Pre registration meeting

What does a home educator do when they receive a letter like the one below? This is from the regional district coordinator of one of the district offices to a (waiting for registration certificate) home educator. Please note I am not a lawyer, so my information is based on the Act and on legal advice that I received whilst home schooling.

 It is important to understand that your [h]ome [s]chooling registration is not yet complete and as such it is a lawful requirement that your children attend school at xxx xxx xxxx*.

In relation to your request to register for [h]ome [s]chooling you are required to attend a meeting with myself and xxx xxx* ([home [s]chool [m]oderator) to discuss the home schooling option and development and implementation of appropriate learning programs (sic) for your children. As part of this process you are required to bring to this meeting all planning documentation completed by you so far and examples of learning resources that your children will be using as home schoolers.

All educators in Western Australia, including home educators are required to implement the Curriculum Framework in accordance with the Curriculum Council Act 1997 and the School Education Act 1999. The Curriculum Framework and the Australian Curriculum provides the learning outcomes expected of all students and for assessment that is fair and contributes to learning.

The date and time for the meeting has been arranged for (day after receiving letter).Brackets mine. * names removed.

My page on registration explains the registration process.

 Section 47 (4)&(5) states:

(4)Subject to subsection (5), an application is to be made by the last Friday in February in the first year for which the parent wishes to be registered as the child’s home educator.

(5) If a child is enrolled in a school for a particular year and a parent of the child wishes to be registered as the child’s home educator in that year, the application is to be made within 14 days after the last day on which the child was recorded as —

As this family has made their application within the time periods stipulated above - my reading of this would be that their children do not have to attend a school in the meantime.

My page on moderator's visits explains the process of meeting wth the moderator.

Section 51 of the School Education Act 1999 (link to right) states:

 51. Evaluation of child’s educational programme and progress
(1) A child’s home educator is to arrange with the chief executive
officer for an evaluation to be made of the child’s educational
programme and educational progress —
(a) within 3 months of the day of the home educator’s
registration in respect of the child; and
(b) at least once in each 12 month period following that
registration.
(2) A home educator is to give the chief executive officer at least
21 days’ notice of an evaluation that is required to be made
under subsection (1)(a) or (b).
(3) An evaluation is to be made —
(a) at the time that is agreed between the home educator and
the home education moderator; and
(b) at the place that is the usual place for the child’s
educational programme to be undertaken unless the
home educator objects, in which case the evaluation is to
be made at the place that is agreed between the home
educator and the home education moderator.
(4) Following an evaluation, the home education moderator is to
prepare a report about the child’s educational programme and
educational progress and provide a copy of the report to the
home educator and to the chief executive officer.

A close reading of this section shows that it is the home educator who arranges for the evaluation visit. The first one taking place within three months of receiving the certificate of registration. This visit takes place at a time and in a place that suits the home educator. 

Therefore, the requests in the letter above are not a requirement of the Act. The time and place of the meeting are also not in harmony with the Act.

What to do.

Have all exchanges with the office in writing. Write to the office and ask them to reference their requests. That is, you write, in this case, and ask them to cite what sections and subsections of what Act or Acts is being referred to when they make the statement that: xyz, or in this case:

In relation to your request to register for [h]ome [s]chooling you are required to attend a meeting with myself and xxx xxx ([home [s]chool [m]oderator) to discuss the home schooling option and development and implementation of appropriate learning programs (sic) for your children. As part of this process you are required to bring to this meeting all planning documentation completed by you so far and examples of learning resources that your children will be using as home schoolers.

You can also state that you will arrange for a meeting with the home education moderator within the three month period of the date on your registration certificate.

 Having a written record of exchanges means that there can be no gaslighting (saying that certain things were or weren't said when the opposite is true) and if you need to go to the Ombudsman you have the paper trail to argue your case. 

Writing to the department also allows you to have your voice. You can take the time to think about what you want to say and how you want to say it. If you are telephoned with requests like the above and you feel intimidated or flustered - can't answer on the spot - then you can put your words, change your mind etc. on paper or in an email to the department afterwards. I personally had all exchanges in writing; it is businesslike and proper.

Shopping Outcomes Natural Learning

Learning in the home school is in the context of real life. The classroom is a simulacrum of real life. For example in the classroom if shopping is being taught children will be given work sheets with some shopping items illustrated on them. Usually shopping lessons are limited to some mathematics, language, perhaps some critical thinking in analysing marketing, maybe look at some examples of packaging, possibly discuss healthy choices, free range compared to caged etc; the classroom shopping experience is very limited.  The homeschool shopping trip is real life shopping and the experience of a home schooled child going shopping will increase in complexity as the child goes on this excursion frequently. Before leaving home the child will be involved with the family in making the following decisions: (this list is not complete, just a sampling of activities).

     Establish that there is a need to go to the shops to obtain items.

     Google maps may be consulted.

     The road directory will be used if in a town that we are not familiar with.

     The route will be established.

     Plan the shopping list.

     Plan the menu.

     Plan where there is parking.

     Plan where to have meals if away for the day.

     Plan the shopping routine; food last, pet shop first, when and where to stop at recycling station etc.

     Research where to buy specialty items, CDs for ballet, threads to sew costumes, any items for pojects.

     Consult budget.

     Research specialty items on the internet for competitive prices.

     Research cost of postage if contemplating buying online.

     Make note to make comparison at the store.

     Consult phone directory if need to enquire about a specialty item or if there is a website with an email address then queries can be made using email,

    Edit the email.

     Make phone calls before leaving to ensure specialty items are at particular stores. Discuss how to speak on the phone

     Check brochures, junk mail, before leaving for specials.

     Plan where to meet if we split up

     Pack eco bags

     Pack freezer bags

     Pack items to return, recycling items such as ink cartridges, plastic bags, batteries, light globes

     Pack any paperwork that may be needed, such as bills to be paid, mail to be posted, vouchers for offers that are available.

     Pack colour swatches, lists of seeds that are in season

     Make sure animals are fed before leaving for the shops

     Make sure the vehicle has fuel

     Research and print out any material that may need to be consulted, such as how to pick fruit and vegetables in peak condition.

On the journey some of the learning experiences would include:

     Reading, observing and understanding road signs.

     Observing and discussing rules of the road.

     Observing and discussing obstacles such as a herd of cows or a mob of sheep; how to drive through these obstacles and have patience and respect for the farmer and the animals

     Observing and discussing orchards; what fruits are in season.

     Observing and discussing the seasons and the effects of the seasons on the orchards, as well as the indigenous flora and fauna.

     Observing and discussing the seasons and fungi.

     Discussions around radio talkback, music, or interviews being listened to in the car.

     Co-operating with siblings in the car.

     Possibly including a grandparent in the car.

     Possibly including an infant in the car.

Once at the shopping centre or town some of the learning experiences would include:

     Buying fruit and vegetables by comparing – cherries are better in quality in one shop, but more expensive, smaller in another but cheaper.

     Feel and smell the fruit and veg. to check for ripeness or bruises.

     Consult the shopping list and budget.

     Know that fruit, veg, dairy, eggs, meat come from farmers. Sometimes buy from the farm gate.

     An awareness of free-range compared to caged etc.

     Read the labels on products for sugar content (awareness of diabetes).

     Know the etiquette of the supermarket; don’t block aisles with shopping trolley, not to run, not to steal, not to eat unpaid for goods, consider other shoppers while waiting in queues.

     Observe people who have been arrested for shoplifting.

     Making choices in styles of clothing – fashion design.

     Reading a variety of labels and signs; seed packets, composition of fabric, price tags, ingredients lists, shopping lists, to do lists, parking signs, cost of parking, special items, percentage of discounts, cost by weight, packaging for information.

     Pack the shopping.

     Use freezer bags if necessary.

     Use eco bags if necessary.

     Put any items to be recycled into their respective bins.

The children return home from shopping and then use the shopping in their various projects. All of the learning before, during & after the shopping excursion was in the context of the real life experience of shopping.