Do you remember those big topics from primary school? The Egyptians, the Romans, or maybe the Tudors? For weeks, we’d immerse ourselves in these worlds—building pyramids, writing hieroglyphics, learning about ancient gods, and mapping the Nile. It wasn’t just history; it was art, geography, storytelling, and sometimes even maths. Those projects stuck with us, didn’t they? They felt exciting and relevant because they connected the dots between different subjects and gave our learning purpose. But as children move through the education system, that joy of interconnected learning is often replaced with rigid structures, subjects taught in isolation, and an overwhelming focus on assessments. For many young people, this means learning becomes a box-ticking exercise, stripped of meaning and, frankly, fun. The UK curriculum, for all its attempts to ensure academic rigour, has fallen into the trap of prioritising knowledge for the sake of assessments. This approach not only leaves some students disengaged but also fails to prepare them for the complexities of real life, where problems aren’t neatly divided into "maths problems" or "English problems." Assessments have their place, sure, but when they become the sole focus, we risk losing sight of what education is really for. This is where project-based learning comes in. Unlike traditional approaches, PBL isn’t about drilling for tests or cramming facts into tidy boxes. Instead, it’s about creating meaningful, real-world projects that draw on multiple disciplines. It’s a way of learning that feels authentic, dynamic, and—most importantly—useful. I often think about the myth that PBL only works for certain children, and every time I reflect on it, I come to the same conclusion: that’s nonsense. PBL works because it meets children where they are and gives them the freedom to shine. For academically gifted students, it’s a chance to stretch beyond the constraints of the curriculum and tackle challenges that demand creativity, critical thinking, and innovation. For students with SEND, it offers flexibility and a range of entry points, celebrating individual strengths instead of shoehorning them into one-size-fits-all methods. It’s not just about creating something nice to look at; it’s about fostering a deeper understanding of the subjects involved. By integrating disciplines, children see how knowledge connects. A project about climate change, for example, might include science (to understand ecosystems), maths (to calculate carbon footprints), geography (to map affected areas), and English (to write persuasive speeches). Suddenly, the subject barriers disappear, and learning feels meaningful again. What’s more, this isn’t some vague idea dreamed up in a conference room. The evidence is there. Research from organisations like the Buck Institute for Education has shown that PBL can improve engagement, deepen understanding, and even boost academic outcomes. Students taught through PBL often outperform their peers in traditional classrooms, not just in standardised tests but in real-world problem-solving. At The Home School Project, we believe education should be meaningful, exciting, and future-focused. That’s why we’ve placed project-based learning at the heart of everything we do. Our programmes are designed to integrate core skills and knowledge into real-world challenges that inspire curiosity and critical thinking. Whether it’s exploring sustainability, understanding the complexities of space exploration, or solving community-based problems, our projects prepare students for life beyond the classroom. We don’t believe in teaching for assessments. Instead, we focus on fostering a love of learning, building essential skills, and giving every child the tools to thrive in a rapidly changing world. Project-Based Learning isn’t just an alternative approach—it’s the future of education, and we’re proud to be leading the way.

Home education has long been a preferred choice for families seeking flexibility, personalised learning, and an education aligned with their values. Recently, however, there's been a noticeable shift: an increasing number of home-educating families are embracing online schools to fulfil their educational aspirations. What’s prompting this change? Let's explore the reasons behind this emerging trend. Merging Flexibility with Structure Home education is celebrated for its adaptability—families can customise their schedules, learning styles, and subjects of interest. Online schools enhance this by providing structured curricula delivered in a flexible manner. With options like live classes, recorded lessons, and project-based learning models, families maintain control over the pace and timing of education while benefiting from expert instruction and pre-designed materials. This harmonious blend of flexibility and structure offers the best of both worlds. Access to Specialist Educators Home educating families are also choosing online schools because not all parents feel equipped to teach advanced subjects such as algebra, chemistry, or world history. Online schools employ subject specialists who bring extensive expertise and passion to their teaching, ensuring students receive high-quality education across various disciplines. This approach allows parents to focus on mentoring their children rather than serving as the primary instructor for every subject. A Wealth of Resources Traditional home education often requires parents to source materials independently, which can be both time-consuming and costly. Online schools simplify this process by offering access to comprehensive digital libraries, interactive tools, and ready-made lesson plans. Moreover, many online schools incorporate project-based learning or skills-based curricula, fostering creativity and critical thinking without necessitating parents to develop these frameworks themselves. Facilitating Social Interaction A common concern about home education is the potential lack of social opportunities for children. Online schools address this by cultivating a virtual community of learners. Through live workshops, group projects, and discussion forums, students engage with peers worldwide. Some online schools even organise in-person meetups or extracurricular clubs, enabling students to form friendships and collaborate meaningfully. Personalised Learning Pathways Home educating families value tailored education, and online schools are well-positioned to deliver it. Many offer adaptive learning technologies that allow students to progress at their own pace, revisit challenging concepts, or delve into topics that ignite their curiosity. For students with special educational needs, online schools often provide accommodations such as text-to-speech tools or alternative assessment methods, ensuring inclusivity and equity. Aligning with Educational Standards Many families turn to online schools to ensure their child’s education aligns with national or international standards. This is particularly important for those who may eventually re-enter traditional schooling systems or pursue standardised testing qualifications. Online schools often serve as a bridge, seamlessly aligning home education goals with recognised benchmarks. Reducing Parental Workload While home education can be immensely rewarding, it also demands significant time and energy. Online schools can alleviate some of this burden by handling planning, teaching, and assessment responsibilities. This enables parents to concentrate on supporting their children’s emotional and academic development without the stress of being solely responsible for curriculum delivery. Equipping Students for a Digital Future In today’s technology-driven world, digital literacy is essential. Online schools immerse students in a virtual learning environment, teaching them to navigate platforms, communicate digitally, and use technology effectively—all while mastering academic subjects. For families aiming to prepare their children for future careers, this digital-first approach offers a significant advantage. The Future of Home Education Home education is no longer a one-size-fits-all approach. With online schools offering customisable, high-quality, and engaging learning experiences, families can enjoy the freedom of home education while reaping the benefits of professional instruction. As technology continues to evolve, the synergy between home education and online learning is likely to strengthen, providing even more opportunities for families to create educational experiences that truly meet their needs. If you're a home educating family curious about how an online school could complement your child’s education, it might be time to explore this innovative option. The possibilities are as diverse and dynamic as the families who choose them.

Standardised testing has become so ingrained in our educational system that its purpose is rarely questioned. For decades, it has been the method of choice for monitoring educational standards, holding teachers accountable, and ensuring children reach age-related milestones. But the way these tests have evolved—in terms of content, pressure, and the sheer amount of time dedicated to preparing for them—makes me question their true intent. What are we really measuring? What is the impact of these tests on young people? And who are these tests really for? A 2020 study by More Than a Score  revealed that 73% of parents believe government testing places too much pressure on children. This statistic should give us pause. Combined with the worrying rise in mental health challenges among school-aged children, it seems clear that these tests are no longer serving students as intended. From the Phonics Screening Check to SATs, GCSEs, and A-Levels, every step on the testing ladder becomes a potential stumbling block. Students who falter might face resits, alternative paths, or even rejection from traditional routes to success. But here’s the thing: success no longer hinges on this narrow pathway. We all know people who have taken alternative routes and thrived—yet the stigma around stepping off the standardised track persists. Why? Because no one is questioning the system itself. What is Standardised Testing Really Measuring? At its core, standardised testing measures knowledge retention and the ability to apply it to specific questions. In other words: memory. Yes, some critical thinking and problem-solving are required, but without memorising the necessary information, students cannot excel. Why, then, do we continue to equate intelligence with the ability to remember facts? Think of the countless stories we’ve heard of highly intelligent and successful individuals who struggled in school—Albert Einstein, Richard Branson, Michael Faraday. These individuals might have flourished in project-based learning environments, driven by their passions. Instead, they were boxed out by a system that prioritised a one-size-fits-all curriculum and categorised students based on their ability to meet arbitrary academic standards. Yet these individuals were the lucky ones. They found ways to rise above the limitations of the system, carving out paths to extraordinary success. But this isn’t the case for most. For many students, being labelled as underachievers based on test results leads to lost confidence, missed opportunities, and a lifelong belief that they are incapable of success. It’s a systemic failure that wastes potential, when so many could thrive with a more inclusive and skill-focused approach to education. What Are We Missing? More importantly, what are these tests not  measuring? Creativity, emotional intelligence, collaboration, perseverance, empathy—the skills that truly matter in today’s world. These broader life skills often hold the key to personal and professional success. In the modern era, knowledge is no longer something we need to retain in our heads. When was the last time you struggled to recall a fact during a conversation? Most of us simply pull out our phones and “Google it.” Knowledge is now universally accessible, and artificial intelligence is making this even more of a reality. So why do we persist in using knowledge retention as the gold standard for assessing intelligence and success in our schools? Teaching for the test has become the norm. It narrows the curriculum, stifles creativity, and places undue pressure on young people. It forces students to focus on ticking boxes rather than pursuing meaningful learning experiences. The result? A generation of children who are burned out, disengaged, and often ill-prepared for the realities of the world they will face as adults. Shouldn’t we be asking ourselves whether this system is fit for purpose? Shouldn’t we be looking at the harm it causes and imagining a better way? Rethinking Standardised Testing Pathways to Higher Education If we want to prepare children for the future, we need to reimagine the way we assess their potential. We need to rethink the pathways into Higher Education that don't invovle standardised testing. The world is changing, and our education system must change with it. Instead of focusing solely on knowledge retention, we need an approach that values creativity, emotional intelligence, problem-solving, and resilience. Students should be empowered to develop the skills they need to navigate an unpredictable and fast-evolving world—not just to pass a test. A crucial part of this change involves rethinking pathways to higher education. Universities and colleges must offer alternative routes for students who thrive outside the testing system. By recognising skills, portfolios, and project-based work as valid indicators of ability, they can create opportunities for a broader range of students. This isn’t just about inclusivity; it’s about ensuring that every young person, regardless of how they perform in standardised tests, has a chance to pursue their ambitions and fulfil their potential. At The Home School Project, we are working to provide an alternative. Our curriculum is designed to focus on skill development rather than grades. Through project-based learning, students explore their passions, develop key competencies, and learn for themselves—not for a test. We hope to show that young people can succeed on their own terms, and we call on educational institutions to join us in recognising and supporting these diverse pathways. The time has come to embrace a system that values individual strengths, promotes well-being, and prepares students for a future beyond exam scores. Let’s work together to create a better way forward. www.thehomeschoolproject.co.uk

We are working in a critical and crucial time in education. Something needs to shift. Students are disappointed by what our education system offers them, teachers are leaving the profession in their droves and governments are asking for more evidence, more proof, more assessments to meet targets and quotas. So what is really wrong with our education system? What are we doing that needs to change? Let's assess the facts: Poor behaviour and engagement from students is on the rise, leading to teachers feeling like they need to assert more control and power in the classroom; thus making the voices of our children less heard.  Students no longer see the value and point in what they are learning about. They are taught for tests and exam success that has little impact on their real lives and future selves.  We are putting students and teachers through constant rigorous testing to consistently prove themselves, their value, their worth and yet we wonder why generations are suffering from poor mental health, anxiety and low self esteem? What is the solution, you ask? I believe the answer lies in the curriculum. More specifically a new skills curriculum. We are teaching a completely knowledge based curriculum. We use the retention of knowledge as a base for intelligence and more importantly to determine our students' futures. But knowledge alone is not enough. Consider the modern workplace: this is a skills based workforce. Employers are looking for a range of skills that create an ecosystem of effective productivity. Knowledge is a factor but it is not the whole picture, so why is it still the whole picture for our young people?  Let’s also consider the workplace for my next point. We, as workers, thrive best when we have an element of control and autonomy over what we are doing in our careers. It allows us to be creative, to best show off our skills and to feel confident and trusted in what we do. Yet, everyday I hear more stories of power, control and authority in schools whilst disengagement and bad behaviour continue to rise. What is wrong with students having some control over their education? After all, it is theirs. Have we forgotten that our role is to facilitate their education in the best way possible for them? Why not let them lead the way, to give them some of that autonomy we all crave to best show off what they can do?  My final point is what we are teaching. Pythagoras theorem, World War 2, Pathetic fallacy. Knowledge, Knowledge, Knowledge. Yet, we live in a modern world where knowledge is no longer something we need to retain. Knowledge is at our fingertips. We can find out anything we need to know with a simple Google search or an AI prompt. Education needs to face the fact that knowledge is no longer a test of intelligence. It is skills that we should be teaching and our curriculum should reflect this.  Does being a dyslexic student mean that you can’t be a fantastic writer/ journalist/ publisher? Should a student's pathway to higher education and particular career prospects be limited because they couldn’t gain a grade 4 in their English GCSE? Despite their amazing ability for critical thinking, creative writing and their curious mind. What a waste of talent.  Does the student who can’t retain those mathematical formulas to solve his equations in his high pressure exam mean that he won’t make an innovative architect or engineer. How many incredible innovators are missing an opportunity to shine simply because they forgot some needed formulas in a stressful time period?  I am not saying knowledge is not important. I am sure none of us would like to visit a doctor with no knowledge of medicine, however, what I am saying is that there is more than knowledge that we should be assessing. Knowledge alone does not make a good doctor. A doctor should have skills in problem solving, critical thinking, coping strategies for high stress situations not to mention people skills for bedside manner. Knowledge is only a part of what we do so why are we making it the only thing to measure a student's success for the future? So, where does this change start? The curriculum. What if we had a curriculum that was purely centred around skills? What if knowledge became one part of that skills based curriculum? What if students showed these skills through project based learning based on real world scenarios that allowed them to have control and autonomy in how they demonstrated them?  What if teachers became facilitators rather than controllers? What if these skills were showcased through the use of portfolios and face to face conversations with higher education instead of a grade on a piece of paper? What if we started to look at the profile of a person and what they can demonstrate before deciding what path they have to the future?  What if teachers were allowed to focus on creating lessons and projects based on experiences, skills and passion instead of teaching for a test? What if future prospects were inclusive to all students and for all skills; not just those who can retain knowledge? What if the curriculum were the change we needed to transform education for the better? What if…..