Y07W43PA - Should Homework Be Banned for Year 7 and 8?

This week you wrote an opinion piece on whether homework should be banned for Year 7 and 8. Now you'll read another student's piece and decide how strong it is. Looking at someone else's reasoning sharpens what you spot — and gives you moves to use yourself.

Part 1

The Assessor Scorecard for

Persuasive – Opinion piece

Markers look for opinion writing that takes a clear position and supports it with reasoning. Strong work balances personal conviction with credible reasoning and addresses objections.

Ideas & Content

Reasoning that is specific and logical. Reasons that are thought through and supported. Each reason explains why your position is sound. Not just "homework is bad" — explain the why.

  • Reasoning: reasons are explained and logical.

Structure & Cohesion

An opening that states the position. A body that develops reasons in connected thinking. A closing that reinforces the view. No repeating reasons or jumping around.

  • Progression: ideas build logically toward conclusion.

Audience & Purpose

Tone and evidence chosen for the readers. A piece for teachers and parents needs different choices than one for peers. Writing that respects what the reader needs to hear. The writer is clearly aware of their audience.

  • Tone: voice suits purpose and readers.

Language Choices

Language that clarifies and reinforces the position. Precise terms that stand up to checking. No overstated claims or vague "it is bad" lines. Words that signal reason and credibility.

  • Precision: word choice reinforces reasoning.

Conventions

Spelling, punctuation and grammar that support clarity. Few errors — rare enough to ignore. Opinion writing sometimes breaks rules for effect — only when it works. A pattern of mistakes lowers the mark.

  • Accuracy: few errors support clarity.

Part 2

Today’s Marking Targets

Task in one sentence

Write a 270–330 word opinion piece on whether homework should be banned for Year 7 and 8, supported with clear reasoning.

Let’s Focus

Two strands matter most this week: Ideas & Content and Structure & Cohesion. Your reasoning must convince teachers and parents — people who know about learning. Readers also need to follow your argument clearly from start to finish.

Ideas & Content

Your reasoning must persuade teachers and parents who know learning well. Strong responses develop reasons — not just state them. Each reason is explained with logic or example. Excellent responses anticipate the other side and address it directly.

What markers scan for

  • Reasons that are developed, not just listed.
  • Each reason explained with logic or supporting idea.
  • Shows awareness of why others might disagree.
  • Responds to counter-arguments directly.

Score Bands

  • Basic

    Reasons are stated but not developed; little awareness of the other view.

  • Strong

    Reasons are developed with explanation; the other view is acknowledged.

  • Excellent

    Reasons are well-developed and logical; both views addressed; reasoning is careful.

Structure & Cohesion

Readers need to follow your thinking from opening to closing. Strong responses open with a clear position, develop reasons in logical order, and close by reinforcing the view. Excellent responses use transitions that link ideas and make the argument compelling.

What markers scan for

  • A clear opening statement of position.
  • Reasons in a logical order — strongest first, or building.
  • Transitions that connect each idea to the next.
  • A closing that reinforces the main view.

Score Bands

  • Basic

    Opening position unclear; reasons disorganised; closing weak or sudden.

  • Strong

    Opening states position clearly; reasons in logical order; closing reinforces the point.

  • Excellent

    Opening states position with context; reasons build well; transitions smooth; closing strong.

Now read · Student sample

Should Homework Be Banned for Year 7 and 8?

Year 7 sample · \~350 words

Student sample for assessment

Written by a Year 7 student in Coburg, Victoria, Australia.

I believe homework should not be completely banned for Year 7 and 8 students, but the amount should be reduced significantly. This is not because homework is always helpful, but because the type of homework matters more than the amount. Some homework does teach independence - especially tasks that ask students to consolidate what we have learned in class. When a homework task is clearly connected to today's lesson, it helps us practise and remember. But homework that is busywork or disconnected from what we are learning does not teach independence. It teaches resentment. I spend three hours per week on homework that feels pointless, and that builds frustration, not responsibility. The real problem is not homework itself but the volume and quality. I have classmates who feel overwhelmed - not because they are weak students but because they have eight different homework tasks in a single week, each assigned without regard for the others. That is not reasonable. A student can build independent study habits from two focused homework tasks per week that are directly connected to class learning. Why require eight disorganised tasks? Teachers are right that consolidation homework helps learning. Parents are right that too much homework creates pressure. Both can be true. The answer is not to ban homework but to ensure that every piece of homework is purposeful. One well-designed task is better than three poorly designed ones. I also think that Year 7 and 8 students need unstructured time - to play, rest, and explore interests outside school. That is important for our wellbeing. But this does not mean homework must disappear. It means homework should be intentional. If my Year 7 life includes eight pieces of homework that feel unconnected and pointless, then yes, I am under pressure. If it includes two pieces of homework that help me learn, I have time for other things too. Homework should not be banned. It should be redesigned. Teachers should assign only homework that is purposeful. Principals should ensure coordination so students are not overwhelmed. This is harder than a complete ban, but it respects both what teachers know about learning and what students need.