In the Elementary School
Learning at home in the Elementary School should be purposeful, relevant to student learning, and recognize the importance of play and balance in our students’ lives.
Reading is an important part of development for children in Elementary School. Providing daily opportunities for students to read is essential in improving reading fluency and comprehension. In addition, it helps build vocabulary and develop writing skills. We recommend that children spend a minimum of fifteen minutes each day reading independently or with an adult in their first or second language. At each Elementary grade level a home reading program is in place to support this important aspect of learning. Students may be required to complete an assigned task, such as a reading reflection.
In addition to our home reading program, there may be times when other homework tasks are assigned. These assignments are designed for a purpose to support and reinforce learning in the classroom, and may not be assigned every evening.
Assigned work is what the child does, not the parent or caregiver, or a tutor. It is for discussion, but the child is responsible for completing it. Home learning time for Elementary students should, under no circumstances, become stressful. It is a time for children and parents to share discussions on schoolwork, and provides an opportunity for parents to partner in their child’s learning.
In the Middle School
At ASA we appreciate that after school students are involved in a variety of activities, and that participation in after-school activities is vital in the development of the whole child and the skills and attributes of the Learner Profile. Equally important is the opportunity for students to rest, play and spend quality time with friends and family. Therefore, it is encouraged that home learning is assigned sparingly, thoughtfully, and only as an extension of student learning beyond the classroom.
Time guidelines:
Grade 6: Approximately 30 minutes per week for each subject.
Grades 7 & 8: Approximately 45 minutes per week per subject.
In addition, students are encouraged to read for pleasure at least 20 minutes per day.
In the High School
The purpose of homework in the High School is to help students become self-directed, independent learners and is related to the educational progress of the student. When carried out intentionally and effectively, homework serves to help all students reach their learning goals. Specific homework assignments may strengthen basic skills; extend classroom learning; stimulate and further interests; reinforce independent study skills; develop initiative, responsibility, and self-direction; stimulate worthwhile use of leisure time; and promote a student’s lifelong love of learning.
What the research tells us:
Evidence suggests that homework, for High School students:
has a positive effect on learning (Effect size = 0.64)
is more effective if given as short tasks, frequently and closely monitored (with feedback)
is more effective if the material is not complex
is more effective if task-orientated rather than problem solving and higher order thinking
has highest effects when involves rote learning, practice or rehearsal of subject matter
has positive effects if parents give positive support to encourage student autonomy
has negative effects if parents’ involvement means direct instruction
becomes incrementally less effective the longer spent on the task
is least effective if it involves higher level conceptual thinking or project based learning
should not require students to practice material they have not understood - habituate errors or misconception.
Students find it most beneficial when:
Assigned homework toward the beginning of class
Explained how to do the homework, including providing examples and written directions
Given time to start the homework in class, then checked for understanding and provided assistance before the end of the class period
Homework is explicitly related to class work
Permitted to work together on homework in class.
(Major Source: Hattie, John. "The Contributions from Teaching Approaches - Part II." Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement. London: Routledge, 2009. N. pag. Print.)
Time Guidelines:
Grades 9 & 10: 45 to 60 minutes per week for each subject.
Grades 11 & 12: 60 to 90 minutes per week for each subject.
Responsibilities
Responsibilities of teachers
Provide clear and relevant homework tasks, (written instructions), achievable within set time frames.
Provide homework set within a student’s capabilities, taking into account student differences.
Minimize the amount of homework specifically assigned during weekends, holidays, and vacation periods.
Provide intermediate deadlines for major projects in order to help students manage their time more effectively.
Teach/reinforce the skills needed for successful homework completion.
Establish a routine with students regarding the assigning and monitoring of homework.
Record major deadlines on the assignment calendar in advance, and be aware that students have demands from other classes.
Avoid concentrating homework tasks at the end of grading periods.
Support students who experience difficulty in completion of homework tasks. (Work with the Student Support Services Team and Counsellor as appropriate).
Make available any resources required to complete the homework task.
Ensure feedback is regular, timely, positive and constructive.
Responsibilities of students
Record details of homework and deadlines in a planner (paper or digital).
Be aware of the importance of homework and of the school's homework and late work procedures.
Plan homework task completion appropriately, not leaving work to the last minute.
Actively seek to develop and use strategic study habits, such as time management, active reading and note-taking.
Seek clarification and assistance from teachers when needed.
Submit homework on time and to a high standard.
Develop an effective individual study timetable, which includes revision as well as set tasks.
Responsibilities of parents/guardians
Encourage increasing responsibility for learning and organisation.
Encourage daily homework and study.
Be aware of and reinforce the school's homework and late work procedures.
Provide a quiet place and a desk for homework and study.
Observe progress and acknowledge success.
Assist with the balance of time spent completing homework and time engaging in leisure, sporting or recreational activities.
If necessary, remove obstacles to homework completion such as computers, gaming consoles, television and phones.
Contact the relevant teacher to discuss problems their children are having with homework.
Responsibilities of administrators
Ensure that the school's homework policy is published and accessible to all stakeholders.
Ensure that the school’s homework policy is periodically reviewed, to support best practice.
Provide assessment-free revision periods before exams.
Integrate major deadlines within the school's calendar.
Periodically monitor the homework load of students.
Offer support for students, parents or teachers struggling with homework expectations.