At Clontarf Beach State High School we encourage and support our students through all facets of their learning journey. To assist students who like working one-on-one with staff, we run a weekly homework club for students to attend.
||2.30pm - 3.30pm|
||2.30pm - 3.30pm|
Teachers from specialty areas will be available on a rotational basis to assist with homework, catching up missed class work or assessment tasks as required. There is no need to book into these sessions, students may simply turn up.
However, if your student would require time to work with a specific teacher, it is their responsibility to speak with the teacher in regards to attending the session to provide additional support.
Student Homework Guidelines
Homework provides students with opportunities to
consolidate the classroom learning and establish skills and habits for success
beyond school and involve family members in their learning.
are based on the following Education Queensland documents:
Policy CRP-PR-010: Homework in State Schools
Role of parents and caregivers with homework
Considerations when setting homework
appropriate to students’ learning needs
Homework can engage students in independent learning to
compliment work undertaken in class through:
Revision and critical reflection to consolidate
learning (practising for mastery). This work may not be work that is explicitly
set by the classroom teacher. If work is not set at the conclusion of a lesson
by the teacher, it is expected that the students should revise/practise the
knowledge or skills covered in the lesson at the conclusion of the day.
Completing assessment tasks – see Clontarf Beach
State High School’ Assessment Policy
of homework study
Homework in Year 8 and Year 9 could be up to, but
generally not more than 5 hours per week.
In the senior phase (Year 10, 11 and 12) the amount of
time devoted to homework and independent study will vary according to the
student’s learning needs.
students establish a routine of regular, independent study by:
Setting and checking homework regularly
Communicating to students the purpose and
expectations of homework
Using homework that is varied and challenging
Explicitly teach strategies to develop
organization and time-management skills
Discussing with parents and caregivers any
developing problems concerning their child’s homework and strategies to assist
with their homework
Students can take responsibility for their own
Discussing with their parents or caregivers
Accepting responsibility for the completion of
homework tasks within the set time frames
Seeking assistance when difficulties arise
Organizing their time to manage home and
sporting obligations, and part-time employment
Communicating with teachers if their obligations
require extensions to homework timelines
Parentsand caregivers can help their children by:
Helping them to complete tasks by discussing key
questions or directing them to resources
Encouraging them to organise their time and take
responsibility for their learning
Encouraging them to read, take an interest in
and discuss local, national and international issues
Helping them to balance the amount of time spent
completing homework, recreational activities, family obligations and part-time
Allocate your time to study, family, sporting and
Set yourself long-term and short-term goals and work
to achieve them.
Be positive about learning. This makes study easier
and more efficient.
Plan ahead using daily and weekly timetable.
Allocate more time to your weaker subjects.
Keep a record of work completed and work to be done.
Try to have a study area where you can concentrate and
leave your books undisturbed.
Make frequent use of the school library.
Plan a timetable that matches your family life.
Draw up a chart that shows fixed activities (job,
sport, church etc).
Your study should provide for written homework; daily
revision and learning, assignments, long-term revision for tests and exams.
Allocate more study time near exams.
Try to have a regular time for study.
Use time. Do not waste it.
Know why you are learning and what you will study.
Actively study. Always have pen in hand to write brief
notes and summarise.
Write down key ideas and facts. Then say them from
Keep your notes and summaries and use them for
Revise constantly. We forget quickly after learning
and need to relearn to prompt memory.
SEE, HEAR, DO. Use all your senses to study as you
will learn and remember more readily.
Keep new vocabulary in a special pad.
Ask for help when you need it.
Study your difficult subjects first.
10% from reading
25% from hearing
35% from seeing
50% from both seeing and hearing
75% from discussing
85% from experiencing something
95% from teaching someone else
All subject areas in the school will use the following
system for bibliography writing and referencing in all assignments, projects,
How to write a bibliography
Bibliographies are written in alphabetical order of
authors or, if the book has no author, title. Below are examples of each source
that might be used for your assignments:
Basic form for
Brown, P. (1996). Online Services. Brisbane, Reed.
Books with more
than one author
Robert and Huber, Donald (1989). Modern Recording Techniques 3rd edition
md., USA, Sams.
Books without an
Insects (1995). London, Watts
compiler) as author
Wilson, Paul R. ed (1972).Australian Social Issues of the
1970’s. Sydney, Butterworths.
World Book Encyclopedia (1991) 3 ed. XVI, 125-128.
Madley, J (1994). “Beyond the Pest Killer”. New
Scientist, May 7, pp. 24-27.
‘State of Disaster: Brisbane, Gympie warned”. (1992). The
Courier Mail, March 17, p.1.
The Man from Snowy River (1981). (Video Recording). North
Home Video Express.
Science Navigator (1995) (CD-ROM). Sydney, McGraw-Hill.
Internet: Sandbek, T.J. (1996). The Deadly Diet.
You may be required to use referencing when writing your
assignment. You will be expected to be familiar with the Harvard system of referencing, as follows. Throughout the body of
your assignment, when information is quoted or paraphrased, the author’s
surname, the year of publication and page number are all required to be
inserted in the body of the assignment.
Quotes of two lines or less should appear in inverted
commas, whilst longer quotes should be indented from the margin. The source
should be acknowledged in brackets. See examples below:
Quotes of two lines
Simpson (1967:27) states that “lack of exercise is a
serious health problem” OR It has been claimed that there is a “great revival
of interest in religion”. (Reid, 1976:54) or Roger and Phillips (1978) have
made a strong plea for the outlawing of nuclear weapons. (Reference to a
general argument, so page numbers are unnecessary).
A longer quote
Shaw (1955:61) points out how the expansion of settlement
in New South Wales was…