Homework

At EWA we believe that homework has intrinsic value alongside a well-taught timetabled curriculum. It is used to:

               • Consolidate learning and allow opportunity for deliberate practice.

               • Revisit prior learning and ensure it is being committed to long-term memory.

               • Provide an opportunity for pre-work or pre-reading in advance of a lesson.

               • Provide an opportunity for extension activities.

               • Develop the ability to self-regulate and become an independent learner.

Homework is work that is set to be done outside the timetabled curriculum, it contains an element of independent study and should be designed in a way that allows completion without the direct supervision of an adult. It is important in consolidating prior learning, preparing for new learning and raising student achievement.

 

Homework enables students to:

• Develop their literacy skills including greater exposure to reading.

• Retrieve previously studied topics and utilise the testing effect to re-inforce long term memory of the vital knowledge and skills.

• Prepare for new learning activities, by introducing fundamental concepts from an upcoming topic or retrieving prerequisite material from prior topics.

• Develop their ability to work independently.

• Build an understanding of their abilities and develop metacognitive strategies.

• Build their confidence and expand opportunities for success which in turn can positively impact on their resilience.

• Develop their ownership and responsibility for learning.

• Although homework will be set that does not require adult supervision, regular homework can engage parental co-operation and support.

Homework will be set in a number of different forms in order to match the needs of the individual curriculum area and provide greatest opportunity for meaningful home study.

 

The key homework strategies we use are listed below.

Digital homework

• Use of online packages.

• Use of Microsoft Forms, set through Microsoft Teams.

• Use of our online library service where reading is set as part of the homework.

Written homework

• Self-quizzing using knowledge organisers and homework books.

• Extended writing.

• Exam style questions.

• Key vocabulary practice.

• Knowledge quizzes.

 

Key Responsibilities

The role of the Student:

• To listen to the homework instruction in class.

• To make sure they understand the homework instructions and the deadline date.

• To ensure the homework is completed and handed in to meet the deadline.

• To attempt all work given and give their best.

• To inform the teacher of any difficulties prior to the homework deadline date.

The role of the Form Tutor:

• To have regular conversations with students around the completion of homework.

• To be the first point of contact with home if there are any concerns from either side regarding the completion of homework.

The role of the Teacher:

• Set homework so that students are set work at the agreed frequency.

• Set homework instructions in Arbor so it is visible in the parent app.

• Give clear and comprehensive instructions to the students. Use 5-4-3-2-1 to reset the class before giving homework instructions.

• Set ‘hand in’ deadlines that support curriculum progression by linking to current/previous learning.

• Record homework submission in Arbor and Planners so that parents/carers are aware whether their young person has completed the work by the given deadline. deadline. (see help sheet for a guide on how to do.)

• Where appropriate, mark and return all homework promptly checking that the same expectations of presentation and effort as in the classroom are met.

•  Provide help and support for those students seeking it.

• Communicate with Head of Department, as appropriate, when problems arise.

• Homework is not a punishment but should be recorded within Arbor if not completed.

 

Homework Frequency