Homework Policy

Introduction
It is expected that all schools, in consultation with their communities, will review their existing school homework policy to ensure it is relevant to the needs of their students.
A copy of the revised document should be distributed to staff, students, parents and caregivers, particularly at the time of student enrolment.

Parents and caregivers have an important role in assisting the school in this review of their school's homework policy. It has the potential to affirm the partnership in learning between parents and teachers and to ensure that the importance of family and leisure activities is recognized in the amounts and type of homework that is set.

Full consideration should be given to the value and purpose of homework and the principles and practices outlined in this document that ensure homework is educationally beneficial and meets the realistic expectations of students, teachers, parents and caregivers.

Purposes of Homework
Homework:

  • is a valuable part of schooling;
  • allows for practising, extending and consolidating work done in class;
  • provides training for students in planning and organizing time;
  • develops a range of skills in identifying and using information resources;
  • establishes habits of study, concentration and self-discipline which will serve students for the rest of their lives;
  • strengthens home-school links;
  • reaffirms the role of parents and caregivers as partners in education;
  • provides parents and caregivers with insights into what is being taught in the classroom and the progress of their children; and
  • challenges and extends gifted and talented children.

General Principles
Homework is most beneficial when:

  • it reinforces and extends classwork and consolidates basic skills and knowledge;
  • it is challenging and purposeful, but not so demanding that it has adverse effects on the student's motivation;
  • parents or caregivers are involved in the formulation and implementation of the school's homework policy;
  • students take responsibility for their homework, supported by their parents or caregivers;
  • it is well coordinated and teacher expectations are well communicated;
  • it is set on a regular basis and establishes a routine of home study;
  • teachers set suitable amounts of homework which are varied and at an appropriate level considering the age, stage of schooling and capabilities of students;
  • it takes into account students' home responsibilities and extracurricular activities such as clubs, sport and part-time employment;
  • it is marked promptly and accurately;
  • feedback and follow-up are provided regularly to students; and
  • it develops and extends the core learning skills of inquiry and independent study.

Types of Homework
The amount of time that students are expected to spend on homework will depend upon the age, ability, home environment and extracurricular activities of students, including family and cultural obligations. It is important that students of all ages have opportunities for free time, leisure and physical activities outside of school.

The three main types of homework are:
Practice exercises - providing students with the opportunities to apply new knowledge, or review, revise and reinforce newly acquired skills, including:

  • consolidation exercise e.g. math, including memorization of tables;
  • practising for mastery e.g. spelling words;
  • revising information about a current topic;
  • practising words or phrases learnt in a language other than English;
  • reading for pleasure; and
  • essay writing.

Preparatory homework - providing opportunities for students to gain background information on a unit of study so that they are better prepared for future lessons, including:

  • background reading;
  • reading e.g. English text for class discussion;
  • researching topics for a class unit of work; and
  • collecting items e.g. geometric shapes.

Extension assignments - encouraging students to pursue knowledge individually and imaginatively, including:

  • writing e.g. a book review;
  • making or designing something e.g. an art work;
  • investigations e.g. science, social science;
  • researching e.g. history, local news;
  • information and retrieval skills eg. using a home computer to find material on the Internet; and
  • monitoring e.g. advertising in particular newspapers.

Wherever possible homework should recognize the place of technology in today's world and the benefits of using technology such as home computers, E-mail and the Internet for organizing and accessing information. Schools, however, should have regard for equity issues

Successful Practice
In high school, homework should develop in students' habits of reviewing work undertaken in class.

It is expected that homework will be set on a regular basis in each subject.

Coordination across faculties is essential to accommodate competing demands in regard to homework, assessment tasks, assignments and examination preparation. This is particularly important in the senior years of high school.

There are times when students should be provided with the opportunity to negotiate the amount, type and timeframes of homework.

The quality of homework will be enhanced by students getting expert advice about homework and study skills through seminars and study times.

Many schools find school agendas useful to develop students' organizational skills and time management, and to improve home-school communication. As students move into the senior school it is expected that homework demands will increase.

Expectations
Parents and caregivers can help by:

  • taking an active interest in homework;
  • ensuring that there is time set aside for homework;
  • encouraging and supporting students to complete homework;
  • providing, where possible, a dedicated place and desk for homework and study;
  • encouraging their children to read and take an interest in current events;
  • assisting teachers to monitor homework by signing completed work if requested and being aware of the amount of homework set;
  • communicating with teachers any concerns about the nature of homework and their children's approach to the homework; and
  • alerting the school to any domestic or extracurricular activities which may need to be taken into consideration when homework is being set or corrected.

Teachers can help by:

  • explaining to students and their parents or caregivers the purpose and benefits of homework;
  • ensuring students and parents or caregivers are aware of the school's homework policy;
  • providing quality homework activities related to classwork;
  • setting a suitable amount of relevant homework which is appropriate to the ability of each student;
  • ensuring that students are aware of what is expected of them, and how their work will be assessed;
  • giving students sufficient time to complete their homework, taking into account, as far as possible, competing home obligations and extracurricular activities and homework set by other teachers;
  • marking homework promptly and appropriately, maintaining homework records and providing feedback to students and parents or caregivers; and
  • alerting parents or caregivers of any developing problems concerning their children's homework and suggesting strategies that they can use to assist their children with their homework.

Students can help by:

  • being aware of the importance of homework;
  • being aware of their school's homework policy;
  • completing homework within the given time frame;
  • alerting parents or caregivers to homework expectations;
  • seeking assistance from teachers and parents or caregivers when difficulties arise
  • showing their homework to their parents or caregivers;
  • ensuring homework is of a high standard; and
  • organizing their time to ensure that sufficient time is given to quality homework within set deadlines.