FAQs - Homework

Homework helps students build important habits such as time management, responsibility, and independent learning. It also provides opportunities to practise classwork, revise, and prepare for assessments.

The school consulted with the whole school community—including parents, carers, students, and teachers. Feedback was gathered through surveys, P&C and Aboriginal Education meetings, and staff planning discussions.

Homework at Toronto High School can include:

• Completing classwork that wasn't finished in class

• Studying for upcoming tests or examinations

• Conducting research or gathering information

• Working on assignments or projects

• Practising key skills such as writing or calculations

• Reading or revision tasks

High school homework is less about daily worksheets or activities and more about learning 

how to manage larger tasks across multiple subjects.

In primary school:

• Students usually have one teacher

• Homework is often daily and set by that teacher

• It’s often shorter tasks like spelling, reading, or maths sheets

In high school:

• Students have different teachers for different subjects

• Homework is often less frequent but more complex

• Students must manage longer deadlines and balance several subjects

• Much of the homework comes from assessments or assignments that need to be completed over time

At Toronto High School, the main type of homework is assessment or assignment completion.

That means:

• Students are expected to work independently over a few weeks

• They may be asked to gather information, write, design or revise

• Teachers often give a task sheet and marking guide at the start

These longer tasks help students build important skills like:

• Time management

• Research

• Planning and drafting

• Study and revision

The amount and frequency of homework will depend on subject requirements and year level. Teachers will use their professional judgement to assign a balanced workload that considers students’ other commitments.

Homework tasks will be:

• Suited to students’ age and ability

• Linked to class learning

• Purposeful and meaningful

• Engaging and, when appropriate, open-ended

• Reviewed by teachers with feedback provided

Students should:

• Record homework and due dates in their school diary

• Prioritise and plan tasks to avoid last-minute work

• Complete homework by the due date

• Show homework to parents or carers

• Ask teachers for help if needed

• Reflect on and apply teacher feedback

• Read, study or revise even when no specific homework is set

At Toronto High School, students complete both formative and summative tasks as part of their learning journey. Both types of tasks are important and may sometimes be set as homework.

Formative tasks

These are check-in or practice activities that help students and teachers understand how learning is progressing. The main goal is to guide improvement before final assessments.

Formative tasks may include:

• Short quizzes or reflection activities

• Drafting part of a written task or project

• Class discussions, exit slips or goal setting

• Homework designed to build skills or revise content

Summative tasks

These are the final assessments that measure what students have learned at the end of a topic or unit. Summative tasks contribute to student reports and grades.

Summative tasks may include:

• Exams or major tests

• Projects, assignments or essays

• Speeches, performances or practical tasks

• Portfolios of work collected over time

If students are ever unsure whether a task is formative or summative, or how it fits into their learning, they are encouraged to ask their teacher for clarification.

When teachers assign homework, students can expect feedback that helps them understand how they are progressing and how to improve. Feedback is an important part of learning and should be clear, helpful, and timely.

Feedback may include:

• Verbal comments in class or during individual check-ins

• Written notes or marks on the homework itself (or on marking rubrics for summative assessments)

• Individualised written comments to improve a skill or understanding

• Whole-class feedback based on common strengths or areas to improve

• Peer feedback through guided discussions or review activities

• Digital comments on CANVAS

• Follow-up questions to encourage deeper thinking or revision

Timely feedback:

• Homework will be reviewed and responded to within a reasonable timeframe

• Wherever possible, feedback will be provided before the next task builds on it

• If feedback is delayed due to assessments or school events, teachers will communicate this to students

Family and friends are encouraged to:

• Regularly check the student’s diary

• Talk with their child about schoolwork and learning progress

• Provide a quiet, well-lit space for homework

• Help students maintain a healthy balance between schoolwork, sport, rest and other activities

• Communicate with teachers if homework becomes difficult or unmanageable

• Encourage reading and conversations about local, national and global events

Homework expectations are shared:

• At the beginning of each school year

• During parent information sessions

• Through school notifications and social media

• On the school’s website

• Upon student enrolment

For long-term tasks, students are encouraged to break the work into smaller sections and complete a little each night. This helps manage time and reduce stress.

Students are encouraged to balance their schoolwork with other responsibilities. If there are concerns about managing homework, students should speak to their teacher early for support and adjustments.

If homework is too challenging, time-consuming, or affected by personal circumstances, students or their family member/friend should contact the relevant teacher as soon as possible.

The current guidelines will be implemented from Term 1, 2025. A full review will take place in

2026-2027 as part of the school’s planning cycle, unless updated earlier by the principal.