- Parents are asked to ensure that their children
complete the homework each night. In the event of the homework not being
attempted or not being completed, teachers may insist that the homework is
completed by the children during some of the breaks.
- Each child should have a homework notebook and homework
- The recommended average time for homework ranges from
thirty minutes in First Class to one hour in Senior Classes. Some
children in Sixth Class may spend up to ninety minutes at homework. The
recommended times are only guidelines because too much emphasis on
"time spent" may cause a habit of "clock watching" to
develop. The best criterion is
has the child made an honest effort to do the homework. If
your child regularly exceeds the recommended times, and this is not due to
poor work habits, you are welcome to visit the school to discuss this matter
with the class teacher.
- Where exceptional circumstances prevent the completion
of homework, please forward an explanatory note to the teacher.
- Do not do the child's homework for him. Work
set for homework will have been prepared in class. Please
check your child's homework for neatness and point out mistakes.
- Changes have taken place in the way in which certain
areas of Maths are being taught. In
helping your child, please adhere to the methods being used in school. Providing
alternative methods may lead to confusion for the child.
- Oral work is as important as written work. Please
listen to the child read, and examine spellings and tables.
- Parents should check homework notebook and/or homework
- As a general rule, homework is not given at the
Homework for Various Classes
Junior Infants: As part of the reading programme,
the pupil is given a word wallet in which a number of words are regularly added.
These words can be practised each night. The main emphasis of the infant
programme is on oral language and it is important to listen to your child as he
relates the day's news, and repeats rhymes and songs.
Senior Infants: Preparation of reading, a small
amount of Maths, and there may be some writing.
First Class: Reading, a small amount of Maths, some
spellings and there may be some writing.
Second to Sixth Class:
- Maths: Sums as a revision of day's work; Tables to be
- A small amount of writing may be given as a means of
revising day's work.
It is primarily in the home that the habit of reading is
fostered. Encourage your child to
join the library and help him to appreciate that reading can be fun and not a
chore which is confined to school or homework. Encourage
reading in free time and during holidays.
For a reading programme to be successful, it will require
the encouragement and active co-operation of parents. Specifically,
parents are asked to listen to the child read on a nightly basis. Use
the method which has been outlined above. Don't
panic about the child's reading or cause him to panic. Be
positive. The road to good reading
may not be smooth, but the child will get there in the end.
Addition / subtraction tables are taught in second class,
while multiplication tables form a large part of the third class programme.
Spelling is taught formally from First Class onwards. Spellings
are taken from the graded spelling programme which is in use in the school. The
following system is used to teaching spelling:
Look at the word, Cover the word, Write the word, Check
- Make sure that children always write from memory.
- Write down "asked for" words and remove them
before they write.
- Help them with their handwriting because handwriting
- Watch to see if children are forming their letters
- Encourage them to be careful.
- Praise them for all attempts.
- Let learning to spell become rote-learning.
- Let them sound out words they want to spell.
- Allow them to copy words letter by letter.
- Spell out letter-by-letter "asked for "
- Allow them to continue writing their letters
- Let them think that they are poor spellers.
The children are taught the basic steps of a joined script
style. While readiness is a factor,
it is to be hoped that most pupils will be using a joined script by the end of
Progress in all subjects varies from child to child and
consequently your child may be grouped in his class with children of similar
ability. The child's rate of
progress rather than his rank in the class is the primary consideration.