Introduction
Homework is an integral part of the learning process at King’s College and its importance in encouraging pupils to acquire sound study habits should not be underestimated. In fact, homework, is anything children do outside the normal school day, in response to guidance from the school, that contributes to their learning. Homework encompasses a whole variety of activities instigated by teachers and parents to support the children’s learning. For example, parents who spend time reading stories to their children before bedtime are helping with homework.
Rationale for homework
Homework is a very important part of a child’s education, and can add much to a child’s development. We recognise that the educational experience that any school by itself can provide is limited by the time and resources available; children can therefore benefit greatly from the complementary learning that they do at home. Indeed we see homework as an important example of cooperation between teachers and parents. One of the aims of our teaching is for children to develop as independent learners, and we believe that doing homework is one of the main ways in which children can acquire the skill of independent learning.
Homework plays a positive role in raising a child’s level of attainment. However, we also acknowledge the important role of play and free time in a child’s growth and development, especially in the primary department. While homework is important, it should not prevent children from taking part in the activities of various out-of-school clubs and of other organisations that play an important part in the lives of our pupils. We are well aware that children spend more time at home than at school, and we believe they develop their interests and skills to the full only when parents encourage them to make maximum use of the opportunities available outside school.
Aims and objectives
The aims and objectives of homework are:
to enable pupils to make maximum progress in their academic and social development;
to encourage the development of the self-discipline, responsibility, independence and confidence needed for successful study throughout the school.
to develop an effective partnership between the school and the home in pursuing the aims of the school and in supporting each child’s learning.
to enable all aspects of the curriculum to be covered in sufficient depth;
to provide educational experiences not possible in school;
to consolidate and reinforce the learning done in school, and to allow children to practise skills taught in lessons;
to help children develop good work habits for the future.
to exploit external resources for learning.
Types of homework
Staff and pupils regard homework as an integral part of the curriculum - it is planned and prepared alongside all other programmes of learning.
We set a variety of homework activities within the Infant department, the organization of which is outlined below.
Nursery.
When the teacher thinks they are ready to do so, the children start to take a book home from school to share at home with parents.
Reception.
Children continue to take books home to share and some also then start on the Reading Scheme Books (Term 2) when the teachers feel that each child is ready.
Every week children take home the letter sound that they have been learning to reinforce at home. Every 6 weeks the children take a booklet home that contains the previous 6 letter sounds to practise the letter formation.
Year 1.
The children continue with the reading scheme taking 2 books every week to read at home. Spellings are sent home weekly to learn. Spanish homework (a simple sheet) is also given weekly (at the weekends).
No set Maths homework is given, but parents are encouraged to play Maths games at home and to undertake some practical Maths activities.
A handwriting booklet is sent home periodically for the children to practise and reinforce their handwriting at home.
Year 2.
Again, reading books are sent home weekly. Occasionally, a book review is given, again based on one of the books that the children have read. Spellings continue to be sent home.
Maths homework is given every 2 weeks (at the week-end).
Spanish homework is given every week (at the weekend). After Christmas the children are also given a Spanish book to read at home every 2 weeks.
We give guidance to parents on achieving the maximum benefit from this time spent reading or working with their child at home. Sometimes we ask children to talk about a topic at home prior to studying it in school. For example, in the history topic on toys, we ask children to find out what toys were popular when their grandparents were young, and, if possible, to bring examples into school to show the other children. Sometimes we ask children to find and collect things that we then use in science lessons.
At Key Stage 2 we continue to give children the sort of homework activities outlined above, but we expect them to do more tasks independently. We set literacy and numeracy homework routinely each week, and we expect the children to consolidate and reinforce the learning done in school through practice at home.
Key Stage 2: Recommended Reading:
|
Years 3&4 – 1.5 hours per week. |
|
Years 5&6 – 20-30 mins per day. |
|
Year 3 – There will be 3 x ½ hour homework sessions set each week chosen from the areas of spelling, numeracy or occasionally, work from other areas of the curriculum. In addition to this, children should be encouraged to read for at least one hour per week in English and/or Spanish. |
|
Year 4 – Pupils will receive the equivalent of 20 minutes of homework 5 times per week (e.g. 20 mins. on two week days and one hour at week ends). The homework will be chosen from the areas of handwriting, spelling, numeracy, reinforcement work covered in class and some investigation work for projects. Children will be expected to read for approximately 15 minutes every day. |
|
Year 5 – Pupils should receive approximately 20 minutes of written work per weekday, together with 20 minutes of reading. At week- ends this will increase slightly, to 30 minutes. In Year 5 the children will also be required to do some research work for projects. |
|
Year 6 – Pupils in year 6 will be expected to do 30 minutes reading per day and 30 minutes of set written homework. The written work will usually be Language or Maths but both subjects should not be given on the same day. In general, daily homework tasks will consist of completing class work plus a small amount of extension work. At weekends, pupils will be expected to complete a set piece of work in both Literacy and Numeracy. |
|
Year 7, 8 & 9 – the following subjects have 2 homework slots allocated to them each week: English, Maths and Lenqua Espanola. Science has three slots. |
| Year 7 – In year 7 there are 3 homeworks set per night each lasting approximately 20 minutes. At the weekends there are 4 homeworks set. Longer homeworks, such as research projects and essays may be set over two and even three week periods. |
| Year 8 – In year 8 there are 3 homeworks set per night each lasting approximately 25 minutes. At the weekends there are 4 homeworks set. Longer homeworks, such as research projects and essays may be set over two and even three week periods.
|
| Year 9 – In year 9 there are 3 homeworks set per night each lasting approximately 30 minutes. At the weekends there are 4 homeworks set. Longer homeworks, such as research projects and essays may be set over two and even three week periods.
|
Homework for IGCSE, AS, A2.
In Years 10, 11, 12 & 13 Homework is given as and when each department sees appropriate. This is so that the students become more accustomed to organising their study time and learn to use any spare time to prepare their coursework. They can expect two hours or more homework per night and on the weekend.
Individual subjects Homework policies.
There are guidelines set out for the types of homework given by each subject dependent on the nature of the subject. This is outlined in the individual subject Handbooks.
Pupils:
Pupils from all year groups should record homework tasks in their “Planners/contact books” and ensure that they understand clearly what has to be done, and then these should be checked and signed by form tutors and parents. Pupils are expected to demonstrate commitment to their studies by spending the allocated time doing the tasks set and by handing in work on time.
In Primary and Secondary, we also set homework as a means of helping the children to revise for examinations, as well as to ensure that prior learning has been understood.
Sometimes we ask children to talk about a topic at home prior to studying it in school. Sometimes we ask children to find and collect things that we then use in science lessons, and occasionally we ask children to take homework that they have started in school, when we believe that they could benefit from spending further time on it. When we ask children to study a topic, or to research a particular subject, we encourage them to use the internet and CD-ROMs at home if they have access to them.
No pupil should spend more than the stipulated times on homework tasks, especially on weekdays. If children are spending much more time on homework, parents should consult their child’s class teacher. If for any legitimate reason children are not able to complete a piece of work, parents should inform the child’s class teacher either with a written note or a verbal message. If a pupil misses a lesson or a homework they should make every effort to consult the teacher or fellow class members and then catch up what has been missed.
Homework is marked according to the general school marking policy. Homework completed well is acknowledged and praised. There may be issues arising from the work, which the teacher will follow up in lesson time.
We recognise that children have individual learning styles, which means that some tasks can be completed in a number of different ways, while others demand a particular approach.
Amount of homework
As they move through the school, we increase the amount of homework that we give the children. However, we are conscious of the fact that the children have a long day at school and that those children travelling by school bus or who have after school activities may not arrive home till after six o’clock.
Inclusion and homework
We set homework for all children as a normal part of school life. We ensure that all tasks set are appropriate to the ability of the child, and we endeavour to adapt any task set so that all children can contribute in a positive way. We may set additional tasks and/or more complicated tasks for those who are especially able.
The role of parents
Parents have a vital role to play in their child’s education, and homework is an important part of this process. We ask parents to encourage their child to complete the homework tasks that are set. We invite them to help their children as and when they feel it to be necessary and to provide them with the sort of environment that allows children to do their best. Parents can support their child by providing a good working space at home, and by discussing the work that their child is doing.
If parents have any questions about homework, they should, in the first instance, contact the child’s class teacher. If their questions are of a more general nature, they should contact the Head of Department/Section. Guidelines are provided in the Parents’ Booklets given to parents at the beginning of every school year.
Use of ICT
The use of ICT and the Internet has made a significant contribution to the amount of reference material available at home, and the ease and speed with which it can be accessed. However, our teachers expect their pupils to produce their own work, perhaps by editing something they have found, or by expressing it in their own words. The children are not achieving anything worthwhile by merely downloading and printing out something that has been written by somebody else.
There are many websites containing highly educational material, which can have a powerful effect on children’s learning. Recommended sites that will best support the children’s learning are provided for parents. Parents are advised always to supervise their child’s access to the Internet. For instance the Encyclopaedia Britannica link on our own website is far preferable to Wikipedia!
Monitoring and review
This policy will be reviewed annually.
Reviewed May 2011
