Home schooling news

Issue 1 July 2026

NAIDOC Week and Science Week 2026

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On this page

Acknowledgment of Country 

a picture of an abstract grey and red sculpture of two interwoven eels in Parramatta Square

We acknowledge the contributions of our First Nations people as our first scientists, inventors, engineers and ecologists. We celebrate the rich intellectual traditions of Aboriginal and Torres Strait Islander Peoples who have studied, understood and cared for the lands we live and learn on for thousands and thousands of years. 

Aboriginal people have long known that science, and all learning, was not limited to classrooms, lecture halls and laboratories, but was intrinsically connected to country, community and everyday life. 

This acknowledgement was written on Burramattagal land. The Burramattagal people of the Darug nation developed a sophisticated understanding of the local ecology, from the migration patterns of the eels to the use of an intricate method of cool-burning vegetation called fire-stick farming, used for millennia to prevent catastrophic bushfires and renew and cultivate the earth. 

Where the Eels Lie Down, a striking sculpture in Parramatta Square by Kamilaroi artist Reko Rennie pays tribute to the knowledge and custodianship of the Burramattagal.  

A welcome from our director 

Head shot of Sharon Ford, Director Home Schooling

Sharon Ford, A/Director, Home Schooling Directorate 

Welcome to the first issue of Home Schooling News, a newsletter for our home schooling families in NSW.  It’s been a little over a year since the regulation of home schooling transferred from NESA to the Department of Education and the establishment of the Home Schooling Directorate (the Directorate).   

Since May 2025, we’ve worked to make the transition as smooth as possible for our families. The staff who managed the work at NESA transferred to the department, bringing with them their deep knowledge of home schooling. 

As we begin our second year at the department, we want to: 

  • Connect more often with our families.
  • Let you know what we are working on. 
  • Share ideas to support you as you educate your child at home.  
  • Hear from you about what is working well in your interactions with our team and what we can do better.  

We are planning to publish three newsletters in 2026 — in July, September, and November.  You will see opportunities in each newsletter to provide feedback to us.  

In this first newsletter, I want to share what you can expect from us as we improve our efforts to engage with you as a community. You can find a longer version of our commitment on the Home Schooling page on the NSW Government website. 

Our commitment to you:  
  • Respect and fairness: We are committed to engaging with home schooling families, communities and stakeholders in a way that is respectful, fair and consistent. 
  • Strong relationships: We understand that, as the regulator for home schooling in NSW, we have an important role to play. We also know that strong relationships, genuine communication and trust matter to families. This matters to us too. 
  • Communication: We believe meaningful engagement and two-way communication help build trust, strengthen relationships and support better outcomes for children and young people. 
  • Listening to your experiences: Listening to the lived experience of home schooling families helps us better understand what is working well, where improvements can be made, and how decisions or changes may impact families and children. It also helps us improve the information, guidance and support we provide. 
  • Understanding your unique context: We recognise that every child is entitled to a high-quality education, including children and young people engaged in home schooling. We also understand that children learn and develop in different ways, and that respectful collaboration with families and communities is important. 

Regulatory and policy updates 

Introducing Anne Skewes, Senior Stakeholder Liaison Officer 
photograph of anne skewes smiling in front of a window

We are pleased to introduce Anne Skewes, Senior Stakeholder Liaison Officer, who has recently joined the Home Schooling Directorate. 

Anne brings extensive experience in stakeholder engagement, strategic leadership and public sector service delivery. She is passionate about building positive relationships and ensuring stakeholders have opportunities to contribute meaningfully to discussions that affect them. Anne is looking forward to working alongside the home schooling community and supporting ongoing improvements to our engagement approaches.

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Stay Connected

There are several ways you can stay informed and engaged with home schooling updates:

  • Read our regular newsletters and communications.
  • participate in surveys and consultation opportunities.
  • share feedback and suggestions through the contact channels provided  

We value the diversity of experiences and perspectives within the home schooling community. By working together, we can continue to strengthen our relationships and ensure that our engagement activities are meaningful, inclusive and responsive.

We will soon be seeking parent input on a draft Registration Guide and Frequently Asked Questions. If you are interested in contributing, please use the ‘Tell us what you think!’ form or scan the QR code at the end of this newsletter to register your interest.

cartoon image of a parent and child outdoors

Home educator spotlight 

Meet Ilaria, a home schooling parent of two daughters, living and learning on the lands of the Ngunnawal people. For the past four years, Ilaria and her partner have embraced an unschooling approach, one that follows their daughters' curiosity, centres hands-on experiences, and sees the parent as a facilitator of learning. 

With Science Week just around the corner, Ilaria has generously offered to share some approaches that have worked for her family to make science come alive in their home. 

Ilaria, thank you so much for sitting down with us and sharing a glimpse into your home schooling life. Some home schooling parents will know the struggle of trying to ignite enthusiasm for a subject that just doesn't seem to spark their child’s interest. For some families, science can be one of those tricky subjects. Do you have any wisdom or practical ideas to share on how parents might draw their children in and kindle that curiosity? 

Leveraging the science you naturally come across in everyday life is my top tip. You don’t have to label it as science for the kids to learn it, just nurture their natural curiosity and model that curiosity yourself. A simple walk in the garden or a park is a great opportunity to wonder about nature and ask a few questions. Chances are they will have questions themselves. If they do, follow that lead either by answering their questions, looking the answers up together or formulating theories to explain what you are observing. If the kids are not asking questions, then you can model curiosity for them. “I wonder why that bird is singing?”; “I wonder where those ants are going?” Questions like these may spark interest and conversation.

young girl smiling wearing a hat holding a white silkie chicken
Ilaria's younger daughter at home with her pet silkie chicken. 

My second suggestion is to meet them where they are at. When my teen was not interested in astronomy for Stage 4 but keen on excursions, I organised an outing to the local Observatory with other home schoolers to spark her interest. We then followed up with a few movies about space exploration and read a book on Neil Armstrong. 

Recently my youngest became interested in owning her own chickens. She spent hours researching chicken care, developing valuable investigative skills. Then, when the chickens came, they provided us with many more discussions. “Why is that chicken scratching the ground?” I asked. 

A long conversation followed about the chicken wanting insects as they are a good source of protein which the chicken needs to produce eggs and feathers, which are also high in protein. From there, we discussed the nutritional needs of chickens and humans, where we can get different nutrients and how our body uses them. 

As we moved to the kitchen to cook the eggs, my eldest joined us. She loves cooking. We observed how the egg white went from clear to opaque as we cooked, learning about protein structure, amino acids and denaturation. We then moved to some simple experiments like the biuret test and ethical discussions about egg production. All from just observing our pet chickens! 

That would be a great segue into the living systems focus area of the Stage 4 syllabus or the reactions focus area for Stage 5.  You also run activities for other home schooling families. Can you share some of the exciting Science-related activities that the group has been exploring?

We just ran a three-day Science event for children aged 5 to 14 years old and one of the most successful activities was the “bad experiment game”. In this game, one person described an experiment, and others had to spot the issues with the methodology. The experiments were very clearly flawed, and even young students immediately recognised the problems. An example was “I wanted to know what kind of footwear makes me run faster. I wore sneakers while running uphill and boots while running downhill”. This game was lots of fun and sparked many interesting discussions while we introduced the concepts of variables, hypothesis, and fair tests as part of the conversation.  

Also amongst my favourites are acids and bases experiments. Most experiments are visually appealing to draw in the attention of every age, while providing the opportunity for deeper chemistry exploration with older students (like pH scale, chemical bonds and more). These experiments are also great as they only need simple ingredients you likely already have at home. I always keep red cabbage in my freezer, ready to whip up a homemade pH indicator at a moment's notice. 

Turmeric and bicarbonate can be transformed into a fun invisible ink magic, and if you've never witnessed the sheer joy on a child's face during a baking soda and vinegar volcano... well, you're in for a treat! These are all simple and effective ways of bringing wonder to the subject. Keeping an eye on the Science Week online resources is also a fun and easy way to get lots of experiment ideas in one place. 

That sounds like an amazing way to capture their interest while also covering the Working Scientifically part of the syllabus. Thank you so much for taking the time to share some of your adventures in home schooling! 

Using learning maps to plan and reflect on learning 

9:05

Learning maps with Clarence Bruinsma

In this video, Clarence Bruinsma (7-12 Advisor from Aboriginal Communities and Partnerships) discusses learning maps as one of the learning strategies in the 8 Ways Framework and how it might be used as a learning strategy by home schooling families in

Read transcript
Video transcript

Learning maps with Clarence Bruinsma

Could you tell us about who you are and where you are from?  My family ties back up into the far North Coast of NSW, which is McLean Yamba region and that being the Yaegl people up there and we speak the Yaygirr language and say giinigay from Yaegl country, which means: ‘Hello, welcome!’. I guess my real desire is to help broader Australia to connect with Aboriginal knowledges and knowledge systems, ways of valuing, doing, being and knowing. So that's where I guess the learning maps that we're going to talk about today links to.  

What is a learning map and where does the idea come from?  Tyson Yunkaporta, and I acknowledge him, Dr Tyson Yunkaporta, he is a Noongar man who has done some research working with Western NSW; the Aboriginal communities and the Aboriginal education teams out there, and they developed a framework which is the Aboriginal pedagogies or 8 ways, which has been the more common language that's been given to it. Yeah, well, similar to the image behind me is this circular notion of 8 symbols. And one of those symbols is the learning maps. We've got other symbols there like, symbols and images. We've also got deconstruct and reconstruct. I ask people to maybe jump on the 8 ways website, eightways.com and you can find out some deeper knowledge around each one of those. But when we look at the learning maps, I guess it's understanding that, like when we look at a syllabus, for instance, we have the outcomes and the outcomes tell us where we're going from or what we were going to. When we look at, you know, let's say from K to 6 or from 7-12, there's learning sequences that happens along the way. And so the learning maps is similar to, I guess we might say, is a syllabus or the map of learning that the individual is going to do. We understand that for Aboriginal peoples that traditionally when we look at our ways of knowing, being, doing and valuing that learning wasn't just ad hoc. It wasn't that we walked up a bush or walked upon a traditional site, that learning was sequenced in a way that we scaffolding that individual in their growth in their progression in life. And you know, maybe through to Eldership or knowledge holder.  And so there's a learning journey that people are going on along that space, so when you look at that symbol, the learning map, it actually has a, a winding sequence to it and yeah it's about that learning journey that we're going to take people on so it could be linear, it could be nonlinear (one of the other learning or other symbols that's there on the 8 ways framework) but yeah, that we know that you know, sometimes you go off and you'll come back and there's all different branches of learning that happens along the way and sometimes you might break down part of you have, something that you're going to learn. You could break it down to smaller chunks and then you're going to rebuild that into a larger knowledge set at the end and I guess the skill that person has.  And so, when you look at that, the symbol of learning maps, it actually has a winding sequence to it and yeah it's about that learning journey that we're going to take people on so it could be linear it could be nonlinear. It is one of the other symbols that's there. Yeah, that we know that you know, sometimes you go off and you'll come back and there's all different branches of learning that happens along the way. Sometimes you might break down part of you have something that you're going to learn. You could break it down to smaller chunks and then you're going to rebuild that into a larger knowledge set at the end and I guess skill that the person has. 

Could you explain how I could use a learning map to plan my child’s leaning?  You are scaffolding on past knowledge that they've already gained. So, you know, when you think about, you start to count first and then you, then start to do the addition of counting or then you do subtraction then you do times and then you do divided by and then so you’re scaffolding that learning and so you're showing that OK, eventually you're going to know what a + b = c is. But, first of all, you got to learn how to count 1,2,3 yeah, before you can start to apply algebra to numbers.  Yeah, there's that, the scaffolding of learning and that's the same thing when we look at Aboriginal traditional knowledge is that the learning, you can't give everyone everything too quickly because I guess you then the knowledge is too great in terms of if we gave you a kindergarten student algebra to do straight up – while they are still learning 1,2,3,  you know or maybe the tens. So, we need to scaffold that learning is that's where the learning maps you take some on the trajectory and the nonlinear part is that sometimes, yes, you may have to go off to the left to learn something. You bring it back in and you can, you know, continue on that journey of learning or you may have to you know, step back and relearn something.  

How might learning maps be used to personalise a child’s learning? When we look at quality teaching, that quality teaching is making something significant to the individual. And within the 8 ways of Aboriginal pedagogy, there's one symbol that is that is land links. And so, you're linking learning to the space in which you’re at and that with the learning maps, I guess is that how are we making sure that this learning that they're doing is experiential in significance to that person or that young person in their life. And so, you know, too often we've maybe explored waterways anyway, in here in NSW and explored waterways, that waterways takes you up to a journey to the Kakadu National Park where there's, you know, big, beautiful water areas.  But hey, did you know that like for instance, I'm here in the Northern Beaches. We've got the beautiful Narrabeen Lakes down here. What are the things around that water system that we can learn that we don't need, you know, we've got beautiful swans and those numbers of swans are increasing. You know, we've got then, you know, the Dee Why lagoons and then we've got the in one of the largest saltwater lake systems on the on the Central Coast.  And so, when we look at mapping, that learning that we can map it to be significant to that young person and not just something theoretical. So, for that, I say map it to that, if that child was living here in the northern beaches, they could then place themselves at Narrabeen. They could physically go to Narrabeen, walk the Narrabeen Lake and see the swans for themselves and see the migration patterns of the swans or where they were congregating more and why are they congregating over at that space more than you know that then they at the headland of Narrabeen Lake.  And why are we seeing the changing sand tidal systems and ask why does the council dredge the lake, why is it needed? You know, is it, is it a touristic thing or is it an ecological tide system thing?  And so, when we map that learning, how do we make sure that that learning is significant to that individual so when they need to show those outcomes, they can place themselves to something that is significant to them rather than a theoretical application of knowledge. Rather than I've looked at a picture of the Kakadu National Park and the waterways up there, but I've got no experience of what that looks like.  

And so, I think that's one of the most, yes, significant things we can do is place-based learning, where you can go and experience that setting. You know, because you go from, let's say you know, primary school or maybe kindergarten - What are the animals that that that are on that lake? Then maybe down you go to Year 10 and you start to look at marine science and biology and that, then you to think OK, what are the microorganisms that are in that lake system? What are the pollutants that are coming into these waterways?  How do we manage rubbish collection? Or how do we reduce the rubbish being polluted into those waterways? What happens when we have the significant water runoffs in the storm? (When we use place-based learning) we start to really make learning linked to the area they are in. 

Sample learning map - 

Living Worlds (Stage 2 Science) 

a learning map in a child's handwriting comparing qualities of living and non-living things using everyday objects
The photo is a learning map created by a Stage 2 child with her parent at home. This learning map was created early in the topic, to explore the question "what makes something alive?" The child was asked to collect a range of 10-15 objects from around the home and garden and decide whether these things are living or non-living based on observable external features and recognisable patterns. 
The child collected rocks, leaves, bark, twigs, flowers, berries, as well as craft items and small toys from around the home. Some of the observations made are that living things are moist, that they change (for example, that they change colour or dry out), they may have a scent, and that they may have small insects living on them. She observed that non-living objects, on the other hand, don't change or move, are plastic and have been made in factories or come from shops. There were some things in the middle that didn't seem to fit either category, which led to a discussion of whether a third category of "once living" was also needed. She observed that while some of these objects change, they don't move on their own. 
The parent explained that the process the child was engaged in is what scientists call "classification", sorting things into categories using things that we can see and feel. The parent also introduced the term "taxonomy", a system or process for naming, describing, and grouping objects based on shared characteristics. For the next learning experience, the child will take her camera to the local park and take photos of moving things to develop her classification system further. 
At the park, she may observe that there are objects that move (bikes, cars, and so on), but which are also made of plastic/metal and made in a factory. This might expand their "taxonomy" as the parent and child ask questions about the moving objects they observe (for instance, does it breathe? Does it need food and water? Does it produce waste? Can it have babies?) These activities all relate to NESA Science and Technology K-6 Syllabus Outcome ST2-4LW-S: compares features and characteristics of living and non-living things. 

Resources and upcoming events 

The coming months provide many opportunities for home schooling families to connect learning with real-world experiences, cultural celebrations and community events. These activities can support syllabus outcomes while helping students engage with science, history, Aboriginal cultures, citizenship and future career pathways.  

a blue banner with the words NAIDOC week 50 years deadly 5-12 July 2026
NAIDOC Week (5–12 July) 

NAIDOC Week celebrates the histories, cultures and achievements of Aboriginal and Torres Strait Islander peoples. This year marks 50 years of NAIDOC week, and the theme is "50 Years of Deadly". Families may wish to attend local community events, exhibitions and cultural activities or explore online resources that support the Aboriginal Histories and Cultures cross-curriculum priority. You may like to explore events to support your family's learning on the NAIDOC website. 

NAIDOC Week Event Finder 

ABC Education - NAIDOC Week resources 

The ABC, NAIDOC and Culture is Life have produced education resources to support educators and learners across Australia. You may wish to explore the resource, and other resources celebrating the culture and achievements of First Nations people on the ABC Education site. 

ABC Education NAIDOC Week

Australian Museum Unsettled exhibit 

The Australian Museum has free units of work, resources and virtual excursions for a range of its exhibits, including Unsettled, a First Nations-led and informed exhibition presented at the Australian Museum in 2021. 

Australia Museum Unsettled Exhibit

National Science Week (9–17 August) 
a 12 year old boy in a protective mask and suit conducting a science experiment at home

National Science Week is Australia's largest celebration of science and technology. Families can participate in local events, citizen science projects, online activities and hands-on investigations. You may like to explore additional resources using the Science Week event finder.

Science Week Event Finder

The National Science Week website also includes a 'DIY Science' section with a range of experiments you can conduct at home, with videos and instructions. To explore the experiments for 2026 as well as previous years, visit the DIY Science page. 

DIY Science

a tan banner that says 2026 NSW premiers reading challenge celebrating 25 years of reading
NSW Premier's Reading Challenge 

The NSW Premier's Reading Challenge encourages a love of reading and is open to registered home schooling children from Kindergarten to Year 10. Parents can still register their children to participate. For home schooling specific information and support, you can email prc@det.nsw.edu.au or visit: 

Premier's Reading Challenge

Prime Minister's Spelling Bee 

Registrations are now open for the free Prime Minister's Spelling Bee which is a fun national online competition for children in Years 3–8 (or equivalent). Children registered for home schooling are welcome to participate. Simply provide your approved home schooling registration certificate. Email contactus@spelling-bee.com.au for details about how to apply or visit the competition website. 

Prime Minister's Spelling Bee

Looking Ahead: TAFE Pathways

Considering TAFE as an option after home schooling, or interested in using a TAFE program as part of a secondary or senior secondary home schooling program? You may wish to attend a TAFE NSW Information session online or in your region. 

TAFE NSW Information Sessions

Home schooled young people may be eligible for Smart and Skilled subsidised training in selected Certificate courses. More information is available at the NSW Skills website. 

Smart and Skilled for Home Schoolers 

Upcoming home school days 
a group of 12 primary school aged children with a female adult guide walking through the botanic gardens at mount annan and looking at a banksia plant

Homeschool Days, Australian Botanic Garden, Mount Annan. 

Homeschool Learning at the Gardens

Homeschool Days, University of Wollongong Science Space. 

UOW Science Space Homeschool Days

Frequently asked questions (FAQs)

In this section, our Operations team answer some of the most commonly asked questions on the phones this month. 

How long will it take to process my application? 

It may take up to 12 weeks to complete the process from the time of application to receipt of a certificate. It is rare for the overall time to exceed 12 weeks. You will receive automated email updates at key stages throughout the process. If you do not receive any email notifications, please contact us for assistance. 

How do I log in with Service NSW? 

To access the Home Schooling Platform (HSP), you will need a Service NSW account. If you do not have one, you can easily create it when you sign in.

Your account is only used to access the Home Schooling Platform and is not linked to any other Service NSW services. You can use a different email address for it if you wish. However, if you previously used Home Schooling Online, you must use the same email address linked to your existing home schooling registration or application so we can connect you to your records.

What supporting documentation is now required with my application?  

Applicants need to provide their child’s birth certificate or another identity document (such as a Blue Book, ID card, or passport), and two documents confirming the NSW residential address where home schooling will take place (such as a council rates notice, utility bill, or bank statement).

These documents are only used to confirm the information that appears on the registration certificate - including the child’s name, date of birth, and registered address. This information is securely destroyed at the end of the registration process. If you have any questions or need help with your supporting documentation, please contact the Home Schooling Directorate. More details about what you need can be found on the NSW Government website under “Eligibility for Home Schooling” here: 

 Applying to register for home schooling | NSW Government 

a qr code and the text let us know what you think

Tell us what you think!

Do you have feedback on our first issue of Home Schooling News, or ideas for things you would like to see in the future? 

Would you like to be featured in an upcoming home educator spotlight? 

Would you like to get involved in community consultation? 

Let us know - your feedback is important and appreciated – and it will help us to better support our families. 

Let us know what you think! – Fill in form 

Type: Publication
Author: Department of Education
Publication Date: 04 July 2026

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