Homework Policy


Help for non-English speakers

If you need help to understand this policy, please contact Donald Eddington, Principal. Non-English speakers can also access Google translate at the bottom of this web page.

 

As valuable partners in your child's wellbeing, learning and engagement at William Ruthven Primary School, we welcome and encourage your feedback. If you have any suggestions, comments or questions in relation to our policies and practices, please contact the Principal, Donald Eddington via email, donald.eddington@education.vic.gov.au.

 

Purpose

To outline to our school community the Department’s and William Ruthven Primary School’s policy requirements relating to homework.

 

Scope

This policy applies to students in all year levels and staff responsible for setting and monitoring homework at William Ruthven Primary School.

 

Rationale

William Ruthven Primary School has developed this Homework Policy in consultation with the School Council to support student learning and wellbeing by:

  • providing opportunities for students to review, revise and reinforce newly acquired skills
  • providing opportunities for students to apply new knowledge
  • providing opportunities for students to prepare for future lessons
  • encouraging students to enrich or extend knowledge individually, collectively and imaginatively
  • fostering good lifelong learning and study habits
  • supporting learning partnerships with parents/carers.

Definitions

Homework is tasks assigned to students by teachers that are meant to be carried out during non-school hours.

 

Home reading refers to reading practice and underpins all homework based activities. Students are given levelled reading material appropriate to their reading stage until they reach at least Fountas and Pinnell Level U. Once Fountas and Pinnell Level U has been reached, students are deemed independent readers, however these students are still required to completed regular home reading. The focus for daily reading practice is to develop sight vocabulary; build reading fluency, practise comprehension strategies for enhancing meaning; develop oral presentation skills and entrench a skill that will inform much of a child’s learning. Regular reading, for all students, will assist the development and consolidation of the skills involved in reading.

 

Policy

At William Ruthven Primary School all homework set by teachers will be:

  • purposeful
  • curriculum-aligned
  • appropriate to students’ skill level and age
  • designed to help students develop as independent learners
  • monitored by the teacher
  • where appropriate, provide opportunities for parents/carers to partner in their child’s learning.

 

The types of homework that teachers at William Ruthven Primary School will include are:

 

Prep to Year 4

  • In the early years, the objective of homework is to practise and consolidate the concepts that have been introduced during class time. It is also intended to introduce the concepts of self-discipline and responsibility and prepare them for the upper grades.
  • Assigned homework tasks will build on concepts explored in the classroom and encourage students to use their initiative by gathering additional information or materials.
  • Homework will consist of daily reading to, with, or by parents/carer or older siblings. In Years 1 and 2, it will also include practising addition and subtraction fact strategies, and in Years 3 and 4 it also includes practising multiplication and division fact strategies.
  • Students are generally not expected to complete more than 20 minutes of homework per day and no homework tasks will be assigned over the weekends or during the holidays.

 Year 5 to Year 6

  • In the upper year levels, the objective of homework is to build on the concepts of self-discipline, responsibility and initiative to prepare students for secondary school.
  • Assigned homework tasks will include daily independent reading, and consolidation of basic number facts (addition and subtraction fact strategies, and multiplication and division fact strategies). On occasion, it may include completing some research to support class learning.
  • Students are generally not expected to spend more than 30 minutes per day on homework and no homework tasks will be assigned over the weekends or during the holidays.

Optional, independent homework tasks for parents/carers to assign and supervise

Types of optional, independent homework tasks that parents/carers may wish to assign and supervise may include having their child:

  • Complete imaginative alternatives to book reports such as book report ideas from the National Council of Teachers of English
  • Engage in consolidation and extension exercises for mathematics such as tasks from the nRich website
  • Undertake science investigation exercises such as investigations from the Milwaukee with kids website
  • Make or design an artwork such as art projects from the Teach beside me website.
  • Practise and play musical instruments
  • Joining a local sports club and practise sports skills
  • Research topics associated with set class work and complete a project
  • Apply new skills to home context such as:
    • planning and cooking food, including following a recipe
    • helping to plan a day trip or holiday, including timings, directions and costs
    • growing plants.

Shared expectations and responsibilities

Homework is a shared responsibility between the school, teachers, students and their parents/carers. In order to get the most out of homework tasks, it is important that everyone understands their obligations and responsibilities.

 

Responsibilities and expectations for leaders at William Ruthven Primary School are to:

  • advise teachers, students and parents/carers of homework expectations at the beginning of the school year and provide them with access to the homework policy.

Responsibilities and expectations for teachers at William Ruthven Primary School are to:

  • set homework that is curriculum-aligned and appropriate to the student’s skill level and age
  • ensure homework tasks are purposeful – this means they are deliberately designed and planned to support student learning (so, they are not ‘busy work’ or where students ‘finish off’ work they did/could not complete in class)
  • assess homework and provide timely and practical feedback
  • ensure the amount of homework set supports a student to engage with a range of recreational, family and cultural activities outside of school hours
  • offer opportunities for families to engage in their children’s learning.

Responsibilities and expectations for students are:

  • being aware of the school’s homework policy
  • discussing homework expectations with their parents/carers
  • accepting responsibility for the completion of homework tasks within set time frames 
  • following up on comments made by teachers
  • seeking assistance when difficulties arise
  • organising their time to manage home obligations, participation in physical activity and sports, recreational and cultural activities and part-time employment (for older students).

Responsibilities and expectations for parents/carers are:

  • ensuring there is a balance between the time spent on homework and recreational, family and cultural activities
  • talking to teachers about any concerns they have about the homework
  • discussing homework with their child in their first language, if English is not the main language spoken at home,
  • ensuring there is a quiet study area for their child to complete homework.
  • in dialogue, linking homework to:
    • previous experiences the child and/or parent/carer may have had
    • family culture(s), history(ies) and language(s)
    • relevant services, clubs, associations and community.

Support for students and parents/carers

William Ruthven Primary School understands that students have different learning strengths, preferences and interests and may approach learning activities and homework differently. If parents/carers are concerned their child may not understand the homework tasks that have been set or is spending a long period of time completing their homework, we encourage parents/carers to speak to their child’s teacher.

 

Communication

This policy will be communicated to our school community in the following ways:

  • Available publicly on our school’s website
  • Included in staff induction processes and staff training
  • Included in our staff handbook
  • Reminders in our school newsletter
  • Discussed at annual staff briefings/meetings
  • Hard copy available from school administration upon request.

Related policies and resources

The Department’s Policy Advisory Library:

Policy review and approval

  • Policy created: February 2024
  • Consultation: School Council (19 February 2024)
  • Approved by: Principal 
  • Next scheduled review date: February 2028