How much input into homework?

[Leighdown]

5 yr old DS is now in Year 1 and has started getting some maths/comprehension sheets to work on outside of school.

These seem fairly straightforward but I'm just wondering how much help we're supposed to be giving them - I'm reading through the questions with him and making sure he understands what's being asked, but in the example below should I be helping him spell the words correctly or does the teacher want to see his attempt? 🤔

Primary teacher here. Tbh I struggle to see the value in homework tasks like the one you've shared. If it was a phonics/writing task I'd definitely say let him do it himself as they'll want to see his attempts to apply knowledge. For this particular task, as it's the maths rather than the spelling which is the focus I'd be tempted to given him the spelling, once he's identified to you what the numerals represent. If you had a number book, poster or puzzle to hand which had the numerals and spellings I'd perhaps direct him to that and see if he can identify and copy the correct spelling himself, which is a skill in itself.

I really wouldn't worry though as the teacher will no doubt just be pleased it's being completed. They probably hate having to set it anyway and unfortunately are unlikely to have much time to look at it in great detail.

Some parents will support/scaffold a lot at this age, some not at all and some won't even get their child to do it (either because they can't be bothered, don't have time to support or don't agree with homework for 5 year olds). All (except maybe the can't be bothered!) are acceptable I'd say.

Thanks @BoleynMemories13, that's really helpful!

And I agree about doubting the usefulness of it, but I guess we're at least showing willing.

There are two points of view wrt homework

1. it is theirs let them do it alone, then the teacher can see what they can manage. . This has the advantage that when older if they choose not to do it, you avoid the arguments and they take whatever consequences school gives. I can see this working well for able/average kids.

2. It is a good opportunity to go through things 1-1 with them making sure they understand & hopefully can do the work, or at least get the relevant learning.

With my 2 DD (who it turned out eventually both had SpLD) I went for option 2, though I tended to annotate level of help they had needed. Otherwise there would have been too many homeworks they wouldn't have got any value from.

I would use it as an opp for him to read himself. If he struggles read it for him. For spelling, he should be using strategies to apply his phonic knowledge where appropriate (looks like he already is). If it’s still spelt wrong, write him a few alternative spellings including the right one and get him to select which one is correct. That will get him engaging a bit more and commit to memory on how words are spelt.