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Board Policy #320.0 Homework

1. Policy Statement

The York Region District School Board recognizes the importance of the intentional inclusion of relevant and purposeful homework in school programs. Clear and direct communication to students and families about the learning goals and expectations related to homework enhances its effectiveness.

2. Application

Student learning progresses in different ways and at different times. The same student may find one subject or concept easy to grasp yet have difficulty with another. For this reason, there is no minimum amount of time that must be assigned for homework; instead, teachers will use their professional judgment to assign homework according to the specific learning profile and well-being of each student, without exceeding the maximum times outlined in the accompanying procedure.

If homework is assigned, it should:

1. support the interconnection of student learning and well-being; 
2. be age and developmentally appropriate;
3. respect the need for a balance between academic, personal, and family demands; 
4. recognize the interests, strengths and needs of each learner;
5. adhere to accommodations and modifications; 
6. include families as partners in the learning process; and
7. incur no financial cost to families.

3. Responsibilities

3.1 The Board of Trustees is responsible for:

1. reviewing the Homework policy in accordance with the approved policy review cycle; and
2. understanding and communicating with members of the community about the Homework policy.

3.2 The Director of Education is responsible for:

1. implementing and operationalizing the Homework policy.

4. Definitions

4.1 Homework¹

The Ministry of Education defines homework as “work that students do at home to practice skills, consolidate knowledge and skills, and/or prepare for the next class.” Homework can be used as an opportunity to be responsive to student learning needs, inform educator planning and instruction, and help students reflect on where they are in relation to the learning goal(s). Homework is part of assessment for learning and may not be included in the determination of the grade or mark.

5. Contact

Curriculum and Instructional Services

6. History

Approved: 1993

Working Document: April 2017, February 2025

Revised: 1999, 2005, 2011, March 2018, December 2024

¹ Ontario., Ministry of Education. (2010). Growing success: assessment, evaluation and reporting in Ontario schools: covering grades 1 to 12 (First ed., p. 148). Queen's Printer for Ontario.

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Board Procedure #320.1 Homework

1. Procedure Statement

This procedure outlines the implementation and communication of homework expectations as adapted from Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. 

2. Application

Families/caregivers provide valuable support for student learning. Teachers must communicate the relevance of homework. Teachers work with students and families/caregivers to facilitate homework completion and provide appropriate support where necessary.

2.1 Amount, Frequency and Nature

The amount, frequency and nature of homework assigned will vary depending on:

1. individual student strengths and needs;
2. individual and family well-being;
3. learning exceptionalities and accommodations and modifications;
4. language proficiency and program adaptations for multilingual language learners; 
5. student learning progression; 
6. proximity to tests, examinations, and due dates;
7. age;
8. grade;
9. subject; and
10. course.

2.2 Types of Homework

To be effective, homework types vary depending on the student, the nature of the learning, and the timing within the teaching-learning cycle. The quality of homework is more important than the quantity.

2.2.1 “Pre-learning homework”

Introduces an upcoming topic of study. Pre-learning can stimulate interest, activate prior knowledge, or determine students’ entry points to upcoming learning.

2.2.2 “Checking for understanding homework”

Uses strategic questions to assess current levels of understanding and helps teachers determine next steps for instruction.

2.2.3 “Practice homework”

Provides the opportunity to rehearse and reinforce what has been learned in class and requires a genuine understanding of the skill or concept.

2.2.4 “Study homework”

Time spent reviewing material taught in class to consolidate understanding and/or prepare for upcoming assessment.

2.2.5 “Completion homework”

Work begun but not completed during class time and can be completed independently.

2.3 Time Guidelines

Teachers use their professional judgement to assign homework. When teachers assign homework on instructional day, they should adjust requirements to support individual student learning and well-being, without exceeding daily maximums. Teachers will consider other subject/course requirements when assigning homework to not exceed daily maximums. Assignments for evaluation being sent home for completion must be considered in the total time allocation.

The following timelines are intended to show daily recommended maximums across all subjects and courses. It is not meant to be an average or expected daily amount.

*Distributed over a course load (e.g., a full-time Grade 10 student might be assigned approximately 20 minutes of homework per course).

3. Responsibilities

3.1 The Director of Education shall:

1. allocate staff and resources to support the Homework procedure.

3.2 Support the implementation of the Homework procedure. Coordinating Superintendents of Education and Superintendents of Education shall:

1. support the implementation of the Homework procedure.

3.3 Principals shall:

1. ensure staff members comply with the YRDSB Homework policy and procedure;
2. communicate the Homework policy and procedure to students, teachers, and parent/guardians at the beginning of each school year;
3. ensure that teacher homework practices are aligned with the Homework policy and procedure;
4. support educators in developing and enacting their professional judgement to make research-informed decisions about the use of homework;
5. ensure that homework is not assigned over school holidays, on significant faith days, or weekends; 
6. encourage awareness of homework among teachers as much as possible; and
7. help students, families/caregivers, staff, and other members of the community understand the Homework policy and procedure.

3.4 Teachers shall:

3.4.1 regarding relationships and communication:

1. ensure classroom homework practices align with the Homework policy and procedure and respect a healthy balance between school, personal and family time;
2. ensure classroom Homework practices align with and support student mental health and well-being policies;
3. develop partnerships with students and families/caregivers to promote regular communication;
4. share the expectations for homework with students and families/caregivers;
5. plan homework in partnership with other teachers, where appropriate;
6. provide timely and effective feedback for assigned homework; and
7. ensure equity of opportunity and access to help, technology, and resources.

3.4.2 regarding design and purpose:

1. ensure that homework:
   1. directly relates to classroom instruction and supports learning goals,
   2. consists of clear, purposeful, and engaging activities,
   3. incurs no cost to students and families/caregivers,
   4. meets and accommodates the needs of each student, and
   5. reflects realistic completion timelines.
2. carefully consider the nature of the homework (see Types of Homework above) and construct tasks that seek to strengthen critical thinking and problem-solving as well as self-reflective and metacognitive skills;
3. consider a homework structure that creates effective partnerships between home and school;
4. consider English proficiency for Multilingual Language Learners and ensure program adaptations (accommodations and modifications) are followed;
5. ensure accommodations and modifications are implemented for students with Individual Education Plans (IEPs).

3.4.3 regarding implementation and use:

1. teach necessary skills for autonomous homework completion;
2. provide class time and support for students to record assigned homework and plan for completion;
3. model and provide instruction in digital citizenship and responsibility;
4. ensure privacy, security, and information management requirements are followed;
5. not assign homework over school holidays, on significant faith days, PA days, or weekends;
6. ensure learning is monitored, appropriate feedback provided, and instruction adjusted, if required;
7. include information about homework completion in the learning skills and work habits portion of the report card, when appropriate; and
8. be mindful of patterns of incompletion, providing accommodation or differentiation, as needed.

3.5 Families/Caregivers are invited to:

1. encourage and support homework completion by the student; and 
2. consult the classroom teacher regarding homework, as needed.

3.6 Students shall:

1. establish a homework routine;
2. make a reasonable effort to complete homework by the due date;
3. communicate with the teacher if unable to complete homework; 
4. understand that homework can contribute to academic success and impacts overall performance, but not to the detriment of well-being;
5. practice time-management skills to create balance between homework and other activities;
6. understand that homework tasks can be used as self-assessment to focus learning;
7. request clarification or assistance with homework when necessary; and
8. with the support of teachers and families/caregivers, monitor stress related to homework.

4. Contact

Curriculum and Instructional Services

5. History

Approved: 2005

Working Document: April 2017, February 2025

Revised: 2011, March 2018, November 2024