Homework policy working
A Cape Town primary school is of the opinion that foundation phase pupils should be encouraged to enjoy playtime instead of being swamped with homework. This approach, they believe, will result in children being happier and more responsive to learning. Ho
AYEAR ago, the Sun Valley Group of schools in Cape Town adopted a no homework policy to ensure pupils are more relaxed and better prone to learning.
For the school, the policy has worked wonders had yielded positive results.
Not only are the pupils excelling in their studies but are happy to go to school, said Debbie Fortune of the Sun Valley Group.
She explained that the policy was based on the Finland Phenomenon.
“Our principal, Gavin Keller, learned of the Finland Phenomenon during one of his trips overseas. He watched Finland go against the traditional schooling system. They reduced the school day hours, did away with homework, tests and examinations and implemented a high-focus on reading.”
Fortune said before introducing the no homework policy, they taught pupils time management.
“Homework essentially is work that is not completed in class. So in order for our no homework policy to be implemented, we had to teach our pupils how to complete their work in class.”
Fortune explained that pupils were given tasks to do in class for half an hour. If the work was not completed, it was marked and pupils were only assessed on what they did.”
By doing this, pupils learnt the important life skill of time management, she said.
“It also prevented children from being lazy in class because many knew they could go home and do the work. Once we got the time management correct, then we were able to implement the no homework policy.” Fortune said one of the reasons they implemented the policy was to create happier families.
“When a child finishes school in most cases they rush off to do extra activities like sports or dancing. They return home late and have to deal with the stress of homework. This stress then latched onto the parents causing arguments.”
She continued: “It’s been a year since we implemented the policy and we have yielded positive results academically. We focus on reading and introduced a 20 minute reading programme. Pupils attitude towards their work and learning has improved as well as their relationships between their parents.”
Fortune added that Keller intended on introducing the policy to principals in primary schools in KZN.
Professor Labby Ramrathan, from the School of Education at UKZN, supported the policy.
“Prior to 1994, foundation phase pupils did not receive homework and they excelled in numeracy and sciences. KZN needs to rethink the homework issue because play also influences development.”
The Chairman of the KZN Parents Association, Vee Gani, said the policy was something that needed to be looked at holistically.
“The children and youth of today are the technology generation. They are not playing outside anymore or engaging in social activities. They sit behind their computers, laptops, iPads, tablets, Playstation games and cellphones and the only part of their bodies that are getting exercise are their fingers.”
Gani said children are losing basic social skills because of this and the importance of play was lost.
“We need to create children that are not only academically inclined but ones that also have basic life skills. In Finland, every thing they teach is incorporated with a life lesson and this is the reason for their success.” He said before rejecting the idea, parents should explore its benefits.
The Department of Education in KZN could not be reached for comment.