Your child's progress

Understand your child's progress

Progress is the measurable development of learning over time, based on your child’s starting point.

In home education, progress is not measured by traditional grades alone. It is about showing that learning is occurring and may look different for every child.

Progress should be considered in relation to the goals identified in the previous education program, or as adjusted throughout the year. Depending on a child's individual needs and circumstances, progress may be demonstrated through:

• academic growth
• increased engagement in learning
• improved self-regulation
• greater independence
• increased confidence
• readiness to learn.

The following examples show how progress may be demonstrated in different circumstances.

Child completely refuses educational activities

Progress indicators could be:

• completes simple academic tasks embedded in life skills (for example, measuring ingredients = maths)
• shows curiosity about one topic (for example, asks a question about nature).

Why this is progress:

• these steps build trust and readiness for learning
• emotional safety is foundational.

Child is severely depressed, won’t talk or leaves the room

Progress indicators could be:

• responds with a nod or gesture instead of verbal refusal
• accepts a calming activity (music, sensory item)
• leaves room for a preferred activity
• reads or listens to a story without pressure
• engages in a short, structured activity (for example, colouring while listening to a story)
• initiates minimal conversation about a topic of interest.

Why this is progress:

• reduced isolation
• re-establishing connection before academics.

Child identified as gifted and talented

Progress indicators could be:

• completes advanced-level tasks beyond age expectations
• demonstrates deep understanding of complex concepts in preferred subjects
• creates original projects or ideas (for example, writing a short story, designing a science experiment)
• shows sustained engagement and self-directed learning in areas of interest
• initiates research or asks higher-order questions (for example, “what would happen?”).

Why this is progress:

• indicators reflect intellectual growth and autonomy
• for gifted learners, progress often means depth, complexity, and creativity rather than just acceleration through grade levels.

Child refuses to read but will do some maths, art, and science

Progress indicators could be:

• engages in maths games or puzzles for fun
• reads short instructions for maths activities (indirect reading)
• reads instructions related to fun science experiments
• engages with books via listening and telling fictional stories
• reads an interest related story or comic voluntarily.

Why this is progress:

• leveraging strengths (maths/art/science) can build confidence and eventually open doors to literacy.

Child with ADHD or high energy

Progress indicators could be:

• stays focused for 2 minutes longer than before
• completes a hands-on project (e.g., building with blocks)
• follows a structured routine for 15–20 minutes.
• completes multi-step tasks with minimal prompting.

Why this is progress:

• progress is about increasing attention span and self-regulation gradually.

Child with autism who struggles academically and avoids social interaction

Progress indicators could be:

• engages in a preferred interest as part of a learning activity
• tolerates a short joint activity with a parent or friend
• participates in a shared project for 10 minutes a day
• initiates interaction about a preferred topic.

Why this is progress

• social and emotional skills demonstrated, coupled with academic engagement.

Child with anxiety about schoolwork

Progress indicators could be:

• is calm when presented with an expected educational task
• writes one word or draws a picture related to the topic
• completes activities with reassurance and support available
• completes an assignment independently
• expresses confidence in one subject area.

Why is this progress:

• reducing anxiety triggers is key before expecting sustained academic effort.