Developing our Homework Policy

1. Developing our Homework Policy Trinity CE Primary School

2. Definition Homework is any task assigned by school teachers intended for children to carry out during non-school hours.

3. What is the current practice in our school? Last updated Homework Policy 2011. In summary • Low Level; avoid stress on families; allowing children to do activities out of school without the worry about completing homework. • Emphasis on Reading, Spelling, Maths Worksheets. But more challenging homework to be given in year 6. • Related to the context of the classroom, matched to children’s ability, deadlines shared and set and agreed as a year group / phase. • A few evenings given to allow homework tasks to be completed.

4. Activity 2: Research • What does the research say? If parents were to trawl through the research, they’d find little or no evidence of a connection between homework and academic gains in the primary school years. However, supporters of homework claim that homework promotes: • good work habits, • a sense of responsibility, • a connection between school and home, and • an outlook that learning happens everywhere.

5. 3 key considerations It's important to remember that some people object to homework for reasons that aren't related to the dispute about whether research might show that homework provides academic benefits. They argue that (a) six hours a day of academics are enough, and children should have the chance after school to explore other interests and develop in other ways -- or be able simply to relax in the same way that most adults like to relax after work; and (b) the decision about what children do during family time should be made by families, not schools.

6. 3 key considerations When parents take on an active/teaching role and consolidate the skills being taught in the classroom outcomes are improved for Maths and Reading. In contrast to children completing easy tasks independently or struggling to complete more challenging tasks independently.

7. Activity 2: Research My belief that teachers continue to look for ways to make homework relevant, engaging, reinforcing, and independently achievable or challenging with support. I do not subscribe to the common belief that children must have homework for homework sake; Homework should be a flexible response to how the child is achieving in the classroom. That parents are a valuable resource to build upon learning if for whatever reason children need to complete tasks, go over tasks, or explore further.

8. What this might look like. Basic skills of reading spelling and maths should be given routinely. Consolidation of skills that children need to make progress such as developing their confidence and competency in reading as well as comprehending what they are reading, times tables, spellings, confidence in using the 4 operations Homework which supports progress of individual children; it is the teacher’s responsibility to decide when homework such as this should be given; not necessarily to all and not necessarily to a timetable. Optional homework grids are hugely popular in many schools leaving the decision to families and the children themselves who are often inspired to explore and be creative depending upon the options given. These would be tailored to the topic happening in the classroom so that there is relevance and purpose.

9. Quality QUALITY Effective homework tasks are: • appropriate for each child’s age and ability. • relevant to each child’s needs and builds on work undertaken in class. • purposeful and designed to meet specific learning goals. • Children who want to do the work; because they love their learning. • clearly stated and requirements made explicit during class time. • varied and challenging, but achievable. • supported by teacher strategies for children who have difficulties with homework. The quality of the homework assigned is likely to be more important than the quantity

10. Manageability MANAGEABILITY. Homework should: • be manageable for both children and teachers • consider the children and their family when they have other commitments, such as sport, cultural activities, tuition outside of school hours. The quality of the homework assigned is likely to be more important than the quantity

11. Communication Collaborative • collaboration in the development of the school’s Homework Policy • provision of clear information between teachers, parents/carers and children regarding homework expectations and the completion of tasks. • open communication lines. • guidance and assistance for those having difficulties completing their homework.