Research on homework has shown mixed results, and its effectiveness largely depends on factors such as the age of the students, the type of homework, and how it is managed.

Here are some key findings from educational research on homework:

For younger students, the research suggests that homework has a limited impact on academic achievement. Studies, such as those by Cooper et al. (2006), suggest that for primary school students, the benefits of homework are minimal, particularly when it comes to tasks that are repetitive or not meaningful. Homework for younger students can sometimes lead to stress and burnout rather than enhancing learning.

In contrast, research indicates that homework can have a more significant impact on learning outcomes for secondary school students, as they are often required to engage with more complex tasks that help reinforce and extend learning. Studies show that there is a positive correlation between the amount of homework and academic performance at the high school level, particularly for subjects like math and science.

At Ripponlea we do not set weekly homework.  At home, and at school, we like students to be engaged in learning rather than simply completing work. It is intentional that we refer to any work that does go home as home learning rather homework.

Home learning is only given when it has a direct link to learning that is happening in the classroom. 

Home learning tasks might involve children researching, discussing a particular inquiry topic with family members, and discussing ideas for a big write session referred to as a talk task. It might also include revising spelling and mathematical concepts taught in class. 

Home learning is purposeful, curriculum-aligned, and appropriate to students’ skill level and age it is designed to help students develop as independent learners, monitored by our teachers and, where appropriate, provide opportunities for parents/carers to partner in their child’s learning.

Reading, or being read to, should remain a constant in every household, but there are times when this is not possible and that’s okay. Families are busy and it is important that time together is enjoyable and as stress-free as possible. Most of all we want to encourage our children to read for pleasure and enjoyment and focus on the meaning of the story rather than how many words they can read correctly. 

Across the school, students have access to a range of technology learning apps. We encourage students to use these at home for brief periods to practice key reading and numeracy skills. These apps include Reading Eggs, Mathletics in Foundation to Year 2, and My Numeracy Portal in Years 3-6. 

Meaningful Homework: Research stresses that the quality of homework is far more important than the quantity. Homework that is engaging, purposeful, and connected to what students are learning in the classroom has been shown to be more effective in improving academic achievement than busywork. The focus should be on tasks that deepen understanding or help students apply knowledge in real-world contexts.

Balance: Studies, including Kohn's work on homework (2006), highlight the importance of balance. Excessive amounts of homework can have a negative impact on students' well-being, particularly for younger children. Homework should not overburden students but instead provide opportunities for them to practice skills and reflect on their learning.

• Research suggests that allowing students to take ownership of their homework, such as through self-set goals and the use of organisational tools (like a planner or online calendar), can improve their responsibility and self-management skills. Studies indicate that when students are given more autonomy over how and when they complete their homework, they tend to be more motivated and engaged in the task (Hattie, 2009).
• While parental involvement can be beneficial, research suggests that it should be limited to support rather than direct involvement in completing homework. Over-involvement can lead to increased stress for both parents and children. Studies have shown that students tend to benefit from a quiet, organized space for homework and a consistent routine, rather than parents doing the work for them.

A study by Epstein and Van Voorhis (2001) found that when parents provide structured support without over-managing, students develop better time management and organisational skills.

• Excessive homework, particularly in primary and middle school, has been linked to increased levels of stress, anxiety, and negative attitudes toward school. Research from The American Psychological Association has shown that when students are overburdened with homework, it can lead to mental health issues, such as burnout and sleep deprivation.

• However, when students are given manageable amounts of homework that are purposefully designed to reinforce learning, the negative effects are minimized, and they are more likely to develop important skills such as time management, organization, and responsibility.

At Ripponlea Primary School, we support Year 5/6 students in developing independence, self-management, and organisational routines as they prepare for the demands of secondary school. To foster these skills, students are encouraged to use a diary or online calendar as reminders for tasks and deadlines. Each student is provided with their own email address as part of Google Classrooms, where teachers set tasks that students are responsible for completing.

While teachers provide guidance and structure, it is the responsibility of families to ensure that their child stays on track and completes the tasks. We emphasise the importance of establishing consistent homework routines, including a dedicated weekly study time and a set place for learning.

These routines and responsibilities help students develop the time management and organisational skills they will need in secondary school, where homework and assignments become more formalised.

Please see our policy below.

Home Learning Policy