Does home schooling mean we need to create a school in the home?

According to the Guidelines for Home Schooling Registration in NSW:

Home schooling does not mean operating like a school in the home. As long as the requirements for home schooling registration continue to be met, parents have flexibility about when and how they provide the educational program to their child or children.

So in essence, we can continue building upon learning opportunities that arise naturally on a day-to-day basis, as long as we continue to met the requirements for home schooling registration.

We can continue to adjust our learning activities to meet MissE’s interests and needs. As well as adopting our own chosen education approach, integrating learning across a range of areas and stages of development.

Primary Education – Kindergarten to Year 6 (K-6)

In NSW the Education Act 1990 determines the curriculum for all students. The NSW Education Standards Authority (NESA) syllabuses identify the essential learning for all NSW students.

NSW Curriculum K-6

Syllabus Stages

The NESA syllabuses for primary education are based on the following stages of learning. Home educators may select the stage or stages for each subject.

  • Early Stage 1 – Kindergarten
  • Stage 1 – Years 1 and 2
  • Stage 2 – Years 3 and 4
  • Stage 3 – Years 5 and 6

Key Learning Areas

The minimum curriculum for primary education for all NSW children is based in the NESA syllabuses for the following mandatory key learning areas each year:

  • English
  • Mathematics
  • Science and Technology
  • Human Society and Its Environment (HSIE) – History and/or Geography
  • Creative Arts
  • Personal Development, Health and Physical Education (PDHPE)
  • Languages (optional K-6)

Overview of Objectives and Outcomes

English

English is the study and use of the English language in its various textual forms; spoken, written, interpreted and reflected.

A quick overview of English K-10 Syllabus relating to K-6:

  • communicate through speaking, listening, reading, writing, viewing and representing
    • speaking and listing, writing and representing, hard writing and using digital technologies, reading and viewing, spelling
  • use language to shape and make meaning according to purpose, audience and context
    • speaking and listening, writing and representing, reading and viewing, grammar, punctuation and vocabulary 
  • think in ways that are imaginative, creative, interpretative and critical
    • thinking imaginatively and creatively
  • express themselves and their relationships with others and their world
    • expressing themselves
  • learn and reflect on their learning through their study of English
    • reflecting on learning
English K–10 Syllabus Organisation Of Content

English K–10 Syllabus Organisation Of Content

Mathematics

Mathematics provides knowledge, skills and understanding in number and algebra, measurement and geometry, and statistics and probability. Focusing on mathematical understanding, fluency, communication, logical reasoning, analytical thought and problem-solving skills.

A quick overview of Mathematics K-10 Syllabus incorporating Mathematics K–6:

  • working mathematically
    • develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning
    • communicating, problem solving, reasoning, understanding, fluency
  • number and algebra
    • develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation
    • whole numbers, addition and subtraction, multiplication and division, fractions, decimals and percentages, patterns and algebra
  • measurement and geometry
    • identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solutions of problems
    • length, area, volume and capacity, mass, time, three-dimensional space, two-dimensional space, angles, position
  • statistics and probability
    • collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements
    • data, chance
Mathematics K–10 Syllabus Organisation Of Content

Mathematics K–10 Syllabus Organisation Of Content

Science and Technology

Science and Technology are linked through problem solving, the skills and processes of scientific inquiry and technological design.

A quick overview of Science K–10 Syllabus incorporating Science and Technology K–6:

  • develop knowledge, understanding of and skills in applying the processes of working scientifically
    • identify and ask questions about their world
    • plan and conduct a range of first-hand investigations
  • develop knowledge, understanding of and skills in applying the processes of working technologically
    • recognise problems and respond to opportunities, needs and wants in their world for which possible solutions can be designed and produced
    • explore and define design tasks, generate and develop ideas, produce solutions and evaluate their processes and solutions
  • develop knowledge of the natural environment through understanding about physical world, earth and space, and living world
    • develop understanding of physical world including heat energy, electricity, light and sound
    • develop understanding earth and space including earth’s dynamic structure and its place in space
    • develop understanding of the living world and all living things through investigating the diversity of living things, including plants, animals and micro-organisms, as well as their interdependence and interactions with each other and their environment
  • develop knowledge of understanding of the natural environment and the made environment through the material world
    • develop understanding about material world including the properties of materials, the way they behave and the changes they undergo as well as how these properties influence the way materials are used by people in objects, products, places and spaces
  • develop knowledge and understanding of the made environment through built environments, information and products
    • develop understanding about built environments including places and spaces, and their uses
    • develop understanding about the design and use of information for the purpose of conveying a message
    • develop an understanding of products that include objects, systems and artefacts, and the nature of materials and resources used to produce them
Human Society and Its Environment (HSIE)

History and geography can be taught together, separately or integrated with other areas.

History

History investigates the actions, motives and lifestyles of people over time, from individuals and family members, to local communities, expanding to national and world history contexts.

A quick overview of History K-10 Syllabus incorporating History K–6:

  • develop knowledge and understanding about the nature of history and key changes and developments from the past
  • develop knowledge and understanding about key historical concepts
  • develop skills to undertake the process of historical inquiry
  • develop skills to communicate their understanding of history
  • personal and family histories, present and past family life, the past in the present, community and remembrances, first contacts, the Australian colonies, Australia as a nation
History K–10 Syllabus Organisation Of Content

History K–10 Syllabus Organisation Of Content

Geography

Geography is the study of places and the relationship between people and their environments.

A quick overview of Geography K-10 Syllabus incorporating Geography K–6:

  • develop knowledge and understanding of the features and characteristics of places and environments across a range of scales, and interactions between people, places and environments
    • place – significance of places and what they are like
    • space – significance of location and spatial distribution, and ways people organise and manage the spaces that we live in
    • environment  – significance of the environment in human life, and the important relationships between humans and the environment
    • interconnection – no object of geographical study can be viewed in isolation
    • scale – the way that geographical phenomena and problems can be examined at different spatial levels
    • sustainability – the capacity of the environment to continue to support our lives and the lives of other creatures into the future
    • change – explaining geographical phenomena by investigating how they have developed over time
  • apply geographical tools for geographical inquiry
    • maps, fieldwork, graphs and statistics, spatial technologies. visual representations
  • develop skills to acquire, process and communicate geographical information
    • acquiring, processing, communicating
Geography K–10 Syllabus Organisation Of Content

Geography K–10 Syllabus Organisation Of Content

Creative Arts

Visual arts, music, drama and dance offers opportunities for personal expression, enjoyment, creative action, imagination, emotional response, aesthetic pleasure and the creation of shared meanings.

A quick overview of Creative Arts K-10 Syllabus incorporating Creative Arts K–6:

  • visual arts
    • develop knowledge, skills and understanding in making artworks by their investigations of the world as subject matter, use of expressive forms, and consideration of the audience of their works
    • develop knowledge, skills and understanding in appreciating their own artworks and those of others, recognising some relationships between artists, artworks, audiences and how the world is interpreted
    • making, appreciating
  • music
    • develop knowledge, skills and understanding in performing music of different styles and from different times and cultures by singing, playing and moving
    • develop knowledge, skills and understanding in organising sound into musical composition using musical concepts
    • develop knowledge, skills and understanding in listening to and discussing their own music and that of others
    • performing, organising sound, listening
  • drama
    • develop knowledge, skills and understanding in making drama collaboratively by taking in roles and creating imagined situations shaped by the elements of drama
    • develop knowledge, skills and understanding in performing drama by actively engaging in drama forms
    • develop knowledge, skills and understanding in appreciating their own dramatic works and those of others
    • making, performing, appreciating
  • dance
    • develop knowledge, skills and understanding in composing their own dances using elements and contexts of dance
    • develop knowledge, skills and understanding in performing their own dances and the dances of others from different times and cultures using the elements and contexts of dance
    • develop knowledge, skills and understanding in appreciating their own dances and those of others
    • performing, composing, appreciating
Personal Development, Health and Physical Education (PDHPE)

Personal Development, Health and Physical Education encompasses all aspects of an individual’s wellbeing, inclusive of social, mental, physical and spiritual heath.

A quick overview of PDHPE K-10 Syllabus incorporating PDHPE K–6:

  • active lifestyle
    • adopting activity patterns that promote wellbeing, examine the components of a balanced lifestyle, explore options for recreation and develop the skills and attitudes necessary for an active lifestyle
    • components of an active lifestyle, ways to be active, effects of physical activities
  • dance
    • develop the ability to communicate and express through movement
    • develop awareness of the ways their bodies move, the space in which they move, the time and quality of their movements and their relationship to each other and objects
    • participate in composing, moving and appreciating a range of dance styles
    • non locomotor skills, locomotor skills, elements of dance, composition, dance styles
  • gymnastics
    • focus is on initial movements exploration leading to the acquisition of some preliminary gymnastics skills
    • investigate and succeed in a wide variety of movement experiences and challenges, developing skill, demonstrating control and exploring the ways in which the body can move
      • non locomotor skills, locomotor skills, elements of movement, composition
  • games and sports
    • develops competence and confidence in a broad range of games, sports and physical activites
    • develop fundamental movement skills (FMS), progressing to more games and sport specific skills in a non-competitive and competitive environments that foster positive feelings of success and enjoyment
    • non locomotor skills, locomotor skills, manipulative skills, games, athletics, aquatics, plaything the game
  • growth and development
    • developing understanding of their own physical, social, cognitive and emotional development in the context of increasing awareness of changes that occur throughout the cycle of people’s lives
    • participate in activities that increase their confidence and competence to manage change
    • personal identity, the body, human sexuality, changes, values
  • personal health choices
    • examines the process of making lifestyle decisions and putting them into practice, relating to nutrition, hygiene, consumerism, drug use, the environment and disease prevention
    • making decisions, nutrition, health services and products, drug use, environmental health, preventative measures
  • interpersonal relationships
    • developing an understanding of the nature of relationships
    • develop skills for building positive responsible relationships, and practice their application
    • relationships, communication, families, peers, groups
  • safe living
    • concerned with the protection of individuals through the promotion of safe environments and practices
    • focuses on developing a commitment and an ability to act in ways that will keep themselves and others safe from harm
    • personal safety, home and rural safety, school and play safety, road safety, water safety, emergency procedures
PDHPE K–10 Syllabus Organisation Of Content

PDHPE K–10 Syllabus Organisation Of Content

Languages

In addition to the mandatory Key Learning Areas (KLA) for primary education, home educators can also opt to provide learning in a language other than English.