Sorry, OP, I just meant that I wondered if you should post on the Home Ed board.
I agree with NAB. To set the scene, my DD and DS are 18 and 16 and neither have attended a UK for more than a term. We have been wholly autonomous and mostly unstructured in our whole EHE journey.
DD started to do ballet and to read at about 2.5yo. She joined Girls' Brigade at 5 and was always happy to go to activities. DS did not start to read until about 8yo and was not happy to be left in groups until after that.
We always did stuff together, so DD helped run the church toddler group I ran and DS attended. Both of them were assistant childminders. When they were little I concentrated on practical skills - cookery, craft, map-reading, physical skills (bikes, gymnastics, swimming), housework and music. We also did reading, writing and number work as it was relevant to life. I read a lot of books and they listened to lots of audio books. I don't know how they learned to read but I could see that they were doing it in many ways as a side-effect of achieving real-life goals. We also did very little maths. What we did was in the form of games, often on the computer or board games. We also used a few BBC magazines at KS1 age.
DD shows ASD tendencies and my main goal for her education was to ensure she reached 18 as an adult who could function reasonably in the world. At 9, she asked to go to school so I enrolled her in the primary at the end of the road - and deregistered her at the end of term. At about 11, she asked to learn violin and went to a Suzuki teacher for three years. She and her brother both joined the local Saturday music school, which she attended until about 17. He still attends and is about to do a week's related work experience.
Six years ago, we formed an EHE robotics team and we have competed annually in the FLL competition. This has involved building Lego robots, programming, teamwork, presentations, engineering. We have won a number of the competitions and have been to international events - most notably in Tokyo in 2008, so we learned a bit of Japanese.
At 13, DD spent 6 weeks in German-speaking Switzerland and then went on a 6-month exchange to Germany. Prior to the Swiss trip we all learned to speak a bit of German using computer software. After coming back from the exchange, we decided it would be a good idea to get a qualification to show for it and DD enrolled on an Open University course. She then went on to do 190 points with the OU and was accepted onto a university course that will result in her becoming qualified in both English and German law. Apart from music grades, this is the only structured work she did during compulsory school age. All the prerequisites she needed to understand the OU material and to write essays, she had picked up from being involved in life and not being put in a ghetto of other young people.
DS started OU courses at the same time as DD started on her second (so he was about 13.5yo) and has achieved 90 points so far in maths and science. He and I are also learning Russian because we have contacts in a Russian-speaking country and it seems like a good idea to add a GCSE-level language (but we'll probably take the official Russian-as-a-foreign-language exam, rather than GCSE).
That is long, but basically I am wondering what you think "should" have been included. You said
are there things that you think well hmmm, they aren't showing an interest but i think they
need to know this and encourage them to learn about it a bit?
Well, there were lots of things that I suggested that they might be interested in and we tried it. Some we dropped, others they decided to continue with. Seriously, I cannot think of anything that should be contained in a curriculum. Skills, yes: reading, writing, counting, arithmetic, shapes, maps. But they do not need to be taught, as such, because the need for them is clear and obvious and they come up in everyday life. The need for every child in the country to have studied the Romans, Vikings and Tudors, or to hand-write fiction, is less clear...