Last Revision: July 2024
Next Revision: May 2027
1. RATIONALE & PURPOSE
The purpose of the Homework Policy is to support student learning and development through purposeful, age-appropriate homework that reinforces classroom instruction, builds independent study skills, and involves families in the learning process, without causing undue stress or imbalance.
Value of homework: The current evidence and research shows that the quality of homework assigned is likely to be more important than the quantity. Research has established that homework has a positive effect on learning, particularly at the middle and secondary school levels (Xu, 2010; Zimmerman and Kitsantas, 2005). Although homework’s effectiveness has been challenged by educators, parents, and students (Kohn, 2006), it continues to be an important educational supplement used by most teachers to enhance the learning experience of their students (Patall, Cooper, and Wynn, 2010). Overall, the effectiveness of homework is enhanced by providing students with choices among homework tasks, which will result in higher motivational and performance outcomes, students’ autonomy, and intrinsic motivation (Patall et al., 2010).
Homework helps students by:
- Complementing and reinforcing classroom learning
- Fostering good lifelong learning and study habits
- Providing an opportunity for students to become responsible for their own learning
- Developing self-regulation processes such as goal-setting, self-efficacy, self-reflection, and time management
- Supporting partnerships with parents by connecting families with the learning of their children
2. REGULATORY & STANDARDS REFERENCE
| Framework | Specific Reference |
| Indonesia National Compliance | Undang-Undang No. 20 Tahun 2003 on the National Education System (right to learning and assessment); Permendikbud on school curriculum implementation and student workload. |
| IB Programme Standards & Practices | IB Programme Standards and Practices, Lifelong learners and Approaches to Learning (ATL) skills; IB Learner Profile (Balanced, Reflective, Principled); DP requirement for HL subject preparation hours. |
| CIS Evaluation Framework | Not specified. |
| Other (specify) | Department of Education and Training, Victoria (education.vic.gov.au); Education Endowment Foundation (educationendowmentfoundation.org.uk); National Education Association (nea.org). Academic references: Kohn (2006), Patall et al. (2010), Xu (2010), Zimmerman and Kitsantas (2005). |
3. SCOPE
Applies to: all Amman Academy students (Early Years through Year 12), teachers, and parents. Covers all forms of homework, independent reading, projects, assignments, essays, research, instrument or sketch practice, and DP unscheduled study time.
Does not apply to: classwork completed during scheduled lessons, formal in-class summative assessments, and tasks managed under the Assessment and Reporting Policy.
4. DEFINITIONS
- Homework: Purposeful tasks assigned for completion outside scheduled lesson time, designed to reinforce learning, build skills, or extend curriculum.
- Quality Homework: Homework that is appropriate to the student’s skill level and age, purposeful and meaningful to the curriculum, interesting and challenging, assessed by teachers with feedback, and balanced with recreational and family activities.
- ATL Skills: Approaches to Learning skills (self-management, research, communication, social, thinking) that homework tasks aim to develop.
- Unscheduled Class Time (DP): DP study blocks during the school day, allocated when subject selection produces gaps in the timetable. Students are expected to use this time for IB work, appointments with CAS coordinator, Extended Essay supervisor, librarian, or subject teachers.
- Late Submission: A homework or assignment submitted after the agreed due date. Late submissions follow the procedures in the Assessment and Reporting Policy.
5. POLICY STATEMENTS
5.1 Core Principle: Amman Academy assigns homework that supports learning and development through purposeful, age-appropriate tasks. Homework reinforces classroom instruction, builds independent study skills, and involves families in the learning process, without causing undue stress or imbalance. Quality matters more than quantity.
5.2 Requirement: The following requirements apply across homework quality, recommended daily time, programme-specific expectations (PYP, MYP, DP), and submission practices:
5.2.1 Quality Practice: It is not necessary to assign large amounts of homework; however it is important that homework provides students with opportunities to practice skills, review content, and deepen understanding of concepts learned. Homework and practice can also help students to develop self-regulation processes, such as time management and study skills. Homework should be:
- Appropriate to the student’s skill level and age
- Purposeful, meaningful, and relevant to the curriculum
- Interesting, challenging, and when appropriate open ended
- Assessed by teachers with feedback and support provided
- Balanced with a range of recreational, family, and cultural activities
5.2.2 Recommended Daily Homework Time: Time recommendations for primary, middle, and high school. Time recommendations are a guide for a reasonable amount of homework for students each day. Teachers are expected to check the Toddle calendar to see how much homework a student has already set for that day. Teachers also should take into consideration the summative tasks that have been posted for these days.
- PYP, Early Years to Year 6: NO HOMEWORK. Regular homework will not be assigned; however, daily reading for 20 minutes is recommended for all age levels, and occasional homework may be given to support classroom learning.
- Year 7 to 10 (MYP): Can include daily independent reading. Must be coordinated across learning areas in middle school to avoid unreasonable workloads for students. May extend class work, projects, assignments, essays, and research.
- Year 11 to 12 (DP): From Year 11 to 12, it would be expected to increase and require 1 up to 3 hours per weekday with up to 6 hours on weekends during peak assessment periods. This can include homework that is not necessarily set such as instrument practice, sketch practice, and daily reading.
5.2.3 MYP Homework Schedule: Per-day minutes for MYP, can be modified based on the timetable and final approval. Minutes per day approximately, with the second column showing the per-subject allocation for subjects per day twice a week, where work is due on the day the subject takes place:
- Year 7: 60 minutes per day approximately; 15 minutes per subject per day twice a week.
- Year 8: 90 minutes per day approximately; 20 minutes per subject per day twice a week.
- Year 9: 100 minutes per day approximately; 20 minutes per subject per day twice a week.
- Year 10: 100 to 120 minutes per day approximately; 25 minutes per subject per day twice a week.
- Year 11 to 12 (DP): 120 to 180 minutes per day approximately. DP students are expected to work at least 3 hours a week for HL subjects and 2 hours a week for SL subjects.
5.2.4 MYP Per-Day Suggestions: Two illustrative suggestions for structuring per-day MYP homework:
- Suggestion 1 (per day): 15 minutes Math; 15 minutes English; 15 minutes one subject (45 minutes total).
- Suggestion 2 (per day): 30 minutes Subject 1; 30 minutes Subject 2 (60 minutes total).
5.2.5 DP Study Hours During the Day: Every student will have a few blocks a week that are allocated for unscheduled class time. This is different for each student as it depends on the subject selection each individual child made. Students are expected to use this time effectively for IB work. This is a great time for students to schedule appointments with their CAS coordinator, their Extended Essay supervisors, and the school librarian for help in conducting research and meeting science teachers in the lab for their IA or work on their artworks. As the demands of the DP are high, students will have countless things they should work on during these hours and can therefore not be perceived as ‘time off.’
5.3 Compliance: Compliance with this policy is monitored through Toddle calendar checks (homework load per day per year level), teacher coordination across learning areas (MYP), and parent feedback. Teachers, students, and parents follow the responsibilities listed in Section 6. Late submissions and missed assignments are managed through the Assessment and Reporting Policy.
6. ROLES & RESPONSIBILITIES
| Role | Responsibility |
| Head of School | Final oversight of the policy. Approves any revisions to recommended daily homework time, MYP schedule, or DP study expectations. |
| Programme Coordinators (PYP / MYP / DP) (proposed Policy Owner) | Maintenance, periodic review, dissemination, and updates of the policy. Coordinates across learning areas within each programme to avoid unreasonable workloads. Owner / Custodian designation pending formal appointment. |
| Teachers | Give students enough time to complete homework, considering home obligations, workloads in other subjects, and extracurricular activities. Plan meaningful homework assignments which support, consolidate, extend, or ‘preload’ learning during lessons. Develop students’ ATL skills by explicit teaching of strategies and skills. Equip students with the skills to solve problems. Encourage real-life problem solving, logical thinking, creativity, and imagination. Set varied, challenging, and meaningful tasks. Assess homework and provide timely and practical feedback and support. Help students develop organizational and time-management skills. Offer a wide range of opportunities for families to engage in their children’s learning. |
| Parents and Families | Ensure there is a balance between the time spent on homework and recreational activities. Adhere to the daily recommended homework times. Develop a positive and productive approach to homework. Encourage reading and discussion, talking with their children and involving them in learning opportunities during everyday household routines and physical activity. Talk to teachers about any concerns. Attend school events their child is involved in. Discuss homework with their child in their first language. Link homework and other learning activities to the family’s culture, history, and language, linking with relevant services, clubs, associations, and community groups. |
| Students | Organize their time to manage home obligations, participation in physical activity and sports, recreational and cultural activities, and part-time employment. Be aware of the school’s homework policy. Discuss with their parents or caregivers homework expectations. Accept responsibility for the completion of homework tasks within set time frames. Follow up on comments made by teachers. Seek assistance when difficulties arise. |
7. EXCEPTIONS & WAIVERS
Authority to grant exceptions: Programme Coordinators (PYP, MYP, DP) may grant exceptions for individual students based on medical, family, or learning support circumstances, in consultation with the homeroom teacher and (where relevant) the SST. The Head of School holds final authority for systemic exceptions (e.g., exam-period adjustments to recommended daily times).
Process: Written request from parent or student with supporting context. Decision documented in writing and communicated to the relevant subject teachers and homeroom teacher via Toddle.
Documentation: All approved exceptions logged in the student’s file. Repeated or extended exceptions referred to the SST for review.
8. RELATED DOCUMENTS
- Refer to the AA Assessment and Reporting Policy for late submission procedures and feedback timelines.
- Refer to the AA Inclusion Policy for accommodations and adjustments to homework expectations for students at Tier 2 and Tier 3.
- Refer to the AA Student Well-Being Policy for workload and assessment well-being commitments (CIS Standard 3).
- Refer to the Toddle gradebook and calendar for daily homework load tracking across subjects.
- Refer to the external references: Department of Education and Training, Victoria; Education Endowment Foundation; National Education Association.