1-20 of 66 results for subject:Homework
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To ask His Majesty's Government what data they collect on the extent to which pupils at schools in England are using a personal screen-based device during lessons or for homework activities.
To ask His Majesty's Government what data they collect on the extent to which pupils at schools in England are using a personal screen-based device during lessons or for homework activities.
The department collects a wide range of information on technology use in schools through the biennial Technology in Schools Survey, which provides information on the availability and use of devices by pupils in primary and secondary schools. This does not include specific information about use of devices during lessons or for homework activities.
The government recognises that we must get the balance right when it comes to technology use. The department’s expert advisory group on screen time is assessing a range of evidence and responses to the department’s call for evidence, which will inform guidance and policy on the use of technology in schools.
To ask His Majesty's Government what assessment they have made of the effectiveness of homework as a means of assessing pupils' learning in light of the increasing use of artificial intelligence.
To ask His Majesty's Government what assessment they have made of the effectiveness of homework as a means of assessing pupils' learning in light of the increasing use of artificial intelligence.
The department continuously monitors the emerging implications of artificial intelligence (AI) on education, including how this may impact tasks like homework.
We are thinking carefully about how we balance the potential benefits of AI with protecting children's learning and development. The department is clear that AI should only be used where it can genuinely augment pupils’ learning experience.
Educators are advised to rely on their professional judgement and understanding of their students’ previous work when determining whether AI has been used to complete homework.
The department’s published policy position on generative AI and our AI support materials set out clear expectations for schools and colleges on the safe, responsible, and ethical use of AI.
To ask the Secretary of State for Education, what steps her Department is taking to help ensure that students with additional needs have access to mandatory online homework platforms in Surrey Heath constituency.
To ask the Secretary of State for Education, what steps her Department is taking to help ensure that students with additional needs have access to mandatory online homework platforms in Surrey Heath constituency.
Schools determine homework volume and format in collaboration with staff, pupils, parents, and governors. Digital tools can support learning and enhance parental engagement by providing visibility into tasks and progress. However, access to devices remains uneven. In 2024, 34% of parents reported their child lacked continuous access to a device for online schoolwork. Schools should offer alternative homework options for pupils with limited device access.
The department is committed to ensuring all students, including those with additional needs, can safely and effectively use digital tools. While data for Surrey Heath isn’t available, the department has published digital accessibility standards to help schools implement inclusive technology strategies. The 'Plan Technology for Your School' service supports strategic digital planning. The department continues working with schools and providers to ensure no child is left behind.
The rules and debate relating to the setting of school hours and term times. Do children benefit from a longer school day or year?
The rules and debate relating to the setting of school hours and term times. Do children benefit from a longer school day or year?
I beg to move,
That this House has considered e-petition 597715, relating to the school week.
It is a pleasure to serve under your chairmanship, Ms Rees. The petition calls on the Government to require schools to introduce a three-day weekend. It argues,
“Children can have lots of stress at school due to...
I beg to move,
That this House has considered e-petition 597715, relating to the school week.
It is a pleasure to serve under your chairmanship, Ms Rees. The petition calls on the Government to require schools to introduce a three-day weekend. It argues,
“Children can have lots of stress at school due to...
It is a pleasure to serve under your chairship, Ms Rees. I congratulate my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) on introducing the debate. She spoke powerfully about a number of issues of shared concern: the impact of the pandemic on children’s mental health; the...
It is a pleasure to serve under your chairship, Ms Rees. I congratulate my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) on introducing the debate. She spoke powerfully about a number of issues of shared concern: the impact of the pandemic on children’s mental health; the...
It is a pleasure to serve under your chairmanship, Ms Rees. I thank the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) for the way she opened the debate. It was fantastic to hear about the way she engaged with pupils and students in her constituency, listening to them...
It is a pleasure to serve under your chairmanship, Ms Rees. I thank the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) for the way she opened the debate. It was fantastic to hear about the way she engaged with pupils and students in her constituency, listening to them...
I am grateful that the Minister acknowledges the concerns that I raised. The training he talks about is obviously welcome. Any teacher or education professional would be grateful for the opportunity
to identify challenges. What they need, though, is people—experts—they can refer children to, who can then work with them...
I am grateful that the Minister acknowledges the concerns that I raised. The training he talks about is obviously welcome. Any teacher or education professional would be grateful for the opportunity
to identify challenges. What they need, though, is people—experts—they can refer children to, who can then work with them...
I absolutely acknowledge that point. My health colleagues would say that it is a priority for the Government, but I accept that there is more work to do on that front.
The petition mentions exams and homework as particular sources of stress and anxiety for children and young people. This Government...
I absolutely acknowledge that point. My health colleagues would say that it is a priority for the Government, but I accept that there is more work to do on that front.
The petition mentions exams and homework as particular sources of stress and anxiety for children and young people. This Government...
I thank the Minister for his thorough response. I think it is safe to say we all agree that it would not be in the best interests of every child to reduce the school week to four days, but I do not think that diminishes the cause of the petition,...
I thank the Minister for his thorough response. I think it is safe to say we all agree that it would not be in the best interests of every child to reduce the school week to four days, but I do not think that diminishes the cause of the petition,...
Motion that this House has considered e-petition 597715, relating to the school week. Agreed to on question. Sitting adjourned without Question put.
Motion that this House has considered e-petition 597715, relating to the school week. Agreed to on question. Sitting adjourned without Question put.
To ask the Secretary of State for Education, what recent assessment his Department has made on the impact of the home learning environment on children's school outcomes; and what steps he is taking to support children's learning at home.
To ask the Secretary of State for Education, what recent assessment his Department has made on the impact of the home learning environment on children's school outcomes; and what steps he is taking to support children's learning at home.
The department recognises that teachers and leaders have been working incredibly hard to provide high quality on-site and remote education, with much being achieved during the pandemic.
The department has announced nearly £5 billion for a multi-year education recovery plan which includes high quality tutoring, world class training for teachers and early years practitioners, additional funding for schools, and extending time in colleges by 40 hours. We are supporting the most disadvantaged, vulnerable and those with the least time left in education, wherever they live, to make up for education lost during the pandemic and are carefully monitoring the progress being made by children in school.
Through the department’s Get Help with Technology programme, we have delivered over 1.9 million laptops and tablets to schools, trusts, local authorities and further education providers for disadvantaged children and young people as part of a £520 million government investment to support access to remote education and online social care services.
These laptops and tablets are intended to give schools the flexibility to provide remote education support and can continue to be used in the longer term either in the classroom or from home.
The priority should always be for schools to deliver high quality face-to-face education to all pupils and remote education should only ever be considered as a short-term measure and as a last resort where in person attendance is not possible.
When in-person attendance in school is either not possible or contrary to government guidance schools should continue to provide remote education to allow children and young people who are well enough to keep pace with their education.
The department will publish updated guidance to support schools with remote education and will continue to work with the sector on this, learning from the many examples of excellent practice developed during the COVID-19 pandemic.
An appropriate home education environment is also essential for parents who opt to provide their children with elective home education. The government is committed to a form of local authority registration for children not in school as well as a duty on local authorities to provide support to home educators when it is required. Further details on this are in the Children Not In School consultation response which was published on 3 February 2022. We hope to legislate on this measure at the next suitable opportunity.
To ask the Secretary of State for Education, if his Department will issue guidance to schools on the setting of homework by teachers after the schools shut on Friday 20 March 2020.
To ask the Secretary of State for Education, if his Department will issue guidance to schools on the setting of homework by teachers after the schools shut on Friday 20 March 2020.
We recognise that many schools have already shared resources for children who are at home.
The Department is working with the BBC and other partners to provide advice and support directly to parents, including online resources they can access for their children at home.
To ask the Secretary of State for Education, if he will issue guidance to schools on the use of school homework apps to enable pupils to study during the covid-19 outbreak.
To ask the Secretary of State for Education, if he will issue guidance to schools on the use of school homework apps to enable pupils to study during the covid-19 outbreak.
We recognise that many schools have already shared resources for children who are at home.
The Department is working with the BBC and other partners to provide advice and support directly to parents, including online resources they can access for their children at home.
To ask Her Majesty’s Government what assessment they have made of the initiative for schools to stop giving homework, to help reduce the incidence of teenage mental illness.
To ask Her Majesty’s Government what assessment they have made of the initiative for schools to stop giving homework, to help reduce the incidence of teenage mental illness.
It is right that schools look at how and when they set homework to take account of their individual circumstances and best support pupils to achieve.
Homework is an important part of a child’s education. There is no statutory obligation for schools to set homework. The government does not dictate how much homework children should have to do at any age.
The amount of time children spend on homework, and the type of homework set, varies between schools and depends on a number of factors including the ages of the pupils and their levels of ability. We expect schools to take into account the health and well-being of their pupils at all times, and they have a duty to do so.
To ask the Secretary of State for Education whether his Department issues guidelines which prohibit or discourage the use of red ink for the purposes of marking or commenting on students' schoolwork.
[150629]
To ask the Secretary of State for Education whether his Department issues guidelines which prohibit or discourage the use of red ink for the purposes of marking or commenting on students' schoolwork.
[150629]
No, the Department does not issue guidelines which prohibit or discourage the use of red ink for marking student's schoolwork.
To ask the Secretary of State for Children, Schools and Families what assessment his Department has made of the amount of homework appropriate to be assigned to (a) infants and (b) juniors at primary school.
To ask the Secretary of State for Children, Schools and Families what assessment his Department has made of the amount of homework appropriate to be assigned to (a) infants and (b) juniors at primary school.
To ask the Secretary of State for Education and Skills how much funding has been allocated to homework clubs in schools in Tamworth constituency in each year since 1997.
To ask the Secretary of State for Education and Skills how much funding has been allocated to homework clubs in schools in Tamworth constituency in each year since 1997.
To ask the Secretary of State for Education and Skills how much funding has been allocated to homework clubs in schools in (a) Dacorum and (b) Hertfordshire in 2005–06.
To ask the Secretary of State for Education and Skills how much funding has been allocated to homework clubs in schools in (a) Dacorum and (b) Hertfordshire in 2005–06.
To ask the Secretary of State for Education and Skills how much funding has been allocated to homework clubs in schools in (a) England, (b) Kent and (c) Sittingbourne and Sheppey in 2005–06.
To ask the Secretary of State for Education and Skills how much funding has been allocated to homework clubs in schools in (a) England, (b) Kent and (c) Sittingbourne and Sheppey in 2005–06.