humanity has to offer.

Learning in a Charlotte Mason environment can take place in comfortable, inviting settings—whether gathered around the kitchen table, sitting on a cozy couch with a book in hand, or even outside under the shade of a tree. The emphasis is on creating an atmosphere where learning feels natural and engaging, encouraging a lifelong love of knowledge that is both deep and broad.

Education Does Not Create Their Faculties; Rather, it Nurtures and Directs What is Already Present Within Them.

One of the core ideas in Charlotte Mason’s philosophy is that “the child is born a person.” This statement challenges the common assumption that children are empty vessels, waiting to be filled with knowledge, or that they need to be shaped into who they are meant to become. Instead, Mason emphasizes that children enter the world as whole beings—endowed with the ability to think, feel, and grow in knowledge and character. Education does not create their faculties; rather, it nurtures and directs what is already present within them.

If we have not proved that a child is born a person with a mind as complete and as beautiful as his beautiful little body, we can at least show that he always has all the mind he requires for his occasions; that is, that his mind is the instrument of his education and that his education does not produce his mind. ~Charlotte Mason, Towards a Philosophy of Education (Vol.6) p.36

This understanding shifts our approach to education. Instead of focusing on control and correction, it encourages us to guide children thoughtfully, recognizing their capacity to engage with great ideas, form relationships with the world around them, and take an active role in their own learning. Children are born with an appetite for knowledge, an ability to reason, and a moral awareness that, while immature, is ready to be developed through meaningful experiences and relationships.

Embracing this perspective does not mean giving children undue authority or letting them direct their own way without guidance. Rather, it calls for thoughtful leadership that provides rich opportunities for learning and growth while recognizing that children are fully human—capable of thinking, feeling, and relating in meaningful ways from the start. This approach allows education to be a process of discovery and growth, where children are given the tools they need to flourish, rather than being shaped according to an imposed mold.

By understanding that children are persons from birth, we can approach education as a collaboration—offering what is true and good while trusting that children are capable of responding in ways uniquely their own.

Attention

One particular area where Charlotte Mason’s ideas present a striking difference is in the way attention is perceived. While many contemporary educators assume that children lack attention and attempt to control it through enticing presentation, rewards or even force, Mason presents a different perspective—she believes attention is an innate, God-given faculty with which every child is abundantly equipped, even going so far as to describe it as a “Niagara of force.” According to Mason, attention is most effectively engaged when it stems from the child’s own will rather than external pressure.

Instead of treating attention as a limited resource to be controlled, Mason emphasizes helping children recognize and harness their natural ability to focus. They are encouraged to understand the power of their own will in directing their minds to the task at hand. To support this innate capacity, lessons are intentionally kept short, aligning with a child’s natural attention span to prevent fatigue and maintain a sense of freshness and purpose.

When children are immersed in living ideas through rich literature, nature, and the arts, they naturally give their full attention, developing the ability to focus with increasing independence and enthusiasm.

What the Teacher is Not:

A taskmaster focused on grades and external rewards.
A micromanager of every detail or the child’s thought process.
The sole provider of knowledge or the authority on what should be learned.

…the difference is just that between driving a horse that is light and a horse that is heavy in hand; the former covers the ground of his own gay will and the driver goes merrily. The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding. ~Charlotte Mason, Towards a Philosophy of Education (Vol.6) p.33

A Formidable List of Attainments for a Child of Six

This remarkable list, drawn from a Charlotte Mason school curriculum in the 1890s, offers a glimpse into the rich and well-rounded education of young Charlotte Mason students. It challenges us to look beyond modern trends—beyond screens, apps, and structured play spaces—to a more living approach to learning.

To recite, beautifully, 6 easy poems and hymns
to recite, perfectly and beautifully, a parable and a psalm
to add and subtract numbers up to 10, with dominoes or counters
to read—what and how much, will depend on what we are told of the child
to copy in print-hand from a book
to know the points of the compass with relation to their own home, where the sun rises and sets, and the way the wind blows
to describe the boundaries of their own home
to describe any lake, river, pond, island etc. within easy reach
to tell quite accurately (however shortly) 3 stories from Bible history, 3 from early English, and 3 from early Roman history (my note here, we may want to substitute early American for early English!)
to be able to describe 3 walks and 3 views
to mount in a scrap book a dozen common wildflowers, with leaves (one every week); to name these, describe them in their own words, and say where they found them.
to do the same with leaves and flowers of 6 forest trees
to know 6 birds by song, colour and shape
to send in certain Kindergarten or other handiwork, as directed
to tell three stories about their own “pets”–rabbit, dog or cat.
to name 20 common objects in French, and say a dozen little sentences
to sing one hymn, one French song, and one English song
to keep a caterpillar and tell the life-story of a butterfly from his own observations.

3. Understand Your Legal Requirements

Homeschool laws vary widely depending on your country, state, or province, ranging from minimal oversight to detailed reporting and assessment requirements. Taking the time to research and follow these regulations ensures that your homeschool operates within legal boundaries, providing peace of mind and protecting your educational freedom.

Important areas to consider include registration or notification processes, record-keeping requirements, standardized testing, and subject coverage guidelines. It’s important to find a reliable source that can provide up-to-date, accurate information to help you navigate these responsibilities. Staying informed about your legal obligations will allow you to focus confidently on providing a rich and fulfilling educational experience for your child.

HSLDA provides State-by-state homeschool laws in the U.S. as well as Legal summaries for homeschooling in many countries.
Connect with your local homeschooling community and seek guidance from experienced homeschoolers in your area who can provide valuable insights and help you navigate the requirements with wisdom.

4. A Charlotte Mason Curriculum

Start with a well-established and widely supported Charlotte Mason curriculum. For the purposes of this guide, we will be using AmblesideOnline (AO), recognized as the gold standard in Charlotte Mason education. AmblesideOnline stands apart as a well-established curriculum, thoughtfully developed and continually refined over decades by a diverse community of highly qualified homeschoolers. This collaborative effort includes parents with advanced academic credentials, professionals from various disciplines, and seasoned educators dedicated to Charlotte Mason’s philosophy. Its ongoing validation by experienced users, coupled with the proven success of its graduates, ensures that AmblesideOnline remains a trusted and time-tested choice for families seeking an authentic Charlotte Mason education. Combining scholarly depth, practical wisdom, and a commitment to a living and generous curriculum, AmblesideOnline offers a rich educational experience that rivals traditional academic institutions while being uniquely tailored to the needs of homeschooling families.

AmblesideOnline Curriculum Structure

36-week schedule, divided into three 12-week terms, each offering a carefully selected mix of literature, history, science, and the arts.
Weekly schedules guide parents through readings and subjects while allowing flexibility to suit individual family needs.
6-year history rotation, which follows a chronological sequence covering both world and national history. This cycle is completed twice—first in the early years (Years 1-6) and again in greater depth during the later years (Years 7-12)
Begins cycle with English history, which serves as a cornerstone for understanding the broader context of Western civilization and the roots of American heritage. This allows students to better grasp the interconnectedness of historical events and cultural developments that shaped the modern world. American history is woven throughout the curriculum, providing a comprehensive perspective that helps students see the influence of past events across different regions and eras, fostering a deeper and more meaningful understanding of their own national story.
Availability: Many books are in the public domain and can be accessed for free online, making AO a cost-effective choice.

As you begin to plan, the AmblesideOnline FAQ is an essential resource you’ll want to bookmark and read through. It is a rich repository of practical advice and answers to the most commonly asked questions such as:

How CM compares with other homeschool approaches.
Information on book selection and substitution.
Handling challenges, such as teaching multiple children, upper years, or working with special needs students.

You can find the AmblesideOnline FAQ at https://amblesideonline.org/faq

Forms & Grades

In the process of exploring AmblesideOnline, you may come across pages that reference “Forms.” Charlotte Mason’s school years were organized by Forms, here’s how they translate to U.S. school years:

Form I (roughly grades 1-3)
- IB (age 6), 1 year, roughly grade 1
- IA (age 7-9), 2 years, roughly grade 2 and 3
Form II (roughly grades 4-6)
- IIB (age 9), 1 year, roughly grade 4
- IIA (age 10-12), 2 years, roughly grade 5 and 6
Form III and IV (roughly grades 7-9)
Form V and VI (roughly grades 10-12)

“Subjects” in a Charlotte Mason Education

A Charlotte Mason education is built upon a broad and generous curriculum. Foundational studies provide the intellectual groundwork—rich, living ideas that shape a child’s understanding of the world. Alongside these, the “riches” cultivate beauty, wonder, and delight, ensuring a well-rounded education that speaks to the whole person. Many consider the riches to be as foundational and not to be missed. This list offers a visual overview of these subjects, helping you see at a glance the depth and breadth of a Charlotte Mason education.

Foundational Studies (Core Academic Subjects)

These subjects form the structural framework of your child’s education and are scheduled weekly in the AO curriculum.

Literature & History: Living books that bring historical events and cultures to life, following a 6-year chronological history cycle.
Math & Phonics: Parents choose their preferred programs from recommended resources to suit their child’s needs.
Copywork & Dictation: Develops handwriting and spelling skills naturally.
Narration: Retelling learned material in one’s own words. The essential means of learning and internalizing knowledge, starting orally and progressing to written form.
Science: Encourages exploration through living books and nature study to foster curiosity and observation skills.
Geography: Introduced through engaging stories, mapwork, and real-world exploration.
Bible: Daily readings for spiritual growth.
Foreign Language: Gently introduced through songs, phrases, and conversational practice, often using recommended resources.
Physical Exercise: The body, as much as the mind, must be trained for health and vitality through outdoor play, drills & exercises, games & activities, scouting adventures, and time in nature.

The Riches

These subjects provide beauty, creativity, and inspiration in a child’s daily learning as well as deep connections that span time and place:

Poetry: Exposure to classic poets, nurturing a love for language and expression.
Hymns & Folk Songs: Introduced each term to foster faith and connection with the people and traditions they represent.
Composer & Artist: Engage with works of great composers and artists each term.
Shakespeare & Plutarch: Readings that cultivate wisdom, character, and a deep understanding of human nature and history. These works have profoundly shaped Western thought and continue to provide timeless lessons on virtue, leadership, and the complexities of human behavior.
Handicrafts: Skill-building activities that nurture a child’s character and provide satisfaction through meaningful work such as sewing, knitting, or woodworking.

How It’s All Possible

Looking at the full list of subjects can feel overwhelming—how can any parent possibly “teach” it all? The key lies in Charlotte Mason’s principles and starting with a few core elements until you find your rhythm.

For those new to this approach, Karen Glass’s article, A Charlotte Mason Teacher, offers a refreshing perspective. She emphasizes that our role isn’t to instruct on every subject exhaustively but to spread a feast of ideas, trusting that children will form their own meaningful connections. You can nurture a learning experience that is both enriching and achievable, regardless of your own academic background.

How to Choose the Right Curriculum Year

Many parents experience uncertainty deciding which AmblesideOnline year to start with, but the good news is that AO offers flexibility, allowing adjustments along the way. Here are some insights from experienced homeschoolers to help you navigate this process with confidence:

1. Start Lower and Adjust Upward if Needed

It is generally easier to start at a lower year and move up, rather than starting too high and having to scale back.
Starting lower allows your child to develop familiarity with Charlotte Mason methods, such as narration, habit formation, and living books, at a comfortable pace.

2. Consider Your Child’s Reading Ability and Independence

Starting in Year 4, students begin taking on more independent reading, making it important to assess your child’s current reading level and comprehension. Some parents find that their child benefits from waiting an extra year before beginning Year 4. To support this transition, AO offers Year 3.5 as an optional stepping stone.
If your child still needs significant support with reading, starting at a lower level provides time to strengthen those skills before tackling more challenging material.

3. Factor in Your Homeschooling Experience

If you are new to homeschooling or to the Charlotte Mason method, starting with a lower year provides a gentler transition and helps you ease into the unique elements of AO, such as narration, nature study, and habit training.
Allowing yourself time to learn and adapt to the curriculum without feeling overwhelmed can set a more successful foundation for the long term.

4. Be Flexible and Open to Adjustments

There is no “perfect” placement, and it’s okay to make adjustments if you find the workload too challenging or too easy.
Parents often find that trying a few books from different levels—using library copies or free online versions—can help determine the best fit before fully committing to a year.

5. Additional Tips to Get Started

Review the booklists: Print out booklists for a few years to compare the content.
Check AO’s forum and resources: The AmblesideOnline community is a valuable source of support, with insights from parents who have faced similar placement challenges. Placement questions can be asked in the AO Forum.
Be realistic about your available time, especially if you have multiple children or other responsibilities.
Look ahead at the upper years (Year 7 and beyond) to understand the progression and expectations.

There’s No One-Size-Fits-All Approach

While AO levels don’t directly correspond to public school grades, thoughtful consideration of your child’s abilities, experience, and family dynamics will help ensure a smoother and more enjoyable transition. Whether you start at grade level or take a slower approach, the key is to embrace flexibility, patience, and a love of learning.

Tips on navigating the AmblesideOnline website

For those new to AO, these two video guides provide a helpful introduction to the website and its extensive resources as well as the curriculum, booklists, and schedules.

Video content: Overview of the AmblesideOnline website including the AO curriculum, its archive of historical and modern Charlotte Mason resources, and expansive learning community.

Video content: Curriculum overview with walkthrough of the booklists and schedules and how to make use of them.

Scheduling the AmblesideOnline Curriculum

Scheduling Considerations

Keep the following principles in mind when scheduling:

The schedule serves as a flexible guide, allowing each teacher to create a timetable suited to her unique classroom. No two schoolrooms are identical in workload or time allocation.
When designing a schedule, teachers should ensure that lessons requiring similar mental effort do not follow one another too closely.
It is better to leave some work unfinished than to rush through material simply to complete the term’s plan. True learning takes precedence over mere completion.
Modifications to the curriculum and schedule are not only acceptable but necessary. Each teacher must use their discretion to adapt them as needed. As one wise remark puts it: Miss Mason intended the curriculum to fit the child, not the child to fit the curriculum.

Planning Your Week

Unlike traditional programs with rigid daily lesson plans, AO provides flexibility to accommodate the diverse needs of homeschooling families. Here are some different ways families may schedule AO:

Traditional Five-Day Schedule – Spreads the full workload evenly across the week.
Four-Day Week – Allows for a co-op day, nature study or field trip day, or extracurricular activities.
Six Days a Week – Spreads lessons out with lighter daily workloads and an additional parent helping with Sat schooling.
Year round schooling – 6 weeks on/1 week off with time for holidays and vacationg.
Multiple Children – Combines shared readings (Bible, history, poetry, etc.) while reserving individual work for each child separately. Often called “Morning Time”
Modified Schedule for Struggling Readers – Breaks readings into multiple shorter sittings.

Weekly Readings

By scheduling readings by the week, rather than the day, AO allows families the flexibility to tailor their homeschool experience to meet their needs.

To find each year’s weekly schedule go to www.AmblesideOnline.org and hover on the drop down menu “By Year” and select a Year.

Weekly Schedule

Once you have your week’s readings, you’ll spread them out across the week in a simple weekly schedule like the one below.

Download Customizable Weekly Schedule →

Term at a Glance (3 terms per school year, 12 weeks each)

AO also provides an at-a-glance scheduling chart of the same weekly readings for each year by term. The “DOC” version is also customizable and can be printed out for easy reference.

Daily Work – Weekly Work – Free Reading

In addition to each week’s reading you will find Daily Work, Weekly Work & Additional Books for Free Reading listed on each AO year’s scheduling page. Here’s an example from YR1:

How Daily & Weekly Work is scheduled

In addition to the Weekly readings, you will spread out Daily and Weekly Work across the week.

Daily Work (Short & Consistent)

These subjects should be done every school day (typically 4–5 days a week.) Aim for short lessons to keep attention fresh. The following chart shows the approximate amount of time spent on each:

Subject	Time
Copywork	5-10 min
Phonics (Learning to Read)	10-20 min
Recitation	5 min
Mathematics	20-30 min
Foreign Language (3x per week)	10-15 min
Physical Activity	15-20 min
Oral Narration	Varied

Weekly Work (Looped & Rotated)

These subjects don’t have to be done every day, they should be spread across the week(s). See the “Sample Weekly Work Rotation” below.

Subject	How Often	Notes
Art / Picture Study & Composer Study	Every other week (1 painting/music selection every 2 weeks)	Focus on one artist/composer per term. Enjoy the picture, turn it over and narrate. Listen to selection, discuss, and enjoy. Alternate picture / music piece each week.
Hymn / Folk Song	Every other day	Learn one hymn/folk song per month and alternate daily.
Handicrafts	1x per week	Skills-based work (knitting, whittling, etc.).
Outdoor Nature Study	1x per week minimum (or more)	Nature journaling, observations, and seasonal study.
Timeline & Map Work (History Readings)	1-2x per week	Connect history readings with maps and timelines. Can be a short session after history.

⇒ Sample Daily Plan:

Here’s a sample of how a day might flow with Weekly Readings + Daily Work + Weekly Work:

Morning: Bible & Hymn → Copywork → Math → A Poem → Phonics/Reading → Foreign Language → 1 AO Reading + Narration
Midday: Physical Activity → Recitation → 2nd AO Reading + Narration
Afternoon: Handicrafts or Nature Walk (some days)

In this example, mornings are dedicated to mentally challenging work when minds are fresh and alert, and the type of activity is alternated throughout the day to add variety and maintain attention.

⇒ Sample Weekly Work Rotation

The weekly work listed in the chart above is done less often. Here is a sample of how they can be scheduled across the week:

Monday

Hymn
Alternate Odd/Even Weeks: Picture Study (1 of 6 artworks) / Composer Study (1 of 6 pieces)

Tuesday

Folksong
Handicrafts

Wednesday

Hymn
Art Practice (Drawing, Watercolor, or Other Mediums)

Thursday

Folksong
Solfège (Singing & Ear Training)

Friday

Hymn
Catch-Up Day (Unfinished work or extra practice)

Free Reading (As Time Allows)

Free Reads aren’t scheduled as part of each student’s schoolwork, but can be read freely during the week (e.g., bedtime, afternoons, weekends, family read-aloud, or independent reading time).

⇒ Sample Daily Schedule (AO Year 1 Framework)

Here’s an example taking the “Sample Daily Plan” above and scheduling it out in a day, approximately 2.5–3 hours total, including breaks.

Time	Activity
9:00 AM	Bible & Hymn (15 min)
9:20 AM	Copywork (5-10 min)
9:30 AM	Math (20-30 min)
10:00 AM	Poem (5 min)
10:05 AM	Phonics / Reading Practice (10-20 min)
10:25 AM	Foreign Language (10 - 15 min)
10:40 AM	AO Readings & Narration
11:10 AM	Break & Physical Activity (Walk, Play)
11:30 AM	Recitation (5 min)
11:35 AM	2nd AO Readings & Narration
12:05 PM	Weekly Subject (rotating: Art, Music, Handicraft, etc.)
12:20 PM	End of Formal Lessons – Lunch & Afternoon Free Time

You can find more sample schedules on AmblesideOnline’s Scheduling page.

Read AmblesideOnline’s Official Scheduling Guide →

AmblesideOnline’s Scheduling Walkthrough Video

AmblesideOnline also provides the following scheduling video with further in-depth information on scheduling in a Charlotte Mason education.

Additional Curriculum Options:

AmblesideOnline also offers various adaptations and options within the curriculum to suit different needs and circumstances:

AO for Groups – A lightened, streamlined version of AO designed for co-ops, small multi-year schools, or large families, making it easier to implement in group settings.
Canada Version (Years One to Six) – A modified version of AO tailored for Canadian students, incorporating Canadian history, geography, and literature alongside AO’s rich curriculum.
AO-Help Emergency Lesson Plan – A minimalist, flexible approach for families facing emergencies or crises, ensuring continued learning with reduced pressure.
Basic / Lite Years (Avail for Years 7-11) – These are designed to offer a reduced workload, making it more manageable for students and families who may need a lighter schedule. Lite Years can be found linked from each individual year page.

To see all the curriculum options visit AmblesideOnline.org’s curriculum page.

5. Gather Required Books & Materials

Now that you’ve planned your year using AmblesideOnline (AO), it’s time to gather your books and materials.

Find Your Books

- Visit the booklist for your selected year on AO. Options for physical, digital, or audiobook versions will be listed by the symbols next to each title. These symbols are defined at the top of each booklist page in the key. The symbols are very important along with any notes indicated by a number in brackets. They provide essential notes, such as content cautions, edition recommendations, or additional resources. Be sure to check these carefully before selecting your books.

Here’s an example: An Island Story by H. E. Marshall β α (£) (£amzn) (£amzn) ($amzn) (K) Ω ^[10]

The first few symbols link to various editions of the book. Clicking on the [10] takes you to a note that reads:

“10. An Island Story, Chapters 1-21. This book was published in the UK under the title, “OUR Island Story;” both books are identical except for the title. Be aware that the edition for sale from Wilder Publications has no Table of Contents or chapter numbers. Public domain texts are available for anyone to copy, paste and publish, and many new companies are springing up publishing and selling these texts without editing for typos.
For planning purposes, there is a Table of Contents with dates for An Island Story. (Back)“

- Be mindful of abridged versions when purchasing books. Many classic works have been altered, so check that you’re getting the full text.
- Many books are available for free via Project Gutenberg or LibriVox as ebooks, on Kindle, or you can find them at your local library or for a bargain at Thriftbooks or other used book stores.
- AmblesideOnline’s Master Booklist can be printed for reference as needed.

Audio & Online Resources

- A list of free AO recordings on Librivox can be found at these links: Librivox AO Booklist 1, List 2, List 3, List 4, and List 5
- AO’s poetry collections can be purchased on Amazon or found online.
- Art study: Term art prints can be viewed online or printed out from pre-formatted sets at A Humble Place.
- Recordings of AO’s Hymns & Folk Songs can be found at Folks and Hymns.

Notebooks & Supplies

- A Bible
- Copywork – Primary Composition Notebook for the early years.
- Math – Composition Notebook with Large Grid or Dotted Lines.
- Nature study – 5×7 unlined, hardcover or spiral bound notebook with mixed media paper (to handle watercolor) that will lay flat.
- Color pencils or a small set of watercolors (Prang 8 color set or Winsor & Newton Cotman Pocket Size) & paint brush (round size 4 or 6.)
- A Field Guide to help identify local flora and fauna.
- Binder or Files – To organize schedules, term plans, and printables.
- A globe or map, timeline book, or a homemade timeline on the wall.
- Handicrafts – Materials for age-appropriate crafts like knitting, sewing, or woodworking.
- Bookshelves, Baskets, or Storage Space – Helps keep books organized.

Need Help?

- The AO Forum is a great place to ask questions and find support from experienced homeschoolers.

6. Schedule Time to Review & Reflect

At the close of each term, or year, it is valuable to pause and reflect on the progress made in your homeschooling journey. The following reflection questions can help you assess your progress. This is not an exercise in measuring perfection but rather an opportunity to celebrate successes, recognize areas for growth, and prayerfully consider adjustments for the future with a heart full of gratitude for the privilege of guiding your child’s education.

1. Habit Formation (Education is a Discipline)

What habits (intellectual, moral, physical) showed improvement this term?
Were there any habits that need more intentional training?
How did I model and encourage good habits for my child?

2. Living Books & Ideas (Education is a Life)

Which books nourished my child’s mind and heart most this term?
What new ideas took root and sparked further thought or connections?
Did I notice my child forming relationships with the people, places, and events in their readings?

3. Narration & Comprehension

Was narration a consistent practice?
In what ways did my child express the ideas they encountered—through narration, play, art, or real-life connections?
Did I see growth in my child’s ability to communicate ideas with increasing fluency and depth?

4. Nature Study & Outdoor Time

How often did we spend time in nature?
Did my child grow in their relationship with nature?
Did we make any meaningful or detailed entries in our nature journal this term?

5. Character Development & Atmosphere (Education is an Atmosphere)

Did our home atmosphere provide a space where learning and relationships could grow, even amidst the challenges of daily life?
In the midst of ordinary days, did we have moments of meaningful learning and connection?
Did our days provide opportunities for my child to recognize good and bad choices and practice willing themselves toward the good?

6. Work & Leisure Balance

Did our daily rhythm allow for open afternoons, giving time for rest, exploration, and personal interests?
Were handicrafts, music, or creative activities woven into our days?
Did my child have opportunities to take responsibility and contribute meaningfully to family life?

7. Spiritual Growth & Moral Development

Did our Bible lessons, hymns, and prayers point my child to Christ, not just to moral lessons?
Did my child grow in understanding that goodness flows from loving and knowing God, rather than mere effort?
Did our home life reflect the grace and truth of the gospel, even in our struggles and failures?

8. Adjustments for the Next Term

What went well that I want to continue?
What needs to be adjusted or approached differently?
What is one new habit or practice I want to implement next term?

Next Steps for Growth

Use AO’s Term Examinations:
- Found on the AO website exam page.
- Questions can be customized to fit schoolwork.
- Questions serve as a means of narration and reflection rather than as a test of memorization or performance.
Adjust the Schedule if Needed:
- Avoid overload; work towards consistency over perfection.
Continue Learning:
- Read Know and Tell by Karen Glass for an in-depth study on Charlotte Mason’s core method of narration.
- Read Charlotte Mason’s Homeschool Series.