Introduction
Research has shown that the setting of home learning for Secondary School students is a benefit to their learning. On average, Home Learning has a positive impact (+5 months) on students of secondary school age. This means that where home learning is being set and monitored effectively, it adds 5 months’ worth of learning onto a child’s knowledge. Evidence also suggests that how home learning relates to learning during normal school time is important. In the most effective examples, home learning is an integral part of learning, rather than an add-on.[1] In terms of using AI to generate home learning tasks, appropriate and ethical use will be adhered to as per the school expectations and guidance.
However, there is a wide variation in potential impact, suggesting that how home learning is set is likely to be very important. There is some evidence that home learning is most effective when used as a short and focused intervention (e.g. in the form of a project or specific target connected with a particular element of learning) with some studies showing very strong positive impact on attainment. Evidence also suggests that relating home learning to learning in normal school time is important. To maximise impact, it is also important that students are provided with high quality feedback on their work.
[1] https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework
Why should students receive home learning?
Research evidence shows that students make better progress by completing home learning;
- Students develop the correct habits for study;
- Teachers are able to set a wider range of tasks through setting home learning and, therefore, have a greater range of evidence of the students’ progress and achievement;
- Teachers are able to devote more lesson time to collaborative study, practical work and discussion, if independent work can be completed outside the classroom;
- Students are able to prepare for future learning in the classroom;
- Students can be encouraged to enrich their classroom learning;
- Students and parents can share the learning experience in greater partnership.
Types of home learning tasks
The list below is not an exhaustive list of tasks that could be set for home learning, but rather an indication of the type of tasks that are appropriate. Current research suggests that the most effective home learning tends to be preparation for future learning and completion of specific tasks with clear criteria for success. Research also suggests that it is effective to give students some autonomy with the task, such as giving them choices or license to be creative.
Pre-learning:
- Preparation for future learning (such as reading ahead and summarising or planning for future tasks)
- Choice of tasks with varying levels of challenge in preparation for a new topic
- Guided research with appropriate support at the start of the work, such as key vocabulary, websites or printed references
Post-learning
- Wider reading tasks for enrichment or consolidation following a task / topic
- Structured short-answer questions to consolidate learning in lessons
- Vocabulary or key-facts learning to consolidate foundation knowledge
- Write-up / evaluation of experiments or practical work
Revision
- Timed essays or extended pieces of writing
- Rehearsal of a creative piece e/g/ learning lines for a drama performance
Extended Project Work
- Extended project work – either completed as individuals or collaboratively
- Creative responses to learning – such as a 3D model
- Investigative exploration of a topic
Student Handbook
Students use this to record the subject and the hand-in deadline for their ‘Home Learning’ which is designed to promote independence and manage their time. Since September 2023, Home Learning has been recorded for students in Arbor, and may include links to useful websites or other supportive resources.
Guided Home Learning
Home learning may be specifically set in a way that supports reading or oracy skills. For example, asking students to summarise an extended piece of fiction in English as home learning would directly address one of our 5 Reading strategies: Predict, Read, Clarify, Question, Summarise.
Frequency and Length
Year 7&8
Year 7 and Year 8
Subject | No. | Per Week | Per Fortnight | Per Half Term | Length (Approx) |
English | 2 |
|
| Y | 30 minutes |
Science | 1 |
|
| Y | 60 minutes |
Maths | 1 |
| Y |
| 30 minutes |
Food / Engineering / D & T | 3 |
|
| Y* | 20 minutes |
History | 1 |
|
| Y | 90 minutes |
Art / Music / Drama | 2 |
|
| Y | 30 minutes |
French / German / Spanish | 1 | Y |
|
| 30 minutes |
Computing | 1 |
|
| Y | 30 minutes |
Geography | 1 |
|
| Y | 60-90 minutes |
RE | 1 |
|
| Y | 30 minutes |
PE | 2 |
|
| Y* | 30 minutes |
*In accordance with the rotation of subjects / sports
Year 9/10/11 Guided Home Learning Hours for each subject per fortnight
Subject | No. | Per Week | Per Fortnight | Per Half Term | Length (Approx) |
English Y11 | 2 |
| Y |
| 30 minutes |
English Y10 | 1 | Y |
|
| 30 minutes |
English Y9 | 2 |
|
| Y | 60 minutes |
Science Y11 | 1 | Y |
|
| 60 minutes |
Science Y10 | 1 | Y |
|
| 60 minutes |
Science Y9 | 2 |
|
| Y | 60 minutes |
Maths Y11 | 1 |
| Y |
| 90 minutes |
Maths Y10 | 1 |
| Y |
| 60 minutes |
Maths Y9 | 1 |
| Y |
| 60 minutes |
Food / Engineering / D&T | 1 |
| Y |
| 30-60 minutes |
History | 1 |
| Y |
| 60 minutes |
Art / Drama | 2 |
|
| Y | 60 minutes |
Music | 1 | Y |
|
| 60 minutes |
French / German / Spanish | 1 | Y |
|
| 60 minutes |
Computing | 1 | Y |
|
| 30 minutes |
Geography | 1 |
| Y |
| 60 minutes |
RE | 1 |
| Y |
| 30-60 minutes |
PE | 1 |
| Y |
| 60 minutes |
Statistics | 2 |
|
| Y | 60 minutes |
Child Development | 1 |
| Y |
| 45 minutes |
Health and Social care | 1 |
| Y |
| 45 minutes |
Hair and Beauty | To be set as appropriate | ||||