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Respect, Courtesy and Honor |
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Walgett Community College Primary School |
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Warrena St Walgett NSW 2832 Australia |
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To contact us: |
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Phone: 6828 1077
Fax: 6828 1939 |
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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 has been given to the value and purpose of homework and the principles and practices outlined in this document that will ensure homework is educationally beneficial and meets the realistic expectations of students, teachers, parents and caregivers. General Principles Homework is most beneficial when: it reinforces and extends class work 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 it develops and extends the core learning skills of inquiry and independent study. 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 organising 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 challenges and extends gifted and talented children.
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. maths, including memorisation 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 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 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 monitoring e.g. advertising in particular newspapers. 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. Schools, however, should have regard for equity issues when setting homework that relies upon the use of technology. Students who do not have access to such technology at home should not be disadvantaged. Successful Practice Kindergarten - Year 2 (Early Stage 1/Stage 1) Generally teachers will not set formal homework in the earliest years of Early Stage 1 & Stage 1. However, all activities at home or in play can assist children to develop a wide range of knowledge and skills including literacy, numeracy and problem solving. It should also be remembered that self directed play in unstructured time is important. Language and number concepts can be introduced and consolidated in many family activities, including: shopping preparation of food listening to stories, learning songs and nursery rhymes conversations about what is happening at school interactive video and computer programs reading library borrowing family outings collecting items. In the latter stages of Stage 1 consideration should be given to the setting of formal homework as for example in completing simple computations, copying letters or words, or completing an activity sheet. Years 3- 6 (Stages 2 and 3) Although as students progress they increasingly work independently on their homework, it is important that teachers continue to provide guidance and assistance particularly in the development of study skills. It is also important that students have the opportunity to experience different types of homework and that the amount of time students’ are expected to work on homework is realistic. Although most homework is likely to be set in the areas of English, Mathematics and Human Society and its Environment, it could be set across all areas of the curriculum. 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 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 (this is perhaps not as important in senior high school years) ensuring homework is of a high standard organising their time to ensure that sufficient time is given to quality homework within set deadlines. Organisation
Students in years 3 to 6 could use Home School Diaries (HSD).
The HSD would contain any homework which has been set for the day. The teacher will have spoken with each student about their homework, looking at what needs to be done and what they need to take home.
Parents are encouraged to look in the HSD and check that homework is being completed. The work will then be checked the following day at school.
If homework is not listed for the day’s date, then no new homework has been set for that day. Homework is not set every day. |
