The Homework policy and procedures outlines the inclusion of homework in school programs and recognizes the need to communicate clearly and effectively to inform, support, and engage students and families/caregivers with the learning goals related to homework.
On this page:
What has Changed?
Major changes to the document: Updates were made to clarify student-centred decision-making, particularly in the Time Guidelines section, highlighting knowing learners, and emphasizing appropriate use of accommodations and modifications as required. Updates also ensure alignment with language in the Multi-Year Strategic Plan. Minor grammatical and formatting edits were made to provide clarity in communication.
Reason for review: Due for second review.
Who is affected by these changes and what is the impact on current practice? Existing responsibilities have been clarified; however, no impact to existing operational practices will occur.
Implementation timelines: Immediate upon Board approval.
Lead Superintendent(s)/Subject Matter Expert(s): Coordinating Superintendent of Education, Curriculum and Instructional Services and Continuing Education
Individuals or Groups with Responsibilities under this Policy and Procedure
- Board of Trustees
- Director of Education
- Coordinating Superintendents of Education and Superintendents of Education
- Teachers
- Families/Caregivers
- Students
Relationship to Board Priorities
This policy and procedure supports the Board’s commitment to promoting student achievement and well-being, the stewardship of Board resources and the delivery of effective and sustainable education programs by engaging students as partners in their learning and public education and enhancing confidence in public education.
Providing Feedback
Questions about this policy and/or procedure should be raised with your principal, manager, or supervisor. If additional clarification is required, principals, managers and supervisors may contact the lead superintendent and/or subject matter expert and Trustee Services.
In accordance with Board Policy 285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy.
Input is an important component of the review process. If you feel a policy and/or procedure needs to be revised, feedback may be submitted through the school council or by submitting the online form. In your response please:
- outline clearly the specific section(s) of the policy and/or procedure in which you are not comfortable,
- suggest specific alternate wording to reflect your position, and
- identify the reason(s) for your concern(s).
Specific recommendations or questions about the review process should be submitted using the online form or sent to the Policy Officers via email at policy.committee@yrdsb.ca, or via telephone at 905-727-0022 extension 2570 or in hard copy at The Education Centre – Aurora.
Legislative Context
Accessibility for Ontarians with Disabilities Act (AODA)
Related Documents
YRDSB Multi-Year Strategic Plan
YRDSB Dismantling Anti-Black Racism Strategy
YRDSB Indigenous Education and Equity Strategy
It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property, or partaking/volunteering in Board or school-sponsored events and activities, will respect the policies and procedures of the Board.
Board Policy #320.0 Homework
1. Policy Statement
The York Region District School Board (YRDSB) recognizes that assigned homework in school programs must be intentional, relevant, and purposeful. 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:
- support the interconnection of student learning and well-being;
- be age and developmentally appropriate;
- respect the need for a balance between academic, personal, and family demands;
- recognize the interests, strengths and needs of each learner;
- adhere to accommodations and modifications;
- include families as partners in the learning process; and
- incur no financial cost to families.
3. Responsibilities
3.1 The Board of Trustees is responsible for:
- reviewing the Homework policy in accordance with the approved policy review cycle; and
- understanding and communicating with members of the community about the Homework policy.
3.2 The Director of Education is responsible for:
- 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
Final Approval: February 2026
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.
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.
Please note that all aspects of this policy may not be applicable for those students involved in a specialized externally moderated program.
2.1 Amount, Frequency and Nature
The amount, frequency and nature of homework assigned will vary depending on:
- individual student strengths and needs;
- individual and family well-being;
- learning exceptionalities and accommodations and modifications;
- language proficiency and program adaptations for multilingual language learners;
- student learning progression;
- proximity to tests, examinations and due dates;
- age;
- grade;
- subject; and
- 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 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 to 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”
Involves time spent reviewing material taught in class to consolidate understanding and/or prepare for upcoming assessment.
2.2.5 “Completion homework”
Includes 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 an instructional day, they should adjust requirements to support individual students' learning and well-being, without exceeding daily maximums. Teachers will consider other subject/course requirements when assigning homework to not exceed daily maximums. All types of homework assigned (as defined in the procedure) must be considered in the total time allocation. When assigning homework, student learning needs should be centred in decisions and should adhere to considerations for accommodations and/or modifications.
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.
| Grade | Daily Maximum | Rationale |
| Kindergarten | 0 minutes | Families are encouraged to engage in early learning activities, such as playing, reading, and talking together in English or in the family’s first language. Educators can support families in engaging in playful learning experiences at home by providing resources and open-ended suggestions. |
| Grades 1-3 | 0-20 minutes | Reading daily with elementary children, in English or their first language, is strongly linked to student success. In the early grades, homework should focus on activities like literacy and numeracy development, playing games, and engaging in family-based tasks such as building or cooking. |
| Grades 4-6 | 0-40 minutes | Reading daily with elementary children, in English or their first language, continues to be strongly linked to student success. In later grades, homework may include more independent work, but all assignments should be clear, purposeful, and tailored to meet each child's needs. |
| Grades 7-9* | 0-50 minutes | Homework completion for middle school-aged students may play a factor in overall improved student achievement. Homework assignments for pre-learning, checking for understanding, practice, study, or completion. should be clearly articulated and carefully planned, across subject areas. |
| Grades 10-12* | 0-90 minutes | Particularly in the upper grades, homework may play a factor in overall student achievement. Homework should be clearly defined and coordinated among subject teachers, with workload considerations to reduce homework stress. |
*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:
- allocate staff and resources to support the Homework procedure; and
- support the implementation of the Homework procedure.
3.2 Support the implementation of the Homework procedure. Coordinating Superintendents of Education and Superintendents of Education shall:
- support the implementation of the Homework procedure.
3.3 Principals shall:
- ensure staff members comply with the YRDSB Homework policy and procedure;
- communicate the Homework policy and procedure to students, teachers and parent/guardians at the beginning of each school year;
- ensure that teacher homework practices are aligned with the Homework policy and procedure;
- support educators in developing and enacting their professional judgement to make research-informed decisions about the use of homework;
- ensure that homework is not assigned over school holidays, on significant faith days, PA Days, or weekends;
- encourage awareness of homework among teachers as much as possible; and
- 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:
- ensure classroom homework practices align with the Homework policy and procedure and respect a healthy balance between school, personal and family time;
- ensure classroom homework practices align with and support student mental health and well-being policies;
- develop partnerships with students and families/caregivers to promote regular communication;
- share the expectations for homework with students and families/caregivers;
- plan homework in partnership with other teachers, where appropriate;
- provide timely and effective feedback for assigned homework; and
- ensure equity of opportunity and access to help, technology and resources.
3.4.2 regarding design and purpose:
- ensure that homework:
- directly relates to classroom instruction and supports learning goals,
- consists of clear, purposeful and engaging activities,
- incurs no cost to students and families/caregivers,
- meets and accommodates the needs of each student, and
- reflects realistic completion timelines; timelines.
- 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;
- consider a homework structure that creates effective partnerships between home and school;
- consider English proficiency for Multilingual Language Learners and ensure program adaptations (accommodations and modifications) are followed; and
- ensure accommodations and modifications are implemented for students with Individual Education Plans (IEPs).
3.4.3 regarding implementation and use:
- tteach necessary skills for autonomous homework completion;
- provide class time and support for students to record assigned homework and plan for completion;
- model and provide instruction in digital citizenship and responsibility;
- ensure privacy, security, and information management requirements are followed;
- not assign homework over school holidays, on significant faith days, PA days, or weekends;
- ensure learning is monitored, appropriate feedback provided, and instruction adjusted, if required;
- include information about homework completion in the learning skills and work habits portion of the report card, when appropriate; and,
- be mindful of patterns of incompletion, providing accommodation or differentiation, as needed.
3.5 Families/Caregivers are invited to:
- encourage and support homework completion by the student; and
- consult the classroom teacher regarding homework, as needed..
3.6 Students shall:
- establish a homework routine;
- make a reasonable effort to complete homework by the due date;
- communicate with the teacher if unable to complete homework;
- understand that homework can contribute to academic success and impacts overall performance, but not to the detriment of well-being;
- practice time-management skills to create balance between homework and other activities;
- understand that homework tasks can be used as self-assessment to focus learning;
- request clarification or assistance with homework when necessary; and
- 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, November 2025