I apologise for not blogging last week, I have been unwell, but am on the mend. I just need to take things a bit easy. Towards the end of last term and the start of this term, I have received emails from parents asking questions regarding homework and the need to issue it.
The main question I want to ask is, what is your definition of “homework?” Think on that for a minute or two. Do you have a definition? What are some examples of homework according to your definition? Looking at your examples – which would you love doing and which would you have to be cajoled into doing?
The mere mention of the word homework sparks interesting debates.
IFS has a “No Homework” Policy.
IFS has always been upfront about our No Homework Policy. At IFS, A No Homework Policy means that the teachers will never formally give homework. For many students and parents this a relief, however, for others this takes some getting used to. IFS has based this policy on the work of Alfie Kohn and other research. The most recent research into homework comes from two Australian academics, Richard Walker and Mike Horsley, who found homework to have limited value. In regards to the works of Ian Lillico, there needs to be a broadening of the definition of homework – one that does not involve sedentary work. In his booklet on Homework and the Homework Grid, Lillico gives a variety of suggestions that support students being part of family life – rather than opting out because they have “so much homework to do”. Lillico gives great suggestions such as gardening, cooking a family meal, focusing on an art project or music practice. The possibilities are endless.
There are many things that involve service learning that our students can be participating in outside of college. Examples of these include volunteering at a local nursing home, knitting squares for charity campaigns such as “Born to Knit” or other charities, getting involved in the Smith Family Student2Student program and again, with a bit of research, the possibilities are endless
Our teachers will extend students in the classroom when the need arises and support our students to be successful but ultimately, the desire to succeed and do well in the classroom must come from the student.
For some students, revising, evaluating and reflecting on their work is a beneficial learning process. Perhaps even having an after college tutor may help, if that is the way your family chooses to go. IFS supports the idea that if a student wants to do well in their studies, they will need to put in the extra work – but it has to come from them and not be a forced or stressful situation. Sitting down together at home and going through a project and asking questions can be beneficial for your child. Also going through the project with them might be a good way to highlight things they may need extra guidance on or ask a teacher about at college the next day. It might also open a conversation as to what would be appropriate extension activities. This is just one way that you can support your child at home in encouraging them to produce quality work and to stretch themselves to be the best they can be academically.
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