How much learning should we do each day?

One-to-one or small-family learning does not include registration, classroom transitions and group management in the same way as school. Time at a desk is therefore a poor measure on its own.

Consider concentration, complexity, independence, sensory demand and recovery. Twenty focused minutes of difficult writing may require more support than a longer practical activity. Stop before repeated overload becomes the routine.

At the end of a week ask: did the learner engage with a reasonable breadth of education, make progress, recover between sessions and retain enough energy for family life? Adjust one variable at a time: lesson size, number of transitions, output method or break length.