Homework Policies and Practices in Primary School: A Comparative Analysis of Government Guidelines and School Responses

# Government Guidelines on Primary School Homework - Introduction - What is homework and why is it important? - What are the benefits and challenges of homework for primary school students? - What are the government guidelines on homework for primary school students in the UK? - Main body - Section 1: The history of homework guidelines in the UK - How did the previous government set homework guidelines for primary schools? - How did the current government scrap the homework guidelines and give more freedom to headteachers? - How do primary schools vary in their homework policies and practices? - Section 2: The evidence on homework effectiveness in primary school - What does the Education Endowment Foundation say about homework impact on learning outcomes? - What are the key factors that make homework more effective for primary school students? - How can teachers and parents support primary school students with their homework? - Section 3: The future of homework in primary school - How has the Covid-19 pandemic affected homework delivery and engagement in primary school? - How can digital technology enhance homework quality and accessibility for primary school students? - How can homework be aligned with the national curriculum and personalised for different learners in primary school? - Conclusion - Summarise the main points of the article - Provide some recommendations for teachers, parents and students on how to make homework more meaningful and enjoyable in primary school - End with a call to action for readers to share their views and experiences on homework in primary school - FAQs - Q1: How much homework should primary school students do per week? - Q2: What are some examples of good homework tasks for primary school students? - Q3: What are some common problems that primary school students face with their homework? - Q4: How can I help my child with their homework without doing it for them? - Q5: Where can I find more resources and guidance on homework for primary school students? Now, based on this outline, here is the article I will write: # Government Guidelines on Primary School Homework Homework is a common term that refers to tasks given to pupils by their teachers to be completed outside of usual lessons. Homework can have various purposes and forms, such as reading, writing, maths, science, projects, essays, revision, etc. Homework can also be done individually or collaboratively, online or offline, at home or at school. Homework is important because it can help pupils consolidate their learning, practice their skills, extend their knowledge, develop their independence, prepare for tests, and foster positive attitudes towards education. However, homework can also pose some challenges for pupils, such as lack of time, motivation, support, feedback, resources, or space. Homework can also cause stress, anxiety, frustration, boredom, or conflict among pupils, parents, or teachers. Therefore, it is essential to have clear and consistent guidelines on how much and what kind of homework should be given to pupils at different stages of their education. In this article, we will explore the government guidelines on homework for primary school students in the UK. We will also look at the history, evidence, and future of homework in primary school. ## The history of homework guidelines in the UK In 1998, under the Labour government, guidance was issued to all schools recommending they have a policy on homework. At the time, homework was common in secondary schools but practices varied at primary level. The guidance suggested children aged five to seven should be set an hour a week of reading or other activities with their parents; children aged seven to 11 should be set half an hour a night of literacy or numeracy work; and children aged 11 to 14 should be set one hour a night of various subjects. In 2012, under the Conservative-Liberal Democrat coalition government, the guidance was scrapped and headteachers were given more freedom to decide how much and what kind of homework to set for their pupils. The government argued that headteachers knew best what worked for their schools and that parents should have more say in how their children spent their time after school. Since then, there has been no national policy on homework for primary schools in the UK. Instead, each school has its own homework policy that reflects its ethos, curriculum, expectations, and needs. Some schools may follow the previous guidelines or similar ones; some may set more or less homework; some may have optional or flexible homework; some may have no homework at all. ## The evidence on homework effectiveness in primary school According to the Education Endowment Foundation (EEF), a charity that evaluates the impact of educational interventions on learning outcomes, homework has a positive impact on average (+5 months), particularly with pupils in secondary schools. However, there is variation behind this average, with homework set in primary school having a smaller impact on average (+3 months). The EEF also suggests that the quality of the task set is more important than the quantity of work required from the pupil. There is some evidence that the impact of homework diminishes as the amount of time pupils spend on it increases. The studies reviewed with the highest impacts set homework twice a week in a particular subject. Evidence also suggests that how homework relates to learning during normal school time is important. In the most effective examples, homework was an integral part of learning, rather than an add-on. To maximise impact, it also appears to be important that pupils are provided with high quality feedback on their work. Moreover, the EEF highlights some factors that can influence the effectiveness of homework for primary school pupils, such as: - The age and ability of the pupils: younger and less able pupils may benefit more from shorter and simpler tasks that involve parental support, such as reading or spelling; older and more able pupils may benefit more from longer and more complex tasks that involve independent research or problem-solving. - The subject and topic of the homework: some subjects and topics may lend themselves more to homework than others, depending on the availability and suitability of resources, materials, and activities; for example, maths and science homework may involve more practice and revision, while art and design homework may involve more creativity and exploration. - The type and format of the homework: some types and formats of homework may be more engaging and motivating for pupils than others, depending on their preferences, interests, and learning styles; for example, some pupils may enjoy online games or quizzes, while others may prefer paper-based worksheets or books. - The support and guidance available for the homework: some pupils may need more support and guidance from their teachers or parents to complete their homework successfully than others, depending on their confidence, skills, and understanding; for example, some pupils may need clear instructions, examples, or scaffolding, while others may need encouragement, praise, or feedback. Therefore, it is important for teachers and parents to consider these factors when setting or supporting homework for primary school pupils. Teachers should ensure that homework is relevant, meaningful, appropriate, varied, and differentiated for their pupils. Parents should ensure that they provide a suitable environment, time, and assistance for their children to do their homework. ## The future of homework in primary school The Covid-19 pandemic has had a significant impact on homework delivery and engagement in primary school. During the periods of school closures and remote learning, many schools had to rely on digital platforms and devices to assign and monitor homework for their pupils. Some schools also had to adapt their homework tasks to suit the online environment and the home context. Some pupils also had to adjust their routines and habits to do their homework online and at home. The pandemic has also highlighted some opportunities and challenges for using digital technology to enhance homework quality and accessibility for primary school pupils. On one hand, digital technology can offer a range of benefits for homework, such as: - Providing interactive and multimedia content that can stimulate interest and curiosity among pupils - Enabling personalised and adaptive learning that can cater to different needs and abilities among pupils - Facilitating communication and collaboration among pupils, teachers, and parents - Offering instant feedback and assessment that can inform learning progress and improvement - Increasing flexibility and convenience that can suit different schedules and preferences among pupils On the other hand, digital technology can also pose some risks and barriers for homework, such as: - Creating digital divide and inequality among pupils who have different access and availability of devices, internet connection, software, etc. - Causing digital distraction and overload among pupils who have too many or too few options or stimuli - Reducing social interaction and emotional connection among pupils, teachers, and parents - Exposing privacy and security issues that can affect data protection and online safety - Demanding digital literacy and competence that can challenge some pupils, teachers, or parents Therefore, it is essential for schools to balance the use of digital technology with other methods and modes of homework for primary school pupils. Schools should also align their homework with the national curriculum and personalise it for different learners. The national curriculum sets out the programmes of study and attainment targets for all subjects at all key stages in England. It aims to provide a broad and balanced education that promotes the spiritual, moral, cultural, mental, physical development of pupils; prepares them for the opportunities, responsibilities ,and experiences of later life; ensures consistency across schools; enables parents to understand what their children are expected to learn; allows teachers to plan effectively; establishes standards for assessment; supports transition between key stages; fosters creativity ,critical thinking ,and problem-solving skills. However ,the national curriculum also allows schools Therefore, it is essential for schools to balance the use of digital technology with other methods and modes of homework for primary school pupils. Schools should also align their homework with the national curriculum and personalise it for different learners. The national curriculum sets out the programmes of study and attainment targets for all subjects at all key stages in England. It aims to provide a broad and balanced education that promotes the spiritual, moral, cultural, mental, physical development of pupils; prepares them for the opportunities, responsibilities ,and experiences of later life; ensures consistency across schools; enables parents to understand what their children are expected to learn; allows teachers to plan effectively; establishes standards for assessment; supports transition between key stages; fosters creativity ,critical thinking ,and problem-solving skills. However ,the national curriculum also allows schools some flexibility to choose how they organise their school curriculum and how they teach the programmes of study. This means that schools can tailor their homework to suit their curriculum aims and their pupils' needs and interests. For example, some schools may use cross-curricular or thematic approaches to homework that link different subjects and topics together; some schools may use project-based or inquiry-based approaches to homework that encourage pupils to explore a question or a problem in depth; some schools may use personalised or differentiated approaches to homework that take into account pupils' prior knowledge, abilities, and learning styles. ## Conclusion In conclusion, homework is an important part of primary school education that can have various benefits and challenges for pupils, teachers, and parents. Homework can help pupils consolidate their learning, practice their skills, extend their knowledge, develop their independence, prepare for tests, and foster positive attitudes towards education. However, homework can also pose some difficulties for pupils, such as lack of time, motivation, support, feedback, resources, or space. Homework can also cause stress, anxiety, frustration, boredom, or conflict among pupils, parents, or teachers. Therefore, it is essential to have clear and consistent guidelines on how much and what kind of homework should be given to pupils at different stages of their education. In the UK, there are no national guidelines on homework for primary schools since 2012. Instead, each school has its own homework policy that reflects its ethos, curriculum, expectations, and needs. Some schools may follow the previous guidelines or similar ones; some may set more or less homework; some may have optional or flexible homework; some may have no homework at all. The evidence on homework effectiveness in primary school suggests that the quality of the task set is more important than the quantity of work required from the pupil. There is some evidence that the impact of homework diminishes as the amount of time pupils spend on it increases. The studies reviewed with the highest impacts set homework twice a week in a particular subject. Evidence also suggests that how homework relates to learning during normal school time is important. In the most effective examples ,homework was an integral part of learning ,rather than an add-on. To maximise impact ,it also appears to be important that pupils are provided with high quality feedback on their work. Moreover ,the evidence highlights some factors that can influence the effectiveness of homework for primary school pupils ,such as: - The age and ability of the pupils - The subject and topic of the homework - The type and format of the homework - The support and guidance available for the homework Therefore ,it is important for teachers and parents to consider these factors when setting or supporting homework for primary school pupils. Teachers should ensure that homework is relevant ,meaningful ,appropriate ,varied ,and differentiated for their pupils. Parents should ensure that they provide a suitable environment ,time ,and assistance for their children to do their homework. The future of homework in primary school is likely to be influenced by the Covid-19 pandemic and the use of digital technology. The pandemic has had a significant impact on homework delivery and engagement in primary school. Many schools had to rely on digital platforms and devices to assign and monitor homework for their pupils. Some schools also had to adapt their homework tasks to suit the online environment and the home context. Some pupils also had to adjust their routines and habits to do their homework online and at home. The pandemic has also highlighted some opportunities and challenges for using digital technology to enhance homework quality and accessibility for primary school pupils. On one hand ,digital technology can offer a range of benefits for homework ,such as: - Providing interactive and multimedia content that can stimulate interest and curiosity among pupils - Enabling personalised and adaptive learning that can cater to different needs and abilities among pupils - Facilitating communication and collaboration among pupils ,teachers ,and parents - Offering instant feedback and assessment that can inform learning progress and improvement - Increasing flexibility and convenience that can suit different schedules and preferences among pupils On the other hand ,digital technology can also pose some risks and barriers for homework ,such as: - Creating digital divide and inequality among pupils who have different access and availability of devices ,internet connection ,software ,etc. - Causing digital distraction and overload among pupils who have too many or too few options or stimuli - Reducing social interaction and emotional connection among pupils ,teachers ,and parents - Exposing privacy and security issues that can affect data protection and online safety - Demanding digital literacy and competence that can challenge some pupils ,teachers ,or parents Therefore ,it is essential for schools to balance the use of digital technology with other methods and modes of homework for primary school pupils. Schools should also align their homework with the national curriculum and personalise it for different learners. The national curriculum sets out the programmes of study and attainment targets for all subjects at all key stages in England. It aims to provide a broad and balanced education that promotes the spiritual, moral, cultural, mental, physical development of pupils; prepares them for the opportunities, responsibilities ,and experiences of later life; ensures consistency across schools; enables parents to understand what their children are expected to learn; allows teachers to plan effectively; establishes standards for assessment; supports transition between key stages; fosters creativity ,critical thinking ,and problem-solving skills. However ,the national curriculum also allows schools some flexibility to choose how they organise their school curriculum and how they teach the programmes of study. This means that schools can tailor their homework to suit their curriculum aims and their pupils' needs and interests. We hope that this article has given you some useful information and insights on homework in primary school. Homework can be a valuable and enjoyable part of learning if it is well-designed, well-supported, and well-aligned with the curriculum and the learners. We encourage you to share your views and experiences on homework in primary school with us and with others. What do you think about homework in primary school? How do you set or support homework for your pupils or children? What are some of the best practices or examples of homework in primary school that you have seen or done? Let us know in the comments below! ## FAQs Q1: How much homework should primary school students do per week? A1: There is no definitive answer to this question, as different schools may have different policies and practices on homework for primary school students. However, some general guidelines that were issued by the previous government in 1998 suggested that children aged five to seven should be set an hour a week of reading or other activities with their parents; children aged seven to 11 should be set half an hour a night of literacy or numeracy work; and children aged 11 to 14 should be set one hour a night of various subjects. These guidelines were scrapped in 2012, but some schools may still follow them or similar ones. Q2: What are some examples of good homework tasks for primary school students? A2: Some examples of good homework tasks for primary school students are: - Reading books or articles that are relevant, interesting, and appropriate for their age and ability level - Writing stories, poems, letters, diaries, reviews, summaries, etc. that are creative, expressive, and reflective - Practising maths skills such as counting, adding, subtracting, multiplying, dividing, fractions, decimals, etc. using games, puzzles, quizzes, etc. - Exploring science topics such as plants, animals, habitats, forces, materials, etc. using experiments, observations, investigations, etc. - Creating art projects such as drawings, paintings, collages, sculptures, etc. using different materials, techniques, and styles - Researching topics such as history, geography, cul