A central feature of the framework is the requirement that all homework tasks have a clear educational purpose. To support this, homework is organised into four categories: practice (to reinforce classroom learning), exploration (to encourage curiosity beyond the syllabus), application (to connect learning with real-life contexts), and integration (to link knowledge across subjects). This structure is intended to support diverse learning styles while making tasks more meaningful and coherent. 

The policy introduces age-appropriate guidelines. Kindergarten pupils will not be assigned written homework, instead engaging in play-based or informal learning activities. Homework is gradually introduced in the early years to build confidence and foundational skills. In later stages, particularly at middle and secondary levels, greater emphasis is placed on coordination among teachers to manage workload and avoid excessive demands on students. 

Flexibility and inclusivity are key principles of the reform. The policy recognises that students have different home environments and levels of support, and it encourages differentiated tasks rather than a uniform approach. Schools and educators are given discretion to adapt homework according to individual needs, while alternative arrangements may be provided in cases of genuine difficulty. 

The reform also responds to concerns raised by students, parents, and educators about homework-related stress and unclear expectations. In this context, it emphasises clearer instructions, constructive feedback, and relevance of tasks. While reducing overall volume, the policy maintains a focus on developing responsibility, independence, and organisational skills as learners progress through their education. 

Additionally, the policy addresses the role of digital tools and artificial intelligence, recognising their potential benefits while cautioning against over-reliance. It promotes homework that encourages critical thinking, reflection, and independent effort. 

Overall, the policy seeks to balance academic development with student wellbeing. It explicitly states that homework should not interfere with rest, family life, play, or extracurricular activities, reflecting a broader commitment to a more inclusive and student-centred education system. 

For more information: https://education.gov.mt/wp-content/uploads/2026/01/Homework-Policy-Document_EN.pdf 

Source: Eurydice Unit Malta