The following approved application for registration as a home educator in the ACT was provided as an example to show other families considering home education in that state.

In the ACT you apply for provisional registration which is granted for 6 months. After 3 months of provisional registration, you apply for full registration for which you complete an application form and have a registration visit. In my case, the departmental officer then edited the contents of the form,based on the visit interview. I was then allowed to suggest factual corrections which she accepted, before she emailed me the final copy.

The program below achieved the maximum period of registration for a first-timer in the ACT. I applied for provisional registration in February 2008, requested full registration in May/June 2008, had the registration visit in June 2008 and in early July 2008 I was granted registration until December 2009.

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CHECKLIST FOR REGISTRATION - FORM 2
This is a summary of the information used in the assessment of the registration and is signed by the delegate. To be filed on the student record folder and a copy is to be forwarded to the parent with the certificate.

Applicants should the read Education Act 2004 and the Manual for Registration of Home Education in the ACT

* Child (birth certificate name): [full name removed to protect privacy]
* Child (preferred name): Hannah
* Address of home base: [address removed to protect privacy]
* Date of birth: [removed]
* Temporary resident: [mark yes or no]
* Parent (main educator) - use names on child's birth certificate; revelant court order (copy provided if applicable); contact details provided.
* Registration visit: [address and date]

The home educator provides information about:

1. the child's interests, abilities and educational needs

Hannah is a 12 year old girl who enjoys reading, Guides, paper craft, cooking and sport. She participates in soccer, basketball, cricket, cycling, swimming, running and gymnastics.

Hannah demonstrates ability in writing, maths and science, application to tasks, attention to detail, analytical thinking and interest in learning new things.

Hannah’s educational needs include:
* developing areas of talent, such as maths
* catching up areas of deficit, such as spelling, comprehension, written expression and research
* reinforcing areas of weakness, such as hand writing, organisation and judgement
* developing skills in a broad range of areas.

2. the approach to providing a high quality education

The decision to home educate Hannah was made following dissatisfaction with her experience of formal education and a desire to provide an education that is tailored to her specific needs.

The home education program aims to provide a learning experience that is tailored to Hannah’s personal and academic needs. Home education activities incorporate structure with flexibility and accommodate the needs of the busy family.

The parent is the main educator, however there is a shared approach to the delivery of the home education, with the child's father contributing to the program. Home education occurs within and outside core learning hours, incorporating a wide range of home based and community activities.

The home education program includes opportunities for consolidation of learning activities requiring revision. There is also a need to support Hannah’s confidence in these areas.

The one to one focus provides Hannah with the support required to successfully complete year six in 2008. In addition to the rigorous academic program, there are clear goals in relation to the development of life skills, study skills and learning skills.

Hannah is provided with regular sporting, social and community activities to balance the home based program.

There is a flexible approach to the return to school in the future, with both The parent and Hannah describing the success and enjoyment of the home education experience.

3. learning strategies that are implemented and effective

The parent provides Hannah with clear goals, a clear pathway to goals and a structured learning program specifically designed to meet her needs.

The home education program provides Hannah with a variety of activities and a range of resource materials targeting her specific level of understanding in each area.

The parent describes the ‘apprenticeship’ model, allowing Hannah to develop an understanding of a concept through one to one support. She is then encouraged to complete learning activities independently and seek assistance on a needs basis.

The parent has worked to break down Hannah’s lack of confidence in some areas of her learning. She is now being encouraged to slow down and think through tasks. Hannah reports that she is more comfortable about her learning and the volume of learning has increased since commencing home education.

4. educational opportunities to meet the social, spiritual, physical, intellectual and emotional needs of the child

The home education environment provides Hannah with a wide range of opportunities including:

Social: CHEC gymnastics, Guides, a wide range of sporting activities, formal and informal contact with other children

Spiritual: Family discussions

Physical: Wide range of formal and informal physical activities, breaks are built into the academic program for physical activity

Intellectual: Rigorous home education program

Emotional: Hannah’s emotional needs have been identified and are being supported by the family.

5. analysis, problem solving, communication, planning and collaboration

The parent is aware of Hannah’s emotional and academic needs and is maintaining control of the home education program until Hannah is ready for a more independent approach.

Hannah is developing the skills required to confidently make decisions related to her learning. Ongoing communication and shared exploration of concepts and activities assist Hannah to direct her learning.

Selected resource materials provide Hannah with opportunities for analysis and problem solving. Hannah participates in shared problem solving and collaborative learning at Guides. The parent is aware of the need to expand these opportunities as Hannah’s confidence increases.

6. a wide range of relevant resources

Information regarding resources was provided in the supporting documentation and learning materials were sighted and discussed at the registration visit.

The curriculum framework was discussed with The parent. It is recommended that she maintain parallels to formal education, particularly if she intends to enrol Hannah in a school in the future.

7. a typical week’s activity that is appropriate

A typical week’s learning was provided in the supporting documentation and discussed at the registration visit. The clear structure of the home education schedule is an important feature of the rigorous program.

Home education learning activities occur outside core learning times and the flexible program accommodates the needs of the family. Home based activities are complemented by attendance at regular sporting activities and other community activities.

8. clear strategies for assessing educational progress

Assessment of Hannah’s learning is a continuous process and consists of observation, comparison to known standards, discussions with Hannah, use of tests in workbooks, self assessment by Hannah in regard to effort and progress and marking of work.

The parent maintains records of work completed and all work is dated.

9. assessment strategies that are used in forward planning.

The parent demonstrated awareness of the planning cycle and is able to apply information gathered when working with Alexandra to plan future learning experiences.

Additional Support

Regular course attendance (give detail) - CHEC Gymnastics; Craft Group, Guides, Swimming

Private Tutor (give detail) - Violin

Consultant -

Other - Soccer

Other information: [left blank]