Homework incorporates both tuition and learning activities and therefore, it is well managed by educators and learners. It is coupled to thorough and co-ordinated planning and guidance and control by all role players. By effective management, overloading is minimised. The amount and nature of homework, within the present outbased curriculum, is monitored at grade meetings and micro planning sessions.

It is regarded, as tasks outside the classroom, and complements work done in the classroom. It is a partnership between the school and the home where the learner’s, learning/education and development is supported. It therefore, reinforces work done in the classroom and establishes valuable learning and study methods. It provides an opportunity for learners to be responsible for their own learning.

Age and age related homework tasks and parent involvement, should assist in improving the learners’ study skills. It also strengthens the bond between the home and the school and involves parents with their children’s education, in a meaningful manner. Homework tasks should not prevent learners from participating in extra-mural activities, because it is essential for effective development.

The homework policy aims to:

• instill a general concept of the value and importance of homework and what it comprises in the school
• determine the principles and practicalities which will ensure that homework is of academic value and that it will meet the realistic expectations of the learners, educators and parents
• clearly stipulate the homework expectations according to the age and ability of the child
• fully inform parents to enable them to be involved in the child’s learning activities
• strike a balance between homework and other school and community activities
• co-ordinate the planning of the nature and amount of homework which is given to learners at any given time so that the demands which are made on learners and educators are fair
• develop systems of monitoring and control of the administration of homework within the grade, phase and school

• Reinforcing tasks, e.g. reading, written exercises, further investigation of subjects which were discussed in class
• Tasks which must be prepared, e.g. reading of texts in preparation for the following day’s class and the reading of research related articles
• Extension tasks, e.g. special projects which provides the opportunity to develop and refine research skills

The aim of the homework task will depend on the learning area and the particular grade. Ultimately, the task should assist the learners with knowledge, skills, self-confidence and motivation, which will enable them to study effectively on their own.

Tasks may include the following:

• A combination of tasks which focuses on reinforcing new skills which are then used to work independently.
• Tasks which include the collection of information, oral and written tasks and independent study, preparation for the next lesson or the application of skills, e.g. reference material to work on a project.

• Basic skills and knowledge must be consolidated
• The number of tasks must be realistic and the variety of tasks must suit the age and the development of the learners
• The completion of worksheets for homework, is not recommended.
• Learners’ extra-mural activities and responsibilities at home must be taken into consideration when homework is planned. A balance must therefore, be maintained.
• The availability of sources and libraries must also be taken into consideration.
• The time allocation must be reasonable and must comply with the research policy of the school.
• Learners must take responsibility for the completion of homework tasks.
• Homework tasks must always be controlled and followed up.

DThe responsibility for homework must increase gradually as learners move through the different grades:

INTERMEDIATE PHASE:
Grade 4: 40 minutes per week day
Grade 5: 50 minutes per week day
Grade 6: 60 minutes per week day

SENIOR FASE:
Grade 7: 70 minutes per week day

The above-mentioned is only a guide line and therefore there may be times when learners are able to complete work in shorter/longer periods, depending on circumstances.

Educators should:

• plan a variety of homework tasks and make sure that the learners understand the aim and the relevance of the task
• plan those type of tasks which will challenge the learners to use previous knowledge and skills and to integrate
• be aware of homework tasks which were given by other educators as this will prevent over burdening the learners
• ensure that learners have the necessary resources to complete their homework tasks
• teach the learners independent study methods and other skills to enable them to complete homework tasks successfully
• acknowledge good work by giving constructive feedback and encourage learners who struggle
• make parents aware of problem areas regarding their child’s homework and provide strategies to improve the situation

Parents should:

• understand the importance of homework as part of the child’s schooling
• realise that their positive attitude, interest and active involvement in homework, will ensure that the learners regard learning as fun and as a worthwhile exercise
• read to children and with them as often as possible
• encourage their children to discuss the feedback from educators regarding their homework
• assist the educators by signing completed homework when requested and be aware of the amount of homework assigned to them
• feel free to discuss the nature of a homework task, their child’s approach to the homework and the manner in which it will be evaluated, with the educator.
• Improve their child’s self-image with praise and encouragement
• be supportive, but not do the learner’s homework.
• Ondersteunend te wees, maar nie die huiswerk vir die leerder te doen nie.
• not allow homework to become an emotional battle, but ensure that it is a pleasant learning experience.

Learners should:

• be aware of the school’s homework policy
• manage their time effectively by ensuring that there is enough time to complete the task
• write down their homework in their personal diary
• work on their own and check their work for careless mistakes and hand in quality work with the necessary detail
• hand in homework tasks on the dates as stipulated
• request assistance from parents and educators when they encounter problems

An assessment plan per grade is sent every term. It indicates the planned date when formal assessment tasks should be completed. The first assessment programme is sent out with a letter, which informs parents/learners that the planning is tentative and that there are variables which may play a role. Such changes are:

• Absence/health problems of learner
• Ability/skills of involved learners
• Pace at which grade group progresses
• Degree of difficulty of contents/skills which must be acquired
• Remedial or re-teaching which must take place
• Holistic approach with regard to education
• External factors which could not be foreseen, e.g. prescribed instructions from the WCED which must be implemented
• Socio-economic problems
• Emotional problems