From the end of July 08 this website will no longer be updated but will remain online as an archive.
For current information about home education in Australia please visit the Home Education Association of Australia.
While there, please consider joining this vital support network that works hard to promote home education in Australia.
Please note that Beverley Paine is unavailable to answer telephone and email inquiries, etc. Please join a support group in your state.

Home education is a legal alternative to school education in Australia. State governments are responsible for regulating home education.
Different states have different requirements, however homeschooling families are able to develop curriculum and learning programs
to suit the individual needs of their children.

© Beverley Paine

I used the following information when putting together our home education curriculum many years ago. It formed the basis of our home education philosophy.

A child's learning begins at birth. Every child is born with his or her own individual personal characteristics. Likewise their learning occurs at individual rates and individual levels. The amount of learning will depend upon the child's age, intelligence, maturity, mental, emotional and physical health, interests, motivation, self concept, cooperation, time of day, weather and the environment.

A child's learning environment can be anywhere - at home, in the playground, at a friend's place, in a classroom; anywhere the child is. A child's learning needs to be both structured, formal, unstructured, spontaneous and informal. Learning can be incremental and holistic.

Children learn when alone and when with others. They learn when they are with parents and family, friends, relatives, teachers, mentors, anyone and everyone. They learn individually, with a partner, in small groups and in large groups. Children need access to all kinds of social learning settings.

Children learn when:

• it is relevant to them
• it relates to their daily experiences of life
• it is interesting to them
• it is humorous to them
• it is what they want to learn
• it is serious and important for them
• it is meaningful to them
• it can be quickly understood
• they have self confidence
• they are following their own interests
• they can benefit from new skills
• they are satisfied with their efforts
• they feel secure and non threatened
• they can make their own decisions
• they can take part in making decisions
• they have responsibility for their learning
• they can solve their problems
• they are encouraged and helped
• their efforts are accepted
• they practice many different kinds of skills
• they are engaged in activity
• they are actively or passively participating
• they are curious
• they are personally motivated
• they are asking questions
• they are being entertained or are entertaining themselves
• they are playing or role playing
• they are talking, discussing and conversing
• when they are exposed to new ideas, skills and concepts
• when they reflecting, thinking about and consolidating acquired skills and knowledge
• when they are developing their hobbies and interests
• when they are having fun
• when they are practising
• when they are allowed to take risks and make mistakes
• when they are experimenting
• when they notice similarities and differences
• when they are making plans
  

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