Week 6 Writing Homework

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Should students do homework on weekends (400 words)

Write 10 significant stories in your life



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  • Due Date : November 25, 2025
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52 thoughts on “Week 6 Writing Homework”

  3. Cyrus Chan

    Of all the things parents blame their children for their academic struggles – poor teaching methods, overloaded schedules and inconsistency, few ever realise the true issue : time. Two whole days without practice of the concepts that have not been able to fully consolidate in a child’s mind is already enough time for the fragile knowledge and understanding of the subjects to fade. Weekend homework doesn’t punish students; it protects them from the natural cause of not remembering the math equation in class while being half asleep last Monday morning. In fact, is it the most efficient manner of grounding knowledge that teachers and parents know their kids can understand, and creating an environment of positive and self-learning habits at home as well as school. And if we truly care about children retaining the information they’re taught, we cannot sidestep the importance of the 48-hour gap we justify as a “break”.

    Weekend homework isn’t just homework; it’s retention. A short, focused task across those 48 hours prevents the newly learnt concepts from fading, while avoiding the pressure of cramming all the work into 1 school week. It also spreads the workload out onto the weekends; schools already take up 6 hours of a child’s regular weekday, which causes plenty of rush to complete, leading to mistakes, time constraints, stress and exhaustion. The weekend? You can sleep in, go outside, play sports and still have plenty of time to complete homework. This isn’t just about remembering the concepts from the last week, this also reduces stress and creates more time for activities and passions the child actually enjoys. For students who struggle, the quiet comfort of your home is always ideal to focus and do schoolwork, while providing time for them to review lessons at the pace of their liking.

    However we must also address the criticism brought up by many parents that weekend homework may disrupt a child’s rest throughout said weekend, but only recognising the fear leads us onto a path to design the tasks that ease the pressure instead of adding onto it. Properly assigned weekend tasks are small, focused, and used to perfectly spread workload across the week, preventing the stress of due assignments being crammed into small weekday windows. This also allows parents to support their children in the manner of offering guidance and encouragement, as weekends are often associated with break times not just for children, but for adults as well. Another key point is the carefully limited nature of the weekend homework presented ensures children have enough time to still relax, go outside, socialise and pursue their passions. Rather than taking away the free time of students, they balance productivity and retention with the thought that learning and rest must not be mutually exclusive.

    Another relevant objection is that weekend homework is classified as anti-social behaviour, encouraging children to focus purely on academic success and limiting creative ability and socialising. While this is an understandable objection, it ignores the multitude of factors of the well-designed weekend assignments. These tasks don’t just occupy minimal time, they also lower temptations for overindulging in activities like screen time, as well as using these small, unavoidable challenges as a stepping stone of perseverance, teaching children valuable lessons of resilience and responsibility.

    When children are put through these experiences, it creates a positive environment of balance and stability along with the lessons taught through the homework, eventually reaching far past school and work impacts, becoming a key part of any interaction a child will experience in their lifetime.

    Reply
  5. AryanR

    Should Students Do Homework On Weekends?
    In the human world, civilisation has evolved greatly from monkeys to caveman to BOOM! Skyscrapers, jets, and even a rocket blasting to the other planets. But to get to all of this, to this age, people had to study. They had to learn. And just like that, when we are young, in order to grow up and evolve, we must learn. But learning doesn’t stop when Friday comes. School should give homework for weekends, as it helps the mind stay smart, can keep them busy and can bring kids together, and helps people remember what they learned.

    Homework for weekends is a fabulous idea as it helps the mind stay smart. Studies show that 65% of kids in Australian schools do some sort of studying or homework on the weekends. Of those 65%, 96% tend to get higher scores in tests and record cards. Students say they feel they can answer more questions at school on weekdays when they get homework over the weekend.
    ‘I used to be the victim of bullying. When my teacher asked me what 3×7 was, and I fell silent. After class, all my classmates used to tease me. But recently my school implemented a new study on weekends rule with homework after grades started dropping, and my teacher was surprised as my grades rose by 87% by the end of the first semester,’ says Max, new Einstein of the class.

    ‘I am shamed to say I used to bully Max when he couldn’t answer simple questions our teacher gave us. After class I would shove him to the playground and tease him about how he might need to toughen his brains up, or he won’t be moving on. But now, after the study and homework on weekends rule was implemented, he and I both excelled in our classes by a lot,’ exclaims new peacemaker, Jordan.

    As you can see, these two classmates used to rival and loath each other. But now, they make peace and tutor kids in younger years. Which brings me to my second point. Homework can keep people busy and bring together friends and family. Maybe you want to study with someone you haven’t spoken to before, or maybe it’s your mum helping you figure out algebraic phrases. Or maybe it’s raining outside, and you have nothing to do, and remember you had an essay on World War 1 to finish. This gives studying a purpose more than just academics.

    Lastly, it helps people remember what they have learnt in school. Say you learn how to make your poems more intriguing. Then, after the weekend, you go back to school on Monday. After 2 long days of popcorn, movies, friends and video games all you can think of is ‘I nearly beat Level 9!’. But if you spent at least an hour studying on Saturday and Sunday each, maybe you might remember. This is why You must do homework and study on the weekends.

    Reply
  6. rockyli

    Should Students Complete Homework on Weekends?
    The relevance of homework for students over long weekends has been thoroughly debated among educators, families, and students themselves. Many students believe that weekends are free of learning, but there is a good paternalistic argument for weekend homework. Weekend homework allows students to utilize their time wisely while developing capacities further than the school day, and they perhaps relieve some of the pressure to keep up with homework during a busy school week.
    Weekend homework does not just have value, it fosters a feeling of success and assists students in consolidating their learning and understanding of the content of lessons. Furthermore, lessons have a varied pace and, at times, they can be quite rapid, which means that not all students are able to understand and apply concepts and ideas to what happens in the school environment. When students take advantage of engaging with homework formally or informally over the weekend, it allows them to go through the work at their own pace, take as long as they can or like to think, and engage with problems and ideas. Quiet time away from distraction helps students think through concepts and learning that are more complex and to reflect on things they may want to continue to work on for future support or develop confidence. Students return to school demonstrating more confidence and readiness for the lesson that is next to unfold.
    There is debate about weekend homework contributing to student anxiety. However, this ignores the allocation of work over the week, with busy school days occupied with lessons, sport, clubs, and family commitments. When all homework is completed on school nights, this is a recipe for the inevitable buildup of stress. When students are allowed to complete some of their homework over the weekend, it yields a healthier work-life balance, allowing students two more restful days to stagger their school work and complete it calmly. This potentially eliminates stress during the school week and supports a new level of decision-making about how students utilize their time.
    Finally, weekend homework supports learning processes around valuable life skills. Time management, planning ahead, and making responsible decisions do not come overnight; these are developed through practice. Setting up time to work on assignments each weekend is a great way to encourage students to create a more organized schedule and make responsible decisions about their priorities. These valuable skills are building blocks as students transition into high school and learn to meet greater expectations, ultimately becoming successful adults who exhibit strong independent work habits.
    Weekend homework also assists students to become accustomed to a larger workload that they may experience in the higher grades. Students will develop an awareness of expected responsibilities outside of the school day, resulting in them learning to be a little more perseverant and independent in managing a reasonable workload.
    In general, I believe students should have weekend homework because it reinforces learning, balances the work of homework over the weekdays, and builds specific components of independence that transfer into a successful learning experience that they can use in their next year. Given assignments are purposeful, homework assignments can have a decent purpose in developing cumulative learning and helping students find success in learning for the long haul.

    Reply
  8. Kingsley

    Last Saturday night, I hunched on my chair lifelessly, my eyes staring blankly at an endless stack of textbooks. I looked outside in exhaustion. My friends joyfully kicked a ball outside, their laughing echoing across the soccer field. I wanted to join, but a day of homework was already planned ahead. I felt trapped inside the oppressive prison of weekend homework, all my time for rest and relaxation stolen from this unyielding thief. I was imprisoned inside this eternal cycle of stress, suffering and burnout. Weekend homework robs it all.

    No mercy.
    No time.
    No rest.

    Weekend homework must be abolished for a multitude of reasons. First, students are trapped in a relentless cycle of weekday catastrophe, and weekends packed with heaps of homework would lead to exhaustion and burnout. The school days are tiring, like embarking on a long quest, but weekends act like resting stations, allowing students to have breaks before continuing. But homework goes into weekends, it is like ignoring the resting place and travelling without breaks. By Friday, most children are running on their last flicker of energy. Weekends should be times for these fatigued children to recharge for the long week ahead, not for torturing them with more laborious work. Therefore, if we truly value the wellbeing of our children, it is imperative we put a halt to weekend homework.

    Contrary to popular beliefs, weekend homework is unnecessary for a child’s academics. Although skeptics may argue that this brief time is crucial for an education boost, by the weekend, students are weary already. When a student is tired, learning retention rates collapse and focus decreases, making learning on the weekends unneeded. Weekend homework is a time thief. It provides no benefits but just drains the energy and time out of a child’s resting period when they are begging for a break.

    Furthermore, weekend homework strips students away from hobbies, activities, and socialisation. For children, weekends are the only time for these crucial times, as school and extracurricular activities occupies a lot of space in their schedules. Without these experiences, they will be imprisoned behind the bars of boredom, and this would have detrimental effects on a child’s overall wellbeing.

    Instead of committing all a child’s precious time on the weekends to a stack of suffering with no outcome, this could be better reallocated to better learning opportunities. Weekends are the only time for families to bond with each other, travel and have fun. It is the only time to engage in exciting experiences and take a quick breather from the chaos of daily life. It is the only time to create memories beyond the classroom. When homework walks in, it ruins the paradise. Therefore, homework must be abolished on weekends.

    Give our children a chance to breathe.
    Give our children an opportunity to enjoy life.
    Give our children a time to carve everlasting memories.

    Reply
  10. Ariana Huang

    Week 6 writing

    Should students do homework on the weekends

    Imagine you are flipping a million pages of homework before you can do anything?
    I believe that homework on weekends should have a complete ban in all schools.
    Homework increases stress and health problems, less family and friend time and not doing your passions. Who wants to be doing essays, solving math equations and reading comprehension texts?
    Now let me tell you more.

    Firstly, you might be thinking homework only does good not bad but homework sometimes increases health problems. Overworking can introduce stress and decrease socialisation. People often overwork on the weekends because they have school homework and possibly even tuition and given homework, creating an unhealthy divide on school and personal life. Most people can get very stressed and anxious when they have a tower of books and the stress goes to lower grade and test scores. Another reason is that students don’t get enough rest and sleep 9-12hours a day. Less than 9-12 hours a day can reduce concentration and academic pressure. Students have to maintain their sleep and break time. If students don’t sleep enough, the next day they might have some conflict at school. Students stress can lead to depression from test and report scores because of overwork and stress which can lead to a impact of both Mental and Physical health issues.

    Next, homework decreases family and friend times. Less family and friend time can lead to a risk of behaviour issues such as abuse and aggression. Less time can also build loneliness and isolation. Spending time can also help students learn how to cope with problems effectively. Studies found that people who view their friends and families as supportive repot a greater sense of meaning in life and feel like they have a stronger sense of purpose, soon they might be more independent. It is important to have good bonds with friends and family that you can trust when you need support. Studies show that people who are more social have high-quality connections with other people. So now you know why family and friendship time is very important.

    Thirdly, homework on weekends can leave no time doing the sport and extra-curriculum activities that you enjoy. The weekend is supposed to be time for you to take a break from studying and do activities that you enjoy. Now think about it, If students like to do art or read they improve their creativity skills, and if they want to do sport they can be healthier,improve social skills, physical development, increase fitness and improves your mood and if they want to code they can improve their creativity and problem solving skills . Now if you think about co-curriculum activities most of them or all of them have benifits to students. So, leave homework on weekdays and do co-ciriculum activities on weekends. When students participate on many co-curriculum activities they can find their passions which can lead to a happier person.

    In conclusion, I strongly believe that homework should absolutely not exist on any weekends in any house. Homework on weekends decrease family and friend times and less time to do co-curricular activities and increase Mental and Physial health problems. So before you set homework for a children to do on weekends think about the problems that over working can cause for students.
    So lets all certainly consider banning homework on weekends for all students because every student needs a break to do what they want!

    Reply
  12. Cyrus Chan

    sry late and couldn’t write all 10

    Stories:

    1.
    It was a Saturday night. I had just finished my homework; my bedroom door was locked. Every time that happened, I knew my mum was using it for a sales call. I leaned my head against the dusty, worn door of the apartment we lived in. We had downsized a lot the past year, but it wasn’t like we couldn’t afford it, it was just to save as much as possible and hope her business would get off the ground. I had thought, ‘oh, maybe we can get a sale this time!’ yet we were about to get a whole lot more than a sale. My mum? Respect. Me? A life lesson. I heard through the door, in heavily accented but translatable Cantonese, “so, what else do you have to sell me? I want the product.” It was the client. I was excited; we were about to get a sale.
    “Ok, to go through, you already have a system, a funnel making you hundreds of thousands of dollars a month, and you still want to buy this?”
    “I don’t really need it, but it’s fine.” the buyer said through the google meet screen. I leaned further in, interested, but I was shocked by what my mum said next.
    “No, I won’t let you buy this. You know you don’t need it, and I can’t really help you.” She left the call. I was almost dumbfounded, my 9-year old brain trying to comprehend why she had just given up on a sale. I opened the door cautiously. Before I even started, she looked at me. “That person didn’t need it, so I didn’t sell it. I need to stay true to my values.” She softly comforted me. “Maybe next time someone will need it.”
    “But you could have made the sale!” I replied, slightly flustered.
    “No. The more important part is to be able to help them, not the sale. Business isn’t about making money: it’s about making an impact. And if that costs me a sale, so be it. But I need to be honest and stay true to myself. Or else, I wouldn’t be here today.”
    That conversation still lives with me now.

    2.
    So, I was lucky enough to go represent my school at both Sydney University and Lindfield East Public School to speak about an AI tool called NSW Educhat. In both, I had to make a speech, maybe 3 minutes, on my experience with the AI tool. To be honest, the AI tool was amazing. Not the “help me cheat” amazing, the “guidance and support” way. It was, to me, a mini-teacher in times where the teacher was busy. I had also heard of the teachers using it themselves.

    For Sydney University, I was in a 40 minute car ride with the deputy and the principal, a great experience, yet I was still extremely carsick, and 2 other representatives, Khloe and Adam. I walked out, and I was almost dumbfounded. It was an amazing campus, but the students were so carefree. Massive buildings, cafes, so much that we got lost for almost 15 minutes before finding the class we were supposed to present in.

    (watch emphasis. If the question is on “what do you want to do” then elaborate more on 4. If the question is on passions, aspirations and inspirations and goals for the future, focus on number 1. If the topic is creative and general world perspective, focus on 3. If the topic is contributions to school, focus on 2 and 5.)

    I walked quite confidently into the room, about 20 university students waiting to hear the upcoming lecture, and the teacher of the lecture, Ms. Macloughlin spoke of a young girl named MacKenzie, who had been diagnosed with ALS. She was so fragile she had to wear gloves to prevent breaking her fingers, and she couldn’t express herself from birth. One day, with the help of a speech-generating device powered by AI, MacKenzie finally asked for a glass of water. She repeated this request hundreds of times, but it wasn’t really about the water — it was about her voice.
    Then, it was my turn to speak. I spoke about how EduChat wasn’t just an AI chatbot. It was a learning tool used in everyday life. I spoke about how one day in class, we were doing English. Writing an informative text on bushfires; very simple. The teachers said to ask EduChat for feedback before coming to them. Now, that was the second time I had used EduChat; I wasn’t very familiar with how to use it. I typed in my introduction, not sure what to do, telling it to help me improve the piece. Instead of the bot solving it for me and giving me the rewritten paragraph, it walked me through the process and showed me the correct path. This wasn’t cheating; it was guidance. It outlined how to do it and gave me an example. It was like a personal mini-teacher that was available at any time, for anything. It’s that simple; type in a prompt, and read the response.
    A point raised by both students and the lecturer was the usage of artificial intelligence, mostly in the broad spectrum of the world and in the small zone of student impact. I raised my hand for this, trying to state my point. I personally said I believed that AI is a tool important to many, yet the objections of overdependence and control were also great issues. Then the teacher put a chart up on the board; a pros-and-cons list for AI. She herself agreed with me; AI was a tool if used correctly and in the right hands.
    That story touched me. It became apparent that leadership meant resilience, empathy, and giving others the chance to be heard. When it was my turn to speak at the lecture, I shared my own experience of how AI helped one of my friends improve their writing. Later, I was invited by my class teacher to share with the class what I heard at the lecture, and I spoke from my heart. I stood up there, anew, and finally, I was inspired. A few days later, Ms. Macloughlin showed me an email from the university praising the lecture, and she told me: “I hope this inspires you.” It did.
    The second time around, I was asked to write a short speech along with 2 new candidates, as Lindfield East public school had reached out to us, as they were newly being introduced to EduChat. Last time around, the Sydney University talk was put in the newsletter, and I was quite proud. So, this time I couldn’t reject. I worked on my speech again, I performed the speech again, and I did well. I had gone on multiple trips to different schools to talk about the tool, and these chances are why _____.

    3.
    I still remember that moment, standing in front of almost 750 people performing my speech for leadership. I could feel my heart beating, but I still went through. Why? Because I wasn’t standing there for the badge. I was there because I actually cared about my school.

    Now, I believe in 3 things that make someone a good leader. I believe in perseverance — pushing through and completing tasks. I also believe in kindness — because being kind makes others stronger too. And most importantly, I believe in honesty. Sometimes being honest means saying the right things, even when it’s hard — but that’s part of being a leader. You can’t make the right choices if you’re afraid to tell the truth.

    These were the phrases I said, performing in front of the school. But I wasn’t nervous anymore; because I could feel it. It was true. I went on to perform that speech twice. And I went on to become part of that same leadership team that would be in charge of making the school a better place.

    No false promises, no lies, just myself. Making it through. The leadership results haven’t been announced yet, as I only know that I got a role, but not which one, but that truly doesn’t matter to me. As long as I can make an impact. As long as I can help people. As long as I can give back.
    4.
    It started as a little of a running joke. We raised the idea of performing a song to the future year 5’s of the OC class. Me and a few others. The teachers approved. Great. Now, we had 4 weeks to prepare a full song, and we chose to rewrite all the lyrics to I Want It That Way into a song praising the class. We also planned out instruments and singers. I was the pianist; nothing special. 2 weeks left. We started doing practices in the band room. Recording footage, and me going home and spending hours on end practicing the piano or editing the footage the teachers gave me.

    1 week left. I had finished the clip. We set up the stage. Except everything didn’t work. We had a day until orientation. The instruments were out of sync. The AMP didn’t work, and I was tasked with re-editing the entire footage. I had 1 day to play my piano at home, put it on a recording software, retime all my cuts and edits I had spent almost 10 hours on, and then pray that it worked. Even the teachers said, “You don’t have to do it. It’s fine.”

    But, I’m usually a perfectionist. So I dropped everything on the spot for my school. Re-edited. Cutted. Re-checked. And we performed. It wasn’t anything too special; regular cutting, transitions, live performance to the future year 5’s. It wasn’t too extravagant. No one could tell the hours of work we put in. Staying in before and after school hours. Editing until 11pm. Only I knew.

    And sometimes, you don’t need the credit. You don’t need the glory. You only need your own reassurance like I did here; another project succeeded by perseverance.

    5.
    I have never truly been the “popular kid” in school, but I have learnt a lot from others. I used to have 2 friends, and both of them were extremely popular. The first one was the best sports player I had ever seen; good at everything without trying. He had gained so much popularity for his ability and leadership in sports activities, and I was almost jealous of him.

    But he had one key flaw; he didn’t do any academic training. He had the worst grades in the class, most of the time relying on cheating to pass. I had to constantly decline, as he knew my reputation as a smart kid, and tried to get me to help him cheat. I had to constantly turn him down.

    Then there was the second person. They were smart, charming, and an amazing speaker. He wasn’t specifically cool, he was just overall great at many things. But the flaw; they don’t have a special connection with anyone. Every friend he had, either had a better friend or overall didn’t consider him an option for a best friend considering the amount of people surrounding him.

    I was always somewhere in the middle. Decently popular, yet mostly sticking with my own friend group. But observing, analyzing, and overall deciphering why people do things was interesting, and I’ve tried to perfect social techniques. But I’ve also realised that social situations are more important than people let on, and I enjoy being around people I like. That’s the most important thing for me, in school. Having people around you that can support you.

    6.
    I find empathy as an extremely key quality in being a supporting person. I’ve had multiple encounters with the trait, and there’s one time I really thought was important. I had a friend who was struggling with academics, extremely reckless and constantly got into trouble, as well as annoying our friend group. There was one point where that snapped; he had been constantly rejecting ideas and being completely unproductive.

    I took time away from my group, and tried to talk to him. I realised he was really motivated in the project, but was also unhappy when shut down, as he couldn’t see the harm in his ideas. I didn’t know what to do here, but what I did was different. Normally, people would tell the teacher or get mad. What I did was sit down and try to talk it out. And we did, for almost an hour.

    I just naturally tried to help. Being understanding. Offering help and solutions. Now that I think about it, it was almost a therapeutic situation. He kept opening up about his troubles, about how his annoyance was normalised, and how he said it was hard to control because of his impulsiveness.

    The teacher, at one point, walked over and asked what we were doing. I carefully explained, trying not to get him into trouble. The teacher was understanding, and even praised me for being helpful. I continued, trying to help him understand his issues, and eventually he was no longer as uncontrollable.

    He raised his ideas, but didn’t get mad if they were shot down. He didn’t make rash decisions, got in trouble less, and was nicer to everybody. I was extremely happy inside, but I didn’t tell anybody in respect to his privacy. That is the one time I truly felt the power of kindness, of listening, of just being there. It’s more than just words. It’s support.

    7.
    I like to see myself as an extrovert, but I am not dependent on the people around me. I can work fine on my own, but I prefer having friends with me. People think I’m either a nerd or an extroverted popular kid who’s good at everything. I like to identify as both. Now, I think friends are important to be there, help you, and generally be company to you at times when you’re alone.

    I try to be the friend I want to have with me, as Kant’s ethic law states you should “Act only according to that maxim whereby you can at the same time will that it should become a universal law”, which just means treat others how you want to be treated. Being there for others, being helpful.

    I feel the importance of being a good friend and therefore being a good person to others, and I also feel the importance of having good friends. But I also feel that this law be used in moderation, as you can’t sacrifice your own well being for others, though noble but not ideal. For these ethics questions I like to follow the Kant universal law to a decree, and I used that to form my entire idea of ethics.
    8.
    Interestingly, I’m a migrant from Hong Kong. There is a fair difference in education between the 2 countries, and I had only migrated when I was 7. The airport was a sad loss; my father had to stay behind for work purposes. I could remember the tears shed as I crossed that airport terminal, or when I asked my mum quietly why we had to leave. She never answered.

    It was tough for me to let go of a part of my family to move to Australia, especially with English being my second language. I barely got any sleep on the plane. Neither did my mother, my brother or my grandparents. Landing in Australia, we had to go through 14 days of quarantine in this dusty hotel while my mum frantically tried to find an apartment. We found one on the last day.

    A month later, I was put into school. Hong Kong schools were extremely tidy; I was hesitant to even sit on the floor. And we had no income. My mum worked day in day out, but not from a job, to build a business. (can lead into 9 or 1)

    9. Entrepreneurship
    There’s a specific reason I want to be an entrepreneur. My mum and dad both own businesses, but it’s not just that. I was a part of it. It was another regular day. My mum asked me for help designing a website. She wasn’t that good at the technical stuff. I instantly figured it out; she didn’t know how to adjust the color templates. And then she asked for more favors, because I had the capability to do so. I was invested.

    I helped her through the creation of the product, the social media upscales, and all the ups and downs. And when we finally launched our product and started to get sales, I was as happy for her as she was. To me, entrepreneurship isn’t a job. It’s an experience that turns out right. It requires superhuman determination, tireless nights and a creative mind to execute.

    Going alongside my mother in these journeys truly inspired me, as there were times she wanted to give up and I had to be the one to tell her that it would work out in the end. I was so invested to the point where I was the one to support my parents emotionally, as well as helping with the website, product and system.

    Not just that, we were good people. Selling reasonable products for cheap prices to help others. And all that isn’t just an inspiration; it’s all the determination I need to execute.

    Reply
  14. Varoon

    Weekends are supposed to be the time when children can finally breathe after a long, busy week of school. But for many students, the weekend doesn’t feel like a break at all. Instead, it feels like school has followed them home. I believe this is a serious problem. Homework on weekends is stealing our rest, our happiness, and our time to be kids. How can we enjoy our only two days of freedom when homework is waiting for us like a shadow we can’t escape? This issue is not small, it affects our brains, our families, and our lives. That is why it is so important to talk about it now.

    First of all, weekends are meant for rest and recovery. All week our brains are busy learning, thinking, reading, and writing. By Friday, we are tired, really tired. If we don’t get time to relax, how can we be ready for Monday? Even scientists say that the brain needs breaks to grow and remember things. When we rest, our brains sort out everything we learned. But when homework sneaks into our weekend, our brains never get the chance to recharge. How can we learn well if we never stop?
    Secondly, weekend homework can make life unfair for many students. Some children have quiet homes, fast internet, and adults who can help them. Others have to look after siblings, share a busy house, or even help their family by working on weekends. Is it fair to judge all students the same when their weekends are so different? Homework on weekends doesn’t measure how smart someone is—it often just measures how much help they have. That is simply unfair.
    Another important reason is that homework steals time from things that matter just as much as school. Weekends are made for family, friends, fun, and freedom. This is when children can play sports, visit grandparents, explore hobbies, or just rest and feel calm again. When a weekend is filled with homework, these special moments disappear. We end up with students who are overworked and under-rested. Is that the childhood we want?
    Some people say weekend homework keeps us “on track.” But more work doesn’t always mean better learning. In fact, countries with less homework often do better at school because students are rested and ready to learn. Real learning happens when we are focused in the classroom—not when we’re exhausted at home.
    In conclusion, stopping weekend homework isn’t about being lazy—it’s about being healthy, fair, and smart. A rested mind learns better. A fair system helps everyone. And a free weekend gives students the energy they need to succeed.

    Reply
  18. Jo Gao

    When you picture yourself sitting on your desk on the weekend, can you see yourself doing homework? Although doing work on the weekends can improve your general academic performance, it may not always come for free. Stress, anxiety, and that voice in your mind to complete it even when your brain is overworking can lead to panic attacks. In different perspectives from teachers, students and parents can affect your overall opinion. So, is homework really that good to do on our ‘supposed’ relaxing days?

    On the positive side, weekend homework can give students an opportunity to review what they learned during the week. Some subjects, like mathematics or languages, require regular practice. Having a bit of homework on the weekend can help students keep their skills and mind fresh and prevent them from forgetting important information. For older students who have heavier workloads, weekends may offer the quiet time needed to complete longer tasks such as research projects, essays, or revision. In this sense, weekend homework can support academic progress and help students manage their responsibilities more effectively.
    However, many educators and child development experts believe that students should have consistent time to rest. Classroom teachers observe that students’ academic learning and attention span can become sharper after a genuine break. When respected professionals in education warn about rising stress levels among young people, their experience and credibility remind us that constant work does not automatically lead to better learning. Their guidance encourages us to approach weekend homework with caution.
    Another consideration is fairness. Not all students have the same environment at home. Some may have quiet study spaces and supportive adults, while others may have responsibilities like helping with siblings, working part-time jobs, or living in crowded homes. Weekend homework can increase the gap between students who have the resources to complete tasks comfortably and those who do not.
    Put yourself in the student’s shoes. Imagine a child who has spent five full days in school, completing worksheets, tests, and activities. The weekend finally arrives, and instead of enjoying family outings, sports, or simple relaxation, the child must sit at a desk again. Students describe feeling overwhelmed, anxious, or guilty if they cannot finish assignments. For some, weekends are the only time they can connect with siblings, celebrate cultural events, or participate in hobbies that make them feel happy and confident. Overloading these days with homework can take away the joy and balance that children need for healthy development.
    In conclusion, homework can be helpful, but it should be balanced. A small amount of optional or light weekend work—such as reading or reviewing—may support learning without overwhelming students. However, heavy or compulsory weekend assignments can cause unnecessary stress and reduce important rest time. The best approach is one that considers students’ wellbeing as much as their academic growth. Therefore, while some weekend homework can be useful, it should be limited and thoughtfully assigned.

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  19. Zac Cui

    Imagine getting ready to relax on Friday night before realising that you have more homework to do, piercing your hopes of playing on your devices. Your weekend, wasted. Though this might not be a bad thing as it can encourage group work, help jog students’ memory, sinking the knowledge deeper into their minds and prepare students for the next week by reviewing and previewing work.

    First of all, by assigning extra homework about topics in class, teachers can encourage group work and socialisation. Studies have shown that kids prefer to spend their weekends at home instead of going out, so assigning group work on the weekends would be perfect. Children could interact online or in person, fostering productivity in groups and making time management. Children will be encouraged to make their own timelines considering their conflicting schedules, work together to do hands-on tasks and avoid staying at home doing nothing. Some might argue that doing homework at home will only stop socialisation, cutting away time, but if the teachers can incorporate outside activities and face to face requirements, it will only increase socialisation levels. Therefore, teachers should assign weekend homework as it can help students socialise if teachers assign group work.

    Also, by assigning homework tasks for the weekends, teachers can assign fun projects or interactive activities to students to keep their brain going, etching the knowledge into their minds. While it might seem like a bore to sit down and do assigned activities while you could be watching your favourite television show or completing quests on your favourite game, it will benefit you long term; the knowledge is reinforced in your mind, making you able to easily recall it in class. Research has shown that just revisiting what you’ve just learnt once increases memory rate by 70%, showing that doing homework on the weekends. Some may argue that it will completely cut off a student’s freedom, but just ten questions is enough to make the bridge between Friday and Monday. So, homework tasks should be assigned for the weekend to help students memorise school topics so students can transit smoothly to the next week.

    Furthermore, giving students weekend homework can let teachers give students a pre-practise and review of content of adjacent weeks, making time in class and giving students time to understand and practise what they have learned at school and keep them in a learning attitude. Teachers can assign fun tasks on the previous and subsequent weeks’ content, helping students review. It has been observed that previewing and reviewing work can almost double the memory rate and the depth of knowledge, making weekend homework an excellent opportunity for students to improve their learning ability. Some might argue that homework will only discourage students from learning, but the stereotype that students loathe homework is true, but they will still absorb some information. Thus, providing homework on the weekends can give students a preview and review of the content of the adjacent weeks.

    Ultimately, providing weekend homework is beneficial to students because it can encourage group work, help jog students’ memory, sinking the knowledge deeper into their minds and prepare students for the next week by reviewing and previewing work. So, maybe try finding some questions on the web about your previous topic, or save your school homework to the weekends, but it is still best to ask for extra homework for weekends.

    Short Stories
    43. Do you have any siblings? How do you get along with them?
    Yes, I have a little sister, and she is 6. Our relationship started off shaky, and I remember frowning at her and tantruming because of her every single day. I wasn’t happy that she took the attention away from me. But as I grew up, our relationship grew closer, one step at a time. I agreed on keeping her entertained for two hours for some money, then did it for free. Now, I am able to converse and joke with her, and I can always see her smile and have a sudden burst of energy when she sees me, and it motivates me just to see her. One example of this is when I kept her company and put her to sleep because my parents were currently unavailable. I was able to encourage her and play with her from four to nine, involving her in my own activities z(like ping puzzles and folding origami) I can still remember the fear on her face when I told her mum wasn’t available, and I coaxed her to get her over her troubles, showing that our bond has considerably strengthened. We ended up playing a board game, folding paper and reading books, having a good time. The problem was off our minds, and that one of the benefits of having a brother/sister.

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  22. Zac Cui

    Story no. 2:

    19. Describe a project or assignment you are proud of
    An assignment that I am proud of is our PBL project: Save the Bees, Save the planet. It started when our teacher assigned us groups, and we started. After planning, I realised that putting our project together might be difficult; we only had three members when you were supposed to have four or five. To add to that, we had an annoying peer who joked around all the time (Austen). Me and the other teammate (Larry) basically did most of it. Then, after the posters, we made a model. At the start, Austen declined all the assignments and asked: “what do I do?” After we had put the cardboard together, we started painting, and I nudged Austen constantly to complete his portion, when Mrs Owen stepped in, and told Austen to do some work. After a bit more bugging, he came loose and discovered the fun in painting the model white. At the exhibition, he even volunteered to make a mini beehive model to give out! A lot of people came to our stand, even though we didn’t have the best position, and I was happy I was able to bring out the best in Austen.

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  23. Zac Cui

    Everything else:
    58. If you’re given a difficult group assignment–how would you ensure success?

    If I was given a difficult group assignment, I would ensure success by making sure everyone knows and likes or at least accepts what they are doing and we all agree on each other. If they start joking around, I will let them do it for a bit and take the actual workers somewhere else for productive work. One example of this is our science mini projects. We got random groups of six, and the first thing I did was assign roles and negotiate how we would present our topic: simple machines. I knew that the pair of girls liked art and the pair of boys liked devices, and one didn’t mind, so I assigned: The girls: making a poster, Mathew and Ryan: Slides, Me and Daniel: Models. The girls constantly got distracted, but always came back soon, able to get the poster done fairly soon. The boys did well on the slideshow, and we had so much time we made hand – out models. One thing I learned from that is that I needed to let people do what they want to and are good at.

    10. What do you do when you face a challenge?

    When I face a challenge, I tackle it head on, if it doesn’t work, find a way around, but sometimes it is necessary to give up.
    to give up. One example of this is PBL. I had a disruptive teammate, and he didn’t do anything. I can still remember my urge to drag him by the ear and dump him outside. I told him to do it, gave him an incentive, but it didn’t work, so I avoided him. Soon enough, he came to help and our project was a major success.

    87.
    I would bring three things to the island: a chess set, a stack of books and a notebook and pencil

    a)
    The chess set would help me relieve stress and pass time as I stay on the island. I could play myself to find my blunders to improve myself. When I was in year two, I wasn’t that good at chess, and to me, it was just a game where you played the same games over and over. Once, I was bored, so I took out my chess set to play myself. I was able to find out why I lost some matches and my skill level drastically improved. I was able to get to the top of my club, and I found out chess was so much more than just playing the same games over and over – there were pretty much infinite possibilities!

    b)
    I would bring a stack of books so I can improve my literacy skills and enjoy my stay at the island. Every time I am bored, I can drive into a book and get lost in a mythical world, to come out and a few hours later in time. I really enjoy unpacking the story and getting to know a made up character which has been made so real by the author. In the mornings of schooldays, I read books in the office; the school rules say if you’re early, you must stay in the office, and it is a happy start to my day.

    c) I would bring a note book to write a diary entry, and most importantly, draw. Drawing is an escape to me. An example of this is when I was in year four, and my teacher assigned a multitude of art projects. We got the whole morning to do it, and I perfected every artwork, and before I knew it, it was lunch.

    90. I would change how humans think, as they are naturally more selfish. The only reason why Japan invaded China was because of resources, which was caused by the world splitting into different countries. Japan even broke the laws of war to gain land. Another major example of this is WWI, when lots died just because assassins killed a country’s ruler. I have done it too; not sharing food even though I could barely finish, and though I’ve changed, I still rarely exhibit similar actions, and I wish this injustice to me, from myself and from others would stop.

    85. I would go to the past, specifically when humans were still evolving to solve queries by scientists. It fascinates me how we started as monkeys, learned to make simple tools, became more ‘human’ then Homo Sapiens killed off every other type of humans. They made rock spears, then, in a blink of an eye, iron swords, then suddenly, nuclear bombs. It fascinates me how we got so complex. On a vacation in China, I was sitting on a bench when I wondered: why do humans need jewelry ( I was sitting right next to a jewelry shop)? How did we find out everything we know today? I was determined to find out.

    95.
    I think education is important, as for the 12 years, you learn fundamental laws and how to behave while learning how life works and prepares you to earn a living (every human is part of earth, doing something or at least supporting others.) One example of this is that my year two teacher was unentertaining, so I was constantly misbehaving in class, and I loathed school, but my year three teacher was captivating. She always includes anecdotes where our knowledge came to use, and it was helpful to me to understand the point of teaching and I also tried to use it (e.g calculating the discount and realising the the shops rounded it off.) School became much more fun!

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  24. Tina Y

    Homework has always been seen as a staple of education, but the truth that lies behind it does much more harm than advantages. Homework has been sent to students countless and countless of times, a daily routine that has printed the word in our brains. When handed in teachers expect perfection in every single word and page. It has become a common hobby for students to hate. A week has already been enough, but weekends may end up with students even quitting school.

    Firstly, homework has deepened the anxiety in many students. Imagine forgetting about homework, and suddenly, the night before it is due, your friend suddenly reminds you that homework is due tomorrow. This is a terrifying experience nearly every student can recall, and critically, the panic turns into trouble in sleeping and health issues, including headaches and discomfort in the belly, hand, and head.

    Right now, only %56 of students experience anxiety from homework, but over the years, it may rise up to %70 if we do not eliminate homework. This anxiety will be a problem to students’ mental health, and may potentially trigger suicidal thoughts. Weekend homework could help these negative thoughts, and make them as common as grass. Our population may slowly reduce one by one.

    Secondly, homework can affect our network of equality. Smarter children will finish homework early, while other may finish later. Even if just apart by a minute, students could think negative thoughts questioning their intelligence and their skills. In addition, the faster ones may brag, adding more pressure to them. From these results, students could easily find an excuse to harm others mentally and physically, and may even result in a habit of bullying classmates and younger children.

    Lastly, homework not only causes mental issues, but can also be a problem in relationships. Students often get in trouble with their teacher of parents, due to their homework results. Many may be questioned or even harmed simply by the words adults may say to them, because unlike adults, children could think further. For example, a simple ‘no’ may be an ‘I hate you’ to their ears, and these thoughts are mainly resembling from homework.

    I don’t think that our life should be ruined by worksheets, and I know that many other students believe in this too. The harm that homework makes is something not needed in life. We do not need more of this education. One week is enough. We must not have weekend homework so children can live a happy and healthy life. School is already enough, so why make more?

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  27. Jayden Pan

    10 Stories

    Story 1: Shots Fired

    I put on the glowing vest, which was equipped with its own rifle. It was go time. I rushed into the dark, mysterious battlefield, with a leaderboard displayed above. Red vs. Blue. Lasers rained down on my teammates and me. I froze, stationary and petrified. It was my first time at a laser tag party—ever. I fumbled for my rifle, and by the time I managed to pull the trigger, I had already been tagged. I fired a few shots into the air to get used to it, and a green light illuminated on my vest; I was ready to fight again.

    I charged forward, preparing to breach enemy territory. My first opponent was a scout moving backward, guarding the area. Blam! They were down. I pushed ahead with determination.

    I spotted five troopers walking together in an orderly fashion. I quickly put on my silencer and hid behind a black wooden crate. I squeezed the trigger, and one of my opponents went down. They immediately alerted each other and entered combat mode. Perfect. They huddled together, packed tightly. Without wasting another second, I leapt from my hiding spot and fired multiple rounds, successfully hitting all the targets. The music kicked in, signalling that the game was over. All the opponents had been tagged, and the timer had run out. I rushed out, eager to check the scoreboard—red: 1,290, Blue: 1,672. We had won!

    Story 2: Rip Rescue

    It was a windy day, and we had just gotten out of the car, excited to head down to Bondi Beach to have some fun and play in the sand. Everything seemed normal: the waves were crashing against the shore, children were laughing and playing with buckets of water, and the lifeguard was supervising everyone from his chair. We noticed a tent labelled “Surf Life Saving,” promoting water safety awareness. All felt calm and pleasant as I walked down towards the sand with my younger sister and family.

    Suddenly, I heard screaming. “Help!” someone shouted, piercing through the sound of the crashing waves. At first, I thought it was just the seagulls, but when I looked down, I saw a teenager, his face red from struggling to catch his breath, pleading for someone to save him. I was shocked. I immediately glanced at the lifeguard, but he showed no reaction; he was wearing glasses and seemed to be asleep.

    I looked at the SLS tent, hoping someone would take action. I saw a burly man from the tent grab a surfboard and leap into the water. The lifeguard suddenly woke up, grabbed his megaphone, and began to speak. “Attention, everyone. Please leave the water immediately. The rip current is too strong; rescue teams are on their way.” The man with the surfboard managed to grab the teenager, slowly dragging him back to shore. I could hear sirens in the distance, growing louder and louder. A police car, followed by an ambulance and a police rescue vehicle, arrived on the scene. The rescue officers jumped out and rushed down the beach, while the paramedics retrieved a medical bag from the back of the ambulance. The teenager was brought onto the beach by the police rescue officers, who then called for paramedics to perform cardiopulmonary resuscitation. I noticed an SLS helicopter hovering above the waves before it left, acting as backup just in case.

    I looked back at my sister and parents and decided, today, we won’t go to the beach.

    Story 3: Robotic

    It was Sunday, and the moment had finally arrived. My robotics team had spent the entire year preparing for this opportunity. We practised tirelessly, ensuring that not a single piece of code contained an error. When we arrived at Macquarie University, we got everything ready. “Team 3 Dragons, please come to table 4.” That was us. We grabbed our robot and our gear and headed towards the table. I was filled with excitement. We had conducted numerous trial runs back at school, and now it all came down to this round. Time seemed to stand still as the 2-minute timer began.

    We sent our robot to tackle the first challenge, and luckily, it managed to complete it. For the next challenge, we had to make multiple attempts. After the third try, it finally worked, but we had already used up half our time. The final minute went by in a blur; it flew by so fast, and when the timer rang, I felt like I wanted to cry. I knew we hadn’t performed well, and when I looked at my team members, they nodded silently in agreement.

    At the end of the day, the points were announced, and we achieved a remarkable score of 180 points. It wasn’t just good; it was great! It was the best I had ever done. Although we didn’t win any trophies at the awards ceremony, our mouths were all crescents—we had beaten our previous high score.

    Story 4: Oops

    I was bouncing a basketball in the school playground when I suddenly lost control and dropped it to the ground. Looking around at everyone who was watching me, I smiled and picked up the basketball, ready to try again. However, I dropped it once more, and when I picked it up, there was an awkward silence in the playground.

    Story 5: Delicious Accident

    A few days ago, I decided to treat myself and ordered a pizza from my local Domino’s. When I arrived to pick it up, the moment I caught sight of my pizza, my mouth watered at the sight of its golden crust, bubbling with gooey, melted cheese that seemed to call me closer. The aroma was a tantalising blend of savoury spices and fresh ingredients that filled the air, making my stomach rumble with anticipation. As the staff handed me the pizza, their cheerful remark, “Enjoy your meal,” slipped seamlessly into my response of “You too!” Not realising that they did not have any pizza to eat.

    Story 6: I’m deaf

    During a recent performance with my band, I was playing as the percussionist. Once the song concluded, a friend approached me and inquired about the time. I was still immersed in the music and thought that he asked if I liked pineapples. I responded affirmatively, saying, “Yeah, sometimes,” which led to confusion for both of us.

    Story 7: Spider Ninja

    I was walking home from the bus stop when I accidentally walked into a spiderweb, which promptly stuck to my face. In a moment of panic, I forgot how to human and started jumping around, karate chopping at thin air, and spinning like a malfunctioning Beyblade. After all that chaos, I remembered my friend was next to me and tried to act as if my strange behaviour was intentional.

    Story 8: Forgetfulness

    My parents sent me to the local IGA to buy bread. However, when I arrived, I saw a few of my friends buying ice blocks, which made me completely forget what I was supposed to get. Since my friends were watching me, I decided to browse around like I was merely an NPC.

    Story 9: Silly Sandwich Question

    As I stood in the kitchen, the aroma of freshly baked bread filled the air as I layered ham and crisp lettuce onto a thick slice. My friend was nearby, searching the refrigerator for seasoning. In a moment of silliness, I turned to the sandwich and jokingly asked, “Hey, do you know that you exist?” My friend froze, eyes wide in disbelief, and I looked at him, and we both laughed.

    Story 10: Carrot Pen

    I was in class when my classmate sitting next to me asked, “Can I borrow a pen?” Instead of handing him a pen, I accidentally pulled out a carrot from my pocket. I focused on my work, mistaking the carrot for a pen. My classmates laughed, and when I looked up at them, I felt confused and unhappy.

    Reply

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