homework policy post primary school

Rosanbalm Receives 2024 APA Mid-Career Award for Outstanding Contributions to Benefit Children, Youth, and Families

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The American Psychological Association (APA) has honored Katie Rosanbalm , Associate Research Professor at the Sanford School of Public Policy and Core Faculty Affiliate at the Center for Child and Family Policy, with the 2024 APA Mid-Career Award for Outstanding Contributions to Benefit Children, Youth, and Families.

This award recognizes individuals who have made significant contributions to science, policy, and practice, directly benefiting the psychological functioning and well-being of children, youth, and families. Rosanbalm's work has had a transformative impact, particularly in areas such as early childhood education, child maltreatment prevention, and promoting resilience in vulnerable populations.

Reflecting on this recognition, Rosanbalm expressed gratitude. "I have amazing partners and colleagues across North Carolina working every day to strengthen supportive and resilience-building environments for children. It is exciting to see this work recognized and celebrated – particularly given the challenges that COVID wrought on childcare and public education. I am honored to represent this work and grateful to my peers for nominating me for this award!"

Rosanbalm is trained as a child clinical and quantitative psychologist with a focus on program implementation and evaluation. Her research spans critical areas, including early childhood systems, self-regulation development, child welfare, and trauma-sensitive schools. She has led longitudinal evaluations of child welfare reform, early childhood Systems of Care, and various prevention and intervention programs in mental health and education. Her work on self-regulation and toxic stress among children from birth to young adulthood was specifically cited as a reason for this award.

Beyond her research contributions, Rosanbalm was recently featured in a New York Times story about the nationwide surge in school absences, highlighting the growing education challenges post-COVID. This feature also served as the basis for a New York Times "The Daily" podcast episode and was cited in several other commentaries on school absences, further emphasizing her influence in the field.

Jennifer Lansford , S. Malcolm Gillis Distinguished Research Professor of Public Policy and Director of the Center for Child and Family Policy, praised Rosanbalm's dedication and impact. "With her outstanding contributions in science, policy, and practice that benefit the psychological functioning and well-being of children, youth, and families, Katie exemplifies the characteristics this award is meant to recognize."

The APA celebrated Rosanbalm's achievements at the APA Convention in Seattle, WA, on August 8.

Property Taxes by State and County, 2024

Property taxes are the primary tool for financing local governments . In fiscal year 2021, property taxes comprised 30 percent of total state and local tax A tax is a mandatory payment or charge collected by local, state, and national governments from individuals or businesses to cover the costs of general government services, goods, and activities. collections in the United States , more than any other source of tax revenue , despite being levied almost exclusively at the local (not state) level. Local governments rely heavily on property taxes to fund schools, roads, police departments, fire and emergency medical services, and other services associated with residency and property ownership. Property taxes accounted for 72.5 percent of local tax collections in fiscal year 2021.

Because property taxes are almost invariably levied locally, and millages (rates) are not directly comparable with each other across states, providing a useful state-level comparison can be difficult. In an effort to present a multifaceted view, today’s blog post features two maps focused on the property tax A property tax is primarily levied on immovable property like land and buildings, as well as on tangible personal property that is movable, like vehicles and equipment. Property taxes are the single largest source of state and local revenue in the U.S. and help fund schools, roads, police, and other services. . The first looks at median property tax bills in each county in the United States, and the second compares effective property tax rates across states.

Median property taxes paid vary widely across (and within) the 50 states. The average level of property taxes paid in 2022 across the United States was $1,815 (with a standard deviation of $1,388). The lowest property tax bills in the country are in ten counties or county equivalents with median property taxes of less than $250 a year:

• Alaska : Northwest Arctic Borough, the Kusilvak Census Area, and the Copper River Census Area*
• Louisiana : Allen, Avoyelles, Bienville, East Carroll, Madison, and West Carroll Parishes
• Alabama : Choctaw County

(*Significant parts of Alaska have no property taxes, though most of these areas have such small populations that they are excluded from federal surveys.)

Additionally, nine counties in Alabama, four counties in Louisiana, Harding County in New Mexico , Sioux County in North Dakota , and McDowell County in West Virginia all have median property taxes paid below $300.

The 15 counties with the highest median property tax payments all have bills exceeding $10,000:

• California : Marin County
• New Jersey : Bergen, Essex, Hunterdon, Morris, Passaic, Somerset, and Union Counties
• New York : Nassau, New York, Putnam, Rockland, Suffolk, and Westchester Counties
• Virginia : Falls Church City

All but Falls Church and Marin County are near New York City. Additionally, three counties in New Jersey, Santa Clara County in California, and the Western Connecticut Planning Region in Connecticut all have median property taxes paid above $9,000.

Property tax payments also vary within states. In some states, typically those with low property tax burdens, this variation is not high. In Alabama, for instance, median property taxes range from below $222 in Choctaw County to $1,282 in Jefferson County (central county of the Birmingham–Hoover metropolitan area), with an average tax bill of $485. In Virginia, by contrast, median property taxes range from $473 in Dickenson County to more than $10,000 in Falls Church City (part of the Washington metropolitan area), with an average tax bill of $1,893.

Another feature of property taxes is that higher median payments tend to be concentrated in urban areas. Median property taxes paid in Manhattan (New York County), San Francisco, Chicago (Cook County), and Miami (Miami-Dade County) are two to three times higher than their state’s average. This is partially explained by the prevalence of above-average home prices in urban centers. Because property taxes are assessed as a percentage of home values, it follows that higher property taxes are paid in places with higher housing prices. However, because millages—the amount of tax per thousand dollars of value—can be adjusted to generate the necessary revenue from a given property tax base The tax base is the total amount of income, property, assets, consumption, transactions, or other economic activity subject to taxation by a tax authority. A narrow tax base is non-neutral and inefficient. A broad tax base reduces tax administration costs and allows more revenue to be raised at lower rates. , the higher payments also reflect an overall higher cost of government—and commensurately higher taxes—in these areas. (More expensive homes might correlate with a higher cost of government services, but they don’t necessarily cause it. If homes in a community doubled in value but nothing else in the economy changed, local government wouldn’t necessarily need to capture twice as much revenue.)

While no taxpayers in high-tax jurisdictions will be celebrating their yearly payments, it’s worth noting that property taxes are largely rooted in the benefit principle of taxation: the people paying the property tax bills are most often the ones benefiting from the services (think about K-12 education or local parks). As argued by Joan Youngman in her book, A Good Tax , the well-designed property tax, despite being the target of frequent political attacks, can be considered a good tax since it is usually visible, transparent, simple, and stable, satisfying most of the principles of sound tax policy .

Because the dollar value of property tax bills often fluctuates with housing prices, it can be difficult to use this measure to make comparisons between states. Further complicating matters, rates don’t mean the same thing from state to state, or even county to county, because the millage is often imposed only on a percentage of actual property value, as is discussed below. However, one way to compare is to look at effective tax rates on owner-occupied housing—the average amount of residential property taxes actually paid, expressed as a percentage of home value.

In calendar year 2022 (the most recent data available), New Jersey had the highest effective rate on owner-occupied property at 2.08 percent, followed by Illinois (1.95 percent) and Connecticut (1.78 percent). Hawaii was at the other end of the spectrum with the lowest effective rate of 0.26 percent, followed closely by Alabama (0.36 percent), Nevada (0.44 percent), Arizona (0.45 percent), and Colorado (0.45 percent).

Governments tax real property in a variety of ways: some impose a millage on the fair market value of the property, while others impose it on a percentage (the assessment ratio) of the market value. While values are often determined by comparable sales, jurisdictions also vary in how they calculate assessed values. Property taxes tend to be imposed at the local level, although their basic framework is typically set by state law.

Some states have equalization requirements, ensuring uniformity across the state. Sometimes property tax limitations restrict the degree to which one’s property taxes can rise in a given year, and sometimes rate adjustments are mandated after assessments to ensure uniformity or revenue stability. Abatements (i.e., reductions or exemptions) are often available to certain taxpayers, like veterans or senior citizens. Also, residential property is usually taxed at a lower level than commercial property. And of course, property tax rates are set not only by cities and counties, but also by school boards, fire departments, and utility commissions.

Some states with high property taxes, like New Hampshire and Texas , rely heavily on them in lieu of other major tax categories. This often involves greater devolution of authority to local governments, which are responsible for more government services than they are in states with greater reliance on state-level revenues like income or sales taxes. Other states, like New Jersey and Illinois, impose high property taxes alongside high rates in the other major tax categories.

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Cornell Hemp

School of Integrative Plant Science

2024 Cornell High-Cannabinoid Hemp Cannabis sativa Field Day Sept. 13

You’re invited to the 2024 Cornell High-Canabinoid Cannabis sativa L. Field Day on Friday, September 13, 8:30 a.m. to 6:00 p.m., at Cornell AgriTech in Geneva, NY, hosted by the Harvest NY team from Cornell Cooperative Extension. Join us for a day of interactive workshops, demonstrations, and discussions on the latest industry advancements for New York growers. Topics include:

• Economics and good manufacturing practices
• Controlled environmental agriculture
• Soil health and composting
• Disease management and tissue culture
• Post-harvest, drying, and curing
• USDA field updates
• NYS Office of Cannabis Management (OCM) Fireside Chat

DEC credits are available.

Cost is $35 per person and includes lunch. The event is rain or shine, and pre-registration is required by September 1. Register online

Additionally, if you’re interested, the USDA will host a hemp germplasm stakeholder meeting in Geneva on September 11, followed by the Grain and Fiber Hemp Field Day on September 12. Three full days dedicated to Cannabis sativa —don’t miss out!”

Questions, more information:

• Daniela Vergara [email protected]
• Kimberly Paul [email protected]

Download brochure [.pdf].

Author: cdc25

Craig Cramer is a communications specialist, in the School of Integrative Plant Science, College of Agricultur and Life Sciences, Cornell University, Ithaca, N.Y. View all posts by cdc25

Watch CBS News

Afghanistan after 3 years of Taliban rule: Women silenced and oppressed as ISIS and al Qaeda regroup

By Ahmad Mukhtar

August 28, 2024 / 11:47 AM EDT / CBS News

The last U.S. troops left Afghanistan on Aug. 30, 2021. Three years later, the Taliban's return to power has allowed al Qaeda and other terrorist groups to regain a presence in the country, and deprived Afghan women and girls of basic freedoms they were granted during two decades of Western-backed government following the U.S.-led invasion in 2001.

In a show of force to mark their third year in power, the Taliban held a parade at Bagram Airfield earlier this month. The sprawling base was the primary hub for U.S. troops in Afghanistan as they hunted Taliban and al Qaeda militants in the 20 years after the Sept. 11 terrorist attacks on the U.S.

The Taliban used the parade to show off U.S. and NATO military equipment abandoned by the foreign forces when they left in a chaotic withdrawal.

Taliban fighters also gathered in a diplomatic district of Kabul, outside the now-abandoned U.S. embassy compound, chanting "death to America" as they trampled a U.S. flag that had trailed from the back of a Ford truck previously used by the U.S.-backed police force.

"Intolerable restrictions on the rights of Afghan women"

Afghan women and girls have suffered enormously under the Taliban's authoritarian rule. The new government has issued dozens of draconian edicts, systematically excluding women and girls from public life, depriving them of education and employment and subjecting them to detention and even physical assault for daring to advocate for their fundamental rights.

Under the Taliban, Afghanistan has become the only country in the world where girls and women are prohibited from pursuing secondary and higher education.

Last week, the Taliban announced yet more restrictions under the guise of a new "vice and virtue" law. One of the law's 35 articles declares that women's faces and voices are sources of temptation that must not be heard or seen in public.

"When a mature woman needs to leave her home, she must cover her face, body, and make sure that her voice is not heard," according to the law. 

The measures also bar Afghan women from engaging with "infidel women," and men from associating with "infidel foreigners," using a term that generally refers to non-Muslims. Men can also be imprisoned for listening to music, shaving or trimming their beards or wearing neckties. 

"It is a distressing vision for Afghanistan's future, where moral inspectors have discretionary powers to threaten and detain anyone based on broad and sometimes vague lists of infractions," said Roza Otunbayeva, the Special Representative of the United Nations Secretary-General who also heads the U.N.'s mission in Afghanistan, in a statement on Sunday.

She said the new law "extends the already intolerable restrictions on the rights of Afghan women and girls, with even the sound of a female voice outside the home apparently deemed a moral violation."

According to UNESCO, more than 1.4 million girls are being deliberately deprived of schooling in Afghanistan, putting the future of an entire generation in jeopardy. 

The Taliban has also reinstated public flogging of people accused of various crimes, with authorities lashing hundreds of people over the past three years.  

"The Taliban have created the world's most serious women's rights crisis since taking power," said the New York-based group Human Rights Watch. "Under the Taliban's abusive rule, Afghan women and girls are living their worst nightmares."

The return of al Qaeda and the threat of ISIS-K

A year after the U.S. and NATO withdrawal from Afghanistan, a U.S. drone strike killed al Qaeda leader Ayman al-Zawahiri in Kabul's diplomatic district, but since then, the terrorist group responsible for the 9/11 attacks has reemerged and established new training facilities in the country. 

A U.N. Security Council report published in July said al Qaeda  had regrouped in Afghanistan and warned that it was aiming to conduct attacks beyond the country's borders.

"Al Qaeda remains strategically patient, cooperating with other terrorist groups in Afghanistan and prioritizing its ongoing relationship with the Taliban," the U.N. report said, adding that it was operating "covertly in order to project the image of Taliban adherence to the provisions of the Doha agreement," which the Taliban negotiated with the U.S. under former President Donald Trump. 

That deal saw the Taliban promise not to let any terrorist group find safe operating space in Afghanistan, but the U.N. report also noted the recent arrival of new al Qaeda members in the country, including a Libyan who it said was working at the Taliban's Ministry of Interior. The individual has "no clear job description and has been issued an Afghan passport," the report said. 

The regional ISIS affiliate, known as ISIS Khorasan , ISIS-K or ISKP, also poses a rising threat, with members having successfully infiltrated Afghanistan's Taliban-run security ministries, according to the U.N.

Despite losing territory since the Taliban takeover, which has limited ISIS-K operations in the country, the group remains a significant threat to the region and beyond, the report said.

Deadly attacks over the last year in Moscow and Iran , and foiled plots in Europe , all show the group's capacity to plan violence despite the Taliban's security forces actively hunting its members.

"The Taliban have the will to fight against ISKP. They are really committed to do that, but they are lacking in operational capability to conduct really effective counterterrorism against the ISKP," Arian Sahrifi, a lecturer at the Princeton School of Public and International Affairs, said during a recent webinar.

Hafiz Zia Ahmad, a deputy spokesman for Afghanistan's Taliban-run Ministry of Foreign Affairs, declared Afghanistan "a safe and stable country" in a social media post last week, claiming that Taliban forces had "successfully neutralized" ISIS-K in Afghanistan. 

Dozens of Afghans stuck and still waiting for refuge

Dozens of people who were evacuated to third countries as the Taliban came back to power are still waiting to be relocated to the U.S. or Canada, including former government officials and Afghan forces. One of them is a man who piloted one of the helicopters used by then-Afghan President Ashraf Ghani to escape to Tajikistan. 

Others include members of the former Afghan president's protection services, former members of the Afghan Special Forces who worked directly with U.S. and NATO troops in the fight against the Taliban, and other high-ranking officials.

"We are in a modern prison," Qazizada, a former Afghan government prosecutor who's been stuck in a humanitarian camp in Abu Dhabi since October 2021, told CBS News.

Qazizada, who declined to give his full first name for this article to protect family members still in Afghanistan, said more than 60 people, including 48 women and children, were stranded at the camp with him — all facing an uncertain future three years after their escape.

He said family members of Ghani's helicopter pilot and personal security detail were still hiding in Afghanistan.

"Every time their kids ask when you come home, we can't hold back our tears," Qazizada said. "The mental situation of women and children in the camp and in Afghanistan is very dire. Some are even contemplating suicide to end their suffering, but we try to give them hope."

"Almost all of us are taking [anti]depression pills," he said.

A significant number of former Afghan security forces sought refuge in neighboring Pakistan and Iran when the Taliban took back over, but many were later repatriated by those countries to Afghanistan. 

In the first six months of 2024, the U.N. mission in Afghanistan said it had documented at least nine cases of extrajudicial killings of former members of the security forces and nearly 100 instances of arbitrary arrests.

Relation with U.S. adversaries

While no country has formally recognized the Taliban regime as the new government of Afghanistan since its takeover in 2021, two U.S. adversaries, Russia and China, have granted the regime support on the international stage.

In a recent interview with a local TV network, the Taliban government's deputy prime minister said the group had two allies in the U.N. Security Council with veto power. He didn't name them, but of the five permanent Council members that have veto power, he could only have been referring to Russia and China. Counting them as allies gives the regime a diplomatic advantage it didn't have during its previous period in power, potentially shielding it from any Security Council resolutions seeking action against the Taliban over its policies.

China, which shares a border with Afghanistan, is the only country to have sent an ambassador to Afghanistan, and leader Xi Jinping has accepted the accreditation of a Taliban ambassador to Beijing. The two countries have signed several mining contracts since the Taliban's return to power. 

Russia, meanwhile, said in May that it would soon remove the Taliban from its list of state sponsors of terrorism, which would lead to normalization of relations between the two countries. The Taliban welcomed the announcement and sent a delegation to visit Moscow.

• Human Rights
• Afghanistan

Ahmad Mukhtar is a producer for CBS News based in Toronto, Canada. He covers politics, conflict and terrorism, with a focus on news from Canada and his home nation of Afghanistan, which he left following the Taliban's return to power in 2021.

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Rondebosch East Primary School

Alte Spectate ~ Aim High!

Homework Policy

The Homework Policy is designed to:

• Ensure consistency of approach throughout the school.
• Ensure progression towards independence and individual responsibility.
• Ensure parents have a clear understanding about expectations for themselves and the learners.
• To provide opportunities for parents and pupils to work in partnership and enjoy learning experiences.

Purpose & Philosophy

Homework is an integral part of the learning process and includes opportunities for learners to reinforce, synthesize, extend classroom learning and assists in developing time management skills.

Homework should be meaningful and engaging and should support the curriculum, helping learners to develop responsibility and good work habits.

Homework is a natural extension of the school day and an important part of the learner’s educational experience.

Homework should be designed to be completed independently.

The three homework types generally are:

• Practice:  – This homework reinforces newly acquired skills taught in the class.
• Preparation: – This homework helps the learners prepare for upcoming lessons, activities or tests.
• Extension: – This homework provides challenging, often longer term opportunities for enrichment and extension that parallels class work.

Time Allocations

It is recommended that learners will spend the following times on average on homework activities:

Homework will be concentrated on Monday to Thursday. The weekend should be left free or for the completion of larger projects and research.

Will not give homework as punishment.

Will provide a range of homework activities and tasks to consolidate and extend learning in class.

Will ensure that learners clearly understand the task and have a common understanding of the high expectations held of them individually, according to their ability.

Will communicate with parents and keep them informed of their child’s progress, projects and topics to be studied.

Will vary homework assignments: short term and long term, practice of new skills, written or oral reports, preparation for upcoming lessons, enrichment exercises, etc.

Will make sure that learners have access to any materials needed to complete an assignment.

Will give prompt feedback on checking homework, correcting errors and reviewing important concepts.

Guidelines for learners and parents

Must write down all the day’s homework in their homework diaries.

Must organise and take home all materials necessary to complete the homework tasks.

Must set aside a regular time to study each evening.

Must have a quiet well lit place to study.

Must complete all assignments on your own and to the best of your ability.

Must complete and hand in assignments on their due date.

Must talk to your teacher when you do not understand the work or any other circumstances that you may face.

Should put in place a good routine for homework and study. This should not be interrupted by family plans, television, etc.

Should help your child organize themselves so that they can be effective in their study time.

Should be supportive when your child becomes discouraged or frustrated, particularly with difficult assignments.

Should be actively involved in the homework of younger children.

Should sign and date your child’s homework when completed and of an acceptable standard.

Should provide educational opportunities that broaden your child’s interests, such as visits to the museum, the zoo and places of historical significance.

Feedback for learners, parents & teachers

Feedback must be given as quickly as possible. Teachers are interested in knowing how the homework activities were performed. Was it too easy, too difficult, interesting, etc. The homework diary is the ideal communication from home to school and visa versa. As with all school activities, parents are invited to discuss any queries with their child’s teacher.

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How to Write the Perfect Homework Policy

Author: Naimish Gohil

Posted: 10 May 2017

Estimated time to read: 4 mins

Homework is an integral part to the learning process and as such, each school should have a clear homework policy readily available to teachers, students and parents that sets out your expectations when it comes to home-learning .

A clear and effective homework policy will mean that quality and quantity of homework can be easily tracked and all stakeholders are on the same page. We've created our own Homework Policy that you can adapt for use in your school or use as an outline when creating your own policy:

1‭. ‬Introduction

This is the school’s policy for the provision of homework to pupils and has been drawn up in accordance with guidance from the DFE and Sutton Education Trust‭.‬ It must be recognised that parents play a vital role in the education of their child‭, ‬therefore it is important and valuable to‭ ‬have a good home-school partnership‭, ‬of which a homework policy must address‭.‬

2‭. ‬Homework‭ - ‬A definition

Homework is defined as any work or activity that students are asked to undertake outside of lesson time‭, ‬either on their own or‭ ‬with the aid of parents and carers‭. ‬Homework doesn’t necessarily have to be completed at home but can be completed in free periods and after-school homework clubs‭. ‬We see work completed outside of lesson time as a valuable part of a student’s learning‭.‬

3‭. ‬The purpose of homework‭ ‬

The school regards the purpose of homework as being to‭:‬

• ‭ Provide learners with the opportunity to work on an activity that is relevant to learning outcomes‭, ‬or that contributes to gaining qualifications/accreditations‭.‬
• Develop an effective partnership between the school‭, ‬parents and carers in pursuing the academic aims of the school and the development of their child‭.‬
• Consolidate and reinforce skills and understanding prior to the following lesson‭, ‬particularly in English and Mathematics‭.‬
• Extend learning across the curriculum‭, ‬for example through additional reading‭.‬
• Encourage pupils as they get older to develop the confidence‭, ‬self-discipline and independence to develop organisational skills‭.‬

As a school‭, ‬we encourage children to pursue out-of-school activities‭. ‬Homework should be used to effectively reinforce and/or extend what is learned in school‭. ‬We hope that children will feel a sense of personal satisfaction in a task completed well and that their efforts will be recognised and praised both at home and at school‭. ‬

Homework tasks should be undertaken to the best of‭ ‬their ability‭. ‬We hope that parents and carers will be willing and able to give their active support to ensure that work completed at home is done so conscientiously and in the best possible conditions‭.‬

4‭. ‬Current practice‭ ‬

At the beginning of the academic year‭, ‬each year group will be informed about what is expected of them with regards to homework‭.‬

5‭. ‬Time to be spent completing homework

Based on current good practice‭, ‬we ask pupils to spend the following amount of time on homework‭:‬

Years 7‭ ‬to 9‭:                   ‬1‭ - ‬2‭ ‬hours per day

Years 10‭ ‬&‭ ‬11‭:                ‬1‭ - ‬3‭ ‬hours per day‭ ‬

Pupils may be expected to undertake a variety of homework activities‭. ‬These activities will differ depending on the teacher and‭ ‬subject‭. ‬Examples include‭: ‬Reading tasks‭, ‬numeracy tests‭, ‬spelling tests‭, ‬quizzes‭, ‬project work‭, ‬classwork extensions‭, ‬coursework‭, ‬essays and research activities‭.‬ As a general rule‭, ‬teachers will not usually set substantial homework tasks to be completed for the next day‭, ‬pupils will have at least two days to complete any work set‭.‬

6‭. ‬Pupil feedback

The school recognises the importance of providing prompt and actionable feedback to pupils‭, ‬parents and carers‭. ‬Feedback will include how well homework tasks have been tackled‭, ‬and the knowledge‭, ‬skills and understanding developed‭.

‬A variety of methods will be used to provide feedback‭, ‬such as an appropriate comment of praise‭, ‬appreciation or area for improvement‭. ‬Any given feedback will vary according to the age of the pupil‭.‬

7‭. ‬Where to access the school homework policy

The school will use newsletters to inform parents and carers about the school’s homework policy and secure their involvement‭. ‬The homework policy‭, ‬as well as useful information for parents in supporting their child’s learning‭, ‬is displayed on the school website‭. ‬

Parents’‭ ‬Evenings and New Intake Evenings will be used to promote this partnership and obtain feedback‭ (‬e.g‭. ‬English and Mathematics workshops‭). ‬Homework questionnaires will be used where appropriate to ascertain parent views‭. ‬Parents will be consulted about any significant changes to the policy that are being considered by the governing body‭.‬

8‭. ‬Reviewing the policy

The homework policy will be reviewed every year‭. ‬Where significant changes to the policy are felt to be required‭, ‬proposals will‭ ‬be presented to the governing body and parents consulted‭.‬

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The power of a good homework policy

Published 18th March 2019 by Frog Education

With the homework debate continuing to rage and be fuelled by all parties involved, could publishing a robust homework policy help take some of the headache out of home learning?

What is a homework policy.

The idea of a homework policy is for the school to officially document and communicate their process for homework. The policy should outline what is expected of teachers when setting homework and from students in completing home learning tasks. It is a constructive document through which the school can communicate to parents, teachers, governors and students the learning objectives for homework.

Do schools have to have a homework policy?

It is a common misconception that schools are required by the government to set homework. Historically the government provided guidelines on the amount of time students should spend on home learning. This was withdrawn in 2012 and autonomy was handed to headteachers and school leaders to determine what and how much homework is set. Therefore, schools are not required by Ofsted or the DfE to have a homework policy in place.

The removal of official guidelines, however, does not give pupils the freedom to decide if they complete homework or not. Damian Hinds , Education Secretary, clarified that although schools are not obliged to set homework, when they do, children need to complete it in line with their school’s homework policy; “we trust individual school head teachers to decide what their policy on homework will be, and what happens if pupils don’t do what’s set.”

The majority of primary and secondary schools do set homework. Regardless of the different views on the topic, the schools that do incorporate homework into their learning processes, must see value in it.

Clearly communicating that value will demonstrate clarity and create alliance for everyone involved – both in and outside of school. This is where the publication of a good homework policy can help. 5 Benefits of publishing a good homework policy

#1 Manages students' workload

Studies have shown a correlation between student anxiety and demanding amounts of homework. One study found that in more affluent areas, school children are spending three hours per evening on homework. This is excessive. Secondary school students’ study between eight and ten subjects, which means they will have day-to-day contact with a number of teachers. If there is no clear homework policy to provide a guide, it would be feasible for an excessive amount of homework to be set.

A homework policy that sets out the expected amount of time students should spend on homework will help prevent an overload. This makes it more realistic for children to complete homework tasks and minimise the detrimental effect it could have on family time, out-of-school activities or students’ overall health and well-being.

#2 Creates opportunity for feedback and review

The simple act of having an official document in place will instigate opportunities for regular reviews. We often consider the impact of homework on students but teachers are also working out-of-hours and often work overtime . One reason is the need to set quality homework tasks, mark them and provide valuable feedback. No-one, therefore, wants home learning to become about setting homework for homework’s sake.

A regular review of the policy will invite feedback which the school can use to make appropriate changes and ensure the policy is working for both teachers and students, and serves the school’s homework learning objectives.

#3 Connects parents with education

Parents’ engagement in children’s education has a beneficial impact on a child’s success in school. Homework provides a great way for parents to become involved and have visibility of learning topics, offer support where needed and understand their child’s progress.

A good homework policy creates transparency for parents. It helps them to understand the value the school places on homework and what the learning objectives are. If parents understand this, it will help set a foundation for them to be engaged in their child’s education.

#4 Gives students a routine and creates good habits

Whether children are going into the workplace or furthering their education at university, many aspects of a student’s future life will require, at times, work to be completed outside of traditional 9-5 hours as well as independently. This is expected at university (students do not research and write essays in the lecture theatre or their seminars) and will perhaps become more important in the future workplace with the growth of the gig economy (freelancing) and the rise of remote working .

A homework policy encourages a consistency for out-of-school learning and helps students develop productive working practices and habits for continued learning and independent working.

#5 Helps students retain information they have learned

A carefully considered and well-constructed home learning policy will help teachers set homework that is most effective for reinforcing what has been taught.

A good homework policy will indicate how to set productive homework tasks and should limit the risk of less effective homework being set, such as just finishing-off work from a lesson and repetition or memorisation tasks. What makes a good homework policy?

A good homework policy will determine how much homework is appropriate and what type is most effective for achieving a school’s learning objectives. Publishing the homework policy – although it might not unify everyone’s views on the matter – fosters good communication across the school, sets out expectations for teachers and pupils, and makes that significant connection between parents and their children’s education. But most importantly, if the policy is regularly reviewed and evaluated, it can ensure home learning remains beneficial to pupils’ progress, is of value to teachers and, ultimately, is worth the time and effort that everyone puts into it.

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Creating a Homework Policy With Meaning and Purpose

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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.

Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.

Differentiate Learning for All Students

Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .

See Student Participation Increase

Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.

Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.

Sample School Homework Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.

Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Individualized Instruction

Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be. 

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.

The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

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How To Create An Effective Homework Policy In School?

• by Team Varthana
• Posted on January 12, 2024
• in Education

Homework, for us, brings to mind endless writing without a clear reason, often leading to missing out on evening games. We didn’t enjoy it in school and never really questioned why. 

Since homework is an integral part of the educational experience, providing students with opportunities to reinforce learning, develop essential skills, and cultivate a sense of responsibility is the criteria. However, creating an effective homework policy requires careful consideration, especially in the diverse and dynamic educational landscape of India.

A homework policy is a set of guidelines, rules, and principles established by educational institutions to govern the assigning, completion, and evaluation of homework assignments. This policy outlines the expectations and responsibilities of students, teachers, and parents regarding homework. 

It serves as a framework to ensure that homework is purposeful, relevant, and contributes to the overall learning objectives of the educational institution.

What are the Key Components of a Homework Policy in School?

1. purpose of homework and the educational philosophy:.

This includes reinforcing classroom learning, developing independent study skills, and fostering a sense of responsibility.

2. Guidelines for Homework Assignment:

Such as complexity, relevance to the curriculum, and differentiation to accommodate varying student abilities.

3. Time Allocation:

Specifies the recommended time students should spend on homework each day, including extracurricular activities and rest.

4. Parental Involvement:

Supporting their children with homework, communication channels between teachers and parents, and a conducive environment for learning at home.

5. Feedback and Evaluation:

Providing timely and constructive feedback on homework assignments, emphasizing feedback as a tool for improvement.

6. Technology Integration:

Guidelines for the use of digital tools and ensuring accessibility for all students.

7. Flexibility and Accommodations:

Considering the diverse needs and circumstances, include allowing for alternative assignments or extended deadlines when necessary.

8. Collaborative Learning:

Through group projects, peer reviews, or other cooperative activities that foster teamwork and communication skills .

Also Read: 7 techniques to boost communication skills for teachers and administrators

9. Alignment with Curriculum:

Ensures that homework assignments align with the broader curriculum goals and contribute to the mastery of key concepts and skills.

10. Cultural Sensitivity:

Acknowledges cultural diversity and ensures that homework assignments are culturally sensitive and inclusive.

Also Read: Leveraging Tech: 5-Step Guide for Teachers & Parents to Support Students with Special Needs

Homework Policies for Each Phase of School Education

Homework policy for kindergarten:, 1. purposeful play and exploration:.

Homework in kindergarten should emphasize purposeful play and exploration. Activities may involve simple art projects, interactive games, or reading together with parents to foster a love for learning.

2. Limited Duration:

Keep homework sessions short, typically not exceeding 10-15 minutes. Kindergarten students have short attention spans, and the emphasis should be on enjoyable and age-appropriate learning experiences.

3. Parental Engagement:

Encourage parents to engage with their child during homework time, making it a positive and bonding experience. Homework may involve activities that promote fine motor skills, creativity, and basic literacy.

Homework Policy for Elementary School:

1. balanced subjects:.

Assign homework that covers a range of subjects, supporting a well-rounded education. This can include math problems, reading assignments, science experiments, and simple research projects.

2. Development of Basic Skills:

Homework should focus on developing foundational skills, such as reading comprehension, basic math operations, and written expression. It provides opportunities for independent practice and reinforces what is taught in class.

3. Parental Support:

Encourage parents to provide support as needed, fostering a positive home-learning environment. Homework can serve as a communication tool between teachers and parents, keeping them informed about what is happening in the classroom.

Homework Policy for Primary School:

1. subject-specific assignments:.

As students move into primary school, homework may become more subject-specific. Assignments can include math exercises, reading comprehension tasks, science projects, and social studies research.

2. Preparation for Higher Grades:

Homework serves as preparation for higher grades by introducing students to more structured assignments. It encourages time management and responsibility while reinforcing the importance of daily practice.

3. Feedback and Assessment:

Use homework for formative assessment , providing constructive feedback to guide students’ progress. This feedback loop helps identify areas of strength and areas needing improvement.

Also Read: 5 formative assessment techniques for real time feedback

Homework Policy for Secondary School:

1. diverse subjects and specializations:.

Homework in secondary school becomes more diverse as students take on different subjects and potentially specialize in certain areas. Assignments may include essays, research projects, and problem-solving tasks.

2. Preparation for Exams:

Homework plays a crucial role in preparing students for exams. It reinforces learning, allows for deeper exploration of topics, and helps students develop study strategies for upcoming assessments.

3. Independent Learning:

Encourage independent learning skills. Secondary school students should be capable of managing their workload, researching independently, and applying critical thinking skills to their assignments.

Homework Policy for High School:

1. advanced academic rigor:.

High school homework involves advanced academic rigor, often requiring critical analysis, research, and synthesis of information. Assignments may be more extensive and may contribute to overall course grades.

2. College and Career Preparation:

Homework in high school prepares students for college or vocational pursuits. It emphasizes skills such as research, time management, and effective communication, essential for success in higher education and future careers.

3. Balance and Well-Being:

Acknowledge the increased academic demands and extracurricular commitments in high school. Strive for a balance that promotes student well-being, considering the importance of mental health and a holistic educational experience.

Homework Policy for Pre-University College (PUC):

1. academic specialization:.

Homework in PUC is often more specialized, focusing on subjects relevant to the chosen course of study. Assignments may be research-intensive, requiring students to delve deeply into their chosen field.

2. Critical Thinking and Research:

Emphasize critical thinking and research skills. PUC homework should challenge students to think analytically, apply theoretical knowledge to practical scenarios, and engage in independent scholarly inquiry.

3. Transition to Higher Education:

Homework in PUC serves as a bridge to higher education. It helps students adapt to the expectations of college-level coursework, where independent research and self-directed learning become increasingly important.

4. Preparation for Examinations:

PUC homework is closely tied to exam preparation, helping students develop effective study habits, time management skills, and a comprehensive understanding of the subjects they are studying.

Tips for Creating an Effective Homework Policy for Students

1. understanding cultural dynamics:.

A homework policy should be sensitive to the diversities, acknowledging that students may come from varied socio-economic backgrounds and have different levels of support at home. Tailoring homework assignments to be inclusive and culturally relevant ensures that all students can engage meaningfully with the material.

2. Balancing Academic Rigor and Well-being:

While academic excellence is a priority, it’s essential to strike a balance between challenging students and safeguarding their mental health. The pressure-cooker environment of education can be overwhelming, so a well-crafted homework policy should consider the recommended guidelines for the amount of homework assigned, ensuring it aligns with developmental needs and does not contribute to excessive stress.

3. Clear Communication with Parents:

Transparent communication with parents is crucial for the success of any homework policy. Schools should clearly articulate the purpose of homework, its role in the learning process, and the expected level of parental involvement . Regular updates and parent-teacher meetings can facilitate a collaborative approach, fostering a supportive learning environment at home.

Also Read: 5 formative assessment techniques for real-time feedback

4. Differentiated Homework Assignments:

Recognizing the diverse learning styles and abilities of students, teachers should design homework that allows for differentiation. Tailoring assignments to cater to varying levels of proficiency ensures that each student is appropriately challenged and has the opportunity to succeed .

Also Read: Tips for Parents to help their children succeed in school

5. Aligning Homework with Curriculum Goals:

The homework policy should be closely aligned with the broader curriculum goals of the school. Assignments should reinforce classroom learning, providing students with opportunities to apply theoretical knowledge in practical contexts. This alignment ensures that homework serves as a meaningful extension of the educational experience rather than a disconnected task.

6. Promoting Self-directed Learning:

A well-designed homework policy encourages self-directed learning and critical thinking. Assignments that prompt students to explore topics independently, ask questions, and connect learning across subjects foster a sense of curiosity and intellectual engagement.

7. Incorporating Technology Thoughtfully:

In the digital age, incorporating technology into homework assignments can enhance the learning experience. However, it’s essential to do so thoughtfully, considering accessibility issues and ensuring that technology complements the learning objectives rather than becoming a distraction.

8. Providing Timely and Constructive Feedback:

Feedback is a crucial component of the learning process. Teachers should establish a system for providing timely and constructive feedback on homework assignments. This not only helps students understand their strengths and areas for improvement but also fosters a culture of continuous learning.

9. Encouraging Collaborative Learning:

Homework assignments that encourage collaboration can be beneficial in schools. Group projects, peer reviews, and cooperative learning activities promote teamwork, communication skills, and a sense of shared responsibility.

10. Flexibility and Adaptability:

Recognizing that students may face unforeseen challenges at home or in their personal lives, a flexible and adaptable homework policy allows for accommodations when needed. Teachers should be understanding and responsive to individual student needs, ensuring that the policy is a tool for support rather than a source of additional stress.

Also Read: How can school leaders help parents get to know the school staff better?

A well-designed homework policy is a valuable tool for creating a positive and effective learning environment. In all phases of school education, it’s essential to consider the developmental needs of students, provide clear communication between teachers and parents, and maintain a balance that promotes both academic success and overall well-being. 

Homework should be purposeful, aligned with educational goals, and conducive to the development of lifelong learning skills. Additionally, an effective homework policy contributes to the overall well-being of students by striking a balance between academic rigor and the importance of a holistic educational experience.

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Getting students to work on their homework assignments is not always a simple task. Teachers need to take the initiative to create homework policies that encourage students to work hard to improve their achievement in the classroom setting. Educational leadership starts with making a policy that helps students learn and achieve while competing with extracurricular activities and the interests of students.

Set high standards

Homework policies need to have high standards to encourage students to work hard on achieving the best possible results. Student achievement in school improves when teachers set high standards and tell students that they are expected to meet the standards set in the classroom.

By setting high standards for the homework policy, teachers are ensuring that the students will be more willing to work on getting assignments done. The policies for homework that teachers and parents create can help improve student understanding of materials and result in better grades and scores on standardized tests.

Focus on study skills

Teaching students in their early education is a complicated task. Teachers need to balance the age of the students with the expected school, state and federal educational standards. Although the temptation to create a homework policy that focuses on repetition and traditional assignments can make the policy easy to create, it also removes the focus from establishing strong study skills and habits to engage students in education.

Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools.

Putting more focus on study skills will set a stronger foundation for homework in the future. As students get into higher grades, the type of assignments will focus on writing with a pen or pencil. The age of the student must be considered and the goal is to create a strong foundation for the future.

Involve the parents

Getting parents involved in the homework policy will encourage students to study and complete the assigned tasks. Asking parents to get involved to facilitate assignments will ensure students are learning without the parents completing the assignment for their child.

The goal of involving the parents in the homework policy is getting the family to take an interest in ensuring the assignments are completed. The best assignments will allow the student to manage the work without seeking answers from a parent. That allows parents to supervise and encourage their child without giving the answers.

Give consequences for incomplete assignments

Homework is an important part of providing educational leadership in the classroom. Although parental involvement and high standards can help encourage students to study, it is also important to clearly state the consequences if assignments are incomplete or not turned in on time.

A clear homework policy will lay out the possible consequences of avoiding assignments or turning in incomplete work. Consequences can vary based on the student grade level and age, but can include lowering the grades on a report card or taking away classroom privileges.

Although it is important to provide details about the consequences of avoiding the assignments, teachers can also use a reward system to motivate students to complete their work. Rewards can focus on the entire class or on individual rewards, depending on the situation. For example, teachers can give a small candy when students complete five assignments in a row.

Consequences and rewards can serve as a motivating factor when it comes to the homework policy. By clearly stating the potential downsides and the benefits to the student, it is easier for students to focus on the work.

Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to expect and can gain motivation to work on achieving the best results.

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Harnessing the power of ISM’s education technology – including MacBooks, robotics, 3D printers, green screens and iPads – students find, explore, analyse, exchange, and present information responsibly and creatively.

Personal, Social and Health Education (PSHE)

Regular PSHE lessons help our children grow into strong individuals and members of society. Your child will also develop the skills and attitudes they need to lead confident, healthy, independent lives.

Specialist subjects

Alongside our Core Curriculum, specialist teachers, musicians, and coaches at our international primary school in Moscow, provide exceptional musical, linguistic, and PE opportunities for our students.

Modern Foreign Languages

A high-quality language education fosters our students’ curiosity and deepens their understanding of the world. We offer Russian to all students, from beginners to native speakers. French and Spanish are introduced in Key Stage 2.

On our extensive music programme, students can learn multiple instruments, play in our ensembles, or sing in a choir. We also offer an exciting schedule of concerts and workshops, where students showcase their talents.

Our PE curriculum is packed with team and individual activities, including gymnastics, basketball, swimming, ice-skating, football, tennis and athletics. There are also opportunities to compete in inter-House competitions, sports days, and swimming galas.

Enhanced curriculum

At our international primary school in Moscow, our teachers bring learning to life in practical ways through our extra-curricular programme. This includes excursions to local museums and places of interest, as well as – from Year Four – exciting residential trips in Russia. Your child will also have access to a range of After-School Activities and community service opportunities, not to mention Work Experience opportunities for our oldest students.

Personal development

Each child is a unique individual, and we take a tailored approach to developing their personal wellbeing and confidence, as well as their strength of character. We develop strategies that encourage a productive response to adversity. And we always make sure our children can find a caring, listening ear when they need one.

We support our children to develop a range of ‘Success Skills’, which are personal character traits they hone throughout their Primary years. These include critical reflection, independence, creative thinking, respect, self-discipline, communication, resilience, courage, and self-care.

AN OUTSTANDING BRITISH EDUCATION

At ISM, we combine the highest British standards with exceptional personalised support, enabling your child to achieve great things – academically, personally, creatively, and socially – from an early age.

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Krylatskoe Campus:  + 7 (499) 922 44 00 Rosinka Campus: + 7 (499) 922 44 05  

Admissions:   [email protected]

Krylatskoe Campus Krylatskaya Ulitsa 12 Krylatskoe Moscow 121552 Rosinka Campus Building 41 IRC Rosinka Krasnogorsky region Moscow rural 143442

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