HOMEWORK POLICY
GLENMORE ROAD PUBLIC SCHOOL
 
   
Rationale
Parents recognise and value homework as a way of seeing and contributing to their children’s education and as a means of measuring their achievements and progress. The school recognises and values the equality of experiences and assistance provided for its students through their parents’ support and involvement in homework. The school aims to capitalise on all its families’ activities and interests by ensuring that there is a link between home and school. This is beneficial to all children.
This policy document was revised by parents and teachers at Glenmore Road PS in 2005. It is informed by:

• Parent, student and staff input
• The NSW Department of Education and Training Homework Policy
• The Glenmore PS Parents and Citizens Association
• The Glenmore Road Public School Council.

This policy will be revised in 2008.

Guidelines
The concept of homework for students of all ages is supported by the Department of Education and Training. Our guidelines for homework at Glenmore Road Public School are as follows:

• each class teacher will have the freedom to follow her/his own system of homework
• homework should be a purposeful learning experience
• homework must be actually completed by the child by her/himself with parent or
  caregiver help where necessary
• homework will not always be written work
• homework should be regularly supervised by parents or caregivers
• homework may be used to develop and extend special talents and encourage and
  support students with learning difficulties
• any difficulties which involve understanding or completing homework should be
  discussed by students and/or parents or caregivers with the class teacher.
Types of Homework
The three main types of homework are practice exercises, preparatory work and extension assignments.

Practice exercises
These provide students with the opportunities to apply new knowledge or review and reinforce newly acquired skills, including:

• consolidation exercises e.g. maths, including memorisation of tables
• practising for mastery e.g. spelling
• revising information about a current topic
• practising words or phrases learnt in another language other than English 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
• collecting items e.g. geometric shapes.

Extension assignment
Encouraging students to pursue knowledge individually and imaginatively, including

• writing e.g. a book review
• making or designing something e.g. an art work, science task
• researching e.g. history, local news
• information and retrieval skills, e.g. using a home computer to find material on the internet.

Wherever possible homework should recognise the place of technology in today’s world and the benefits of using technology such as home computers, E-mail and the Internet for organising and accessing information. Students who do not have access to such technology at home should not be disadvantaged.
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 active 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 the homework and their
  children’s approach to the homework
• alerting the school to any domestic or extracurricular activities that may need to be taken
  into consideration when homework is being set or corrected.
• informing the school if they do not wish their child to complete homework assignments
  during the first half of lunch.

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
• communicating in writing to parents or caregivers about the homework routine and have
  a communication network available, e.g. use a homework book or diary in which homework
  is written and parents sign or write comments if necessary
• overseeing the completion of homework diaries and assisting students experiencing
  difficulties with this task
• providing quality homework activities related to class work
• not setting new work which requires direct instruction
• setting a suitable amount of relevant homework which is appropriate to the ability of each student
• informing parents if class work needs to be completed in addition to the routine homework tasks
• 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
• sending a slip home at the end of Weeks 4 and 8, indicating the students homework record for
  that month
• marking homework promptly and appropriately, maintaining homework records and providing   feedback to students and parents or caregivers. Most homework can be grouped marked in class   time
• contacting parents when homework is repeatedly not completed or handed in over a three week   period
• 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
• maintaining their homework diary for Years 3 to 6 students
• completing homework within the given time frame
• alerting parents or caregivers to homework expectations
• seeking assistance from teachers and parent or caregivers when difficulties arise
• showing their homework to their parents or caregivers
• ensuring homework is of a high standard
• organising their time to ensure that sufficient time is given to quality homework within set
  deadlines. (This is more relevant for Stage 2 and 3 students).
• communicating with the support teachers to ascertain if any homework tasks were assigned
  Time Guidelines

The amount of homework set should be manageable within the time guidelines stated below. This time frame is averaged over a four night period. Students, in consultation with their parents or caregiver, should allocate enough time to complete the homework. It is important that students of all ages have opportunities for free time, leisure and physical activities outside of school. As a general guide the time set for homework in each year level is suggested as follows:

• Kindergarten: Aiming eventually for 15 minutes each night. Students should read at
  Independent Level and practice basic number.
• Year 1: approximately 15 minutes each night. Students should also read a book in
  their Home Reading folder or private reading
• Year 2: approximately 20 minutes each night. Students should also read a book in
  their Home Reading folder or private reading

Students in Years 3 -6 are also expected to do read books of their own choosing each night.
• Year 3: approximately 30 minutes each night.
• Year 4: approximately 40 minutes each night.
• Year 5: approximately 50 minutes each night.
• Year 6: approximately 60 minutes each night.

Research assignment work

• Research assignments or projects need clear written instructions, including due dates, length
  for completion and level of parent assistance acceptable.
• There should only be one research assignment set per term. When a support teacher sets a   research assignment this should be communicated to the class teacher.
• Research assignments should be structured to ensure that, as far as possible, the work can
  be done by the students and that the product has been substantially completed by the
  students herself / himself.
• If parent help is appropriate this should be stated on the assignment sheet. The students
  should indicate the amount and type of help they received from their parents or caregiver.
• Research assignments should be designed and written to suit the range of students in the
  year level.
• Previous examples of outstanding work should be shown to students to provide them with
  models of the expected standard.
• Optional or self motivated extension assignments may be left more open ended. Requirements
  may be negotiated with the teacher.

Specific web site addresses, names of books and other resources required for the assignment should be supplied by the teacher.