Homework is an integral part of life at WSE. Completing tasks at home supports the commitment of key knowledge to long-term memory and helps develop important organisational and study skills. Homework is a key component in students making rapid progress and can be a source of pride for students too. As a result, our teachers consider the tasks set for homework carefully.
- The frequency of homework set will vary according to the subject
- A minimum of 5 days should be allowed between setting and collection
- Students will be sanctioned for failure to complete homework
- Parents and students can see homework set via Satchel One
- The precise nature of homework set will vary by subject, but teachers will bear the key
principles in mind
Key principles in the setting of homework
The following principles outline our expectations of the homework that is set:
- Purpose: there should be clarity around the precise skills or knowledge required to complete the task.
- Efficiency: homework should not take an inordinate amount of time.
- Ownership: pupils' motivation is linked to how connected they feel to the content. Providing an element of choice within homework assignments can create a sense of ownership.
- Pupils' competence: homework will often need to be differentiated so that all students feel competent completing it.
- Aesthetic appeal: assignments that are "visually uncluttered" are more appealing for students. So there should not be too much information on the page and make use of graphics and colour if possible.
- Choice of content: homework that looks back at previously studied units or revises work done to this point has been found to be more effective at aiding long-term recall than tasks centred on the unit currently being studied. Teachers should be using such “looking-back” homework relatively often. This type of homework places other demands on the students though – they have to be prepared to look back, or think hard to recall skills that may have
been covered some time ago!
- Feedback: students should receive accurate feedback in a timely manner, either via teacher, self, peer or electronic marking. Often we use whole-class feedback approaches to provide students with collective feedback on common misconceptions or mistakes.
- Reflection: periodically, students should be required to consider the effectiveness of their approach to homework.
- Use of technology: teaching teams should be taking advantage of the various technology to find, set, adapt and/or share the best homework tasks. There should be on-going dialogue around the setting of outstanding homework.