Dáil Éireann Debate, Wednesday - 24 March 2021
845. Deputy Holly Cairns asked the Minister for Education the position regarding the pedagogical value of homework for primary and post-primary students; the way in which research in the field informs teaching and learning practices; and if she will make a statement on the matter. [14326/21]
View answerThe Department of Education does not issue any guidelines relating to homework being given in schools. It is a matter for each school, at local level to arrive at its own homework policy. In keeping with good practice, the process of drafting a homework policy should involve consultation with teachers, parents and students.
Although schools are not obliged to have a published policy on homework the Department does acknowledge that homework can play an important part in helping students to prepare for forthcoming classwork and in reinforcing work already covered during class time.
For those students/pupils that are still learning remotely, teachers should ensure that pupils are given opportunities to make real progress in developing their knowledge, skills and understanding across the curriculum. Guidance from the Department states that it is important that all teachers provide specific teaching input to their students/pupils to support them as they continue their learning engagement, this will vary between the work that the teacher will ask students/pupils to do independently and direct teaching by the teacher.
Primary
In relation to research on homework, the National Council for Curriculum and Assessment (NCCA), in consultation with the National Parents Council, commissioned some research in 2018 on Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years with Homework a significant theme in this work. This research was published in 2019 and is available on the NCCA website: www.mie.ie/en/research/parental_involvement_engagement_and_partnership_in_their_children%E2%80%99s_education_during_the_primary_school_years/.
Homework is see as promoting a partnership between the school, the child and the parents The research looked at the following areas ?
- The home learning environment
- The role of homework
- Homework and achievement
- Parental involvement with homework
Children’s voice on homework
In terms of recommendations related to homework, the following are detailed:
- Additional opportunities could be provided for parents and teachers to discuss how to support children’s language development in the home. This could begin with a conversation about homework
- Although there is evidence of good homework practice in schools, there is a need for national guidance on homework in relation to time, content and method that suits children best, according to research in the field
- Schools need to review homework policies and to ensure a whole-school approach is applied in relation to homework
- Entertaining and interactive oral language games and activities should be incorporated into children’s homework
- In planning homework, schools might take into consideration the demands on children's time to do planned activities outside of school and the importance of outdoor free play opportunities for young children
- Schools might consider removing homework from junior infant classes with the exception of story-time/reading to/with children
- Colleges of Education might consider a module on parental involvement in their children’s education and to include a focus on homework in the module. This is already happening in some Colleges of Education.
This research is being taken under consideration in the review and redevelopment of the Primary Curriculum currently underway by the NCCA.
Post Primary
The Framework for Junior Cycle (2015) outlines a comprehensive range of approaches to teaching, learning, and assessment which has been informed by engagement with the educational partners and by national and international research. This includes an approach to assessment which emphasises that the primary purpose of assessment at this stage of students’ school lives should be the support of learning. In this context, the Framework advises that teachers and students engage in ongoing assessment activities as part of classroom practice that can be either formative or summative in nature.
Schools are to use a range of assessment methods for formative and summative purposes which emphasise the interlinked and complementary nature of the assessment process at junior cycle. The Framework highlights that students’ homework assignments, project work, and tasks will each have significant formative potential as the teacher gives regular feedback to students on their work. They will also provide opportunities for teachers to take stock and make judgements about how well a student is progressing in their learning.
In addition, the National Council for Curriculum and Assessment (NCCA) has supported significant research into students’ experiences of senior cycle education, including homework. The Council is currently completing its review of senior cycle education which will be informed by this research. One of the units explores how developing student reflection can allow students to take more responsibility for their own learning and progress. It presents lots of strategies that you can use or adapt when helping students to reflect on their learning. While it doesn’t reference homework, supporting students to reflect on learning should underpin the design of homework tasks.
