As a teacher, I spent years focused on outcomes. Getting kids to the right levels, creating perfect projects - it was always about proving learning had happened. Home education has completely shifted that perspective for me. I've discovered that meaningful learning is less about what kids achieve in the moment and so much more about the process itself.

Think about a typical classroom. A national curriculum skill is the goal, and the aim is to get all the kids to reach it - regardless of energy levels, interest or individual pace. This system might work well for some, but it can be challenging for others - both teachers and pupils. Some thrive, some cope and others feel lost. And ultimately, success is often measured by how close everyone gets to the intended outcomes.

But what happens when we let go of the outcomes? When we let go of that pressure? What if the learning is less about the end result - particularly in the pre-exam years - and more about the exploration?

Learning as Discovery

Outcomes are important, of course. Sometimes a test result or exam grade is needed. Sometimes working towards a specific goal is precisely what we want. But should we let it define the entire learning process?

Creating space for exploration, curiosity and playful learning can lay a much stronger foundation.

It's often through this freedom to experiment that deeper understanding and genuine engagement are built—both of which support long-term success when those outcomes eventually matter most.

Kids are natural explorers. From the moment they're born, they find something interesting, play around with it, challenge themselves and see where it leads. That kind of learning is all their own. It’s driven by curiosity, allows them to surprise themselves and builds their confidence. It was watching this way of learning unfold with my own kids that made me question some of the ways I'd been teaching in school.

Sometimes that learning might involve a planned outcome – your kids might choose to take a piano exam or memorise their times tables (it happens!), or they might want to create something with friends to perform. The difference is, the outcomes are chosen by them. That's where the value lies.

I’ll be honest - there are times when I push for something I think is important, even if my kids don’t immediately see the point. And I have to be really careful here. Some kids will go along with that, trusting there's a reason behind it. Others will push back - and that’s often just as valid.

Especially in the primary years, when curiosity is really alive, asking kids to sacrifice enjoyment for some distant future outcome feels really unfair.

It’s something we need to approach with real care. As they grow, their understanding of longer term goals grows too - and that’s when gently introducing more purpose-driven learning can make sense.

This idea - prioritising the experience of learning over the pressure to perform - is something I’ll be exploring more on this website. For now, I’ve created How To Spark Curiosity Not Outcomes explaining how to embrace exploratory learning, rather than being driven by outcomes. It’s an important shift - from proving learning to actually experiencing it.

It's available to my paid members but you can preview it for free. If you'd like to upgrade to paid membership, for £6 a month you can access everything on the website and get an extra huge dose of appreciation from me for supporting my work. You can upgrade here.