i) Philosophy

The Lakecrest homework policy and procedures outlines the inclusion of homework in class programs and recognizes the need to communicate clearly and effectively to inform, support, and engage students and parents in the learning goals related to homework. The Lakecrest homework policy supports student learning and recognizes the importance of personal and family well-being. Lakecrest School recognizes the importance of relevant and purposeful homework programs. Clear and direct communication to students and families about the learning goals and expectations related to homework enhances its effectiveness. 

Homework should:

● support the interconnection of student learning and well-being;

● be age and developmentally appropriate;

● respect the need for a balance between academic, personal and family demands;

● recognize the interests, strengths and needs of each student;

● include families as partners in the learning process.

ii) Policy

Homework is defined as the time students spend outside the classroom in assigned learning activities. The teachers at Lakecrest believe the purpose of homework is  to practice, reinforce, and/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. We further believe 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 the completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.

Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of 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 homework assignments will vary with each student. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teacher.

iii) Application

Amount, Frequency and Nature of Homework

The amount, frequency and nature of homework assigned may vary depending on:

● individual student strengths and needs,

● proximity to scheduled tests, examinations and project due dates,

● grade and subject area.

Types of Homework

In order to be effective, homework types vary depending on the student, the nature of the learning and the timing within the teaching-learning cycle. The quality of homework is more important than the quantity.

  • Pre-learning homework introduces an upcoming topic of study. Pre-learning can stimulate interest, activate prior knowledge or determine readiness.
  • Checking for understanding homework uses strategic questions to assess current levels of understanding and helps teachers determine next steps for instruction.
  • Practice homework provides the opportunity to rehearse and reinforce what has been learned in class and requires a genuine understanding of the skill or concept.
  • Study homework is time spent reviewing material taught in class to consolidate understanding and/or prepare for upcoming assessment.

Time Guidelines

Teachers use their professional judgment to assign homework, adjusting requirements to support individual student learning and well-being. The average daily amount will vary depending on the student’s abilities and home schedule. It is expected that students at all grade levels will read at home.  In order for our children to fulfil their potential in reading we need as much parental support as possible and reading with your child is vital. Research shows that it is the single most important thing you can do to help your child’s education. We, therefore, strongly encourage that time is set aside for reading every day.


Teachers shall:

• ensure classroom homework practices align with the Homework Policy and respect a healthy balance between school, personal and family time,

• develop processes to inform students and parents of assigned homework, 

• share the expectations for homework with students and parents/guardians,

• provide timely and effective feedback for assigned homework,

• ensure that homework directly relates to classroom instruction and supports learning goals,

• carefully consider the nature of the homework and construct tasks that seek to strengthen critical thinking and problem-solving, as well as self-reflective and metacognitive skills,

• not assign homework over school holidays or on significant faith days,

• ensure learning is monitored, appropriate feedback provided and instruction adjusted, if required.

Parents/Guardians shall:

• encourage and support homework completion by the student, 

• help children set aside time for reading and help their child choose text that will help develop their love of reading,

• consult the classroom teacher regarding homework, as needed, particularly when the child is having difficulty completing assigned tasks in a timely manner.

Senior students shall:

• establish a homework routine,

• complete assignments by the due date,

• communicate with the teacher if unable to complete homework,

• understand that homework contributes to academic success and impacts overall performance, but not to the detriment of well-being,

• use time-management skills to create balance between homework and other activities,

• understand that homework tasks can be used as self-assessment to focus learning,

• locate and organize necessary materials and resources needed for homework,

• request clarification or assistance with homework when necessary.

iii) Homework Policy Review

The Head of School, with support, of the Assistant Heads of School shall:

• ensure staff members comply with the Homework Policy,

• communicate the Homework Policy to students, teachers and parent/guardians at the beginning of each school year,

• ensure that teacher homework practices are aligned with the Homework Policy,

• ensure that homework is not assigned over school holidays or on significant faith days

• encourage coordination of homework among teachers as much as possible. 

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