Mason believed that,<\/p>\n
Like reading and math in Mason’s philosophy, language lessons are scaffolded through the terms and through the Years\/Forms. \u00a0Just as babies first learn their \u00a0mother tongue, “…children should learn [language] orally, by listening to and repeating…words and phrases…(Home Education, pg 80).”<\/em> \u00a0After much time has been spent (about 2 years) listening and speaking, the work moves to writing (year 3) and then finally to reading (last term of year 3). \u00a0Much of the work in Form 1 continues through the Forms getting increasingly more challenging as the student knows more.<\/p>\n Below you will find the work laid out by Year, Form and Grade. \u00a0I used the three to help those unfamiliar with Mason’s Forms and those who have older students beginning a new language. \u00a0You want to follow the progression of work instead of placing your student in their current Form or grade. \u00a0For example, a 4th grade student beginning a language would not jump in with the work you see below for 4th grade. \u00a0This student would begin at Year One. \u00a0An older student beginning a language would likely progress more quickly through the steps.<\/p>\n The only caveat for this situation is time<\/em>. \u00a0 Lessons for older students in Year One of a language would be 20-30 minutes instead of the 10 minutes you see below. \u00a0The time allotted for each lesson according to Charlotte Mason’s philosophy had to do with mental development and the ability to focus attention.<\/p>\n For more details on what was expected in each Form specifically, based on Mason’s programmes, check out my two part series, “Foreign Languages with Charlotte Mason and Friends, Part One<\/a> and Two<\/a>,” over at Charlotte Mason Soir\u00e9e!<\/a><\/p>\n Lessons are 10 minutes, three times per week. \u00a0A separate 15 minute lesson is for song.<\/p>\n “…they should learn a few–two or three, five or six–new…words daily<\/strong>, and that, at the same time, the old words should be kept in use…(Mason, Charlotte. Home Education, pg 80).”<\/em><\/p>\n “…the child’s vocabulary should increase steadily, say, at the rate of half a dozen words a day<\/strong>….Of course, his teacher, will take care that, in giving words, she gives idioms also, and that as he learns new words, they are put into sentences and kept in use from day to day.\u00a0 A note-book in which she enters the child’s new words and sentences will easily enable the teacher to do this (Mason, C. \u00a0Home Education, pg 301).”<\/em><\/p><\/blockquote>\n<\/li>\n “…connected progressive sentences, bound together by the living experience of the being who acts and utters them, whose very life and individuality they unfold.\u00a0 The child thus lives the language, and so learns it.\u00a0 The chain of sentences thus becomes his natural history.”<\/em><\/span><\/span><\/p><\/blockquote>\n<\/li>\n Lessons are 10 minutes, three times per week. \u00a0A separate 15 minute lesson is for song.<\/p>\n The work in Years 2 & 3 is the same as Year 1, with the addition of:<\/p>\n Lessons are 30 minutes, three times per week. \u00a0A separate 20 minutes lesson is for song.<\/p>\n The work in Year 4 is the same for Years 1-3, though progressively harder, with the addition of:<\/p>\n Lessons are 30 minutes, three times per week. \u00a0A separate 20 minutes lesson is for song. \u00a0In 2A, students began the study of their second language with songs only. \u00a0The more in depth study of a second language begins in Form 3.<\/p>\n The work in Years 5 & 6 is the same as years prior, though progressively harder.<\/p>\n “This method of closely attentive reading of the text followed by narration is continued in each of the Forms (Mason, Charlotte. A Philosophy of Education, pg 211).”<\/em><\/p><\/blockquote>\n Lessons are 45 minutes, two times per week. \u00a0One 20 minute lesson per week is for song.<\/p>\n Students in this Form began their second language with 30 & 45 minute lessons twice a week. \u00a0Separate 20 minute lessons were for songs in the new language(s). \u00a0Keep in mind, this was scheduled during a six day school week!<\/em><\/p>\n By Years 7 & 8, vocabulary is learned by-the-way through literature and there is less use of games and pictures. \u00a0Students continue formal lessons in grammar, and the reading and reciting of poetry and songs. \u00a0The work becomes considerably harder as students now:<\/p>\n Lessons in their primary language meet three times per week–two 45 minute lessons and one 30 minute lesson. \u00a0Lessons in their second language met two times per week for 45 minutes. \u00a0Singing is scheduled for 20 minutes, everyday of the week.<\/p>\n The work for Year 9 is the same as Years 7 & 8 though\u00a0Mason wrote about the books chosen, \u201c\u2026books when possible illustrate the history studied\u00a0(Mason, Charlotte.\u00a0School Education<\/em>, page 294).\u201d<\/p>\n Lessons in their primary language meet four times per week–two 45 minute lessons, one 25 minute lesson and one 30 minute lesson.<\/p>\n Lessons in their second language meet twice per week for 45 minutes. \u00a0Singing is scheduled for 25 minutes, everyday of the week.<\/p>\n The work for Years 10-12 is the same as above though considerably harder. \u00a0Students read, narrate and summarize substantial works in their target language. \u00a0Students now translate modern verse into their target language.<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" How Should They Learn? Mason believed that, “…[languages] should be acquired as English is, not as a grammar, but as a living speech (Home Education, pg 300).” “…[t]he child should never see…words in print until he has learned to say them with as much ease and readiness as if they were English (Home Education, pg… Read More Mason’s Scope & Sequence<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"nosidebar-page.php","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-12","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P8TsXj-c","_links":{"self":[{"href":"https:\/\/masonslivinglanguages.com\/index.php?rest_route=\/wp\/v2\/pages\/12","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/masonslivinglanguages.com\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/masonslivinglanguages.com\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/masonslivinglanguages.com\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/masonslivinglanguages.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=12"}],"version-history":[{"count":10,"href":"https:\/\/masonslivinglanguages.com\/index.php?rest_route=\/wp\/v2\/pages\/12\/revisions"}],"predecessor-version":[{"id":514,"href":"https:\/\/masonslivinglanguages.com\/index.php?rest_route=\/wp\/v2\/pages\/12\/revisions\/514"}],"wp:attachment":[{"href":"https:\/\/masonslivinglanguages.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=12"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nYear One\u223cForm 1B\u223cGrade 1<\/h3>\n
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\nYears 2 & 3\u223cForm 1A\u223cGrades 2 & 3<\/h3>\n
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\nYear 4\u223cForm 2B\u223cGrade 4<\/h3>\n
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\nYears 5 & 6\u223cForm 2A\u223cGrades 5 & 6<\/h3>\n
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\nYears 7 & 8\u223cForm 3\u223cGrades 7 & 8<\/h3>\n
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\nYear 9\u223cForm 4\u223cGrade 9<\/h3>\n
\nYears 10-12\u223cForms 5 & 6\u223cGrades 10-12<\/h3>\n
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