Homework and Personal Study

Rationale

At Sharnbrook Academy, we believe that homework is an integral part of the complete learning experience because it not only supports the learning from lessons but also develops the personal qualities of organisation, perseverance and independence in learning, reinforcing the values of excellence, care and opportunity for all.

We set homework tasks for all our students because there is clear evidence that successful learners engage with meaningful homework on a regular basis:

‘The evidence shows that the impact of homework, on average, is five months’ additional progress. However, beneath this average there is a wide variation in potential impact, suggesting that how homework is set is likely to be very important.’ 

‘The most effective homework is integral to the learning, rather than an add on.’

EEF Toolkit 2018

Types of task

It is important to note that homework can take many forms, not always written.  For example:

• Drafting/redrafting/adapting work from the lesson
• Research that feeds into the next activity in the sequence of lessons
• Read an article and annotate
• Watch a clip and make brief notes/answer questions
• Watch/listen to TV or radio broadcast and record key points
• Project based work across a half term/term where students choose their homework task each time, based on a central theme/objective
• Revision
• Exam questions/part questions
• Subject specific after school clubs, rehearsals, sport fixtures

We expect our students to:

• Check the school homework platform every day
• Organise their time so that work is completed to a high standard
• Communicate with the member of staff if they are anxious or need some additional help before the submission date
• Complete the work to the best of their ability
• Show high standards of pride in the way they present their work.

We expect our staff to:

• Use the school’s homework platform to set regular, meaningful and relevant homework
• Differentiate work for students, as appropriate
• Feedback to students about how they have done through verbal or written comments
• Place students in departmental detentions at break or lunchtime for non-completion and log as a behaviour concern
• We expect our school leaders (middle and senior) to monitor the frequency and quality of homework electronically through the homework platform, through learning walks, learning talks and student/parent feedback.

Role of parents/carers

• Take an active role in supporting their child(ren) in accessing the school’s homework platform and completing homework on time
• Try to make sure that there is a suitable place for their child to work at home, or encourage the use of the library or homework clubs at school
• Take an interest in the tasks to be done rather than just insisting on its completion
• Help, where appropriate, but encourage learning as well as completion
• Help with time management so that work is not left until the last evening before the deadline
• Give praise when work is completed and deadlines met
• Support attendance at after school clubs or events.

Frequency of setting

Sixth Form:

At least once per subject, per week, plus additional preparation and pre-reading

Years 9-11:

One piece per week for English, Mathematics and Science; one piece every two weeks for other subjects.  

Years 7 and 8:

One piece per week for English, Maths and Science; one piece every two weeks for other subjects.       

30 minutes reading for pleasure each day.