1
st
Class - red
Senior Infants – Yellow
Junior Infants - blue
Learning Support - yellow
HOMEWORK POLICY
Introductory Statement
This Policy was amended by the following teachers - Ms. Córa Boner, Ms Amanda Staunton, Mrs. Margaret Merrick and Mr. Gary Kane, in collaboration with the parents and Board of Management of St. Sylvester’s Infant School. It was drawn up in April 2009.
Rationale
The new policy on homework was developed because as teachers had expressed concerns about homework. They felt that with the introduction of the revised curriculum and the Jolly Phonics programme, new approaches and methodologies were not been reflected in homework assignments given to pupils.
Relationship to characteristic spirit of the
school
St. Sylvester’s Infant School seeks to enable each child to develop his/her potential. Homework fosters independence, reliance, self-esteem, co-operation, responsibility and life long learning. It is an essential part of primary education as it re-enforces what children learn in school. It provides a link between teacher and parent and encourages parental involvement in their child’s education.
Aims
The Aims of the Policy is to: benefit pupil learning
develop study skills
Guidelines
General:
Homework is given to Junior Infants, Senior Infants and First Class.
Pupils’ homework will be differentiated as needed.
Usually, homework contains a balance between reading tasks, learning tasks and written tasks. It is not always possible to achieve this balance and homework may vary considerably from day to day. It should be noted that homework time devoted to reading and learning is as important as written work.
Homework can be used to practise what is done in school or can be designed to challenge children’s ability and provide opportunities for creativity.
Homework is given at the start of day.
Parents are expected to sign the homework journal/homework sheet daily to show that homework has been monitored and completed.
Ideally, teachers check homework journals on a daily basis. However, with large class numbers, it is not always possible to check each child’s homework journal every day.
Homework is given on Mondays, Tuesdays, Wednesdays and Thursdays but not on Fridays. Sometimes at the discretion of the class teacher or the principal, children are given ‘homework off’ as a treat or as acknowledgement of some special occasion.
Homework for Junior Infants will begin in October, after the group parent-teacher meeting. It will consist of practicing and colouring a Nursery Rhyme every week. Children will receive their Sound Book for practice at home after the October mid-term break and readers in the third term. Homework will end in the second week of June.
Formal homework for Senior Infants usually begins in October and ends in the first week in June.
Formal homework for 1st Class usually begins the third week of
September and ends in the second week of June.
Tables and spellings will commence in the third week of September.
The time spent on homework differs from child to child. However, the general guidelines suggest that Junior and Senior Infants should spend 5 – 20 minutes per day and First Class should spend up to 30 minutes.
When homework is not completed regularly the class teacher contacts parent(s)/guardians with a view to resolving the situation. If the situation continues, then the matter is brought to the attention of the Principal who will contact the parent(s)/guardians and arrange a meeting to discuss how the matter can be resolved. When homework is not completed a note of explanation is expected from parent/guardian.
Pupils are taught study skills to assist them with their homework e.g. blending skills, letter formation etc. Teachers discuss homework expectations with parents at the September meeting. A copy of homework guidelines will be included in each pupil’s homework folder or given out at the September meeting with parents.
Pupils are responsible for:
Entering homework accurately in homework diary. (First class only)
Ensuring that they are in school on time to take down homework from the board/ to organize their relevant homework copy.
Ensuring that they take home relevant books and copies.
Completing homework assignments to the best of their ability.
Presenting written work neatly.
If a pupil experiences a problem completing homework, a note from the parent(s)/guardian(s), outlining the problem, should be given to the class teacher.
Parents/Guardians should:
Encourage a positive attitude towards homework in all subjects from an early age.
Ensure that they bring their children to school on time to take down homework from the board/ to organize their relevant homework copy.
Encourage children to work independently as far as possible. Resist over-helping.
Encourage children to organise themselves for homework. The child should have all books and materials to hand. The child should have the Homework Journal/Homework Sheet to hand to tick off work as it is completed.
Agree a suitable time for doing homework, taking account of age, the need for playtime, relaxation and family time.
Encourage good presentation and neatness within a reasonable time.
Sign the Homework Journal/Homework Sheet checking that all homework is complete.
Check that the child has all necessary books, homework journal, copies, pencils, mathematical equipment, dictionary, P.E. clothes, if needed for the next school day.
Success Criteria
Feedback from teachers, pupils, parents will indicate the success of the policy.
Roles and Responsibility
All partners in education, i.e. The Principal, Class teacher, Parent/Guardian and Pupils
are responsible for the implementation of the policy.
Implementation Date
These procedures will apply from September 1st 2014.
Ratification and Communication
:This policy was ratified by the Board of Management on 13th May
2009.
This policy will be reviewed in May 2013. Signed:
………..
Denise Boyne Chairperson
Board of Management Date: ……….
HOMEWORK GUIDELINES FOR JUNIOR
INFANTS:
Life skills:
Managing their own property whilst at school, e.g. lunches, bags, coats etc. putting on their own coat independently and coming in to the classroom independently. (Sharon these second two are now in our Halloween assessment.)Reading:
Parents should read to their children every night.Children should be encouraged and helped to read rhymes, stories, and worksheets with which they are familiar.
Children should recite their nursery rhyme/poem daily. (A new nursery rhyme/poem is given weekly).
From November children should practise their Jolly Phonics sounds and actions from their sound book daily.
Individual readers are given out after Easter.
Writing:
Children should colour the picture accompanying their nursery rhyme/poem.Children should be encouraged to use the correct grip for pencil/crayon.
Children should be encouraged to colour within “the lines”. Children should be able to write their own name correctly by the end of Junior Infants, using a capital letter only at the start of their name.
Letter and number formation may be practised at home but it is not formal homework. It is important that parents encourage children if practicing at home that they use the same letter formation as is on the reverse side of this sheet when practicing wiring at home. The class teacher may alert parents/guardians if they feel a pupil needs extra practice in this area.
Gaeilge:
Encourage your child to share new vocabulary learnt or Irish poems/songs.Alive-O:
Every week the children explore one Alive-O story. Each picture corresponds to one story. The Alive-O children’s book should be checked weekly and parents are encouraged to say the prayer with their child.HOMEWORK GUIDELINES FOR SENIOR
INFANTS:
Life skills:
Fastening, tying laces. Zips etcSpelling:
There is no formal spelling but are children encouraged to use Jolly Phonics sounds when writing.Reading:
Children should use their Jolly Phonics sounds and actions to blend five new words a day in their sound book. Children should read sight words from their Sunny Street readers, Dolch words or Tricky words daily. They should put these words into sentences orally.Children will read three class readers, one per term. Children should read parallel readers daily.
Writing:
Children should practise the correct letter formation and pencil grip.Children will be given a variety of written tasks, including copying sentences, putting words into sentences and creative writing.
Maths:
Children will be given a variety of math tasks reflecting the work covered in class. This may include simple addition, place value, number-line work, pattern work and practical tasks etc. Children should practice the correct number formation and pencil grip.Gaeilge:
Encourage your child to share new vocabulary learnt or Irish poems/songschildren’s book should be checked weekly and parents are encouraged to say the prayer with their child.
Generally, homework will consist of:
Reading activity
Blending words from Sound Book
A written task (English and Math alternately) Alive-O
HOMEWORK GUIDELINES FOR FIRST
CLASS:
Life skills:
Fastening, tying laces, zips, ensuring bags are kept tidy and homework is contained in their homework folders etcSpelling:
Formal spelling following the Jolly Grammar Programme.Reading:
Children should read sight words from theirWonderland readers, Dolch words or Tricky words daily. They should put these words into sentences orally.
Children will read three class readers, one per term. Children should read parallel readers daily.
Children should read parallel readers daily and teachers are expected to change these readers once weekly. The purpose of parallel readers is to improve reading fluency and for enjoyment.
Writing:
Children should practice the correct letter formation and pencil grip.Children will be given a variety of written tasks, including putting words into sentences, cloze procedures and creative writing.
Maths:
Children will be given a variety of math tasks reflecting the work covered in class. This may include addition and subtraction tasks, place value, number-line work, pattern work and practical tasks etc.Children should practise the correct number formation and pencil grip.
Gaeilge:
The children should be encouraged to share new vocabulary learnt or Irish poems/songsTables
: Children will learn the addition tables +1 to +12 over the course of the year using a variety of strategies such as rote learning, looking at number relationships and doubles etcchildren’s book should be checked weekly and parents are encouraged to say the prayer with their child.
Generally, homework will consist of:
Reading activity Spellings
Tables
A written task (English and Math alternately) Alive-O
LEARNING-SUPPORT HOMEWORK GUIDELINES
FOR SENIOR INFANTS
Senior Infant children taking part in the Forward Together Programme (following the M.I.S.T.) receive homework daily from the learning-support teacher. Children work through a systematic programme of work in the Forward Together Activity Book and read a book appropriate to their reading ability daily. The homework is discussed and outlined each week at a parent/learning-support teacher meeting, for the nine- week duration of the programme.
Parents of children taking part in the Forward Together Programme are asked to prioritise the Activity Book homework and reading during the nine week programme.
LEARNING-SUPPORT HOMEWORK GUIDELINES
FOR FIRST CLASS
The class teachers and learning-support teachers meet with the parents of first class children who attend learning-support Literacy class before the beginning of the first learning-support term.
Homework is discussed and agreed during this meeting.
Children from first class who attend learning-support Literacy class receive a parallel reader and Dolch words on flashcards to practise as homework weekly.
