"Now, why would you use a wooden spatula?"
"Because this [a metal whisk] might get too hot."
In the Croy household, eggs are being scrambled. Though it is 10-year-old Harry's first attempt at the dish, the result is more than passably palatable.
His lunchtime offering is quickly consumed, helped on its way by young brother Oliver, who waits as patiently as a typical 6-year-old boy can manage when offered a meal that promises the sensory buzz of butter and salt.
This exercise is not so much about scrambling eggs as attempting to unscramble any errant electrical impulses in the brain, reconstituting them as a series of rational decisions.
In this Clyde kitchen, the process is also known as homework.
Harry is in year 8 at Clyde Primary School, where "traditional" homework is being augmented by a new scheme, the Spirit of Clyde.
Following an internal review of the school's homework programmes last year, and based on research by educational academics and innovative examples elsewhere, principal Doug White introduced the model at the start of the first term this year.
Amid all the headlines surrounding the arrival of National Standards, the New Zealand Curriculum, the key statement of policy relating to teaching and learning in New Zealand schools, has been fully implemented this year after a phase-in period that began with a review from 2000 to 2002.
Featuring five core competencies (thinking, using language symbols and texts, self-management, relating to others, and participating and contributing), the revised curriculum includes scope to incorporate into homework activities that might otherwise be deemed extracurricular, including giving primary schools a mandate to design programmes to meet the needs of their communities.
National Standards, on the other hand, are a set of requirements for schools on the reporting of student progress and achievement to families, boards of trustees and the Ministry of Education.
"The curriculum must drive how and what we teach, not the standards," Mr White emphasises.
"I don't think National Standards will prompt any change for these schools or deter them from exploring the potential of a wider range of options as per our Spirit of Clyde Awards. The awards are seen as an extension rather than as an alternative to the traditional homework model."
Clyde is not the only school to take a look at itself. More than 100 primary schools in New Zealand are encouraging older pupils (years 5-8) to dance, sing, run, cycle, cook and clean up their towns, all the while earning ticks in a series of boxes aimed at widening the learning experience, building a child's confidence and establishing a stronger connection between parents and schools.
Last year, Clyde School reviewed the effectiveness of its senior homework programmes and found the quality of homework varied, from "high to non-existent".
"There was a growing body of evidence from research which concluded that homework, in the traditional sense, had little effect on a child's learning or the development of sound study habits for secondary school or beyond."
An article by Windsor Primary School head Neill O'Reilly in the New Zealand Principal magazine last year resonated with Mr White and his deputy, Barbara Lambeth, who contacted Mr O'Reilly seeking more information on a new homework initiative at his Christchurch school. Clyde's programme is modelled closely on the Windsor scheme.
"I liked the Duke of Edinburgh programme at high school level in terms of the breadth of learning experiences offered. I thought we had the opportunity to try something similar at senior primary level," Mr White explains.
"Our decision was based around the best evidence from the Ministry of Education and John Hattie, of the University of Auckland. He did a statistical analysis looking at influences on children.
"He looked at about 4000 studies all around the world and put a statistical value on influences on kids. Homework had a slight positive influence but not what you would expect given the time that is put in."
This week, Mr White had a meeting with fellow Central Otago principals as part of an ongoing professional development group.
"The members of the group have all reviewed their homework guidelines in their schools and have included some student choice and expanded the range of options available to kids for home learning."
Though the Ministry of Education does not collect statistics on homework and is thus unable to quantify the uptake of new homework initiatives, Mr O'Reilly, principal and architect of Windsor Primary School's "Pride Challenge" scheme, is able to shed some light on the matter.
He believes more than 100 primary schools throughout New Zealand have adopted similar approaches.
He should know: having developed his homework model several years ago while at Clarkville Primary School, in Kaiapoi, he has presented his ideas to hundreds of peers over the past five years and received plenty of feedback. More than 35 schools have sent him detailed copies of schemes inspired by his initiative.
"Interest has dramatically increased in the last two years... I think schools are starting to take notice of the research."
In Dunedin changes have been less dramatic. Jenny Clarke, principal of Opoho Primary School and president of the Otago Primary Principals' Association, says she hasn't heard of any similar trend in mainstream Dunedin schools, though her school decided to limit the amount of "formal" homework a couple of years ago, recognising the fact that children (and their parents) are often engaged in a raft of extracurricular activities.
"Children work pretty hard during their school day. It is about balance," she says.
Sharon Booth, principal of Goldfields Primary School, in Cromwell, also believes children need to be able to pursue activities outside the school setting.
Hence, like many schools, it provides guidelines for time spent on homework: from 10-15 minutes for years 1-2 through to 20-30 minutes for years 5-6 (the school's roll extends only to year 6).
"I think most schools follow a similar pattern to us. There are the core elements as well as additional elements for those children and parents who wish to pursue them."
Mr White concedes some parents have expressed concerns over the Spirit of Clyde programme.
"I think sometimes when you are doing something new you have to take a bit of criticism on the chin and see how things go."
However, he emphasises he is not dumping reading, writing and maths in favour of activities children might prefer. The Spirit of Clyde scheme is still in its trial stages, with the school seeking ongoing feedback from parents.
"It would be simplistic to say we are throwing homework out. Some parents see the initiative as `political correctness', that we are going soft on our homework expectations, but there is still a compulsory home-learning requirement for the kids.
"We still need to keep up core numeracy and literacy. There are still some key things that kids need to know - basic mathematical facts, spelling, reading knowledge. The scheme is complementary to other forms of homework.
"I think it legitimises aspects of out-of-school activities. We have a speech competition, arts - a lot of kids in Clyde are involved in repertory things. You don't want kids to think they can't be involved in these important extracurricular things because they have two hours of formal homework to do.
"Our vision is for kids to take ownership of their learning and become self-managed. Hopefully, a little voice inside them motivates them rather than it being something external."
Harry's mum, Kate, has certainly noticed a change in her son's homework habits of late.
Previously, Harry did as little homework as he could get away with. However, the Spirit of Clyde scheme seems to have flipped an internal switch, Mrs Croy says, adding he is now working out how school lessons can be applied to other activities.
"Just look at the cooking thing. Harry will say, 'I'm learning my maths at school'. I say, `That's fine, but now we're going to double a recipe; how are we going to do that?'."
Not only is Harry learning how to cook; he's also learning to follow instructions. Recipe books are providing a "huge" learning curve, Mrs Croy says.
"He is also learning that we can use our local products. He used local apples; he spent hours turning them into apple juice. He's learning how we can save money.
"We were talking to a block-layer yesterday and I told Harry that the guy doesn't just lay blocks; he has to learn his maths at school to be able to apply that so he can work out how much he needs for that area. So Harry is now going to spend a day with him.
"It's about getting them to think outside the square. In effect, they are doing more work, but they think they are not.
"People are so quick to say, `Oh, that's not going to work - homework always worked for us'. Well, it didn't work for me. Why not change it?"
Late last year, the Ministry of Education released the latest findings in its ongoing Best Evidence Synthesis (BES). A highly regarded summary of 134 educational studies conducted both here and overseas, the BES says homework can be both beneficial and detrimental to academic progress. Simply put, homework's effectiveness varies greatly.
Prof John Hattie, who has published a range of meta-studies on educational research, including his 2008 book, Visible Learning, says homework is "a hotly contested area".
His experience is that many parents judge the effectiveness of schools by the presence or amount of homework - "although they expect to not be involved in this learning other than by providing a quiet and secluded space, as they believe that this is the right conditions for deep and meaningful learning".
For too many students, homework reinforces that they cannot learn by themselves and that they cannot do the schoolwork, Prof Hattie contends, adding that homework can undermine motivation while reinforcing less effective study habits, particularly for primary school children.
Homework that is more task-oriented is more beneficial than assignments involving deep learning and problem- solving, he says, citing a 2002 study (Trautwein, Köller, Schmitz, and Baumert) which aimed to identify the key components of homework.
The quartet found that a lot of homework and a lack of monitoring seem to indicate an ineffective teaching method. They favoured short, frequent homework that was closely monitored by the teachers.
There are also marked differences in homework's effects between primary and secondary school pupils, Prof Hattie says, adding that probably reflects the older pupils' more advanced study skills.
"It is important to note, however, that prescribing homework does not help students develop time management skills. There is no evidence this occurs ... The effects are highest, whatever the subject, when homework involves rote learning, practice, or rehearsal of the subject matter.
"Perhaps one set of reasons why the effects of homework are lower [at primary school level] is that younger children are less able than older children to ignore irrelevant information or stimulation in their environment."
According to the BES (which includes research by Prof Hattie), homework designed by teachers and aimed at involving parents works best. However, despite all good intentions, parental help can backfire.
"There is substantial evidence to show that some of the strategies parents use to help their children learn can negatively influence achievement, especially if their support conflicts with classroom practices, interferes with the child's independence, imposes controls, and/or is critical in nature," the BES states.
"The evidence suggests that the effectiveness of homework depends primarily on the teacher's ability to design ... and provide feedback on developmentally appropriate homework tasks that support learning without unnecessarily fatiguing and frustrating students."
Several New Zealand studies detail examples of parents whose practices are likely to make learning more difficult for their children.
These include: asking a child to read texts well beyond his or her reading level; covering up picture clues; giving answers instead of using prompts; focusing on word accuracy without attending to meaning; getting frustrated and impatient; criticising mistakes; giving demeaning feedback; growling; name-calling; punishing ... even hitting.
"As children fall further behind, parents get more and more anxious, and a vicious cycle can set in, with ongoing negative impacts on the children's achievement and self-confidence," the BES says.
Mr White says parents' attitude to homework is as crucial as that of pupils.
"The research says there is a very strong indication that parental expectations are a key driver to the success of a child's education."
But what about those children who don't have strong parental support? Is there a danger that schemes such as the Spirit of Clyde might magnify any void in support; that children not participating in the full range of activities could become self-conscious about their lack of achievement?
Clyde School deputy principal Barbara Lambeth attempts to allay that fear: "There are a lot of school-based activities that they can sign on for, too. There are ways they can do it without parental support.
"Unsupportive parents are going to remain unsupportive regardless of what system we have. That is where this programme can help. A homework sheet not being handed in on time is far more demeaning than a child ticking off things they can do in school. There are no black marks beside those who don't choose to do it. It is optional.
"If there is dysfunction in a family, that kid is better off not having that pressure on homework. It's another excuse to be yelled at."
Mr White: "It depends on the value parents put on a child's learning. Some parents are under a lot of stress, for various reasons. Homework might be on their notional list, but the most immediate issue takes precedence.
"You can't assume a child is going to go home at 3.30pm and sit in an orderly environment and do a set task on a given day and be supported by a parent and then bring it back the next day. Sometimes, as much as that child might want to, the situation might not be conducive to that.
"It might mean that parents do say, 'Look, you're cooking the meal tonight guys; we're going to the supermarket and we've got this budget. It might be about surrendering some of those adult things to the child ... you might have the odd muck-up."
In the Croy home, that philosophy has turned a kitchen bench into an altar of education.
Eggs have been sacrificed, boyhood hunger assuaged (temporarily, at least).
Next lesson, Mum.
