|This is Appendix B to the Israel Ministry of Education Homeschooling Procedures|
Guidelines for the presentation of programs for approval of homeschooling
Just as there are different approaches to education in the formal education system, so too with homeschooling. There are parents who prefer an approach based on fixed dates and orderly instruction, and others who prefer a less formal approach, which responds to the development of the child’s desires, to his interests and needs. Whatever the parents’ approach, the criterion for approval of homeschooling is the same: Ensuring that the child will be exposed to fields of knowledge covering at least 55% of the fields of knowledge in the foundation program (the core) of the Education Ministry according to the structure of clusters, provided that he learn language skills (Hebrew or other mother tongue), mathematics and social skills. Beyond this, the parents and the child are allowed to select any field of knowledge in which the child shows interest.
Parents who opt for homeschooling accept responsibility for the planning, implementation and assessment of their child’s learning. It is expected of them to show the ability to plan and provide for the educational needs of their children, to demonstrate that their learning environment enables access to learning centers such as a library, museums and use of technologies, including computer-based technologies.
2. Clusters of learning as they appear in the foundation program (the core) of the Israeli education system
A. In pre-primary education
- Arts cluster: Music, visual arts, theater, dance and cinema
- Literacy and language skills cluster
- Life skills cluster: Health, physical education, road safety, safety
- Mathematics and sciences
B. In elementary and post-elementary education
- Humanities and society cluster: homeland, society, citizenship, history, geography
- Mathematics and sciences cluster: Mathematics, nature, technology and sciences
- Literacy and language skills cluster
- Physical skills cluster
- Arts cluster: Music, plastic arts, theater, dance, media, cinema and television
- Life skills cluster: Life in a Jewish and democratic state, quality of life and environmental protection, life skills, safety and road safety, health
- Skills and values cluster: Culture and language literacy, analytical and informational literacy, quantitative literacy, esthetic literacy, health awareness, personal and interpersonal literacy, social literacy, human dignity, curiosity, creativity, efficience, precision, integrity, independent thinking, self-awareness, fairness, esthetics, ethics, morality and mutual responsibility, capability, social justice, coexistence and tolerance.
3. The program to be presented should include:
- Appropriate opportunities for practical experience and implementation of theories;
- Appropriate opportunities for acquisition of mother tongue proficiency;
- Appropriate opportunities for the child to relate adequately to his age peer group and others and to cooperate with them;
- Opportunities which enable the child to develop values relating to life in a democratic society;
- Opportunities to develop the child’s skills in problem solving, analysis, synthesis, communication, data gathering, investigation, reflection, and the use of a range of technologies, including computer-based technologies.
4. A visit to the location where learning will take place
Approval of an application for homeschooling is conditioned on a visit of the referent supervisor or his representative, who may add other committee members to the visit, to the location where the learning will take place, and on holding a conversation with the parents and the child (with or without the parents’ presence) as will be coordinated with the parents.
The purpose of the visit is to give the parents an opportunity to show what the child knows and what his achievements have been until that time and to describe the steps which will be taken to cover areas for which additional attention is necessary, and also to raise issues which the parents which to discuss.
During the visit, elements will be discussed relating to the nature of the education which will be provided, as follows:
- The parents’ educational approach and how it encompasses the guidelines noted above
- The time devoted to learning
- The learning environment
- Accessibility to aids which facilitate learning: Books, workbooks, computer, Internet, etc.
- The existence of a suitable assessment program for the learning, experiences and progress of the child.
5. Examples for presentation of a learning program
The following examples are only suggestions and do not purport to encompass all the ways of presenting an educational program. The examples are meant to demonstrate ways in which it is possible to prepare a program which meets the requirements. The inspectors will also consider and enable other means of presentation. Note that the educational program must suit the child’s level of knowledge.
- Subject of study: Connection with others
- Length of study: 1-2 years, an hour a week
- To identify positive qualities in others
- To express needs and feelings appropriately
- To identify obligatory rules of behavior and responsibility towards others
- To work together with others
- To investigate similarity and difference between family members and friends
- To investigate physical characteristics, things we like, things we don’t like, and abilities of the child and of others
- To identify tasks which must be carried out within the family
- To analyze roles played by different groups
- To specify ways to ask for help in different situations
- To practice procedures for negotiation
- To suggest ways to act relating to a range of interpersonal scenarios
- To suggest meetings with others for social games
- Photo albums
- Family task (job) list
- Scenario cards
- Books with social games
- Field of study: Science and technology
- Subject of study: Transportation
- Years of study: Third and fourth
Science and technology
This year our objective is to develop ________’s (name of child) understanding of technology in our daily lives. We will do this be learning about the built environment, gathering information, learning means of communication and examining physical phenomena and goods and services as they relate to transportation. The subjects will be researched through practical applications and observation using texts, the Internet and interviews.
- Road map
- Transport of water
- Card machines
- Transportation management options
- Safety and security
- Research on forms of transportation in the town
- Investigating the way gears and gearboxes in a vehicle cause it to move
- Designing models of means of transport
- Experimenting with things that float
- Researching the characteristics of local means of transportation
- Building a model of transport supervision
- Preparing a diagram of safe passage for pedestrians from the house to various sites in town
- Traveling on public transportation in accordance with a timetable, including purchasing tickets
- Riding safely and securely on a bicycle
- Literature and publications of the Transport Authority, including their website
- Textbooks and reference books from the public library / school library
- Building materials
Assessment of learning and its outputs
There are many strategies which can be used for assessment. Parents shall propose a way to demonstrate the child’s achievements and progress.
Examples of means of assessment
- Observation of the child and recording his achievements as they happen
- Mapping progress by a collection of examples of the child’s work over a period of time
- Documenting tasks which show understanding and learning in the process of several projects the child has done
- Pen and paper tests
The parents are allowed to suggest other means of assessment.