This document discusses arguments for and against homework and provides tips for parents on how to support their children's homework. It argues that homework can consolidate learning, develop self-efficacy and self-regulation skills. While there is a weak relationship between homework and achievement in primary school, completion of homework is important for developing self-efficacy which is important for secondary education. The document provides tips for parents to act as a stage manager, motivator, role model, monitor and mentor to support their child's homework and offers examples of homework activities for primary and secondary students.

1. Back 2The Future Night

2. What does “study” or
“homework” look like
in an IDEAL WORLD?
Think-Pair-Share

3. Arguments Against:
 “Quality” time between parents and children
is significantly impacted.
 Questions about the educational merit of
(some) homework tasks.
 When things go wrong the parent-child
relationship is strained; anxiety increases,
and both the educational and family domains
are negatively affected.

4. Arguments for:
 Consolidates the day’s learning and allows
students to practice key concepts.
 Develops a child’s self-efficacy: their belief
that they are able to perform academic tasks
at a certain level.
 Develops a child’s self-regulatory skills, goal
setting, time management and delaying
gratification.

5.  Research suggests that:
 There is a weak relationship between homework and
academic achievement in primary school. However, a
longitudinal study ofYear 5 students showed that
completion of homework developed the key skill of
academic self-efficacy which is most important for
secondary education and beyond.
 Academic outcomes improve for secondary students who
complete homework.
 Homework can be very beneficial for students who are
considered at-risk educationally.
 Giving students choice in the homework process increases
their motivation to complete the assigned tasks.

6. 1. Be a Stage Manager
 What type of learner is your child
(Auditory, Kinaesthetic,Visual, Social,Verbal,Solitary)
 Make sure your child has access to an environment
which is conducive to good study.
 Separate (where possible) study and sleep areas.
 Ensure computers are either in an office or in a shared
space in the home.
 Your child should hand in their mobile phone.
 Timetable your child’s life to within an inch of it!
(Routine, Routine, Routine).

7. 2. Be a Motivator:
 Homework provides parents with the
opportunity to communicate to their child
the importance of school.
 The attitude the parent has to homework is
the attitude the child will acquire.

8. 3. Be a Role Model.
 Allow your child to see you doing similar
tasks that they are required to complete
during homework (e.g. Reading, rather than
watchingTV while children are completing
homework).
 Where possible, connect key tasks in the
home with learning undertaken at school.

9. 4. Be a Monitor
 Check your child for signs of failure or
frustration.
 Provide guidance, not answers.
 If things start to go wrong, suggest a break
and come back to it.

10. 5. Be a Mentor:
 If a teacher asks a parent to be involved in the
homework, then it is recommended they do
so.
 If the homework is intended to be completed
alone, parents should leave their child alone.
 The wrong message is received by children
whose parents “solve the problems” and
“provide the answers”. Getting it wrong is just
as important as getting it right.

11. The Response: “Learning only stops when
you’re unconscious.”
The Practice:
 Primary Students:
- number facts and times tables.
- Household problem-solving.
- Reading aloud.
- Comprehension of text – news, magazine
article.

12. The Practice:
 Secondary Students:
- Be conversant with the SemesterAssessment
Calendar and request a copy of your child’s
timetable.
- Understand the secondary homework
expectations and challenge your child when
they claim that they have no homework.
- Contact your child’s teacher the very next day
via email.

13. The Practice:
Secondary Students (Cont...)
- Give your child a newspaper and ask them to provide a written summary of the
day’s news or do some research on a story they were interested in.
- Ask your child to write the next episode of their favouriteTV show – check it for
spelling & punctuation if written or pick up the use of ‘ummmm...’ if oral.*
- Have your child create a series of journal entries based on a character from their
favouriteTV show*
- Read out your shopping list, ask them to record it and check for spelling.*
- Ask your child to estimate the cost of certain shopping items.
- Have them calculate how much of a specific item the family will require based on
the consumption of each member of the household (washing detergent is a good
one here).
- Have your child tell you an impromptu story.
- Ask them to double check addition of receipts and invoices.
*Older children may be able to review, check and correct younger children’s work.

14. • Reading and identifying
unfamiliar words, performing
a dictionary search and using
these words in complete
sentences.
• Strategies for reducing wastage in
the home.
• Write the next episode.• Newspaper summary
Analytical Creative
Basic
Skills
Problem-
Solving

15.  http://mathsonline.com.au/
 http://www.vocabulary.com/
 http://www.education.vic.gov.au/about/event
s/litnumweek/forstudents.htm
 http://readingeggs.com.au/
 http://www.bbc.co.uk/schools/ks1bitesize/lite
racy/

16.  http://www.pascalpress.com.au/

17.  Email michael.mccarth@twb.catholic.edu.au