DUBAI GEM PRIVATE SCHOOL

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1 DUBAI GEM PRIVATE SCHOOL Home Learning Policy

2 Introduction At Dubai Gem Private School we recognize and value the contribution that learning in the home environment can make to children s education. This policy sets out the purpose of and benefits of home learning, and the guidelines we follow when setting home learning activities for our children. Aim Primary School Involve parents and carers in their child s education. Have a clear learning focus. Give plenty of opportunities for children to succeed. Be planned by teachers alongside the other elements of children s learning. Consolidate and reinforce a wide variety of skills and understanding in a supportive environment. Extend in school learning. Be varied-not just written tasks. Provide children with the opportunity to learn in different settings. Reflect a range of learning styles. Develop progressively according to the age of the children. Encourage children to talk about what they are learning. Encourage children to develop the self-confidence and discipline needed to study independently. Prepare children for the transition to secondary school.

3 Be manageable for teachers. Where possible, tasks will have a clear learning intention and success criteria, in line with our teaching and learning policy, to enable every child to succeed with their home learning tasks. Secondary School To encourage and develop self-discipline and study habits. To reinforce class work and consolidate learning. To give pupils experience of working on their own, and to develop in pupils a sense of responsibility for, and commitment to, their own learning. To offer access to resources which are not available in school. To involve parents in the educational process and provide an insight into the work of the pupil. Home learning should be carefully planned and be an integral part of course work. Home learning should be differentiated to meet the needs of individual pupils. Pupils should be adequately prepared for the completion of tasks set. Home learning should be issued to all year groups, in all subjects and to all pupils. Home learning should be issued in appropriate quantities and completion dates should be both clear and reasonable. Post Secondary Allow students to work at a pace that is appropriate to their abilities. Encourage independent study skills and reflection. Enable students to review knowledge and skills taught in class and to develop and pursue new interests. Allow time for researching information and re-drafting work. Enable students to cover more subject content than is possible in lessons alone.

4 Be appropriate for all pupils, especially for those with special educational needs. Provide extension work for the more able. Types of Home learning Home learning tasks should be set to reflect ongoing class work across the curriculum. The list below is not exhaustive. Home learning can take the form of: A specific self-contained project, exercise or task, based on previous class work. Further examples of tasks undertaken in class and is designed to reinforce what has been learned. Completing work begun in class. Reviewing, and, if appropriate, memorizing what has been learned in class ( Quran/hadeeth). Follow-up work to assessment, in ensuring that the pupil learns from errors. Individual planning of a programme of Home learning/study. This is seen as a key study skill, central to the successful organization and completion of Home learning programmes. Researching at home or in libraries using a variety of sources including ICT. Post Secondary Home learning must amount to more than merely finishing off tasks begun at school. All Home learning activities should be related to work the students are, or will be, doing at school. Home learning should consolidate and reinforce skills and understanding and extend school learning. Home learning need not always be written work and can include: reading preparing a presentation to the class finding out information making something trying out a simple experiment

5 Home learning need not be set in discrete units once a week but can be part of an extended project over a number of weeks. Subject teachers should ask for regular student feedback on the length of time Home learning is taking, both in the case of weaker students and those who may be more diligent than the norm, and adjust if necessary to the time described as appropriate for the year group. Teachers must also ensure that Home learning is set and recorded in student planners during the lesson and not at the end as the bell is ringing. Minimum Home Learning Expectations Primary School FS1 & FS2 Year 1 & 2 Year 3 Years minutes, twice a week 20 minutes, everyday 30 minutes, everyday 20 minutes reading. 30 minutes one subject per day. Secondary and Post Secondary Students should not be expected to spend longer on Home learning than the total guide times set out below. It does not matter if activities do not take as long as the guide times, as long as they are useful. Heads of Year set out Home learning timetables at the start of each academic year. These schedules are published on the school web-site and communicated to parents. Teachers are expected to follow these timetables and set Home learning in each subject on the allocated night. This ensures that students are not expected to do too much Home learning in any one day. Heads of Year monitor whether the demands on students are consistent and manageable. The basis for these timetables is as follows:

6 Year 7 & 8 Year 9 & 10 Year 11 Year 12 & 13 up to 20 mins per subject per week, up to 30 mins per subject per week *Maximum 90 minutes per day 1 hour per subject per week. Thus there are 2 one-hour Home learning each night of the week (excluding weekends). *Maximum 2 hours per day Study at home should average hours per week during term time, on top of any work done during private study periods in the normal day. What should students do? Students must record Home learning tasks in their student planner (Home learning diary), complete the task on the night according to the Home learning timetable, spend the appropriate amount of time on each task and hand the work in on time. If a student finds that he/she is taking longer than the allocated time for Home learning on each task, he/she should speak with his/her subject teacher or form tutor. Other activities, such as extra-curricular sport and music, are also important in supporting students' studies. Students should communicate with teachers if such an activity (eg performing in a school play or concert) clashes with an academic task set. For special circumstances, a separate arrangement can be made for handing the work in. How can Parents/Guardians help? Parents can help to support learning at home by providing a suitable location, away from distractions, where a student can do their Home learning. Parents should encourage and monitor Home learning and inform the school if an issue arises. For younger students, Home learning is best done in a quiet place where an adult can supervise. Parents are asked to check each evening that the Home learning set has been done and to sign the student planner once a week. Any concerns regarding Home learning should be communicated to the form tutor.

7 In the Upper School and Sixth Form, students should be encouraged to take responsibility for their Home learning and work independently. However, parents are encouraged to ensure that the work is done on the night set. Some students will need more help with this than others and, once again, communication with school is essential. For all students, there may be occasions where they ask for help from parents. If help has been given, it is very useful for the teacher to know this. It allows teachers to adapt the following lessons to re-cap on any concepts that have caused difficulties. Students should write help given next to the relevant section of Home learning. He/she will not be penalized for this. Assessment of Home learning Home learning is assessed in a variety of ways depending on the nature of the task set. Written work is assessed by the teacher and formative feedback given. This is in the form of written comments in the student s workbook. Work is also regularly assessed in class, in the presence of the student, and feedback given orally. Where oral feedback is given, the student should record this on their feedback record, with a date. Home learning activities vary greatly, and aim to develop a wide range of identified skills. Assessment of these activities may take various forms, but marks or grades will only be published to students for summative assessment tasks. Facilities available at school for independent study The school library is available for all students to use. This includes access to computers. The Sixth Form has the library facilities available to them throughout the day. The library is open and supervised from 8am until 2pm allowing all students to work during the school.

8 Home learning is not set during the summer holidays for students in the Primary School. The experiences children gain while travelling and learning in the 'real world' day to day activities during the summer break are a rich learning experience. They may wish to review the current year's work prior to returning to school in September. Students are expected to attend school every day and holiday periods are generous. Those who are absent for extended periods due to vacations taken during term time will be responsible for completing work missed independently and teachers are not obliged to provide work Students who are absent due to illness covering an extended period will be given the work covered by the class and should be able to complete this independently. Teachers will give the student every encouragement during school hours to gain the progress expected. Shorter holidays or single days off may be used for home learning activities which should be easily fitted around family activities or important religious festivals which themselves are home learning experiences linked to our Global Citizenship and World Cultures values. Implementation Home learning is monitored throughout the school by the classroom teacher/ form teacher. The policy is reviewed and updated biannually. Reviewed: September 2015

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