Rationale
The primary purpose of homework is to provide students with an opportunity for guided, structured independent learning outside the classroom. It allows students individualized autonomy over their learning in the home environment. Homework should make an important contribution to the development of the intellectual discipline, attitudes, strategies and skills that will result in critical, coherent and independent thought and the capacity for problem-solving and decision making. Homework will equip and inspire each of our learners to stay intellectually curious, promote opportunities for independent learning, and guide students through their learning journey.
Approval
To be approved by school academic leaders.
Scope
This Policy will apply to the primary and secondary student body. However, it must be noted that teachers play an important role to ensure the policy is being strictly enacted. Responsibility lies on the school and academic leaders who must monitor the homework assigned to students. Parents, in their supervision roles, should oversee whether the Policy is followed.
Policy Statement
I. Aim
CIS believes that the correlation between homework and improved student learning should be based on research, teaching experiences and a solid understanding of CIS’ unique bilingual context. The Homework Policy aims to provide the school community with specific guidelines, so that a common approach is used by all stakeholders to support students to meet learning outcomes.
As a school, we aim to enhance student learning by providing a positive learning environment for students in order to enable them to flourish. Homework is an integral part of the education provided by the school and an area that requires the cooperation of all members of the community in order to be effective. The aim of this Policy is to provide a clear structure for all members of the community to alleviate any concerns and maximise the effectiveness of homework and therefore student performance.
II. Definition
At CIS, homework is defined as any task assigned to students by school teachers that are meant to be carried out during nonschool hours and receive teacher feedback with a view to helping students:
reinforce, deepen and extend classroom learning
prepare for future classroom learning experiences
internalise their understanding, consolidate ideas and concepts
prepare for an assessment
practice a skill or process that students can do
independently but not fluently
explore topics of their own interest
develop the capacity and dispositions for independent, disciplined academic study
III. Differentiation
Each student has their own individual abilities and learning styles, therefore, assigning the same homework to all learners may result in some students not being able to gain the intended learning benefits. As such, and when appropriate, homework will be differentiated so as to meet the needs of all learners, with the assigned learning focusing on the content and skills most relevant to the individual. Homework may also allow choice so that students have the opportunity to self-differentiate their learning and make it more appropriately challenging.
1. Time
CIS is committed to promoting and supporting a balanced lifestyle for all students. While assigning homework, teachers should consider a range of factors, such as recreational, family, and cultural activities, all of which are important to the development of students’ social skills and the support of student wellbeing. Therefore, homework will be assigned only when it is necessary to meaningfully support learning and will not exceed the times indicated below.
Primary
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*These times do not include daily reading in both languages.
(Reading may be self-selected or assigned)
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Reception
Time Per Subject Per Day:
being read to by an adult in either language each day
Total Time Per Day
10 minutes
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Year 1 - Year 2
Time Per Subject Per Day:
10 minutes x Chinese
10 minutes x English/Math
Total Time Per Day
20 minutes*
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Year 3 - Year 4
Time Per Subject Per Day:
15 minutes x Chinese
15 minutes x English/Math
Total Time Per Day
30 minutes*
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Year 5 - Year 6
Time Per Subject Per Day:
20 minutes x Chinese
20 minutes x English/Math
Total Time Per Day
40 minutes*
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Secondary
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Year 7
Time Per Subject Per Day:
15 minutes per subject
20 minutes for Chinese*
Total Time Per Day
60 minutes*
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Year 8-9
Time Per Subject Per Day:
20 minutes per subject
30 minutes for Chinese*
Total Time Per Day
80 minutes*
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Year 10- Year 11
Time Per Subject Per Day:
30 minutes per subject
Total Time Per Day
120 minutes*
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Year 12-13
Given the variable demands of the Diploma Programme, the homework load varies. Students should, by this stage in their education, have developed the skills needed to allow them to effectively structure their homework and study time in such a way that they are able to manage their workload. Students are expected to work at weekends and during holidays in order to maximise time available and to minimise periods of stress. IBDP teachers should give an accurate indication of the amount of time an assignment should take as a way to further help students effectively manage their time.
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2. Primary
Students in all year levels are expected to spend time reading in both languages each day. In Reception and Year 1, this reading should be to parents, with parents or by parents. As students progress, reading with parents is still encouraged, however independent reading will become more typical.
Chinese, English and Math activities may be assigned Monday through Thursday. In line with our belief that there is a need for reinforcement of Chinese writing skills from Year 3, Chinese homework may be assigned to students in Years 3-6 on Friday. This learning will be writing based (journals, creative writing, etc.) and a continuation of learning that was begun in class. As Friday is a school day, the learning assigned should not exceed the set time requirement for other week days.
3. Secondary
For students in Years 7-11, homework will be assigned in only four subjects per night so that learning is in alignment with that particular day’s schedule. Homework is assigned on weekdays only, with weekend homework being a part of the recommended time and not additional.
IV. Support
A. Balance
Primary students and/or their parents are encouraged to communicate with the relevant teachers should the student experience difficulties preparing for assessments.
Secondary students
should have no more than two in-class summative assessments on any given day.
are informed of summative assessment dates, which are set at least one week in advance of the assessment day.
should be proactive and inform a teacher if a third in-class summative assessment is set for any given day.
B. Lateness
Primary students and/or their parents are encouraged to communicate with the relevant teachers should the student experience difficulties completing and submitting homework assignments in a timely and consistent manner.
If a Secondary student
feels he/she is unable to meet the scheduled due date set by a teacher, it is the student’s responsibility to speak with the teacher to request an extension. This must be done prior to the due date.
submits an assessment late, it does not impact his/her grade but may impact the progress of his/her learning.
C. Assistance
Early intervention in the form of a supervised quiet space will be enacted for students who are unable to submit homework on time. The quiet space will function as a systematic mechanism in place to provide additional support. The teacher will direct the student to it after school in Secondary. In Primary, this may be a morning time slot and an afternoon time slot. Support will be available in case it is needed for the completion of the specific task. If students miss their assigned session in the quiet space, further actions will be discussed and implemented.
V. Expectations during holidays
Homework should not be set for the school holidays for students in primary and Years 7-11. This includes revision for tests scheduled during the first week back after the holidays. N.B. Teachers must not give a summative assessment in the first two days back after a break i.e. in the first lesson back after the October break, Winter break, CNY break, Easter break, and CEP). It does not preclude completion of overdue work by individual students.
Reading for pleasure should be encouraged by teachers during the school holidays. Teachers are welcome to compile recommended reading lists over these holidays, but this reading work should not be graded or linked to homework in any way.
Implementation
Who has ultimate oversight?
Primary
Head of Primary, Primary Learning Leaders, Heads of Chinese Programme
Secondary
Head of Secondary, Heads of Department, Heads of Chinese Programme
Who else is responsible for the policies implementation?
All Teachers
All Students
Parents in their supervision role
How will the policy be enforced?
Make the policy as visible as possible, e.g. handbooks, diary, posters in classrooms, online platforms
What are the mechanisms by which success will be monitored?
Student, teacher, parent feedback via surveys
How will refinements be made over time?
Review cycle: annual
Ongoing stakeholder feedback
EFFECTIVE DATE
August 2022