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Homework in Primary andSecondary Schools


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Crown Copyright 2004. This report may be reproduced in whole or in part for

non-commercial purposes provided that all extracts quoted are reproduced

verbatim without adaptation and the source and date thereof are stated.

Estyn, Anchor Court, Keen Road, Cardiff CF24 5JW

Tel: 029 2044 6446

Fax: 029 20 446448

www.estyn.gov.uk


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1. Introduction 1

2. What is homework? 2

3. How schools need to plan 6

4. Home-school partnerships 8

5. Homework clubs 10

6. How homework develops other aspects of learning 11

7. Findings from inspection 13

8. Recommendations 15

Annex 1. Examples of good practice

Contents Page


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1.1 This report:

defines homework;

outlines the present situation in schools as far as homework is

concerned;

considers the role of parents and carers;

highlights planning considerations;

recommends time allocations;

looks at the role of homework clubs;

sets out a number of case studies of good practice;

outlines recent inspection findings; and

makes recommendations for future developments.

1.2 Homework is not a statutory requirement. However, since 1998, all schools are

required to have a written home-school agreement, explaining the respective

responsibilities of schools and parents/carers in raising standards. Homework

usually forms part of this agreement.

1.3 Well planned homework makes an important contribution to pupils progress atschool and helps pupils to achieve high standards. This report highlights the

benefits of homework and explores the ways in which schools, parents and

carers can promote, and enhance, this contribution.

1.4 In this report, homework is defined as any learning activity that pupils are asked

to do outside of normal lesson time, either on their own or with support from

parents and carers.

1.5 Homework partnerships with parents, carers and pupils can extend high quality

learning experiences beyond the limits of the school day. They also provide

opportunities for parents and carers to take part in their childrens education.

1.6 This report is based on information obtained from a survey of primary and

secondary schools. It draws on the evidence obtained by Her Majestys

Inspectors and Registered Inspectors from inspections of settings in both

maintained and non-maintained sectors.

1. Introduction

Homework in Primary and Secondary Schools

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2.1 Any learning activity that pupils are asked to do outside of normal lesson time

can be regarded as homework. The homework task is generally related to work

that pupils are doing in school, often as preparation, consolidation or follow-up.

Homework can be done by pupils working on their own, at home with thesupport of parents or carers, at lunchtime, or before and after school with the

support of teachers or other pupils.

Establishing good attitudes at an early age

2.2 For very young children, under the age of five, homework is about linking

learning that occurs within an organised setting such as a playgroup with

learning at home and elsewhere. It helps to promote partnership between

educators and a childs parents or carers. This very early link is part of

establishing good attitudes to learning for the child and his or her family to form

a sound basis for lifelong learning.

2.3 Good attitudes to learning need to be established early. Practical guidance and

support given to parents can help them to understand how children learn and

the role of play activities in that learning. This early homework often takes the

form of talking and playing with children as well as singing nursery rhymes

together.

2.4 Often, for young children in school, the most valuable form of homework or

learning is where parents or carers play a key role in working with them. This

involves not simply hearing children read, sharing books or learning spellings butalso using role-play or games to develop a range of skills and helping children

collect information and materials for displays.

Children with special needs

2.5 For parents of children with special educational needs, finding out how children

learn can help to ensure that opportunities for learning and reinforcing are

maximised at home. For parents of children with additional physical needs, the

information about childrens learning can ensure that times for routine care and

exercise are used to extend learning.

Homework in schools

2.6 Homework is now well established in many primary schools and is regarded as a

necessary support for learning in all secondary schools. Homework content will

change and develop as pupils learning progresses. For older pupils and

students, homework will include preparation and following up the activities which

have been undertaken in class. It will also involve coursework and independent

out-of-school learning activities which allows pupils to work more independently,

at their own pace.

2.7 While considering the value of homework tasks, children also need time to relax,

enjoy life and learn through experiences outside of school.

2. What is homework?


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2.8 Teachers, pupils and parents tend to see reinforcement and review of classroom

learning as the main aim of homework. While some teachers see the value of

homework in building good home-school links, others see homework as a piece

of work which ought to be capable of being undertaken by pupils independently

of their parents. Homework can be both of these.

2.9 Homework which merely fills up pupils time out of school is unlikely to beproductive and may prevent valuable development that would otherwise occur

through play and other interests. Homework tasks of completing work that

should have been completed in school or carrying out numerous exercises from

worksheets, often unconnected with classroom learning, have questionable merit.

2.10 Estyn inspection evidence shows that the principle of families learning together is

well supported and growing in pre-school settings. Evidence from family literacy

and learning projects demonstrates the value of families learning together.

2.11 The early sharing of ideas between school, parents and carers promotes a cultureof inclusive learning where all involved are partners in the learning process. This

is likely to raise both expectations and standards.

The main value of homework as part of early pre-school activities is to help

parents and carers:

develop a culture of learning;

work in partnership with schools;

understand the ways in which children learn and, in particular, extend

the understanding of learning through play activities;

access books and materials to support learning; and

extend their own learning skills.

2.12 The process of early mutual sharing of learning is developed further at the

primary stage. Parents become more aware of the learning strategies anddemands of the curriculum and are able to encourage their children. Importantly,

parents/carers also become learners and their own skills are enhanced.


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The main value of homework in primary school is to:

provide parents and carers with an opportunity to know about the child s

work in school;

contribute to childrens learning;

help pupils develop interests and prepare for new work;

consolidate work done in lessons; and

help pupils to begin to develop the skills of independent learning.

2.13 As pupils progress through primary school to secondary school, the emphasis of

homework changes towards more and more independent learning. Pupilspractise tasks designed to encourage their independence and they practise new

study skills that will be demanded at further education level as well as the

workplace. Independent working encourages responsibility and innovation. It

makes both parents and carers more aware of the need to support their child in

differing ways.

2.14 Tasks where a parent can complete their childs work, or make contributions to

work that will later be assessed as the pupils, are counter productive. Issues of

equality of opportunity regarding access to support and resources need to be

considered when planning for pupils to work at home, particularly when work isassessed and contributes to examination grading.

The main value of homework in secondary school is to:

enable pupils and students to cover more subject content than is

possible in lessons alone;

provide time for essential learning activities that do not require the

presence of the teacher;

allow time for researching information, re-drafting work or working with

others;

enable pupils to review knowledge and skills taught in class and to

develop and pursue new interests;

encourage independent study skills and reflection; and

allow individuals to work at a pace that is appropriate to their abilities.


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2.15 Evidence from school inspections reveals that there are differences in the quality

of homework both within and between schools. Although there are benefits of

homework activities for children in pre-school, primary and secondary school,

Estyn has evidence from inspections and surveys that some homework can have

a detrimental effect upon pupils motivation.

Homework is least effective where:

teachers fail to implement school or homework policies consistently;

tasks are not part of an integrated learning programme;

pupils are simply required to finish off work started in class. This can

merely add to the burden of work for those who have struggled or

experienced difficulties, while failing to extend those who have

completed their work quickly;

tasks are too difficult or fail to interest or challenge because they are

trivial;

pupils do not see the relevance or usefulness of the work;

the guidelines or instructions for carrying out tasks are unclear;

work is not marked or commented on and pupils receive little or no

feedback;

homework is poorly co-ordinated across subjects; and

too many GCSE coursework projects and assignments are not well

co-ordinated at inter-departmental level and are left until pupils

have to meet too many competing deadlines.


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What should a homework policy contain?

3.1 For homework to be effective in supporting pupils progress, there should be

clear policies that are appropriate to the needs of learners. These policies mustbe related to whole school policies for teaching, learning and assessment in

order that relevant homework plans can be drawn up. Schools and other

settings should ensure that all involved understand the purpose of homework

and how parents can help to support their childs learning. They should provide

parents and carers with a copy of the homework policy and ensure that it is

linked to the home-school agreement. Parents evenings and written guidance

should be used to explain the schools expectations and approach to homework.

In secondary schools, staff in all subject departments should implement agreed

homework policies consistently, but also develop individual approaches to suit

the needs of their particular subject.

A good homework policy should include:

an explanation of why homework is important, and what the role of

the parent or carer is;

a description of the amount of homework that is set and guidance on

the time it should take;

information about marking and how pupils will receive feedback on theirwork;

advice for parents and carers on where and when homework can be

completed, and the resources and other support provided by the school;

details of how the school will monitor the homework set to ensure that

pupils are not overburdened;

guidance on the various types of homework that may be set, with

examples drawn from different subjects; and

where appropriate, suggestions to help pupils carry out independent

research.


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3. How schools need to plan


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3.2 Homework, when well managed, is one of the key points of contact between

pupils, parents and school. Work carried out in pre-school settings with children

under five is particularly beneficial in establishing good links with parents and

carers. Schools should have strategies for involving parents and carers actively

in their childrens learning from the early years. Good practices established early

can be developed across all key stages. These can help support pupils in the

transition into statutory education, between key stages and, in particular, from

primary to secondary school.

How much time should be spent on homework?

3.3 Evidence from school inspection and surveys of practice in primary and

secondary schools suggests that there is some agreement about how much time

is spent on homework.

On average, a reasonable amount of time spent on homework would be within

the following range:

Primary schools:

Years 1 and 2 1 hour per week

Years 3 and 4 1-2 hours per week

Years 5 and 6 30 minutes per day

Secondary schools:

Years 7 and 8 45-90 minutes per day

Year 9 1-2 hours per day

Years 10 and 11 1.5-2.5 hours per day

3.4 These guidelines need not be interpreted rigidly. However pupils should not be

expected to spend significantly more time on homework than is suggested.

Primary schools and subject departments in secondary schools need to organisehomework carefully and flexibly so that pupils are not expected to do excessive

amounts on any one day.

3.5 While well-conceived homework tasks have a potentially valuable role to play,

children also need time to relax, socialise and enjoy life outside of school. There

are many opportunities to learn and develop through participation in a wide

range of challenging and enjoyable activities such as the arts, sport, voluntary

and community activities. Homework should not restrict a childs access to

these opportunities to develop.


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4.1 A home-school agreement, reflecting the ethos and values of the school,

provides a framework for partnership between the school and the home. It is

usual that this agreement includes the school policy for homework.

4.2 The early establishment of good links between parents and learning is very

beneficial. The Basic Skills Agency has launched a 'Books for Babies' project to

encourage parents to read to, and with, babies. The 'Language and Play'

programme is designed to support parents and carers and their babies and

children in Wales. It focuses on communication, language, literacy and play.

Many 'Sure Start' and Early Years Development and Childcare Partnerships work

with families and young children to deliver such programmes. Most local

authorities now have a Language and Play officer to help promote good early

learning habits.

4.3 In nursery and primary schools, teachers often devote much energy todeveloping partnerships with parents and carers. As parents bring their young

children to school and pick them up at the end of the session or day, there are

frequent and informal opportunities for teachers to discuss with a parent the

progress their child is making. Many schools and nurseries make good use of

these opportunities to involve parents as partners in the learning process, for

example, through encouraging children to take home books, games and

home-school tasks to be completed jointly by parents and their child.

4.4 As part of the introduction to early learning, many settings offer sessions for

parents on learning through play activities. When children transfer from nurserysettings to reception classes many schools work with parents and children

before entry. Such schemes focus their activities on information and help

develop positive attitudes to learning and social skills.

Parent sessions and similar initiatives:

offer families opportunities to share an activity;

help parents develop an understanding of how children learn;

help parents use resources, books and toys more effectively;

give parents confidence in how they can share in, and support, their

childrens learning;

provide a good context for talking and extending vocabulary;

increase childrens experience of hearing good stories read aloud and

their enjoyment of books; and

extend childrens general knowledge.


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4. Home-school partnerships


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4.5 Transition projects between Year 6 and Year 7 can help develop homework and

learning partnerships. Parents and pupils in both primary and secondary

schools are provided with information about the projects and about learning.

Explanations are given about how learning styles may differ in the primary and

secondary schools and how the projects aim to link the two. Pupils work on

link projects that they will start in primary school and finish in secondary school.

Projects such as these also help pupils and parents understand expectations

and changes in homework patterns from one school to the other.

4.6 Most importantly, such early homework activities, promote an effective base

for developing good attitudes to working at home, or in out of class settings.

Pupils transferring from Year 6 to Year 7 and changing schools benefit from

such home-school partnerships.


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5.1 Children do not all have access at home to the same resources and

opportunities to do homework. Partly as a response to this, an increasing

number of primary and secondary schools are providing breakfast, lunchtime or

after-school clubs to help pupils with their homework. Some of these clubs workas a community-based facility. Attendance is voluntary, though in some cases,

teachers or year tutors recommend that particular pupils might benefit from

attending. In primary and secondary schools, individual staff members often

take turns to be on hand on different days of the week to provide help for pupils.

In secondary schools, the library or learning resource centre can provide a good

environment with easy access to books and computers. Staff members from

different subject departments can be available on different evenings to provide

subject specific help.

The advantages of homework clubs include:

helping pupils from homes that lack resources or suitable quiet spaces

where children can do their homework;

providing support and guidance for learners by staffing the club with

teachers, learning support assistants and/or volunteers;

helping pupils who have been absent from school for short or long

periods to catch up on work they have missed;

offering learning support for pupils with additional learning needs;

giving older pupils and students opportunities for revision, study

support and advice on examination coursework and other

assignments; and

providing pupils with greater access to books and information and

communications technology equipment.

5.2 As well as giving effective help for particular groups of pupils, regular homework

clubs ensure all pupils have more equality of opportunity in terms of access to

relevant resources and teacher support.


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5. Homework clubs


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Homework and the teaching of study skills

6.1 Some primary and most secondary schools help pupils to learn how to cope

with the demands of homework by including a unit on independent study skills intheir personal and social education programme.

In a typical unit of work, pupils learn how to:

manage and organise their time effectively;

identify their strengths and weaknesses and understand their own

preferred learning styles;

understand how they can improve their learning and performancethrough action planning;

develop a range of techniques to assist study, coursework and

examination preparation;

set targets for themselves in discussion with their tutors; and

use the School Council to voice concerns on any aspects of school life,

including homework.

6.2 If pupils are to get the maximum value from the time they spend on homework,

they need clear guidance on how to approach different tasks. They need to be

able to work independently and will benefit from teaching that helps them to

acquire and apply a range of learning and study skills.

6.3 A number of schools are exploring the potential links between homework and

the use of information and communications technology (ICT).


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6. How homework develops other aspects of learning


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Links between homework and ICT include:

giving pupils access to websites that provide relevant information and

programs to assist revision;

developing on-line help such as the facility for browsing previously

answered questions;

offering pupils the opportunity to communicate electronically; and

providing access to computer and Internet facilities for

community-based projects.

6.4 One school is piloting an interactive website that allows teachers to set work,

including homework, from school or any other location that has a computer

terminal with Internet access. The teacher places the work in a named folder

and pupils in the pilot log on to the site using their username and a password to

access the task. Pupils place their completed work in a folder that the teacher

can then access and mark.

6.5 In order to provide equality of opportunity, all schools and communities need to

provide clubs or to make other arrangements outside lessons for pupils who do

not have access to computers at home.


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7.1 Evidence from inspection suggests that there is good practice in both policy and

procedures for homework in schools.

Features of good homework practice and procedures are that:

the school has a clear policy that is appropriate to the needs of learners;

all those involved understand the policy;

notional time allocations for homework are given; this is essential for

both pupils and parents or carers alike but must not be considered as

rigid;

homework is valued and the policy is clearly part of the whole schoolteaching and assessment strategy;

parents and carers receive a copy of the policy as part of the home-

school agreement;

parents are given practical advice and training on how best to support

their childs work;

the schools marking policy is explained;

in secondary schools, each department implements the whole-schoolpolicy but may also have tailor-made additions to suit the particular

needs of the subject; and

there are clear and consistently applied procedures followed when

homework is not completed.

Inspection findings show that homework has a positive impact on standards if:

it is properly organised by the school, with clear links to classroom work;

clear assessment procedures are applied;

pupils can access the resources they need to complete the work; and

parents are fully aware of what is expected of their child in the

completion of their homework.


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7. Findings from inspection


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Where policy and practice are unsatisfactory:

homework is not valued and is not part of the teaching and assessment

strategy;

teachers do not implement the homework policy consistently throughout

the school;

teachers do not convey clear instructions about the task set and

therefore there is poor understanding on the part of pupils as to

what is required of them;

tasks set do not enrich the work in class nor do they help pupils to

develop independent study skills;

there is little systematic and regular monitoring by senior managementof the impact or effectiveness of homework policies;

homework is given merely as a time filler and pupils do not see its

relevance;

teachers do not monitor the use of homework planners used by pupils

to record their tasks;

homework is not co-ordinated across subjects and pupils may be

overburdened or not set any work; and

GCSE course work projects are left until late in Year 11, which can lead

to pupils being unreasonably burdened.


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8.1 Homework has to compete for pupils time and attention with many other

activities. A great many young people have part-time jobs that add to the

pressure on them to balance their schoolwork, family commitments and other

educational and leisure activities. Many pupils in rural areas of Wales, and thoseattending some Welsh-medium and denominational schools, often have long

journeys to and from school. It is therefore all the more important that best use

is made of the time that they do spend on homework tasks.

8.2 In summary, it is recommended that:

1. homework should remain non-statutory;

2. homework should be seen as one aspect of out-of-hours learning thatpupils can do in school at lunchtimes or before and after school as well

as at home;

3. initiatives to encourage and develop good attitudes to learning such as

Bookstart and Language and Play should be introduced as early as

possible; and

4. projects which support family learning should be encouraged.


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8. Recommendations


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8.3 In addition schools should ensure that:

1. the chief criteria for the setting of homework should be the purpose and

quality of the activity rather than the quantity of work set;2. homework is well planned, targeted and challenging;

3. homework tasks arise naturally from ongoing work in class. This helps

pupils to achieve the learning objectives of the programme of study for

the subject and relevant key stage;

4. homework stimulates pupils interests and enables them to develop

good study habits and to extend their skills;

5. teachers are clear about the rationale for homework and the

appropriateness of the tasks;

6. all pupils have access in school to the resources and support they need;

7. teachers have high expectations that all pupils complete the work set;

8. homework is marked promptly and helpful feedback is provided

on what pupils have achieved and how to develop their skills further;

9. consultation with pupils and students take place about homework and

teachers take account of the feedback they receive;

10. finances are carefully planned to sustain homework schemes beyond

the project stage so that pupils can continue to benefit from access to

resources and support;

11. there is better communication with parents and carers to ensure a

shared understanding of the purpose and expected outcomes of any

homework activity; the school prospectus, newsletter or, in primary

schools, a home liaison book can be used to do this;

12. in secondary schools, there is much more shared information within

and across departments to ensure consistency in, and co-ordinatingof the amount and type of homework set across year groups

and classes; and

13. senior management in primary and secondary schools should

systematically and regularly monitor the impact and effectiveness of

their homework policies.


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Annex 1. Examples of good practice

The good features of the case studies are that:

young children develop positive attitudes to learning before formal

schooling;

parents are involved in their childs learning;

good communication skills are developed in learners;

homework genuinely complements classwork;

there is improved transition between schools, especially primary to

secondary;

learners who attend homework clubs can study in quiet surroundings

with support if needed;

there is out-of-hours access to library and information technology (IT)

resources; and

learners with additional needs can get extra support.

Developing skills for young children and parents

An increasing number of schools are developing innovative approaches to homework.

Outside agencies are also becoming more involved in promoting good parenting

skills, which include helping children learn, early on in a childs life.

Projects focusing on an early start help to develop positive attitudes to learning both

before children begin school and in the early days of their formal education. They are

founded on the principle that parents have a crucial role in helping their children learn.

Two examples are the Bookstart scheme and Story Sacks.


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Case study 1. National Assembly for Wales Bookstart Scheme

The National Assembly for Wales sponsors the Bookstart programme through the

National Basic Skills Strategy for Wales and promotes the 'Books for Babies' project.

Parents are given a pack containing one or more free baby books, advice, information

and an invitation to join the local library. The pack is usually presented at the babysseven to nine month health check and the purpose of the project is explained to the

parent.

The main aim of this scheme is to develop good parenting skills and to encourage

parents to become involved in their childrens learning by sharing books with their

babies and having the confidence to support their early language development.

Evidence shows that there are good outcomes from this scheme.

In the early years departments of many primary schools storysacks are used as ameans of increasing the motivation of children to develop communication skills and

an interest in books and reading, with the help of parents or carers.

A storysack is a large cloth bag containing a good quality childrens picture book

with supporting materials to stimulate a wide range of language, literacy and

numeracy activities. The sack contains soft toys of the main characters with props

and scenery relating to the story to bring the book to life. The sack also contains, a

non-fiction book, drawing out one of the storys themes and a language or

number-based game to enhance specific skills and ideas for things to do. Included in

the sack is an audiotape, enabling parents to share the story without needing to read

it, often with songs and rhymes relating to the story. A 'parent prompt sheet' helpsparents use the sack effectively and offers further ideas for play and learning.

The benefits of a storysack are that parents gain confidence to enjoy books and

reading with their child. This creates a combined learning experience where a child

with his or her parent can:

share an enjoyable experience;

listen to good stories read aloud;

talk and extend his or her vocabulary;

recall and retell stories using the toys and puppets;

begin to read for meaning;

extend his or her general knowledge;

develop social skills;

improve in self-confidence; and

develop his or her interest in books and stories.


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In some local education authorities (LEAs), storysacks are part of a Literacy

school-based project, whereas in other LEAs storysacks are located in local libraries

providing easy access for parents and their children. Storysack work is also used in

pre-school activities.

Case study 2. Storysacks

The infant department of one primary school uses storysacks to promote home-

school learning. Members of the local community, agencies or industries working in

the local area sponsor an individual storysack. They are of very good quality and are

compiled by local people associated with the school. In this way there is no

development cost to the school.

The parents of children in one infant and nursery school formed a club to produce

storysacks and involved the local Womens Institute and elderly citizens in makingsoft toys and games. Students of early years education and care also became

involved in the project.

In planning and making the sacks, parents became more aware of the way that their

children could learn through play activities in the home. The group went on to

produce props and equipment for use by class teachers to enhance classroom

themes.

In this way the link between work in school and at home was improved.

Children in the school developed their language skills by using the props andequipment to create their own stories and plays in keeping with the classroom

themes.

Developing and accrediting the role of parents and carers

The National Centre for Community-based Learning (CEDEC) has developed the

SHARE programme (Skills, Homework, Awareness, Reinforce, Educate) to promote

and accredit the involvement of parents in their childs education. The aims of the

SHARE programme are to:

improve the educational attainment of pupils;

motivate parents to take an active interest in their childrens education

and to further their own education; and

develop effective management and organisation of parental involvement

in schools.


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If they wish, parents can receive accreditation via the Open College Network (OCN),

for example by designing a game to play, on a theme set in one of the SHARE books,

or for the completion of a certain number of units. This enables parents to make an

important contribution to their childs learning by providing the parents with the

necessary skills.

Materials are provided for parents to work on at home. For each Key Stage, thesecomplement rather than supplement the work done in classrooms. This means that

children whose parents are not participating will not fall behind with their work. In

many primary schools, family literacy and numeracy groups further promote skills in

parents, enabling them to support their child in the completion of homework tasks.

The SHARE programme enables greater parental involvement in work completed at

home by learners.

Where the SHARE programme is adopted by feeder primary schools and the receiving

secondary school, the process of transfer for pupils from Year 6 to Year 7 is madeeasier. This is because pupils and their parents are better prepared to deal with the

increase in the range and amount of homework set at secondary schools.

Participation in SHARE projects has been very successful in some areas of the United

Kingdom but as yet the development and continuation of such projects in Wales has

been more limited. A major contributory factor to this is the availability of funding.


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Case study 3. Accrediting parents

A local education authority in south-east Wales uses the SHARE programme to

accredit parents for helping with their childs homework. Teachers receive training in

using the materials before introducing them to parents. Teachers support a group of

around 15 parents through the first year of the SHARE project, in liaison with the

SHARE project manager and the LEA co-ordinator. This support includes the running

of initial meetings, providing group training sessions or working at home with a few

parents on a more informal basis. Parents may also visit a classroom during the

school day or undertake a short placement within the school. Parents of children in a

primary school who take part in the SHARE project work with their children in school

sessions and then at home.

The emphasis is on shared learning experiences rather than specific tasks. This

project is effective in giving parents or carers an opportunity to play an active part in

the home-school agreement through directly supporting their childs learning.

An important outcome of this programme is that children and parents learn the

principles of homework such as having a quiet place, no distractions and completing

the task in order to get the best from homework. Examples of activities that parents

can do with their child are:

involving children in shopping by making lists or locating produce;

allowing children to put items away in the right cupboards by matching

where they belong;

walking along the road and noticing door numbers, colours and shapes;

and

playing board games.

Lunch-time and after-school clubs

An increasing number of primary and secondary schools are helping pupils with their

homework by offering a range of lunchtime and after-school clubs. A proportion ofthese clubs will offer opportunities associated with homework while others will be

based on recreational activities. These clubs are usually part of the schools

extra-curricular programme, referred to increasingly as out-of-hours learning.


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Case study 4. Homework club

One secondary school in a disadvantaged rural area has used funding from the New

Opportunities Fund to set up a homework club that meets twice a week for part of the

lunch-hour and for two nights a week after school for two hours. Attendance is

voluntary for pupils but, in some cases, teachers will suggest the advantages of

attending.

Through regular meetings and the home-school liaison book, parents are also made

aware of the value of the homework club. Many encourage their children to make use

of the help and equipment available to raise the standard and quality of their childs

homework and achievement.

In 70% of cases difficulties with the completion of homework, including course-work,

were resolved successfully. The homework club also enabled the school to respond

positively to the National Assembly for Waless target, to reduce the percentage ofpupils leaving school without a qualification, to 1% by 2003.

The advantages of the homework club include:

helping pupils from disadvantaged homes overcome any lack of

resources, expertise or suitable accommodation when doing their

homework;

giving pupils access to library facilities and a computer suite as support;

providing support and guidance for all pupils through the staffing of the

club by teachers and learning support assistants. This is especially

valuable for pupils with special educational needs or those who are not

achieving their full potential due to difficulties with their homework;

enabling pupils who have been absent from school for short or long

periods to use the support available to help them catch up on the work

missed; and

allowing teachers to set homework tasks using information and

communications technology equipment available in the homework club.


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Case study 5. Weekend club

One community primary school offers a range of projects to support pupils. One such

project is a weekend club funded by the New Opportunities Fund. Pupils attend the

local Leisure Centre where they can access computers. The club is run by Learning

Support Assistants from the school who guide pupils in completing their homework

tasks and developing their research and study skills.

Case study 6. Community-based after-school club

An after-school club is organised and run by the local community. The club is held in

a centre shared with the library and has ICT equipment, catering facilities and arelaxation area. Young people attend after school and can access library and ICT

equipment to assist their studies. Homework is often completed before they leave

the club to travel home.

Developing skills for homework through a schools personal and social

education programme

The practical organisation and planning for homework, as well as the identification of

skills that are required to complete homework, are often included in topics coveredthrough a schools personal and social education programme. In particular, support

is given to pupils for study skills when they start secondary school and for the

preparation of GCSE projects. Those pupils who have special educational needs or

particular needs relating to homework are often supported through particular projects.


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Case study 7. Using homework to promote social inclusion and life skills

A large special school which has pupils with severe learning disabilities, has recently

introduced an innovative homework project to support the development of life skills

in sixth form students. This school has one of the largest catchment areas in Wales

and many pupils and students have to travel great distances to and from school.

Many pupils, because of their disabilities, face social exclusion and some have very

challenging health conditions. The project aims to:

offer real life experiences through independent living whilst students are

still in full time education; and

allow students, under supervision, to assume more control over choices

and decisions in their lives.

In addition, students are encouraged to reach higher levels of achievement byallowing them to experiment with life skills in familiar surroundings.

The homework project involves the students staying overnight in a nearby house,

rented from the Local Authority by the school. There, they prepare their own meals,

do their washing, make beds and carry out general household duties as well as

planning their own leisure time. In all these activities they are supported but are

nevertheless enabled to make decisions for themselves.

This project is significant in successfully developing skills outside of the normal

school environment.

Transition programmes

A number of school cluster groups have transition programmes that support pupils as

they move from primary school into secondary school. Transition programmes

include:

secondary school teachers teaching lessons for Year 6 pupils within the

primary school;

project work, that includes homework, starts in Year 6 and is completed

in Year 7 in secondary school;

the use of primary teaching styles with thematic studies across subjects

in the first term of secondary education;

buddy systems; and

holiday clubs that focus on self esteem and getting to know new people.


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One cause of anxiety for pupils in Year 7 is the increase in the amount of homework

that they are expected to do. By developing a transition project which includes

homework in this way, pupils are better prepared for life at secondary school.

Case Study 8. Buddy system

In school a buddy is a friend or mentor who will support another child.

In one secondary school pupils who may have difficulties adjusting to a change of

system and who may easily fall behind in their learning are allocated a buddy.

Buddies are allocated as a Sum Buddy, a Reading Buddy or a Homework buddy.

Specific times are set before and after school and during the lunch hour when trained

buddies can support learning.

Use of information and communications technology

The use of information and communications technology (ICT) has a prominent role in

learning today and, as such, has a role in homework. The Internet is increasingly

used as a tool for research as it gives access to a wide range of resources.

CD-ROM equipment allows easy access and searches for a range of publications.

Computers are regularly used as word processors and to produce pictures, charts

and graphics. Increasingly computers are used to enhance the presentation of work.

Many children have access to a computer and ICT equipment at home, but this is not

the case for all.

Some schools now have a computer suite and, with refurbishment or new build,

considerations are being given to community needs for studying. Some schools have

opened cyber cafes. Several schools give access to the public during lunchtime and

evenings for computer related courses.


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Case study 9. BBC website for supporting pupils revision homework

One school in south-east Wales has included on its website a link to the BBC website

for schools found at www.bbc.co.uk/schools/ This site provides selected revision

pages that pupils in primary and secondary schools can browse. The pages are:

Revisewise for key stage 2;

Bitesize revision for key stage 3;

GCSE Bitesize revision at key stage 4;

TGAU which are the Welsh language GCSE revision pages; and

AS-Level.

BBC SOS web pages for online help for homework and coursework.

The BBC site also has an 'SOS teacher' link which allows pupils aged 9 to 17 to have

on-line help with their homework or coursework through the web-site. Questions are

answered online from 9am to 10pm Sunday to Thursday. Pupils have to register and

accept the sites rules. They then type in their question and are provided with an

answer or are guided to further information.

Homework support through text messages on pupils mobile phones.

The BBC site also has a text facility which allows pupils to receive answers to their

homework questions on their mobile phones. The 'TXT Bites' page also allows pupils

to browse previously answered text questions.

Pupils providing learning support for each other.

Pupils in primary and secondary schools can also provide learning support for each

other when doing their homework or coursework through visiting the 'Onion Street'

pages on the BBC schools website. This is the schools community page where

pupils are encouraged to find their 'study buddies'.

School interactive website for setting accessing and depositing homework.

Additionally, the school, in partnership with a national computer company, is piloting

an interactive website. This allows teachers to set work, including homework, for

pupils, either from school, or from any other location that has a computer terminal,

with access to the Internet. The teacher places the work in a named folder for

example 'geography'. Pupils in the pilot scheme log on to the website using their

username and password to access the task set. Once pupils have completed the

task, they place their work in a folder named 'geography homework'. The teacher

can then access and mark the work at any time from any location that has a

computer terminal with access to the Internet.


homework in primary and secondary school p

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