Homework

Form I

Reading

In Form I children are expected to read every night and/or discuss the story in their reading books. Reading books are not necessarily changed every day as it is essential that books are looked at in depth and the repetition assists children in developing sight vocabulary in addition to word patterns. To support childrens reading skills the child can: 

  • Read to you
  • Re-tell the story using picture clues
  • Re-tell the story from memory
  • Draw a picture/cartoon strip to tell you his/her favourite part of the story
  • Answer open ended questions about the story e.g. Why do you think that happened?, How do you think he felt?
Spelling
 
Once the children are ready in Form I, they will start to have weekly spelling to learn.  Pupils are encouraged to practise writing the words they are learning to spell using the ‘look, cover, write and check’ formula which helps them to visualise a word.
 
Maths or topic related homework may be sent home occasionally in Form I.
 
Form IIOutside
 
The children are expected to spend twenty minutes on homework each evening according to the following timetable:
Monday:          Spellings/Reading
Tuesday:        Spellings/Reading
Wednesday:  Spellings/Reading
Thursday:       Spellings/Reading
Friday:             Number Bonds/Timestables/Other work
 
The children are expected to read at home at least four times a week and this should be recorded in their reading diaries/logs.
 
Once a week spelling and number tests are conducted to gauge attainment. Every child has his/her own spellings to learn. These will be based on the weekly spelling rule or high frequency words appropriate for the child’s age and stage of development. For number tests, again each child will be given an individual test.
 
 
 
 
Helping with Homework
It is of great benefit to children if parents take an active interest in homework. You can help your child as follows:
Reading – It is very important that, when you listen to your child read, that you will not be interrupted. Find a comfortable place to sit, at a time when you can concentrate fully on the reading. Ask lots of questions, for example:
General Questions        
  • What kind of book did you think this was going to be?         
  • Have you read any other books like this one?
  • Could this really have happened?
  • Who was telling this story?
  • Were there any parts of the story you particularly liked/disliked?
  • What will you tell your friends about this story?
  • Did the story remind you of anything you have done?
  • How did the story start?
  • What happened next?
  • Was there more than one main event?
  • Did you guess the ending?
  • Did you like the ending?
  • How would you have liked it to end?
  • When did the story take place?
  • Where was the story set?
  • Would you like to visit this place?
  • Could the story have happened in a different setting?
  • Which character did you like the most/least?
  • Do you know any people like the characters in the book?
  • Which character in the book would you most like to meet? Why?
  •  

When you have finished reading, remember to sign your child's reading diary/log. Please make your comments as positive and confidence-building as possible, and discuss these with your child.

Other Homework
Year 2 pupils should spend no more than twenty minutes on their homework. If they have tried their best but are unable to complete it within this time, just put it back in the folder unfinished. Homework should not be a chore which becomes stressful for either children or parents. Staff welcome feedback on the homework set; this can be very helpful.
 

Please do not do your child’s homework for him/her, although it is helpful if you read through the instructions and use reminders if necessary. The homework set is directly linked to work in the classroom and we use it to plan ahead for each child. If we think that he/she can do the work independently, we shall then set something a little more challenging and, if the work is consistently aided by parents, this gives us a false picture which could lead to misunderstandings and, possibly, problems.