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Rondebosch East Primary School

Alte Spectate ~ Aim High!

Homework Policy

The Homework Policy is designed to:

• Ensure consistency of approach throughout the school.
• Ensure progression towards independence and individual responsibility.
• Ensure parents have a clear understanding about expectations for themselves and the learners.
• To provide opportunities for parents and pupils to work in partnership and enjoy learning experiences.

Purpose & Philosophy

Homework is an integral part of the learning process and includes opportunities for learners to reinforce, synthesize, extend classroom learning and assists in developing time management skills.

Homework should be meaningful and engaging and should support the curriculum, helping learners to develop responsibility and good work habits.

Homework is a natural extension of the school day and an important part of the learner’s educational experience.

Homework should be designed to be completed independently.

The three homework types generally are:

• Practice:  – This homework reinforces newly acquired skills taught in the class.
• Preparation: – This homework helps the learners prepare for upcoming lessons, activities or tests.
• Extension: – This homework provides challenging, often longer term opportunities for enrichment and extension that parallels class work.

Time Allocations

It is recommended that learners will spend the following times on average on homework activities:

Grade 1	30 minutes	Split into two sessions of 15 minutes each. Reading – Phonics, Numeracy – Counting, Playing with Numbers, etc.Life skills
Grade 2	30 – 45 minutes	Split into two sessions of 15 minutes each.Reading – Phonics, Numeracy – Counting, Playing with Numbers, etc.Life Skills
Grade 3	30 – 45 minutes	Literacy – Reading, Phonics, Spelling, Numeracy, Life Skills – Research
Grade 4	45 minutes	English, Afrikaans  – Reading, Comprehension, Spelling, Mathematics, other learning areas as required.Research activities
Grade 5	60 minutes	Mathematics, English, Afrikaans – Reading, Comprehension, Spelling, other learning areas as required.Research activities
Grade 6	75 minutes	Mathematics, English, Afrikaans – Reading, Grammar, Comprehension, AfrikaansAll learning areas as required. Research activities
Grade 7	90 minutes	Mathematics – practice, drill exercises, English, Afrikaans – Reading, Comprehension, SpellingAll learning areas as required. Research activities

Homework will be concentrated on Monday to Thursday. The weekend should be left free or for the completion of larger projects and research.

Will not give homework as punishment.

Will provide a range of homework activities and tasks to consolidate and extend learning in class.

Will ensure that learners clearly understand the task and have a common understanding of the high expectations held of them individually, according to their ability.

Will communicate with parents and keep them informed of their child’s progress, projects and topics to be studied.

Will vary homework assignments: short term and long term, practice of new skills, written or oral reports, preparation for upcoming lessons, enrichment exercises, etc.

Will make sure that learners have access to any materials needed to complete an assignment.

Will give prompt feedback on checking homework, correcting errors and reviewing important concepts.

Guidelines for learners and parents

Must write down all the day’s homework in their homework diaries.

Must organise and take home all materials necessary to complete the homework tasks.

Must set aside a regular time to study each evening.

Must have a quiet well lit place to study.

Must complete all assignments on your own and to the best of your ability.

Must complete and hand in assignments on their due date.

Must talk to your teacher when you do not understand the work or any other circumstances that you may face.

Should put in place a good routine for homework and study. This should not be interrupted by family plans, television, etc.

Should help your child organize themselves so that they can be effective in their study time.

Should be supportive when your child becomes discouraged or frustrated, particularly with difficult assignments.

Should be actively involved in the homework of younger children.

Should sign and date your child’s homework when completed and of an acceptable standard.

Should provide educational opportunities that broaden your child’s interests, such as visits to the museum, the zoo and places of historical significance.

Feedback for learners, parents & teachers

Feedback must be given as quickly as possible. Teachers are interested in knowing how the homework activities were performed. Was it too easy, too difficult, interesting, etc. The homework diary is the ideal communication from home to school and visa versa. As with all school activities, parents are invited to discuss any queries with their child’s teacher.

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St Winifred's Catholic Primary School

St winifred’s catholic primary school, homework policy.

Homework Policy 2022-23

At St Winifred’s Primary School we believe that homework is an essential part of pupils’ learning. In line with National Curriculum requirements, homework is set and children are encouraged to, and expected to establish good homework habits from the beginning of their school life.

• Homework is set regularly as a means of reinforcing and extending learning
• Homework is differentiated to meet the needs of individual pupils
• Homework should be understood by pupils and parents, and not be seen as an onerous task

Homework is defined as work set by the teacher to be done at home, either by the child alone or with the support of an older sibling, parent or carer. The main focus of homework will be numeracy and literacy, with occasional tasks to extend and enhance learning across the curriculum.

Homework will involve some or all of the following activities:

• Reading: independent, shared or paired reading, with possible activities to reinforce comprehension and understanding of texts as children progress through school.
• Spellings and vocabulary extension: learning sounds and spellings; activities to apply spelling rules and patterns to extended tasks.
• Research into an aspect of the curriculum as preparation for, extension to, consolidation of or follow up to work carried out in class.
• Learning number facts and practice of calculation, including problem solving (multiplication tables, number bonds, etc..).
• Written assignments in English and Maths.

Handwriting

• Other tasks to extend work done in class, including topic-based work.
• The nature, type and amount of homework will vary according to the age and ability of the pupil.

Entitlement

All children are entitled to have homework set by their teacher, which is matched to their ability and needs. Parents are entitled to share in the learning of their child.

At St Winifred’s, we appreciate how important the links between home and school are, and the need for us to work together to ensure a good education for all children. It is for this reason that we believe that it is important that children have homework set that will support learning within the classroom. Homework will be carefully planned to extend learning, enhance and reinforce skills and understanding, and allow children to consolidate and improve their skills further.

Through the provision of a variety of activities and approaches to homework we aim to:

• raise standards in all curriculum areas but particularly basic skills in Maths and English
• create a sound partnership between parents and teachers with regard to children’s learning
• consolidate/reinforce pupils’ skills, knowledge and understanding of work covered in class
• improve pupils’ attitudes to learning and independent learning skills

In setting and marking homework, teachers will:

• give reasonable time for its completion (including time to complete tasks if homework

      is not returned)

• match tasks to time and as far as possible to the abilities of the children
• provide feedback to children on their progress
• provide additional guidance for parents as part of termly curriculum letters, on
• how/when homework should be completed, including web links, etc. (see Appendices)

At St Winifred’s, we recognise the importance of developing a sound partnership between parents and children with reference to children’s learning.

Parents will:

• be provided with additional guidance to support learning at home and to help children with homework tasks;
• be encouraged to support the school’s homework policy when signing the home school agreement;
• be given feedback on how children are doing with homework through marking, during parents’ meetings and in annual reports.

The Headteacher will regularly review the Policy and Guidelines on behalf of the Governing Body, alongside the whole staff team, and will monitor the quality of homework provision through planning and work scrutiny.

Appendix 1 – Guidance for parents/carers

Homework – Guidance for Parents

At St Winifred’s we appreciate how important and valuable good home/school links are and the need for us all to work together to ensure a good education for all children.

Homework is an important part of the curriculum for pupils, and in line with National

Curriculum guidance we provide regular homework for pupils in all year groups.

We aim to vary the approach to homework according to the age and learning needs of the

child and we cannot emphasise too strongly the importance of parents working with their

child to ensure homework is completed.

Why do we set homework?

Homework enables children to practise and extend skills learned in the classroom, and also

gives pupils a chance to undertake research and additional learning, as required. It involves

parents (and other adults) in the children’s work and we believe that homework encourages

and improves independent learning.

How can parents help?

There are many ways you can help:

• Ask the children questions about what they are learning at school (talking helps everyone understand things clearly).
• Play word and number games to consolidate early learning of letter sounds, common vocabulary and number bonds.
• Spend a little time, on a regular basis, listening to your child read and discussing the books they have brought home. Encourage your child to read words and books regularly (show them how important words are).
• Help them to form letters the way they are taught at school starting at the correct point.
• Test what has to be learned e.g. spellings, tables, number facts etc.
• Read what your child has written, and talk to them about their writing: Does it make sense? Is it correctly punctuated, etc.? Is writing neat and accurate? Have they used exciting words?
• Encourage your child to check over his/her work.
• Help your child find out additional facts, e.g. by visiting the library or researching on the Internet.

We ask for your support in seeing that homework is done conscientiously and in the best possible conditions. If homework is not completed, children are often at a disadvantage in class, as many homework tasks are discussed in class and often inform future learning.

Teachers may ask children to complete homework in school if it is not handed in.

Time set aside for homework should be respected by the rest of the family. Try to make sure it becomes part of your child’s daily routine.

Encourage your child to establish a homework routine which best suits them, e.g. not when they are becoming tired, etc.

For younger children little and often is best – 10-15 minutes daily is a good habit. As children become older they should be encouraged to sustain their concentration for longer periods of time, and to work with increasing independence. For example, it would be beneficial to get children into the habit of reading every evening; time spent on reading should range from approximately 10 minutes in Key Stage 1 and up to 30 minutes in Key Stage 2. We appreciate this isn’t always possible every day but a minimum of 3-4 times a week should be encouraged.

If a child struggles with an activity, try to avoid becoming anxious about it and approach your child’s teacher as soon as you can. They will spend more time explaining the task to help you and your child.

What sort of homework should I expect for my child?

Children will bring home reading books every day. Please ensure these are returned when requested. In addition, children will be given tasks to support learning in literacy and numeracy lessons, and occasionally to extend learning in other subject areas.

Homework can also be set using Google Classroom. Please ensure that you login weekly and check.

Homework tasks will depend on the age and ability of children, but in general terms the following can be expected:

Reading – When children are ready, they will bring their reading books home daily along with reading record books so that you can share comments on progress and enjoyment with school staff. (Little Wandle – online e-book later in the academic year).

Reading – physical and Little Wandle online e-book.

Handwriting Practice

Numeracy worksheets and activities or Tasks related to topic work

Literacy or topic tasks

Literacy or numeracy tasks, including times tables work (MyMaths and later in the academic year)

Tasks related to topic work

Key Stage 2

Homework will include:

Reading – Children have a reading journal to record their comments about their books

A literacy task – spellings, a reading-related task, comprehension activity, written

task, research

A numeracy task – tables to learn, maths activities to undertake, problems, etc.

Additional topic-based tasks or projects, to enhance topic work done in class

My Maths (computer-based tasks)

As children progress towards Year 6 they may often be given additional activities and this

will also include SATs revision. It is expected that parents encourage greater independence

as children move into upper Key Stage 2.

Creating a Homework Policy With Meaning and Purpose

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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be. 

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

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Homework policy: examples

See examples of homework policies from primary, secondary and special schools to help you write your own. also, adapt our sample clause for handling the impact of ai tools on homework., primary school, secondary school, special school.

• Multi-academy trust
• Sample AI clause

Shadwell Primary School in Leeds has a homework policy that covers:

• When pupils take books home for reading
• How long they should spend reading at home
• English and maths homework
• Spelling and times tables expectations
• Additional half-termly homework tasks, such as a learning log and key instant recall facts
• Instances when pupils may receive additional homework
• How homework will be recorded
• Rewards and sanctions

Chelmsford County High School for Girls in Essex has a school-wide homework policy setting out:

• The importance of homework
• Types of homework that could be set
• How much time different year groups should spend on homework

How homework may differ in form, expectations and outcomes How long the school recommends pupils spend on homework The roles of the class teacher, leadership team and governing board, and parents and carers The homework that different Key Stages and learners will get Marking, feedback and pupil

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How to Write the Perfect Homework Policy

Author: Naimish Gohil

Posted: 10 May 2017

Estimated time to read: 4 mins

Homework is an integral part to the learning process and as such, each school should have a clear homework policy readily available to teachers, students and parents that sets out your expectations when it comes to home-learning .

A clear and effective homework policy will mean that quality and quantity of homework can be easily tracked and all stakeholders are on the same page. We've created our own Homework Policy that you can adapt for use in your school or use as an outline when creating your own policy:

1‭. ‬Introduction

This is the school’s policy for the provision of homework to pupils and has been drawn up in accordance with guidance from the DFE and Sutton Education Trust‭.‬ It must be recognised that parents play a vital role in the education of their child‭, ‬therefore it is important and valuable to‭ ‬have a good home-school partnership‭, ‬of which a homework policy must address‭.‬

2‭. ‬Homework‭ - ‬A definition

Homework is defined as any work or activity that students are asked to undertake outside of lesson time‭, ‬either on their own or‭ ‬with the aid of parents and carers‭. ‬Homework doesn’t necessarily have to be completed at home but can be completed in free periods and after-school homework clubs‭. ‬We see work completed outside of lesson time as a valuable part of a student’s learning‭.‬

3‭. ‬The purpose of homework‭ ‬

The school regards the purpose of homework as being to‭:‬

• ‭ Provide learners with the opportunity to work on an activity that is relevant to learning outcomes‭, ‬or that contributes to gaining qualifications/accreditations‭.‬
• Develop an effective partnership between the school‭, ‬parents and carers in pursuing the academic aims of the school and the development of their child‭.‬
• Consolidate and reinforce skills and understanding prior to the following lesson‭, ‬particularly in English and Mathematics‭.‬
• Extend learning across the curriculum‭, ‬for example through additional reading‭.‬
• Encourage pupils as they get older to develop the confidence‭, ‬self-discipline and independence to develop organisational skills‭.‬

As a school‭, ‬we encourage children to pursue out-of-school activities‭. ‬Homework should be used to effectively reinforce and/or extend what is learned in school‭. ‬We hope that children will feel a sense of personal satisfaction in a task completed well and that their efforts will be recognised and praised both at home and at school‭. ‬

Homework tasks should be undertaken to the best of‭ ‬their ability‭. ‬We hope that parents and carers will be willing and able to give their active support to ensure that work completed at home is done so conscientiously and in the best possible conditions‭.‬

4‭. ‬Current practice‭ ‬

At the beginning of the academic year‭, ‬each year group will be informed about what is expected of them with regards to homework‭.‬

5‭. ‬Time to be spent completing homework

Based on current good practice‭, ‬we ask pupils to spend the following amount of time on homework‭:‬

Years 7‭ ‬to 9‭:                   ‬1‭ - ‬2‭ ‬hours per day

Years 10‭ ‬&‭ ‬11‭:                ‬1‭ - ‬3‭ ‬hours per day‭ ‬

Pupils may be expected to undertake a variety of homework activities‭. ‬These activities will differ depending on the teacher and‭ ‬subject‭. ‬Examples include‭: ‬Reading tasks‭, ‬numeracy tests‭, ‬spelling tests‭, ‬quizzes‭, ‬project work‭, ‬classwork extensions‭, ‬coursework‭, ‬essays and research activities‭.‬ As a general rule‭, ‬teachers will not usually set substantial homework tasks to be completed for the next day‭, ‬pupils will have at least two days to complete any work set‭.‬

6‭. ‬Pupil feedback

The school recognises the importance of providing prompt and actionable feedback to pupils‭, ‬parents and carers‭. ‬Feedback will include how well homework tasks have been tackled‭, ‬and the knowledge‭, ‬skills and understanding developed‭.

‬A variety of methods will be used to provide feedback‭, ‬such as an appropriate comment of praise‭, ‬appreciation or area for improvement‭. ‬Any given feedback will vary according to the age of the pupil‭.‬

7‭. ‬Where to access the school homework policy

The school will use newsletters to inform parents and carers about the school’s homework policy and secure their involvement‭. ‬The homework policy‭, ‬as well as useful information for parents in supporting their child’s learning‭, ‬is displayed on the school website‭. ‬

Parents’‭ ‬Evenings and New Intake Evenings will be used to promote this partnership and obtain feedback‭ (‬e.g‭. ‬English and Mathematics workshops‭). ‬Homework questionnaires will be used where appropriate to ascertain parent views‭. ‬Parents will be consulted about any significant changes to the policy that are being considered by the governing body‭.‬

8‭. ‬Reviewing the policy

The homework policy will be reviewed every year‭. ‬Where significant changes to the policy are felt to be required‭, ‬proposals will‭ ‬be presented to the governing body and parents consulted‭.‬

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HOMEWORK POLICY - Ferndale Primary School

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• Trying out a simple scientific experiment
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How To Create An Effective Homework Policy In School?

• by Team Varthana
• Posted on January 12, 2024
• in Education

Homework, for us, brings to mind endless writing without a clear reason, often leading to missing out on evening games. We didn’t enjoy it in school and never really questioned why. 

Since homework is an integral part of the educational experience, providing students with opportunities to reinforce learning, develop essential skills, and cultivate a sense of responsibility is the criteria. However, creating an effective homework policy requires careful consideration, especially in the diverse and dynamic educational landscape of India.

A homework policy is a set of guidelines, rules, and principles established by educational institutions to govern the assigning, completion, and evaluation of homework assignments. This policy outlines the expectations and responsibilities of students, teachers, and parents regarding homework. 

It serves as a framework to ensure that homework is purposeful, relevant, and contributes to the overall learning objectives of the educational institution.

What are the Key Components of a Homework Policy in School?

1. purpose of homework and the educational philosophy:.

This includes reinforcing classroom learning, developing independent study skills, and fostering a sense of responsibility.

2. Guidelines for Homework Assignment:

Such as complexity, relevance to the curriculum, and differentiation to accommodate varying student abilities.

3. Time Allocation:

Specifies the recommended time students should spend on homework each day, including extracurricular activities and rest.

4. Parental Involvement:

Supporting their children with homework, communication channels between teachers and parents, and a conducive environment for learning at home.

5. Feedback and Evaluation:

Providing timely and constructive feedback on homework assignments, emphasizing feedback as a tool for improvement.

6. Technology Integration:

Guidelines for the use of digital tools and ensuring accessibility for all students.

7. Flexibility and Accommodations:

Considering the diverse needs and circumstances, include allowing for alternative assignments or extended deadlines when necessary.

8. Collaborative Learning:

Through group projects, peer reviews, or other cooperative activities that foster teamwork and communication skills .

Also Read: 7 techniques to boost communication skills for teachers and administrators

9. Alignment with Curriculum:

Ensures that homework assignments align with the broader curriculum goals and contribute to the mastery of key concepts and skills.

10. Cultural Sensitivity:

Acknowledges cultural diversity and ensures that homework assignments are culturally sensitive and inclusive.

Also Read: Leveraging Tech: 5-Step Guide for Teachers & Parents to Support Students with Special Needs

Homework Policies for Each Phase of School Education

Homework policy for kindergarten:, 1. purposeful play and exploration:.

Homework in kindergarten should emphasize purposeful play and exploration. Activities may involve simple art projects, interactive games, or reading together with parents to foster a love for learning.

2. Limited Duration:

Keep homework sessions short, typically not exceeding 10-15 minutes. Kindergarten students have short attention spans, and the emphasis should be on enjoyable and age-appropriate learning experiences.

3. Parental Engagement:

Encourage parents to engage with their child during homework time, making it a positive and bonding experience. Homework may involve activities that promote fine motor skills, creativity, and basic literacy.

Homework Policy for Elementary School:

1. balanced subjects:.

Assign homework that covers a range of subjects, supporting a well-rounded education. This can include math problems, reading assignments, science experiments, and simple research projects.

2. Development of Basic Skills:

Homework should focus on developing foundational skills, such as reading comprehension, basic math operations, and written expression. It provides opportunities for independent practice and reinforces what is taught in class.

3. Parental Support:

Encourage parents to provide support as needed, fostering a positive home-learning environment. Homework can serve as a communication tool between teachers and parents, keeping them informed about what is happening in the classroom.

Homework Policy for Primary School:

1. subject-specific assignments:.

As students move into primary school, homework may become more subject-specific. Assignments can include math exercises, reading comprehension tasks, science projects, and social studies research.

2. Preparation for Higher Grades:

Homework serves as preparation for higher grades by introducing students to more structured assignments. It encourages time management and responsibility while reinforcing the importance of daily practice.

3. Feedback and Assessment:

Use homework for formative assessment , providing constructive feedback to guide students’ progress. This feedback loop helps identify areas of strength and areas needing improvement.

Also Read: 5 formative assessment techniques for real time feedback

Homework Policy for Secondary School:

1. diverse subjects and specializations:.

Homework in secondary school becomes more diverse as students take on different subjects and potentially specialize in certain areas. Assignments may include essays, research projects, and problem-solving tasks.

2. Preparation for Exams:

Homework plays a crucial role in preparing students for exams. It reinforces learning, allows for deeper exploration of topics, and helps students develop study strategies for upcoming assessments.

3. Independent Learning:

Encourage independent learning skills. Secondary school students should be capable of managing their workload, researching independently, and applying critical thinking skills to their assignments.

Homework Policy for High School:

1. advanced academic rigor:.

High school homework involves advanced academic rigor, often requiring critical analysis, research, and synthesis of information. Assignments may be more extensive and may contribute to overall course grades.

2. College and Career Preparation:

Homework in high school prepares students for college or vocational pursuits. It emphasizes skills such as research, time management, and effective communication, essential for success in higher education and future careers.

3. Balance and Well-Being:

Acknowledge the increased academic demands and extracurricular commitments in high school. Strive for a balance that promotes student well-being, considering the importance of mental health and a holistic educational experience.

Homework Policy for Pre-University College (PUC):

1. academic specialization:.

Homework in PUC is often more specialized, focusing on subjects relevant to the chosen course of study. Assignments may be research-intensive, requiring students to delve deeply into their chosen field.

2. Critical Thinking and Research:

Emphasize critical thinking and research skills. PUC homework should challenge students to think analytically, apply theoretical knowledge to practical scenarios, and engage in independent scholarly inquiry.

3. Transition to Higher Education:

Homework in PUC serves as a bridge to higher education. It helps students adapt to the expectations of college-level coursework, where independent research and self-directed learning become increasingly important.

4. Preparation for Examinations:

PUC homework is closely tied to exam preparation, helping students develop effective study habits, time management skills, and a comprehensive understanding of the subjects they are studying.

Tips for Creating an Effective Homework Policy for Students

1. understanding cultural dynamics:.

A homework policy should be sensitive to the diversities, acknowledging that students may come from varied socio-economic backgrounds and have different levels of support at home. Tailoring homework assignments to be inclusive and culturally relevant ensures that all students can engage meaningfully with the material.

2. Balancing Academic Rigor and Well-being:

While academic excellence is a priority, it’s essential to strike a balance between challenging students and safeguarding their mental health. The pressure-cooker environment of education can be overwhelming, so a well-crafted homework policy should consider the recommended guidelines for the amount of homework assigned, ensuring it aligns with developmental needs and does not contribute to excessive stress.

3. Clear Communication with Parents:

Transparent communication with parents is crucial for the success of any homework policy. Schools should clearly articulate the purpose of homework, its role in the learning process, and the expected level of parental involvement . Regular updates and parent-teacher meetings can facilitate a collaborative approach, fostering a supportive learning environment at home.

Also Read: 5 formative assessment techniques for real-time feedback

4. Differentiated Homework Assignments:

Recognizing the diverse learning styles and abilities of students, teachers should design homework that allows for differentiation. Tailoring assignments to cater to varying levels of proficiency ensures that each student is appropriately challenged and has the opportunity to succeed .

Also Read: Tips for Parents to help their children succeed in school

5. Aligning Homework with Curriculum Goals:

The homework policy should be closely aligned with the broader curriculum goals of the school. Assignments should reinforce classroom learning, providing students with opportunities to apply theoretical knowledge in practical contexts. This alignment ensures that homework serves as a meaningful extension of the educational experience rather than a disconnected task.

6. Promoting Self-directed Learning:

A well-designed homework policy encourages self-directed learning and critical thinking. Assignments that prompt students to explore topics independently, ask questions, and connect learning across subjects foster a sense of curiosity and intellectual engagement.

7. Incorporating Technology Thoughtfully:

In the digital age, incorporating technology into homework assignments can enhance the learning experience. However, it’s essential to do so thoughtfully, considering accessibility issues and ensuring that technology complements the learning objectives rather than becoming a distraction.

8. Providing Timely and Constructive Feedback:

Feedback is a crucial component of the learning process. Teachers should establish a system for providing timely and constructive feedback on homework assignments. This not only helps students understand their strengths and areas for improvement but also fosters a culture of continuous learning.

9. Encouraging Collaborative Learning:

Homework assignments that encourage collaboration can be beneficial in schools. Group projects, peer reviews, and cooperative learning activities promote teamwork, communication skills, and a sense of shared responsibility.

10. Flexibility and Adaptability:

Recognizing that students may face unforeseen challenges at home or in their personal lives, a flexible and adaptable homework policy allows for accommodations when needed. Teachers should be understanding and responsive to individual student needs, ensuring that the policy is a tool for support rather than a source of additional stress.

Also Read: How can school leaders help parents get to know the school staff better?

A well-designed homework policy is a valuable tool for creating a positive and effective learning environment. In all phases of school education, it’s essential to consider the developmental needs of students, provide clear communication between teachers and parents, and maintain a balance that promotes both academic success and overall well-being. 

Homework should be purposeful, aligned with educational goals, and conducive to the development of lifelong learning skills. Additionally, an effective homework policy contributes to the overall well-being of students by striking a balance between academic rigor and the importance of a holistic educational experience.

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Ambergate Primary School

HOMEWORK POLICY

We believe that education is a life-long process.  A child’s education does not cease when he /she leaves our school premises, learning at home is an essential part of good education.

“Homework” is any work or activity completed outside lesson time, either alone, with parents, or others and homework make an important contribution to progress at school.

We see the purpose of homework as being to:

• Develop an effective partnership between school and parents for each child’s education, as children achieve more when teachers and parents work together,
• Consolidate/reinforce skills and understanding, particularly in Literacy and Numeracy,
• Utilise resources for learning available at home,
• Extend school learning
• Develop confidence, independence and the self-discipline needed for personal study in preparation for secondary school and beyond,
• Provide opportunities for parents and children to work together to enjoy learning experiences

From the Early Years simple games, learning spellings, and of course, reading with parents provides valuable opportunities for the practice/reinforcement of key skills in a supportive environment.  As children get older they need to develop the habit of regularly devoting short periods of time to personal study.  All children are expected to take part in a variety of homework tasks to enhance and support their work in class.

This homework policy is designed :

• To ensure consistency of approach throughout the school
• To ensure progression towards independence and individual responsibility
• To ensure parents/carers have a clear understanding about expectations for themselves and the pupils.
• To extend and support learning
• To provide opportunities for parents and pupils to work in partnership and enjoy learning experiences

The emphasis of homework activities is on the development of skills of literacy and numeracy. From time to time children may bring home a piece of work they have missed through absence, or for further reinforcement. Other activities are added as children move up the school.  Regular reading is vital.  It is our policy to set homework as follows:

Years 1 & 2               1 ½ hours / week

Years 3 & 4               1 ½ hours/week

Years 5 &6                30 minutes per day

Please note: Homework tasks will vary as to the needs of the individual class and the individual child.

The school pays a subscription to the “I am learning” website.  In addition to the homework outlined above all children have their own username and password to access the “I am learning” games to support maths, literacy and other areas of the curriculum. Please encourage your child to use it as often as possible.

How staff at Ambergate support this policy:

• By providing a range of homework tasks and activities.
• By ensuring that the children have a clear understanding of the tasks involved and a common understanding of the high expectations held of them individually, according to their ability
• By communicating with parents and keeping them informed of children’s progress, projects and topics studied in class and their children’s individual tasks.

How parents /carers can help to support their children:

• Provide somewhere peaceful for children to work without the distractions of television, other family members and pets
• Provide a suitable place equipped with a clear table space, chair and  good light
• Provide encouragement and support to children when they require it
• Support the school in explaining and valuing homework
• Encourage pupils and praise them when homework completed
• Be actively involved in the homework (particularly of younger children)
• Share with school any issues arising from homework for example by a comment in a reading record.  We would also be interested in hearing how well the children completed other activities, whether they were interesting / too easy / too hard, etc

Children are expected to:

• Make full use of any opportunities they are presented with
• Tackle home tasks promptly and with a positive attitude
• Take pride in their presentation and content, acknowledging the high personal standard expected
• Be organised to look after and return books and completed tasks on the agreed dates.

Feedback for pupils/parents or carers and teachers

Feedback needs to be given promptly and may be given in a variety of ways

• Verbal response from parents or carers and teachers
• Class discussion
• Tests eg. Spellings or tables
• Pupil/peer evaluation
• Presentation of work in class and/or school assembly

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Homework Policy

At Campbell Primary School we believe that homework is a valuable part of schooling. It provides opportunities to practise skills, review content and deepen understanding of concepts learned. Homework can also assist students to develop self-regulation processes, such as goal-setting, time management and study skills. Homework also supports school-home relationships through connecting families with the learning of their children.

We believe that the setting of homework needs to take into consideration the need for students to have a balanced lifestyle. This includes sufficient time for family, sport and recreation and cultural pursuits.

For the purpose of this policy document, it is important to note that at Campbell Primary School we expect that regular home reading will form part of students’ daily routine and is considered an essential home activity.

Homework should:

• only be used to facilitate the achievement of learning outcomes;
• complement and reinforce classroom learning and teaching programmes and be appropriate to the needs of the students;
• support the development of the student’s independence as a learner;
• further the partnership between school and home;
• avoid dependence on unreasonable levels of parental assistance or resources that are not readily available to the student;
• be set without impinging on reasonable time for family, recreational, cultural and employment pursuits relevant to the student’s age, development and educational aspirations;
• be balanced across learning areas so as to avoid stress and overload;
• be consistently applied, monitored and assessed in a whole-school approach that is responsive to individual needs and learning area requirements;
• form part of a developmental learning program that is responsive to individual needs, clearly relevant, supported by classroom practice and, where appropriate, developed in collaboration with students;
• linked with prompt, marking and feedback; and
• be disassociated from any form of punishing students or means of securing discipline.

Responsibilities of Teachers

• be aware of the school’s homework policy and ensure it is implemented and followed;
• ensure parents/carers are aware of the school’s homework policy;
• clearly communicate their expectations for homework to parents and students at the beginning of each year;
• ensure homework that is set is understood and is able to be completed by the student;
• if required liaise with English as an Additional Language or Dialect support staff in order to develop suitable homework tasks;
• refrain from setting tasks for homework that will be used for assessment;
• ensure that students are given enough time to complete set homework;
• provide opportunities for students to discuss any difficulties they are experiencing with homework;
• monitor the homework practices of their students;
• help students to develop organisational and time-management skills;
• mark homework and provide timely and practical feedback and support;
• contact parents/caregivers to discuss any concerns regarding homework;
• be mindful of circumstances that may prevent a child from completing homework tasks;
• seek feedback from students about set homework tasks, including frustration levels;
• setting homework that is varied, challenging, meaningful and directly related to class work and appropriate to students’ learning needs; and
• provide flexible options for students to cater for varied access to resources and technology.

Teachers are not required to set homework over holiday periods or at times where students are taken on in-term vacation breaks.

Responsibilities of Students

• be aware of the school’s homework policy;
• write homework tasks into their diary (if provided) and track progress and completion of tasks;
• demonstrate responsibility by caring for materials required to complete homework, such as books, pens and pencils.
• submit any completed homework, according to the instructions of the teacher, when expected;
• discuss any difficulties they are experiencing with homework with their teacher/s; and
• follow up on comments made by their teacher.

Responsibilities of Parents

• be aware of and support the school’s homework policy;
• encourage their child to complete homework and check their daily diary;
• discuss homework activities and expectations with their children in their first language, if English is not the main language spoken at home, and linking it to previous experiences;
• providing a work area (with resources e.g. pens, pencils, ruler, eraser etc.) and a supportive environment (e.g. free from major distractions), together with a routine that fits with the family;
• supervising ‘eLearning’, including ICT tools and usage;
• support your child to develop an age appropriate level of independence in completing homework;
• encourage, praise and provide guidance and support as is required; and
• contact the relevant teacher/s to discuss any concerns about homework.

Where students are continually out of class for additional programs (e.g. PEAC and IMMS ), students and / or parents should negotiate with the teacher what work needs to be completed.

  Homework can be completed daily or over a weekly or fortnightly period.  The table below provides suggested time to be allocated to homework.

For the purpose of this policy document, it is important to note that at Campbell Primary School we expect that regular home reading will form part of students’ daily routine and is considered an essential home activity. 

Homework options in Kindergarten to Year 2 may include the following:

• Sight words
• News preparation
• Oral language
• Basic number skills and facts

Homework options in Year 3 to Year 6 may include the following:

•   Phonics/Spelling
• Maths fluency and problem solving
• Research Projects
• Novel Studies
• Oral language reports
• Specialist Area Tasks

The above lists are not exhaustive.

Staff Review: May 2022

Ratified by School Board: June 2022

Next Review: 2024

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Getting students to work on their homework assignments is not always a simple task. Teachers need to take the initiative to create homework policies that encourage students to work hard to improve their achievement in the classroom setting. Educational leadership starts with making a policy that helps students learn and achieve while competing with extracurricular activities and the interests of students.

Set high standards

Homework policies need to have high standards to encourage students to work hard on achieving the best possible results. Student achievement in school improves when teachers set high standards and tell students that they are expected to meet the standards set in the classroom.

By setting high standards for the homework policy, teachers are ensuring that the students will be more willing to work on getting assignments done. The policies for homework that teachers and parents create can help improve student understanding of materials and result in better grades and scores on standardized tests.

Focus on study skills

Teaching students in their early education is a complicated task. Teachers need to balance the age of the students with the expected school, state and federal educational standards. Although the temptation to create a homework policy that focuses on repetition and traditional assignments can make the policy easy to create, it also removes the focus from establishing strong study skills and habits to engage students in education.

Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools.

Putting more focus on study skills will set a stronger foundation for homework in the future. As students get into higher grades, the type of assignments will focus on writing with a pen or pencil. The age of the student must be considered and the goal is to create a strong foundation for the future.

Involve the parents

Getting parents involved in the homework policy will encourage students to study and complete the assigned tasks. Asking parents to get involved to facilitate assignments will ensure students are learning without the parents completing the assignment for their child.

The goal of involving the parents in the homework policy is getting the family to take an interest in ensuring the assignments are completed. The best assignments will allow the student to manage the work without seeking answers from a parent. That allows parents to supervise and encourage their child without giving the answers.

Give consequences for incomplete assignments

Homework is an important part of providing educational leadership in the classroom. Although parental involvement and high standards can help encourage students to study, it is also important to clearly state the consequences if assignments are incomplete or not turned in on time.

A clear homework policy will lay out the possible consequences of avoiding assignments or turning in incomplete work. Consequences can vary based on the student grade level and age, but can include lowering the grades on a report card or taking away classroom privileges.

Although it is important to provide details about the consequences of avoiding the assignments, teachers can also use a reward system to motivate students to complete their work. Rewards can focus on the entire class or on individual rewards, depending on the situation. For example, teachers can give a small candy when students complete five assignments in a row.

Consequences and rewards can serve as a motivating factor when it comes to the homework policy. By clearly stating the potential downsides and the benefits to the student, it is easier for students to focus on the work.

Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to expect and can gain motivation to work on achieving the best results.

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