A Full Course of Study for Students in 1st-12th Grade
Our curriculum is based on years of research into Mason's philosophy as well as the working out of that philosophy with a diverse group of families, both in the classroom and in homeschools across the country. Some key features of our course of study:
Carefully crafted to achieve the breadth and balance of Mason’s clear and simply organized programs.
Matched to Mason’s original timetables to ensure an appropriate amount of work for each Form as well as ample time for leisure.
Maintaining Mason’s approach for students to all be studying the same historical era, allowing for greater camaraderie and collaboration among students and parents. (See note below.)
Designed around “streams” of history, science, and geography, Mason’s vision for building definite knowledge consistently across the years.
Assigning “living books” of literary quality across the curriculum, as well as the study of “living things,” like handicrafts, nature journals, the fine arts, and more.
Reflecting a thoughtful progression from Form to Form.
Accompanied by term exams for all work assigned, using Mason’s original exams as a model.
The 2020-2021 School Year will study 1400-1650 and the early cultures of the Near East, including Egypt and Assyria. Like the PNEU, we follow a 4-year history rotation. Our model implements Mason's key ideas governing the study of history:
That children should begin their coursework, whether it be in history or science, with what is local and close to them and should slowly broaden their view of all the world holds. Our Form 1 students begin with American history.
That history should become more and more comparative so that multiple perspectives inspire new insights. Our Form 1 students study American history and then add the contemporaneous study of the country that had the greatest impact on our nation’s history, Britain, in Form 2. By Form 4, this study expands to cover world history.
That students should be thoroughly grounded in ancient history. We add a third stream of readings on ancient cultures, beginning in Form 2 and carrying on through high school.
That students from Form 1 through high school work in the same history time period. This simplifies the program for a mother with more than one student and builds camaraderie along siblings and peers--and throughout the entire community, as all CMEC members study the same periods each year.
For CMEC members, all of this is explained in a workshop and with detailed handouts which include graphics and our careful research included under Resources—History.
A peek at our Form 1 landing page:
What members are saying about our curriculum:
The curriculum is carefully arranged according to the themes of knowledge that are essential for the child to know—knowledge of man, of God, of the universe. This is a helpful and informative way to group subjects. Each book is selected for its content and quality. The curriculum gives detailed guidelines about how much to read each term and even provides a sample timetable of lessons. At the same time, it leaves enough room for the discretion of the teacher and is adaptable to each child and family situation. - Eva in MO
The most significant thing for me was being given a program and book selections that I can trust have been carefully selected by qualified individuals. After only a couple of terms with the program and books, it is abundantly clear that they are excellent matches for the subjects and ages of my children. - Jessica in MA
For our family, the most helpful aspect of the CMEC curriculum, so far, is the simplicity of the program materials. One document listing all of the term’s work for each form: how refreshing! - Jessica in WA
The breadth of the curriculum is both exciting and daunting. But the books are so carefully selected for the subject and time period that they reinforce each other in many ways, making it easy for students to form relationships with the material. The form guides are invaluable to parents as they help us see the purpose of each book and how to best use them. I find myself referring to them at the beginning of each new term to refresh my approach. - Judy in PA