The reasoning is sound, particularly if you don’t wish to have your child exposed to the socialist agenda now rife in the curriculum which, sadly, is reinforced by Ofsted who enforce the provisions which were formulated by the PCist, revisionist, C&R people.
On the other hand, though this blogger does not claim omnipotence in teaching, there are certain methodologies, largely ignored today, good methodologies such as rote learning, which have the weight of [now suppressed] research behind them and the only place you can implement these methodologies is at home or in a small group.
Unfortunately, the regulatory body then comes in with the demand that you conform to “established, tried and tested methodologies” which are, quite frankly, an utter lie, utter bunkum. Never trust anyone who would quote Piaget at you. So, even within your own home, thinking you’ve escaped the PC yoke, the government regulatory body forces it upon you.
If you’re not a career teacher of a certain age, how can you know what is good teaching and what is not?
Fortunately, the best methodology is not that hard for you to learn – teach one to one, review last lesson, do drills on upcoming vocab he’s going to encounter, introduce a hands-on discovery intro [esp in Science], draw the key concepts out of the kid [only one at a time], test the concepts with more examples, test the kid with a couple of exercises, set him further tasks involving both exploration and reinforcement, be half ‘at hand’ around the house while he works on those [further hometasks, completely on his own resources, are a very important self-discipline inducer], then make a note to review these concepts next lesson.
Textbooks? Use the old ones, e.g. Maciver [in English] and the Scottish texts of yesteryear – sound, solid, unadorned by multi-coloured, sugar-coated guff and you can make them more interesting with supplementary material. Don’t listen to modern teachers who say children are bored by rote work, grammar, pure maths or whatever.
Don’t fall for the trap that if it doesn’t have bells and whistles attached, he won’t be interested. He’ll be interested in anything you personally introduce.
If you construct the lesson so that the kid always achieves at least something, he’ll be as happy as a lark and the best thing of all was your close attention – everyone loves personal tutoring, if the tutor is pleasant. But that further exploration is also so important too.
Don’t be frightened of cognitive lessons, based on knowledge rather than skills. The skills will follow anyway but knowledge for knowledge’s sake is most certainly not shoddy.
Remember – the key concept for you is personal achievement for him, built on previous personal achievement – continuity of success. Do not allow success unless it involved at least some effort, i.e. don’t bias the material so that he can succeed without trying.
Pitch the material slightly above him at all times and let him go at his own pace. If he’s ready for the next part and you’re not – then you get ready and do it quickly, no matter what your own current situation There are demands on you, don’t forget, from the simple fact that he’s ready to move onwards and upwards.
That’s what homeschooling involves.
Lastly, never show impatience. He doesn’t know – that’s why he’s the pupil and you’re the teacher. How can you expect him to have your level of understanding? Develop great personal patience with your child and he’ll learn to trust you, that you’re not going to jump down his throat at every error or lack of understanding.
If you do all those things and get advice from the old books about methodology, there’s no reason why your child will not come on in leaps and bounds.