Eumundi State School’s Homework Policy is aligned to Education Queensland’s Policy Statement: Homework.

Homework helps develop students’ independence as a learner, and forms an important part of the learning process. It is set on a regular basis in all year levels. The expectation is that homework must be completed. Homework is given out on Friday and needs to be returned on the following Thursday for monitoring by the teacher.

Our teachers aim to set homework that is of benefit to the student and reinforces basic reading, writing or numeracy skills that have previously been taught at school. Infrequently, students may be asked to undertake an additional project-based activity at home that will align to one of the class’ key learning area units of learning (e.g. Science project). Teachers will inform parents if and when these projects are upcoming and what the requirements of the task might be.

Homework should not entail an excessive amount of time to complete. It should not be work with which the student is unfamiliar or with which the student will have difficulty in completing correctly and confidently. Homework is modified where needed to suit individual learning needs, including opportunities for extension.

Our Homework Club is on Tuesday morning (8-8:30am) and afternoon (2:50 – 3:30pm). Applications for Homework Club need to be made and completed through our school’s office.

Year level expectations

Recommended nightly time limit
Strategies for monitoring and acknowledging homework completion
up to 10 mins
Celebrate successes; Reward students for completing homework by Thursday.
Yrs1,2, 3
up to 15 mins
Yrs 4
up to 20 mins 
Yr 5
up to 20 mins 
Consequence for homework not returned. Warning given.
Yrs 6
up to 30 mins
Consequence for homework not returned. Warning given.

Reading homework and routines – tips for parents and families.

For all students –

  • Encourage your child and support them to select texts they are interested in reading.

  • Encourage multiple reading of the same text – encourage focus on fluency and expression.

  • Give them time to browse libraries and shops to consider choices they might make.

  • Try and model reading aloud for your child every now and then. Demonstrate expression in reading, and express some thoughts about what you have read. (This might even include reading from the newspaper on the weekend!).

  • Make reading part of a routine that is looked forward to, for example, it could be mum or dad’s special activity before bedtime.

  • Discuss the conventions of print, such as which way to hold the book, the left to right arrangement of text and where you find the title; or navigating a website page; or referring to information in a magazine.

  • When reading aloud to young learners, use animation in your voice - change your voice for different characters or make sound effects.

Tips for parents of students who are still learning to read (decode words in texts):

  • Repeat some sentences for children and ask them to repeat using similar expression as you.
  • Read words for and to children who aren’t sure how to ‘sound it out’ (If your child hasn’t figured out the word, tell them the word. This can help avoid frustration).

Tips for parents of students who are reading to learn (able to decode words in texts):

  • Ask your child to complete a word or phrase.  Completion prompts are often used in books that rhyme or books with repeated phrases. Ask the child to complete a phrase such as “Not by the hair of my …….”
  • Ask your child details about what happened in the story.  Ask your child what the characters did.
  • Ask your child to tell what is happening in the picture.
  • Point to something in the book and ask your child a wh- question (what, where, when, why, how).
  • Ask questions that relate something in the story to your child’s life.

 Researched strategies for you to try (Dialogic Reading) –

}  Dialogic reading is children and adults having a conversation about a book/text as they are read it together.
}  The aim of dialogic reading is to encourage as much talking by the child about what they read/see/think as possible.
}   An interaction sequence such as this (PEER) may help –
-          Prompt the child to say something about the book (P)
-          Evaluate the child’s response (E)
-          Expand the child’s response by rephrasing (E)
-          Repeat the prompts to make sure the child has learned from the expansion (R)
}  Example of a PEER sequence. Adult and child looking at the front cover of a book with a fire engine on it;
  • Adult: What’s this? Pointing at fire truck (the prompt)
  • Child: Truck
  • Adult: That’s right (the evaluation)
  • Adult: It’s a red fire truck (the expansion)
  • Adult: Can you say ‘fire truck’? (the repetition)
YouTube example of Dialogic Reading -
}  Sometimes you can read the written words on the page and then prompt the child to say something.
}  For many books, you should do less and less reading of the written words in the book each time you read it - leave more to the child!
}  Children will enjoy dialogic reading more than traditional reading as long as you:
  • Mix up the prompts with straight reading.
  • Vary what you do reading to reading.
  • Follow the child’s interest.
  • Don’t push children with more prompts than they can happily handle.
Last reviewed 24 March 2020
Last updated 24 March 2020