How Lumiritz works

1. A parent creates the account

   Lumiritz accounts belong to a parent or guardian. You sign in with Google; there is no separate password to manage. Children do not create their own accounts, and there is no route by which a child can sign up independently.

2. You add a child profile

   A profile needs very little to start: a name, a date of birth, and a companion the child picks. The date of birth is what lets Lumiritz suggest an appropriate starting point rather than asking you to guess a level.

   A household can have more than one child profile. Each has its own learning path and its own progress record.

3. You choose the learning path

   The learning path is what connects a child to what they will learn: the subject or subjects they are working on, and where in the sequence they begin. This is the step that makes progress meaningful — until a path exists, there is nothing to measure progress against. There are two ways to set one up, and they are peers:

   • Follow a structured curriculum. Use the curriculum available through Lumiritz when you want guidance on where to start and what comes next.
   • Build your own path. Choose the subjects, skills and priorities that suit your child, and adapt the direction as their needs change.

   Both arrive at the same place. Whichever you choose, every unit on the path is taught, practised, applied, assessed and recorded the same way — so a family can run a curriculum for one subject and their own direction for another, or move between them from one term to the next, without the learning experience changing shape.

   You can set the path up when you create the profile or come back to it later. It is a parent decision, and it stays editable.

4. You plan the week

   Choosing what a child learns and deciding when it happens are two different jobs, and the second is most of a homeschool. In the Planner you add Lumi learning alongside classes, activities, tasks and other commitments — a tennis class, a library visit, reading, practice, the thing you keep meaning to do together.

   Recurring activities only need to be set up once: something that happens every Monday is one entry, not a term of them. You can look at the whole family’s week or at one child’s, and print the week as a child-friendly page for the wall.

   This step is optional in the sense that a child can learn without it. It is what makes the rest of the week visible rather than carried in your head.

5. Your child sees what is happening today

   A child opens their own view of the same plan and sees their day: what they have on, in order, whether it is a Lumi session or somewhere they are going. They can tick off what they have finished, and start a Lumi activity straight from the entry that points at it.

   Parents manage the plan; children get a simple view of what they have today. A child cannot add, edit or reschedule anything.

6. The child works through a session

   A session is one sitting of learning: a short, ordered sequence of steps rather than an open-ended activity. Steps come in distinct kinds, and a typical session mixes several of them:

   • Reading, watching and listening steps introduce or explain an idea.
   • Guided practice works through problems with support available.
   • Independent practice asks the child to apply the idea on their own.
   • Quiz and open response steps check whether the idea landed.
   • Reflection steps ask the child what they found easy or hard.
   • Worksheet steps produce a printable page for work away from the screen.

   However the steps are mixed, the shape of a unit is the same one every time — learn the objective, practice it with feedback, apply it on paper or away from the screen, assess whether it landed, and record what happened.

   Sessions can be paused and resumed. A child who stops halfway does not lose the sitting.

   This is the part a child does on their own. Because the session states one objective and always presents a clear next step, a child aged 4–8 can work through it without a parent choosing what happens next or running the activity.

   And a session is one thing in a day rather than the whole of it. The next item in the week may be a worksheet at the table, a hands-on activity, or a class to leave the house for — which is the point of planning them in the same place.

7. When a child needs help

   There is one place a child can ask for help, and it opens the family conversation — the shared thread that includes their parent — carrying the current lesson as context automatically. It is deliberately not a private chat between a child and an AI model.

   For a parent this means help requests are visible rather than hidden, and you see what your child was working on when they got stuck.

8. You see what happened

   You can look in on a session while it is running if you want to, and read it afterwards either way: what was covered and how it went. Progress is expressed in terms of what a child has demonstrated on a skill — whether their grasp of it currently looks strong, still developing, or in need of practice — rather than as a single score standing in for everything.

   Completed sessions build into a learning history you can look back through — a learning record for planning, progress reviews and family documentation, not an official transcript or report card.

Using a separate device for the child

If a child works on their own tablet or laptop, a parent authorises that device from their account. The device then holds a child session rather than a parent login, so a child never has access to parent-level settings. Authorised devices are listed in your account and can be removed at any time.