Like Kriston, we're not even trying to do the standard math order... so maybe two grains of salt
To start with, the curriculum we're using (as a "spine" -- not as our be-all-end-all), is Singapore NEM. The pattern they follow is two years of alternating Algebra and Geometry (approximately a half-year of each, each year), such that at the end of the two years you've finished Geometry and something close to Algebra 1 (their algebra sequence isn't quite the same either... so there's a little Algebra 2 in there, and also a little Algebra 1 missing). Then we complicate it by supplementing with a bunch of other stuff and messing about with whatever we feel like, so our sequence so far has been:
2007-08 Algebra 1 (using three different sources - eek! and skipping around in NEM 1 & 2), a little geometry (reading Euclid, playing with Zome), and dabbling in statistics and programming.
2008-09 Statistics (and some SAS programming), a little geometry (Zome with a group), and dabbling in Algebra 2. Wish us luck on this one -- he's been playing around with Statistics long enough and he's solid enough in the rest of his math that I think we can do it, but it sounds ridiculous, even to me.
2009-10 (subject to change of course!) finish formal Geometry and Algebra 2, and maybe do a little more with the Stats depending on what he thinks of it all at the end of next year, or maybe a little programming.
2010-11 ...uh.... good question. Probably something that would count as Algebra 3/ Trig/ Precalc. Maybe some more Geometry too...
All this is colored by his being ridiculously young for any of it, and IMO too young to "specialize" for a whole year in a single topic. (Not that there's a magic age for that, just that I think he's not ready yet.) So we dabble. And although Statistics isn't traditionally part of the whole curriculum (and definitely not usually done before Algebra 2), the "dabbling" contingency means anything that turns up in Statistics that he can't do with what he already knows (and my recollection is that there isn't a ton...) we can remedy on the side.
It's not something that I would necessarily recommend if I weren't homeschooling, just because of the dozen ways it could go wrong if you're not on top of it to anticipate issues. For instance I would hate for him to find himself adrift in Statistics because there was one little quibbly point, formula, or vocabulary that didn't make sense because of a gap in his earlier math education. But because we have the flexibility to change courses mid-stream, or to take a week off and remedy a gap, this way has been great fun in a flying-by-the-seat-of-your-pants kind of way