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HOMEWORK POLICY
It is the policy of the school to set homework. Work done at home, structured to follow the
lessons taught in school, should be beneficial to pupils, parents and teachers.
WHY HOMEWORK?
These general reasons will be translated in each curricular area into specific home activities, which
will help for example:-
Considerations such as these will help to determine the kinds of assignments which will be given as
well as decisions relating to individual or group work.
Homework is an opportunity for the teacher to set a variety of tasks that enhance and develop
many important skills.
It is important that children receive just the right amount of homework to extend their learning
and not negate it. There are a number of factors that will affect this – age, ability, the nature of
the task, and the aims of the homework. Roughly speaking, homework in P1 and P2 will be in fairly
small amounts using very simple tasks. Reading would be the greatest single task at this age. In
P3 the amount of homework could be gradually extended in amount and in variety of tasks. P4-P7
would see a steady increase of the amount of homework set, as well as variety of tasks associated
with the children’s increasing ability.
Up to Primary 3 - 20 minutes
“ P4-P5 - 30 minutes
“ P6-P7 - 40-45 minutes
Homework’s need not be of equal amount each night. It might be useful to set two long and two
short homework’s a week. Homework should rarely be set at weekends. A balance of quantity and
content should be aimed for.
Homework’s should be marked or assessed as soon and as thoroughly as possible. The children
must realise that sloppiness or careless work will be identified immediately. Homework’s should be
designed so that marking and assessment can be completed quickly. Learning of poems, facts and
rules, will take longer to assess individually, but may be assessed by testing.
Marking of written work should indicate whether the work is accurate and correct in content and
whether the work is neatly presented and should also provide motivation by reward for producing
such work.
Difficulties that arise with the standard of homework’s produced by a pupil may take various
forms. The homework may be untidy and careless in presentation, it may be forgotten or not done
at all, or it may be inaccurate showing a lack of understanding of the task. These difficulties
manifest problems that the child has in producing work, which must be challenged and dealt with.
Sometimes parental help and support will be needed.
Individual comments addressed to the child can also have force and meaning, especially if the
child’s name is used.
Parents have a significant part to play in children gaining maximum benefit from homework.
explaining errors, although some, for a variety of reasons, will find this impossible to do
effectively. Just as homeworks will vary in their tasks, so will the type and account of parents
help. In some cases, no parental help will be desired and this can be mentioned to the children for
particular homework’s. However, in many cases parental help will be useful and beneficial, if only
Homework’s can be an important link between home and school. Parents can judge a child’s
progress as well as the standard expected from the homework received. If difficulties arise
parents should be encourage to point this out on homework books with a short comment. The most
common difficulty is that the child is unable to do the homework and spends a great deal of time
over it. A comment on the homework book from the parent informs the teacher who may be
A good practice is the parent initialling the homework. However, it could be made more useful if
the parent also wrote how long the child spent over the homework beside the initials. This would
help to keep the teacher aware of the varying demands made upon the pupils.
KELLS AND CONNOR PRIMARY SCHOOL
HOMEWORK POLICY