Ask about the process first
“How do I get the work to the teacher?” is a question we hear often. Start with your school’s instructions: where to submit, how often, and what kind of evidence is useful for the current learning goals.
There is no single submission routine offered by this guide. Independent schools have their own processes, and your child’s teacher can tell you what is needed.
Choose evidence that shows the thinking
A completed page can be helpful. So can a short explanation of a solution, a photograph of a project with your child’s account of what they did, or an oral demonstration where your teacher accepts it.
These are options to discuss, not a checklist of provincial requirements. The question is: what will help the teacher understand the learning, including where your child is confident and where they still need support?
Add just enough context
Try a short note with the date, resource and lesson, what your child did, and how much help they needed. “Completed independently” and “worked through the first two questions together” communicate different things. Both are useful and honest.
October 21 · Fractions practice. Worked independently on the first section. Needed a reminder to explain the final answer. We will revisit that step.
This is an invented format example, not a report about a real child.
Keep the routine simple
Use one folder per child, with clear subject and date labels. Check that photos are readable before sending them. Use the school-approved channel and keep other children’s information out of the images.
If collecting work is becoming a second school day, ask your teacher which examples would be most useful. A clear, agreed routine can reduce uncertainty for everyone.
Where our curriculum fits
The hardest part of the question above is usually “is this the right sort of thing to send?” — and it is hard because nothing in the resource tells you.
We are writing curriculum where each piece of work states what it is meant to demonstrate, with examples of what a finished response can look like. The intention is that when a lesson is done, you already know which part is worth sending and what to say about it.
Your teacher still decides what counts. But the guessing should be smaller.