Y05W17PA - Should Students Have Regular Homework?

This week you wrote an argument for or against regular homework. Now you'll read another student's argument and decide how strong it is. Spotting what works helps you build a stronger case in your own writing.

Part 1

The Assessor Scorecard for

Persuasive Writing – Argument

Markers look for a clear position backed by solid reasons. Check each strand below to see what strong work looks like.

Ideas & Content

A clear position stated early — for or against. Reasons that explain why, not just claims. Examples drawn from real life, not vague. Opposing views noted, then shown to be weaker.

  • Supported position: a clear stand backed by reasoning and real examples.

Structure & Cohesion

An opening that states the position straight away. Body paragraphs that each grow one main reason. Linking words that show how ideas connect. An ending that drives the position home.

  • Logical development: ideas build step by step toward the position.

Audience & Purpose

Writing aimed at the school board, not your friends. Reasons that match what the board cares about. The other side noted with respect, not mocked. A tone that treats the reader as thoughtful.

  • Reader respect: the other side is noted and answered seriously.

Language Choices

Confident words that stay calm, not angry. Exact phrases like "reinforces learning" — not "homework helps." Reasons backed by detail, not feelings alone. No name-calling or pushy language.

  • Credible language: confident and exact, never pushy or vague.

Conventions

Spelling and punctuation that don't trip the reader. Few mistakes, so the writer sounds careful. Clean sentences that keep the argument clear.

  • Technical accuracy: clean spelling and punctuation that build trust.

Part 2

Today’s Marking Targets

Task in one sentence

Write an argument for or against regular homework, addressing the school board with reasons and examples.

The school is genuinely reviewing its homework policy. The board has heard from parents and teachers offering different views. Now they are asking students to share their perspective. Your position can be for regular homework (you believe it helps learning and responsibility) or against it (you believe it creates unnecessary stress and limits important activities like rest, sport, time with family). Whatever position you take, you must support it with reasoning that the board will take seriously. You should acknowledge that thoughtful people disagree on this issue—some genuinely believe homework is essential—and then explain why your position is stronger. You should use examples that are specific and credible, not extreme. You might draw on your own experience: what is the impact of homework on your learning, your stress, your other activities? What patterns do you see in how homework affects students generally?

Let’s Focus

Two strands matter most this week: Ideas & Content and Audience & Purpose. Your ideas need real depth so the board sees real thinking. Your tone must show you understand what the board cares about.

Ideas & Content

Strong arguments go past the obvious. Think about what homework is for, who it helps, and who it doesn't. Note the other side fairly. Then show why your stand is still stronger.

What markers scan for

  • State your position early and keep it clear.
  • Give reasons with examples from real life.
  • Name the other side fairly — don't ignore it.
  • Show why your position is still stronger.

Score Bands

  • Basic

    Position is clear but reasons are vague and the other side is brushed off.

  • Strong

    Position is clear with real reasons, and the other side is noted with respect.

  • Excellent

    Position is clear with deep reasons, and the other side is treated with full respect.

Audience & Purpose

The school board cares about student wellbeing, learning and fairness. Show you know that. Speak to those concerns in your reasons. Stay respectful even when you disagree — that's what makes an argument trustworthy.

What markers scan for

  • Name what the board cares about — wellbeing, learning, fairness.
  • Tie your reasons to those concerns directly.
  • Treat the other side as thoughtful, not silly.
  • Keep a respectful tone all the way through.

Score Bands

  • Basic

    Board concerns are barely noted, and the other side is treated as wrong.

  • Strong

    Board concerns are addressed, and the other side is noted as fair.

  • Excellent

    Board concerns are tackled deeply, and the other side is treated with real respect.

Now read · Student sample

Should Students Have Regular Homework?

Year 5 sample · ~150 words

Student sample for assessment

Written by a Year 5 student in Moree, New South Wales, Australia.

Regular homework is honestly pretty bad and I reckon the school board should dump it. Like, we're already at school for six hours learning stuff and then we have to do more at home? That's basically unfair for everyone.

Teachers always say homework helps you remember things but honestly I just forget it anyway and my parents get stressed trying to help me. Research shows that kids need downtime and exercise to actually remember things better, not more worksheets. When I have time to play sport or ride my bike, I actually feel smarter the next day.

Also there's way too much homework sometimes. I had three assignments due on the same day last week and it was crazy. My friends all agree homework is boring and pointless. Studies prove that younger kids don't benefit from homework the way older kids do, so primary school students shouldn't have to do it at all.

Plus my parents are tired after work and I'm tired after school. Homework creates family arguments and stress. The board should really think about how many students would do better without it. It would make everyone happier.