fyi : back issues

Spring Issue 2002-Promotion and Perceptions

Promotion of a service: a homework program

By Marg Watson

The Resource Centre at Koonung Secondary College is an integral part of the whole school community and strives to support the school in creating a positive learning environment for all students to achieve their maximum potential. Students are able to access the wide range of resources both during the regular school day, and 'out of hours' as well. It is a busy centre and well patronised by both students and staff.

In 2001, the school produced a document that articulated the whole school community approach to encourage positive learning outcomes for all students. The document - 'Student Expectations Policy' - was the result of much discussion and input by all staff. Concerns by staff about some students not completing work, failing to meet deadlines and generally under-performing had prompted a reassessment of how the students should be organizing their work and study habits. The Resource Centre staff were committed to supporting this innovative policy and responded by introducing a formal  After-school Homework Program.

Prior to 2001 and the establishment of the program, the Resource Centre had always remained open after the formal school day had finished. A few students had used these extra hours productively to complete homework. However, there were also a number of students whose use of the Centre's facilities after-school was influenced more by social and recreational factors, than completing set assignments. It appeared that the more computers the Centre acquired, the more these student users required urgent access to their email, or needed to surf the Internet - 'for research, Miss!'. Board games and cards also occupied the students who were waiting for their parents to pick them up.

The primary aim, therefore, was to support the Student Expectations Policy and to have a more formal and focused educational purpose during the extended after-school hours. Attendance by students at these sessions was to be voluntary and staff requiring supervision for any after-school detentions had to organise this in another area of the school. If a member of the teaching staff had specifically requested their students to attend the After-School Program, they were asked to personally attend along with their students.

A subordinate, but equally valid, aim of a more educational-focused program, was to the school's, and hence the Resource Centre's, commitment to equity of access by all students to all available resources within the school. Much of the curriculum was supported by technology and applications that the students did not have access to outside the school. This was especially relevant for students who did not even have computer or Internet access at home.

Since the Homework Program is such an appropriate support mechanism for the Student Expectations Policy, from its inception it has received unqualified endorsement from the principal and staff. This made the task of promoting the program very straightforward. Much of the promotion was achieved through articles and notices in the school newsletter. Attention is also drawn to the Program at information evenings for prospective Year 7 students and their parents. Direct liaison with staff, both to promote the program and ensure its smooth operation, is assisted by two staff members who undertake the roles of Student Work Co-Coordinators.

Analyzing relevant attendance statistical data has shown that between 25-40 students regularly attend the homework sessions. Interestingly, the highest percentage of students, approximately 70%, attending the program is from years 7 and 8. Using the Resource Centre for self-initiated learning is a positive factor for junior students, and helps to make the sometimes daunting transition from primary to secondary school a little easier. Of the 30% to 40% of year 9 and 10 students attending the sessions, a significant proportion of year 9 students have been directed to attend the homework class as a result of overdue work. This is a dramatic contrast to the motivation shown by the students in more junior year levels, and it is an area of the program that Resource Centre staff needs to highlight for future discussion. But those middle school students who do attend can see the benefits of working in a resource-rich learning environment, free from everyday distractions.

All students attending the homework sessions have to abide by a simple set of rules. One of these rules is for students to complete a sign-in sheet, noting their name, form and both their arrival and departure times. This sheet has proved to be an invaluable aid in compiling statistics, and has often been referred to by staff and parents who may want to confirm the attendance of certain students.

It is nearly two years since the program commenced, and the continuing support by the whole school confirms its positive implementation. It was established to support the Students Expectations Policy and it has very successfully fulfilled its primary aim. Statistical evidence and the feedback from staff supports this assertion, and has ensured that the After-School Homework Program will become a permanent service offered by the Koonung Resource Centre.

Marg Watson is a teacher-librarian at Koonung SC.