Homework is considered to be an extension of the core learning of students with the aim of developing autonomous study skills and assisting students in developing effective research, time management and organisational skills. Students are also encouraged to develop a regular pattern of study, particularly in Senior School. The type of homework and study will differ from subject to subject and year group to year group.

The regular setting of homework by teachers is expected. Homework tasks should be coordinated across teachers in different faculties to avoid unreasonable workloads being placed on students. Staff are encouraged to use the calendar on Schoology to set homework tasks to ensure that students have a record of homework commitments and responsibilities. It is also recommended when setting homework on Schoology that staff advise expected length of time the set task will take to complete as a guide for students. Students are expected to complete tasks set by the teacher for homework.

Homework will generally range from one to one and a half hours per day in Years 7 to 9. Teachers of each subject when giving homework to students should take into account other subjects giving homework, assessment schedules and student’s extra-curricular activities. It is also advised that homework is given a reasonable time frame in which to be completed. In Years 10 to 12, homework will generally increase, and require from 1-3 hours per week night, with up to 6 hours on weekends during peak assessment periods. Study is a part of the homework process. We encourage students to be self-directed and independent in their study habits. Senior students are encouraged to establish an independent study program that can be incorporated into the homework program. It is well recognised that students who achieve at school establish regular and effective study routines.

Homework should:

  • Be appropriate to the student’s skill level and age
  • Be interesting, challenging and differentiated where necessary
  • Be purposeful, meaningful and relevant to the curriculum
  • Provide an opportunity for teachers to determine student understanding
  • Provide an opportunity for teachers to offer relevant, meaningful and directive feedback to activate student understanding
  • Be able to be completed within a reasonable timeframe

Types of homework that meet these requirements include:

  1. Practice exercises – providing students with the opportunities to apply new knowledge, or to review, revise and reinforce newly acquired skills, such as:
    1. completing class work or consolidation exercises
    2. practising for mastery
    3. reading for pleasure
    4. developing and practising skills specific to subject areas
    5. practising and playing musical instruments
    6. writing up practical work
  2. Preparatory homework – providing opportunities for students to gain background information so they are better prepared for future lessons, such as:
    1. reading background material for lessons
    2. reading set texts for class discussion
    3. researching topics for class work
    4. collecting newspaper articles
    5. research into current affairs
  3. Study as homework- students develop effective patterns of study by:
    1. creating summaries of class notes, text book excerpts or handouts
    2. creating study cards, mind mapping activities using ICT eg: Bubble Us
    3. completing past examination papers under timed conditions
    4. reading, researching, extension work and other activities
  4. Teachers can help their students before homework is set by:
    1. indicating clearly the learning intention of the homework;
    2. specifying assessment and assignment expectations on task notifications;
    3. setting varied, challenging and meaningful tasks related to class work that are appropriate to the students’ learning needs and to the intended outcomes of the unit of work being taught;
    4. giving students enough time to complete homework, taking into account home obligations and extracurricular activities;
    5. coordinating the allocation of homework by different teachers through use of the Schoology calendar;
    6. helping students develop the organisational and time-management skills needed for them to be
    7. responsible for their own learning;
    8. teaching revision and study skills explicitly; and
    9. ensuring that students have adequate research, analysing and reporting skills.

Homework submission guidelines and consequences of non-completion

Students are expected to complete all set tasks. If a student has difficulty in completing tasks they need to seek out the support and advice of their classroom teacher as soon as possible. Parents may make contact with the class teacher with the provision of a note explaining reasons as to why their child was unable to complete set tasks and the date by which they will expect their child to complete the task. Failure to complete set tasks will result in the following:

  1. At the Class teacher’s discretion, either a warning may be given, or a detention set without a warning
  2. Failure to resubmit set task after a warning results in Class teacher creating a detention at recess or lunchtime at a time convenient to the Class teacher for the student to complete set task
  3. Failure to attend detention, or resubmit the set task will result in a Wednesday lunch detention being issued to the student. The Wednesday Lunch
  4. Detention is supervised by the Leadership team. At this time the class teacher is to notify the relevant KLA and House Coordinator via email and record the incident on Academy (Student Attendance and Welfare system). The class teacher will notify parents/guardian via email of this consequence being issued.
  5. Failure to attend the Wednesday lunch detention will result in an email being sent home to parents notifying them that their child will be expected to attend a Wednesday afternoon detention.
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