A Buffet, Not a Checklist: Rethinking Home Learning at WAB 

An interview with Jenny Jin, Elementary School Curriculum Coordinator 

At the Western Academy of Beijing, learning doesn’t stop when students leave the classroom. Instead of “homework,” WAB’s Elementary School talks about Home Learning: a meaningful, flexible extension of each student’s curiosity and growth. Sitting down with Jenny Jin, ES Curriculum Coordinator, we learned more about how WAB approaches Home Learning, what the research says, and how parents can support learning in balanced and engaging ways. 

Q: What is WAB’s philosophy behind Home Learning in the Elementary School? 

A: At WAB, we intentionally call it Home Learning, not homework. We believe learning doesn’t end when school does; it continues at home in meaningful, student-driven ways. The purpose is not to assign extra tasks but to help children consolidate and extend their learning based on their individual needs.  

We emphasize balance and well-being. After a full day at school, children need time to rest, play, and spend time with their families. Home Learning should fit naturally into that rhythm, not add pressure.  

Q: What does the research tell us about homework, and where can parents find these resources? 

A: When we reviewed education research, we found that there’s no consistent evidence showing that more homework directly improves academic outcomes, especially in younger years. 

Instead, studies highlight that what truly matters is the quality and relevance of learning tasks. Home Learning should encourage students to practice key skills, nurture curiosity, and develop habits like time management, responsibility, and reflection. We’re excited to share resources and our Home Learning Guide with parents, which explains this philosophy and offers practical ways to support learning at home.  

Q: If “more homework” doesn’t always mean better results, how are we fostering deeper thinking, curiosity, and well-being through Home Learning? 

A: It’s all about balance and ownership. We want students to take responsibility for their learning while having the freedom to choose what’s most meaningful for them. 

Our teachers use Choice Boards, which provide a menu of activities connected to classroom learning. For Home Learning, students have the choice of what they want to focus on, perhaps a reading activity, a math practice task, or exploring a topic linked to their current Unit of Inquiry. 

The goal is to foster student agency. When students make choices based on their strengths and growth areas, they develop a sense of ownership and motivation. Teachers guide them to make thoughtful choices, such as roughly how long to spend on a certain Home Learning task, while respecting each student’s pace and interests. 

Q: What kinds of activities support deeper learning at home? 

A: Activities vary by grade, but all are designed to be purposeful and accessible. 

For example, students might: 

• Read books connected to classroom inquiry topics, either online or in print. Literacy is a key focus area for ES. 

• Practice English or math through tools like IXL or with hard-copy worksheets. 

• Explore vocabulary related to their Unit of Inquiry. 

• Reflect on their learning through writing, drawing, or conversations with family. 

Teachers ensure these activities are relevant to current classroom learning and can be done independently; parents don’t need to sit beside their child to complete them. In Early Years through Grade 3, home learning is entirely optional. Students are encouraged, but not required to engage in activities that interest them. Starting in Grade 4, home learning continues to be choice-based, and families can still opt out with parent permission if they feel their child needs more balance at home. The emphasis remains on student agency, wellbeing, and meaningful learning, rather than mandatory tasks or rote completion. 

Q: How does this approach support different types of learners or learning styles? 

A: Every child learns differently, and Home Learning reflects that. Some students prefer digital tools, while others work better offline. Some thrive on reading and writing; others engage deeply through creative or hands-on tasks. 

Teachers design multiple pathways for students to access learning in ways that fit their style and needs. Learning support teachers also personalize Home Learning for students who benefit from targeted practice. The emphasis is on equity, not uniformity, meeting each student where they are. 

Q: How do we help parents understand that less “traditional homework” can still mean more meaningful learning? 

A: We often ask parents to imagine their child’s day: eight hours filled with learning, social interaction, and creativity. After that, children need time to rest, play, and reconnect with their family. Home Learning should extend that growth, not exhaust it. 

Instead of a prescribed “meal” of identical tasks, we offer what we call a “learning buffet.” Students can choose from a variety of meaningful activities that meet their needs and interests. Sometimes they’ll make perfect choices; sometimes they’ll learn from experience. That’s part of the process. 

Parents can support by showing curiosity, asking questions like, “What did you choose from your learning buffet today?” or “How did that help you?” This kind of engagement builds confidence and reflection. 

Q: What’s one thing you want every parent to remember about Home Learning at WAB? 

A: That Home Learning is about growth, not completing a checklist of tasks. It’s about nurturing curiosity, independence, and balance. When students feel supported to make choices, manage their time, and connect school learning with home life, they develop the skills and habits that last far beyond the classroom.