Why choose to Home School in 2019?

In 2018 the BBC reported that over the last three years the number of children who are being homeschooled in the UK has risen by around 40%. It’s not hard to see why; for parents, ensuring their child’s schooling is top quality is vital, and home schooling is definitely worth consideration as the new school year starts. Whether you’re considering homeschooling for your little ones or terrible teens, choosing to self-teach offers the perfect method for many parents who seek a more hands-on approach in their children’s education. In the UK, as a parent you must ensure your child receives a full-time education from the age of 5, moving through Key Stages 1-3 and on to GCSE and potentially A-Level education.

So is homeschooling right for you? Whatever the age or abilities of your child(ren), learning from home presents many benefits. Let’s look at a few of these advantages, which may help you decide.

Avoid classroom distractions

Two of the main reasons influencing UK parents’ decision to choose homeschooling include protecting their children’s mental health and the ability to avoid exclusion. Being in a large classroom environment can present a number of challenges for children, including exposure to bullies, feelings of inadequacy from being around superior-performing peers and being singled out for being ‘different’ from other children. Many children may feel as if they simply don’t ‘fit in’. Home schooling offers a solution to avoid these situations and protect your children’s mental health and wellbeing.

One-to-one time

The chance to learn one-to-one rather than one-to-many offers many children the chance to feel fully involved and immersed in their own learning. This increases their chances of remaining engaged and interested in their studies. This also allows you, as a parent, to build a stronger bond with your child; to be able to identify their strengths and weaknesses and work with them on these. It is attention that they may not get in a large classroom environment.

Go at their pace

Homeschooling allows your child to proceed through their education at their own pace rather than that of scheduled class. Every child is unique, with their own abilities, and these abilities may vary from subject to subject. If your child needs more help with Mathematics and less so with English, you can adjust their learning schedule accordingly.

No school run

This means more healthy sleeping patterns and time to study – you have the time to flex your child’s learning timetable around your lifestyle and circumstances. You can take holidays when you want, too. A definite win-win.

Homeschooling offers many benefits over more traditional school classroom study. It’s worth weighing up the pros and cons of both options before making a decision to homeschool of course, and there are plenty of resources to do this, including the UK Government’s website, which can provide further advice.

Many of you who are doing exams this year will be revising or starting to think about revising. As a tutor, I am often asked, “What should I revise?” The answer is, unfortunately, everything that you have covered in the course. No one except the exam writers know what is going to be in the exams in any single year, so always make sure that you cover everything.

Barnaby Lenon, an ex-headmaster at Harrow, has recently written in a blog that GCSE students should revise their course at least three times. The same applies for A level students, but officially there is no magic number given as to how many times you should do so. Usually, however, it will be more than once. Some lucky people, the exceptions, can read something once and it will “go in”, but more will have to go through the course over and over again for it to sink it. We are all different, and this is the main point with revising – what works for one person will not work for another.

With all this in mind, there are some tips below. Remember, some will work for you, some won’t.

• Find a good place to work. Some of you will like quiet, others will like some noise. We all work best in certain places. Some students may like to work in a library, others in their room, others in a coffee shop. Find a place that works well for you and stick to it.

• What time works best for you? Some people work better early in the morning, others in the afternoon, others late at night. Again, stick to what works for you. If you are a night owl, it’s pointless to try and force yourself to get up early and study – it just won’t work as well. Use your strengths and find the best time to suit you.

• Avoid distractions. There are so many distractions today: mobile phones, television, emails and so on. It can make it hard to study. If you are reading this now but also looking at your social media feed on your phone, for example, it’s doubtful all you are reading will go in. So avoid such distractions if you can. Turn off your phone. Turn off your emails. If you find it hard to do this, give yourself a time limit, “I will revise for one hour, then spend five minutes looking at my phone.”

• With the above point also in mind, some students find it hard to sit down and study for long periods. Others prefer it. Again, you should do what suits you best. If you do find it hard to sit for long periods, give yourself a reward. One student I worked with played volleyball at national level. He found it very hard to sit down for long periods and study. Consequently he was doing hardly any revision. We came up with a plan. He would revise for 50 minutes, then go outside and play with a ball or go for a jog for ten minutes. Then he would revise for 50 minutes again and so on. This worked well for him. You may find a similar reward works for you, looking at your phone, going for a walk, making a cup of tea, watching TV, phoning a friend and so on. Decide on your time limit and give yourself a reward.

• Aim to study for no more than two and a half hours without taking a break. You are probably not revising as well as you would if you carry on revising after that time.

• Making and reading notes and using flashcards can all work well for some students. Others can make recordings of their notes and listen back to them when they are going for a walk or even when they are sleeping at night – Mind maps and memory palaces can also be useful when revising. Again, find a method that works well for you and stick to it.

• If you are reading something and it isn’t sinking in or you don’t understand it. Try a few of the following techniques…
o Read it out loud. When you do this, sometimes it seems to make more sense.
o Try and explain it to someone else – You may find that you know far more than you think you do when you explain it to another person.
o Read it in another way. There are a lot of resources online today, so if you don’t understand your notes or textbook, look online and find another explanation.

• Making a revision timetable for when you intend to revise your subject is also useful. You may be revising for more than one subject, so work out when you are going to study and make a plan for each subject.

• Practice exam papers and old TMAs under “exam conditions.”

• Try to take off a day a week. You decide which day. Take some time off from all that studying.

• Try to start revising as soon as you can. The earlier you start to revise, the more revision you will do.

Remember, you have revised before. You know what has worked well for you and what didn’t. So if you have a good way of revising, stick to it. But if your way hasn’t worked so well, why not try another option from those listed above? There is also of course a lot of advice out there online and in books. The best way to revise is the way that works for YOU! So find your best method and stick to it.

Finally, though success in them is all about your hard work and revision, I am still going to wish you this – Good luck with your exams!

Gide, Flaubert, Racine, Sartre, Beauvoir, Villon. For many people these names are remote, or even entirely unknown. They might make you think vaguely of obscure French poets and philosophers, long dead and consigned to musty libraries, but they are not likely to frequent your modern life.

For me, these writers represent the four years of my life that I spent studying French literature at university: hours upon hours reading, translating, attempting to understand their works, in lectures, in seminars, in tutorials, in the library, on the bus, in my bedroom at 2 am in the morning; hours of frantic revision, even tears in the bathroom between examinations. They were four long years of toil. And yet, what have I really gained from those four years? I’m not an academic and I’ll probably never need to know or talk about these people. They rarely crop up in conversation. I’ve never been asked about them in any job interview. What was the point?

Despite this, I do feel that, in some small way, I am better equipped to understand the world and cope with it. Studying each author, you realise that each one has a slightly different take on the world; each one perceives and represents reality differently, according to their environment and their own individual psyche. One author perceives the inherent comedy in the human condition, another chooses to depict its tragedy. When you’re faced with so many different visions of reality, which is the ‘correct’ one? Studying multiple authors makes you confront the truth that there is no one absolute reality, only personal interpretations of it. Whereas before I perhaps held much more dogmatic views about the world, I now have a much more nuanced view of things and a willingness to consider other viewpoints. I’m much less likely to dismiss them as ‘wrong’.

I’m also much more aware of how language is a powerful tool in its own right, something which has a role in shaping rather than just reflecting reality. Certain beliefs and norms are inscribed in our language and imposed by it; one of the most obvious examples of this is how the default pronoun in English and French is ‘he’, reflecting society’s assumption of male dominance. Women and other minority groups, it can be argued, are disadvantaged by the fact that language does not represent them equally: it is much more difficult to assert your power when the very language you speak also speaks of your marginalisation. Exploring topics like these has given me a better understanding of political issues surrounding language, whether it’s the controversy around the correct terminology for trans-people, disabled people or people of certain ethnic groups. I’ve become more sensitive about using the correct term since I realised it’s not as petty as I once thought it was; words are power, and they do make a difference.

There is also the knowledge that however bad I might sometimes feel, sometime, somewhere, someone has felt the same as me and they have written about it. A knowledge of literature gives you countless examples of humans getting to grips with living in an imperfect universe. If I hear a friend complaining about their boyfriend’s relationship with his overbearing mother, I think of how Racine depicted the Emperor Nero’s struggle for psychological independence from his mother Agrippine in his 1669 play Brittanicus. Victor Hugo laments the death of his beloved daughter; Césaire wrestles with the legacy of colonialism; Sarraute muses over the fickleness of memory; Annie Ernaux grapples with gender and class. There is something for everyone. Perhaps this is the most important thing that literature has taught me – whatever your problems, you are not alone.


Languages like Spanish can open up whole continents to the traveller (Latin America’s Argentina and Mexico are highlighted here).

Whether you are 18 or 80, or somewhere in between, deciding to learn a new language could literally be life changing.

It’s great to be able to go on holiday and converse with the locals. However, this is far from the only advantage of language learning. Here is a list of reasons for booking onto that language course today!

1. Learning a language can be a fantastic tool in defeating stress, anxiety or depression. If you’ve ever felt that things were getting on top of you, or felt overwhelmed by negative thoughts and feelings, you’ll appreciate how difficult it is to pick yourself up and keep going. Spending some of your spare time learning a language can be a welcome distraction from your worries, as it forces your brain to focus on the task at hand. You can also use language learning as a means of reaching out to others in your local community, perhaps meeting others learning the same language.

2. It can actually make your brain bigger!
Yes, you did read that correctly! The Guardian recently reported on the results of a Swedish MRI study on language learning, with Alison Mackey reporting that the ‘MRI scans showed specific parts of the brains of the language students developed in size whereas the brain structures of the control group remained unchanged’. This suggests that the benefits of language learning on physical and mental health are drastically underestimated.

3. It can help to keep you sharp in your old age!
Many studies have suggested that those who learn languages and keep their brains as active as possible will experience a much slower decline in thinking skills as they age. Some reports have even suggested that language learning can slow or alter the onset of dementia.

4. Learning a language can help to advance your career.
Whatever industry you are working in, learning a language can help you to reach out to clients or customers on a much wider basis. In addition, if you can add good knowledge of a second language to your CV, employers will be able to see that you are self-motivated, intelligent and have a strong work ethic. Even if you are not using the language directly in your work, every employer wants their staff to have those attributes!

5. It can equip you with better life skills.
Finally, as a more general advantage, the methodical approach that is taken to learning can be applied to your home life and career. Making lists, setting goals, and researching and reading are all skills that can benefit you for the rest of your life.


Here, Norwegian is being celebrated in Germany

Since 2001, at the initiative of the Council of Europe and the European Union, the European Day of Languages has been successfully celebrated every 26 of September across 47 member states. http://edl.ecml.at/ The three main aims of such an event are stressing the importance of language, learning in order to develop intercultural understanding; promoting the vast linguistic and cultural diversity in Europe, and encouraging lifelong language learning.

There are 24 official languages, 5 semi-official, 39 minority and 27 sign languages in the European Union (European Commission, 2006). English is the most widely spoken language and, according to The Guardian (2014), the UK is in the top five countries where people are least likely to be able to speak any foreign language.

In order to mark this event, thousands of activities took place in schools across the EU. For instance, at Bridgwater College, a tertiary college in the UK, an international lunch was held. Students and staff have been able to taste a veritable European menu from its restaurant, including Italian meatballs with penne, Greek gyro, boulangere potatoes, Danish braised cabbage and Belgian waffles. The Spanish students created posters to highlight the importance of learning languages and also gave away copies of the booklet 1000 palabras en español, which was created by them last October in order to support the 1000 foreign words challenge which urges the UK population to learn at least 1000 words in another language ( http://www.bridgwater.ac.uk/news-article.php?year=2013&id=1608 ).

• European languages day official website: http://edl.ecml.at/

• European and their languages, European Commission, 2006. http://ec.europa.eu/public_opinion/archives/ebs/ebs_243_en.pdf

• Most Europeans can speak multiple languages. UK and Ireland not so much, The Guardian (published on Friday, 26 September 2014). http://www.theguardian.com/news/datablog/2014/sep/26/europeans-multiple-languages-uk-ireland

• Students take part in 1000 words in Spanish project (published on Friday 8 November 2013) http://www.bridgwater.ac.uk/news-article.php?year=2013&id=1608

• Vocab Express Competition 2014 https://www.vocabexpress.com/championships/


By Itziar Simo Arroyo

Itziar is a Spanish tutor with Oxford Home Schooling

Children who are educated at home are unfairly denied access to examinations, according to a report in today’s Daily Telegraph.

This is not really a new story. Some home-schooled candidates have always found it time-consuming and awkward to locate suitable exam centres to take their exams for GCSE or A-level. But the Commons Education Committee has now said that it is “not reasonable” that some young people are struggling to sit national tests. It calls for a duty to be placed on councils to provide access to examination centres.  It also asks for examinaton fees to be met from public funds. We are happy to endorse all those proposals!

As Graham Stuart, the Committee’s Chairman, says: “Everyone else gets to take GCSEs and home-educated children should do so [for free] as well.”

These are welcome sentiments and time will tell whether they lead to genuine change. But they ignore the more fundamental problems of GCSE examination entry for the home-schooled, namely the need for all candidates to produce controlled assessments (coursework) in most of the main subjects, including English, History, Geography, languages and all the science subjects. Controlled assessment (as the government has defined it) is not possible for home-learners on distance learning programmes like the ones we offer, so, whether the costs are met or not, our students simply cannot take GCSE exams in these subjects.

Four years ago, Oxford Home Schooling fought hard to preserve GCSEs which were genuinely accessible to home learners, but the government rejected all our pleas. As a result, most of our students now take International GCSEs (IGCSEs) rather than GCSEs, an equally valid alternative but confusing for many families. And now those IGCSEs must call themselves “certificates”, not GCSEs, which also leads to marginalisation and confusion.

There are moves afoot to re-introduce exams (at age 16) which do not require controlled assessment, possibly based on the current IGCSEs, and such a development would be welcome news to thousands of home learners and their families.

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