A typical 1 credit course means:

• Around 120–180 hours of instruction and study over one academic year, for example, this might be:

  • • 1 hour a day, 5 days a week, for 30 weeks  

Remember that an hour of a school lesson may be covered in 30-45 minutes at home due to the intensive and uninterrupted nature of learning at home.

• • • A consistent weekly commitment over a year in a home education context 

Several of my children have participated in a two-hour session music group, twice a week throughout the calendar year in addition to gigs. I count this as an Elective Music credit.

• Half a two-year GCSE-level textbook

• A whole textbook for a course meant for one school year

• Project-based learning

  • • Young people will often deep-dive into a subject once given the time and space to enjoy delight-led learning; this could be anything from an interest in music, a favourite book series, a period of history or a hobby. I have found that it is straightforward to document these credits if you have given your child the space to truly explore the topic.

Some student-led project credits my children have completed were based around the following topics: Creating YouTube stop-motion Lego shorts (Transcript title: 'Creative Technology'); 3D printing (Transcript title: 'Design and Technology: 3D Printing'); Researching and building a PC (Transcript title: 'Computer Technology').

Some courses are shorter or less intensive:

• 0.5 credit = one semester (half year e.g. driving theory + test, completing half a textbook)

• 0.25 credit = short course (e.g. health, typing, public speaking)

For example, if my child only finished half of an Apologia Science textbook in the school year, I would count that as 0.5 credit in Science; however, if they were doing just as much additional learning (including practical experiments/reading other science books/consuming science documentaries/narrations), I might consider it a whole credit.

Another confusing aspects of the HSD for UK families is the question of academic level.

Unlike the GCSE system, the HSD is not tied to a single exam year. Instead, it is built gradually through credits earned over several years, usually between Grades 9 and 12 (roughly Years 10–13 in British lingo). This flexibility is one of the diploma’s key strengths but it does mean planning it with your off-ramp, as it were, and the equivalency in mind is important.

Keep Equivalency In Mind

UK ENIC considers the high school diploma itself to be broadly comparable to GCSE-level study (Years 10–11), while Advanced Placement (AP) exams carry A level equivalency.

Because of this, your end goal matters. Whether you plan to complete the diploma alone, include AP courses, or combine the diploma with other qualifications will influence when you choose to begin earning high school credits.

The diploma route therefore requires a shift in how we think about both when high school begins and what academic level the work should be.

When Can a HSD Begin?

Students can begin earning high school credits as soon as they are academically ready. In practice, this often means as young as 12.

For UK families, this aligns well with external recognition. Families who want to complete a 3–4 year high school programme before the end of Year 11 often find it sensible to begin earlier — commonly in Year 8 or Year 9.

This is not “rushing ahead”. It is simply a difference in structure between the two systems.

What Academic Level Should the Work Be?

For younger students (typically under 14, or below Year 10), high school credits should generally be Key Stage 4 / GCSE-preparatory level. You may well find that your 12/13 year old is already approaching GCSE-level work in his favourite subject!

At this stage, the aim is foundational learning, not advanced or exam-heavy study.

As students grow mature, academic levels can naturally increase — for example through honours-level work or more demanding reading and writing — but there is no requirement to push academic difficulty too early in order for credits to be valid.

Some examples could include working towards:

• Music — Grades 4-5

• Dance — Grades 4-5

• Maths — Foundation GCSE Maths

• Dreaming Spires Home Learning courses

My oldest daughter aculmulated several early high school credits with ABRSM music grades and involvement in orchestras; while my older son was creating and building incredibly complicated Lego structures which I added to other engineering activities for a credit. All of which were activities driven by aptitude and enthusiasm.  

What About Delays or Remedial Work?

Once a young person is officially of high school age, all meaningful academic work counts towards high school credits. Credits document real learning, not proving that every subject started at the same point or progressed at the same speed. This can include:

• Remedial or catch-up work

• Consolidation of weak areas

• Slower-paced learning due to SEN, health or emotional factors

High school credits are about documenting real learning, not proving that every subject started at the same point or progressed at the same speed.

It is entirely normal for students to earn credits at different academic levels, take longer in some subjects than others and repeat or reinforce earlier material while still moving forward overall. This flexibility is one of the reasons the diploma route can also be adapted so well for non-academic home-educated students. 

Differences in academic levels of work will ultimately be indicated by the type of courses listed on the Transcript (e.g. Honours courses, higher maths, inclusion of AP/SAT courses and exams).