The Turner School staff has reviewed home reading practices and home learning practices in light of current research and best practise and to better reflect the busy lives of children and their families.
Home Reading at Turner School is highly valued. Children get better at reading by reading!
To support the rich range of reading experiences during school time, our Kindergarten, Year 1 and Year 2 children, some in Year 3 plus many children in our senior small group classes participate in the Home Reading program. The main aim of the home reading program is that children will share positive reading experiences with other people who are significant in their lives. Children will bring home a wide selection of books and a reading recording log. Many of the books will be ones the child can read independently (by themselves) and some, because of their choice will be interest books that parents/carers will read to their child. At other times, when a child is tired or the book is a little more challenging in parts, the parent/carer will read with their child. Teachers will monitor the selection of books that the child takes home.
Building number fluency is also valued as a part of home learning. All students take home a set of number cards with a range of differentiated activities printed on the back to help to build fluency with number. Resources and ways to use these cards can also be found on the school’s website.
At Turner School Homework is considered as Home Learning, to include when relevant, practise of some of the concepts learnt at school, building of prior knowledge for classroom learning (finding out about things) and work that children do at home to contribute to quality family life. We believe
- Home learning can be a useful tool for developing student directed deep learning, time and organisational management and a sense of responsibility within a student
- Some of the home learning tasks that students are set should be open ended to allow for different abilities and interests and challenge, involve some choice, be authentic and relevant and a means to connect children’s out of school learning to their in school learning
- Home learning should have a consistent design and parameters for each team of classes within our school
- Every child’s efforts with their home learning should be appropriately acknowledged and valued. This could include class/team displays, expos, sharing with peers or other staff and teacher and peer feedback. The semester reports acknowledge each child’s commitment to home learning and home reading
- We need to reflect the busy lives of families with our home learning expectations and we understand that there are times when children cannot give time to home learning tasks due to illness of the child or in the family, sporting, club and arts activity commitments, travel by a parent, complex family arrangements and also just the need for special ‘family time’. We ask that parents/carers communicate these times to their child’s teacher
- Home learning should not cause friction or grief within the family.
There will be no formal Home learning set for Kindergarten, Years 1 and 2. Home Reading is an expectation and we seek the support of families to help their child with their reading on as many days of the week as possible. In addition, K, 1/2 class teachers may ask children to prepare for oral language groups or do some finding out about topics they are inquiring into that term. They may ask children to bring in interesting objects or photos as ‘seeds’ for their Writer’s Notebook writing sessions.
Year 3 to 6 children in small classes and those with an Individual Learning Plan may do part of the home learning their age peers are doing, an adapted version of it or a replacement individualised activity. Small group 3-6 children will take home books to read and discuss with a family member.
Children who are learning English as an additional language will, if required, have their home learning and home reading tailored to suit their developing English language needs.
K and 1/2 teachers will inform their families of the Home Reading program routines and they will be consistent across the classes in that team. 3/4 and 5/6 teachers will inform their class and families of the day that home learning is set and the days when it is expected to be returned. Once this routine is established it will remain in place for that term.