The Kingsley School HOMEWORK POLICY

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1 The Kingsley School HOMEWORK POLICY Well organised homework can play a vital role in raising standards of achievement and developing good independent learning habits of successful lifelong learning. We aim to set challenging homework tasks that will reinforce their knowledge and take them further in the exploration of their ideas. The tasks should enthuse pupils so that if they encounter a problem they are resilient and keen to continue and go further in their learning. The tasks should include opportunities to develop the students' skills in each subject. The purpose of homework To encourage pupils to develop the skills, confidence and motivation needed to study effectively on their own and become independent learners To consolidate, reinforce and practise the skills and understanding developed in the classroom To encourage pupils to employ a variety of learning styles To extend school learning through, for example, extra reading and research to allow for differentiation To involve parents in the management of pupils' learning and to keep them informed about the work the pupils are doing To manage particular specification demands, especially at GCSE and A level The amount of homework appropriate for pupils of different ages The following approximate average nightly amounts of homework are provided as a guideline- these are dependent on ability group in some cases: Year 7 There is a staged introduction to homework, starting at 2 hours per week and rising to 6 hours 30 minutes per week ie. Up to 90 minutes per night- see appendix for more details on Y7 homework Year mins per night Year mins per night Year mins per night Year mins per night In Years 12 and 13 the amount of work done by pupils outside lessons will depend upon their individual programmes of study, but it is anticipated that A Level pupils should spend between 15 and 20 hours per week on homework. How homework will be planned and co-ordinated so that the demand on pupils' time is consistent and manageable on a daily basis When planning a homework timetable Heads of Year should ensure that the distribution of homework is as even as possible over the course of the 1

2 week; Pupils should not be required to do too much homework on some days and too little on others Depending on the age and maturity of the pupils, deadlines should be set by staff that are reasonable, to enable pupils to develop skills in time management. For example, pupils might usually be asked to complete a piece of homework by the next lesson rather than by the next day. GCSE pupils can be given more extended deadlines that some of the younger pupils. All pupils are given homework planners which can be monitored by form staff and parents The system of school sanctions should be used if there is a failure to hand in homework at the proper time. The role of parents and carers in supporting pupils Parents and carers can help to support pupils by Providing a quiet place in which to complete homework; Supporting them in carrying out their tasks; Encouraging and praising their efforts; Checking that deadlines are met and signing their homework planners, as appropriate. Alerting teachers if their child is having persistent problems with homework. Pupils' own responsibilities are To carry a homework planner with them so that it is available every lesson To write down the homework carefully, what is to be done and the date by which it is to be done by To get their parents to sign their homework planner each week To find out what homework was set during a period of pupil absence and to do it To meet all deadlines and produce work of the highest possible standard. Pupils should be aiming to reach or exceed the standard expected of their group. Pupil and parental roles will change as pupils move up the school. With encouragement from tutors and parents, pupils should be able to be more resourceful and develop the skills of an independent learner, so that the close monitoring of homework that characterises a Year 7 pupil will be modified by Year 11. This can be achieved by careful and effective use of homework planners, tutor sessions on study skills and the use of regular target setting. The mentoring scheme used in Year 7 can help the younger pupils learn to organise themselves efficiently. At reporting and target setting times, pupils and teachers will assess the pupils' attitudes to learning, which will include commitment to homework. 2

3 Homework and study support facilities Pupils have opportunities in school to do homework: Any girl may work quietly in form rooms during lunch time. One of the form rooms in each year group may be designated as a quiet work room Any pupil may work in the Learning Resource Centre during lunch time where ICT facilities are available Pupils may use the Learning Resource Centre and the school librarian as a resource School ICT facilities are available at certain times for research projects and other homework needs. Appropriate tasks for homework Homework assignments should be as varied as possible; developing independence and reinforcing resourcefulness. It should, at various times, employ the full range of skills in writing, ICT, reading, speaking and listening. They will develop subject specific skills and in doing so will also contribute to the pupils' literacy and numeracy. Tasks should be an integral part of the learning process and not just used solely for finishing off work begun in class. Appropriate tasks should be highlighted in departmental schemes of work. Tasks could include: Reading Research I investigation using the internet or Learning Resource Centre Revision for a test Drawing I designing A written task Practice exercises Practical work Special educational needs Most girls can cope with the normal homework load. Where individuals are highlighted by the Learning Support Department or Head of Year it may be necessary, in some subjects, to set shorter tasks, when a lot of reading and writing is involved, or to allow girls more time to complete certain tasks. If girls take longer to complete written tasks, it is helpful to the Learning Support Department if this is quantified; this may be important when assessing extra time or special arrangements in examinations. Gifted and Talented pupils Extension tasks, or tasks involving a wider range of skills or a greater sophistication of approach, should be available to girls who would benefit from them and they will be encouraged to participate in the Minerva Programme by the Gifted and Talented Co-ordinator. 3

4 Feedback for pupils All homework assignments deserve feedback. This will vary, depending on the nature of the work set: written homework that has been handed in for marking, should be returned to the pupils with a mark (if appropriate) and as full a comment as possible, including some indication of positive points and areas where improvement can be made according to the five principles of marking. Learning homework for a test will receive feedback after the test has been marked. Research or investigative homework will be discussed in class and thus receive verbal feedback. Feedback to pupils should be given as quickly as possible so that pupils gain maximum benefit from the comments made. Marking of homework is to comply with the Marking Policy, the Assessment for Learning Policy and should inform departmental planning. Arrangements for monitoring and evaluating homework policy There should be an annual review of the homework policy both in departments to be monitored through Heads of Department meetings and with form staff during the summer term, to be monitored through Heads of Year meetings. Through this monitoring any changes can be implemented by the start of the next academic year. January 2013 To Be Reviewed Jan 2016 APPENDIX Year 7 Homework Guidelines Staff must give girls sufficient time in lessons to record homework. Avoid situations in which girls are rushing to note down homework as this leads to misrecording or no recording at all. 2. Staff should set aside time in lessons for the explanation and thorough understanding of homework tasks and expectations. The relevance of the tasks should be explained to girls so they have a better understanding of why they are being asked to do something. A culture of questions and answers regarding context, content, length, presentation etc of homework should be encouraged. Wherever possible, the success or assessment criteria should be shared with girls when the task is set and exemplar or models provided. 3. Girls should be given a reasonable amount of time to complete homework. Homework should rarely be requested for submission on the following day. 4

5 4. Longer tasks should be scaffolded or broken down into more manageable chunks, or realistic interim deadlines should be set 5. For homeworks that require use of internet research, girls should be provided with at least one web address to get them started. 6. Research can take much longer than written tasks so should not be set alongside writing; these should be separate homework tasks set on different occasions. 7. Time allocations are for slowest pupils; be mindful of how long a task will realistically take and set work accordingly. 8. Differentiate: make it clear what ALL, MOST and SOME girls should achieve. 9. Be wary of expecting all girls to finish all aspects of a task in the time set The Year 7 ethos encourages them to stop when the allocated time is up, or at a reasonable time not too far beyond it, and to ask parents to sign off the work. Girls have reported that they are spending too long on work for some subjects because their teachers ask them to finish the incomplete work in their own time and/or tell them off. This undermines what we tell girls and parents at new parents' parents' information evenings. 10. Credit effort taken even if tasks are not completely finished. 11. Mark and give feedback supportively and using legible handwriting. Offer praise and give targets for improvement. Use the five guiding principles for marking - wherever possible link comments to the learning objectives, mark promptly and regularly, recognise strengths and constructive next steps and try to use names and personalise any comments. 12. During the first half term of Year 7, homework allocations should be reduced to enable girls to gradually work up to their full allocation. Currently, girls in Y7 receive, on average, 6 and a half hours of homework per week. Each day this amounts to between 80 and 110 minutes over 3-4 subjects. Homework will be set in the core subjects only in the week prior to the Pioneer Centre trip followed by 2-3 subjects per night after we return and up to October half term. From November the full allocation will be in place. 13. This approach would enable girls to spend time learning how to organise themselves and gradually adjust to completing homework every night Many of our pupils coming from state schools are used to having between 1 and 3 pieces of homework PER WEEK and an immediate move to 3 per night can be overwhelming and exhausting. In addition, many are taking longer journeys and this can add to the stress of what is an exciting but occasionally nerve-wracking experience. 5