Homework Principles
Homework Principles
SJP Homework Statement of Intent.
Addition support for the completion of homework can found at:
Remote Learning & Homework at SJP
Vision | A Catholic learning community committed to excellence in all we do |
Mission | To build an inclusive Catholic community founded on the Gospel Values |
Values | Compassion, Respect, Determination, Justice |
Homework to support learning
National Research: Research from the EEF has shown that the setting of homework for Secondary School students is a benefit to their learning and that homework is a fundamental part of a child’s educational journey and routine. Research also suggests that homework likely has a significant impact on students’ educational trajectories. |
Contextual Research that underpins this intent statement: It is clear from stakeholder voices that not all teachers assign homework and/or not all students complete the homework they are assigned. This suggests that whatever impact homework might have on achievement varies from student to student, depending on how much each student is assigned or completes. Homework is often a source of friction between home and school. Following the stakeholder voice, parents have raised concerns that homework is not set regularly, has not been marked, tasks are too long or too short, too hard or too easy, or too ambiguous. In addition, students have raised concern about the time that homework takes them to complete and have raised frustrations with tasks that they feel that they cannot complete as they have not covered the work in class previously. In addition, many students consider homework the largest source of stress in their lives. |
Homework Principles:
It is critical that homework principles and policies have their foundations rooted in having impact for students. Core homework principles should:
Support students in order to to obtain the optimum education benefit from homework
Support families to find ways to support their child and integrate homework as part of their child’s daily routine.
Why should students receive homework?
Research evidence shows that students make better progress by completing homework. In addition to progress, the importance of homework has been attributed to the perceived benefits homework brings to students and teachers including:
Nurturing independence and developing good study habits
Consolidating and reinforcing learning developed in the classroom
The ability to devote more lesson time to collaborative study, practical work and discussion, if independent work can be completed outside the classroom
Greater parental involvement and home-school cooperation
Easing time constraints on the curriculum, preparing for future learning
Types of homework tasks
The list below is not an exhaustive list of examples that can be set as homework, it stands as a guide, as suggested by curriculum leaders, of the type of tasks that are appropriate. There is an expectation that students would receive a variety of tasks over time.
Preparation for future learning (such as reading ahead and summarising or planning tasks for future tasks)
Wider reading tasks for enrichment or consolidation
Structured short-answer questions to consolidate learning in lessons
Low stakes quizzes / Google Forms
Retrieval practice of vocabulary or key-facts learning
Extended project work – either completed as individuals or collaboratively
Guided research with appropriate support at the start of the work, such as key websites or printed references
Timed essays or extended pieces of writing
Creative responses to the learning
Online homework tasks and online games such as Blooket and Kahoot!
Revision
Homework setting practice
It is essential that students understand the importance of meeting deadlines, and as a result all staff need to be consistent with following up on incomplete work. There should be no expectation that homework is set after every lesson, nor should teachers be expected to set homework after every lesson. Teacher autonomy should work in unison with departmental homework policy.
The tables below are a guide from the time per fortnight that a student should spend on their homework for each subject per year group. Teachers should adhere to their departmental homework policy however, this should not negate the importance of teacher autonomy. If a teacher is clear that the homework task set may take longer to complete than their departmental allocated time, then teachers must ensure that this is clear to both students and families. Families should make teachers aware by writing a note if the homework task cannot be completed by the deadline, stating the reason for this.
Year 7 and Year 8
Subjects | Teaching hours per fortnight | Homework (minutes per fortnight) |
English, maths | 9 per subject | 1 hour 30 minutes-2 hours |
Science | 9 | 1 hour |
RE | 6 | 1 hour |
Spanish , History and Geography | 4 per subject | 45 minutes |
Art, ICT, DT,Music | 2 per subject | 30 minutes |
Year 9
Subjects | Teaching hours per fortnight | Homework (minutes per fortnight) |
English, maths | 9 per subject | 2 hours |
Science | 6 | 1 ½ hours |
Spanish, RE | 5 | 1 ½ hours |
History and Geography | 4 per subject | 1 hour |
Art, ICT, DT,Music | 2 per subject | 30 minutes |
Year 10 and Year 11
Subjects | Teaching hours per fortnight | Homework (minutes per fortnight) |
English, maths | 10 per subject | 2.5 hours |
Science | 9 | 2.5 hours |
Triple Science | 14 | 3 hours |
RE | 6 | 2 hours |
History / Geography | 5 per subject. | 2 hours |
Options 1 | 5 | 2 hours |
Option 2 | 5 | 2 hours |
Option 3 | 5 | 2 hours |
KS3- Homework Support Timetable
Subject | Day | Time | Room |
English | Wednesday | 3.10-3.40 | EN6 |
Maths | Monday | 3:10-4:10 | MA3 |
Science | Wednesday | 3:10-3:40 | SC6 |
MFL | Friday | 3:10- 3:40 | LA3 |
RE | Wednesday | 3.10-3.40 | RE4 |
Geography | Wednesday | 3:10-3:40 | Ge1/Ge5 |
History | Wednesday | 3:10-3:40 | Hi1 |
Design Technology | Friday | 3.10-4.00 | DT1 |
Computer Science | Monday | 3.10-4.00 | IT2 |
Music | Monday | 08:00-08:20 | MU1 |
Art | Wednesday | 7.45 – 8.15 | AR2 |
KS4- Homework Support Timetable
Subject | Day | Time | Room |
English | Monday | 3.10-3.40 | EN6 |
Maths Year 10 | Monday | 3:10 – 4:10 | MA3 |
Maths Year 11 | Wednesday | 3:10 – 4:10 | MA3 |
Science | Thursday | 3:10-3:40 | SC6 |
MFL | Thursday | 3:10-4:10 | MFL3 |
RE | Thursday | 3.10-4.10 | RE3 |
Geography | Wednesday | 3:10-4:10 | GE1/GE5 |
History | Wednesday | 2:10-3:40 | Hi2/Hi3 |
Design Technology | Thursday | 3.10-4.00 | Various |
Computer Science | Wednesday | 3.10-4.00 | IT3 |
Business Studies | Thursday | 3.10-4.00 | IT1 |
IT | Wednesday | 3.10-4.00 | IT3 |
Drama | Wednesday | 3.10-4.00 | DR1 |
PE | Friday | 8:00-8:30 | MU3 |
Dance BTEC | Thursday | 3:10-4:10 | MU3 |
Media | Wednesday | 3.10 – 4.10 | MS1 |
Music | Wednesday | 3.10 – 4.10 | MU1 |
Art | Monday & Tuesday | 7.30 – 8.25am | AR2 |
Homework Timetable KS3
Subject | Week 1 (Day) | Week 2 ( Day) |
English | ALPHA Wednesday BETA Wednesday | ALPHA Wednesday BETA Wednesday |
Maths | ALPHA – Tuesday BETA – Tuesday | ALPHA – Tuesday BETA – Tuesday |
Science | ALPHA – Monday BETA – Monday | ALPHA – Monday BETA – Monday |
MFL | ALPHA – Wednesday BETA – Wednesday | ALPHA- Wednesday BETA- Wednesday |
RE | ALPHA – Tuesday BETA – Tuesday | ALPHA – Tuesday BETA – Tuesday |
Geography | ALPHA – Monday BETA – Monday | ALPHA – Monday BETA – Monday |
History | ALPHA – Wednesday BETA – Wednesday | ALPHA – Wednesday BETA – Wednesday |
Design Technology | ALPHA – Monday BETA – Monday | ALPHA – Monday BETA – Monday |
Computer Science | ALPHA – Monday BETA – Monday | ALPHA – Monday BETA – Monday |
Music | ALPHA – Monday BETA – Monday | ALPHA – Monday BETA – Monday |
Drama | ALPHA – Monday BETA – Monday | ALPHA – Monday BETA – Monday |
Art | ALPHA – Monday BETA – Monday |
Homework Timetable KS4
Subject | Week 1 (Day) | Week 2 ( Day) |
English | ALPHA Monday BETA Wednesday | ALPHA Monday BETA Wednesday |
Maths | ALPHA – Tuesday BETA – Tuesday | ALPHA – Tuesday BETA – Tuesday |
Science | ALPHA – Monday BETA – Monday | ALPHA – Monday BETA – Monday |
MFL | ALPHA – Friday BETA- Friday | ALPHA- Friday BETA- Friday |
RE | ALPHA – Wednesday BETA – Wednesday | ALPHA – Wednesday BETA – Wednesday |
Geography | ALPHA – Monday BETA – Monday | ALPHA – Monday BETA – Monday |
History | ALPHA – Wednesday BETA – Wednesday | ALPHA – Wednesday BETA – Wednesday |
Design Technology | OPTION X – Monday OPTION Y – Wednesday | OPTION X – Monday OPTION Y – Wednesday |
Computer Science | OPTION X – Monday OPTION Y – Monday | OPTION X – Monday OPTION Y – Monday |
IT | OPTION X – Monday OPTION Y – Monday ALPHA – Monday | OPTION X – Monday OPTION Y – Monday ALPHA – Monday |
Music | OPTION X -Thursday OPTION Y – Monday | OPTION X – Thursday OPTION Y – Monday |
Drama | Option X – Monday | Option X – Monday |
PE | OPTION X – Thursday OPTION Y – Wednesday BETA – Friday | OPTION X – Thursday OPTION Y – Wednesday BETA – Friday |
Health and Social | OPTION X – Monday OPTION Y – Monday | OPTION X – Monday OPTION Y – Monday |
Child Development | OPTION X – Monday OPTION Y – Monday | OPTION X – Monday OPTION Y – Monday |
Business Studies | OPTION X – Wednesday OPTION Y – Thursday | OPTION X – Wednesday OPTION Y – Thursday |
Art | OPTION X – Monday | OPTION Y – Monday |
Teacher Feedback of Homework.
Research identifies that homework is an extension of learning within the classroom. Homework will always be marked in a timely manner, so that students receive high quality feedback that addresses misconceptions and reduces gaps in student learning. In addition, students are more likely to engage in homework and complete this to a high standard, if they know that their work is going to be marked.
Homework must always be marked but the strategy that a teacher uses to mark a piece of homework will vary based on the type of homework set. A number of examples are provided below:
Essay | Thorough teacher led marking, feedback and next steps provided. |
Multiple choice/ low stakes quizzes | Self or Peer marking, followed by checking for understanding exercises to address misconceptions. |
Enquiry Project | Light touch marking, with overall feedback statement. |
Flipped learning | Verbal feedback |
Reading ahead | Checking for understanding to address misconceptions/ |
Coursework / NEA completion | Thorough teacher led marking, feedback and next steps provided. |
Structured short-answer questions | Light touch teacher marking |
Retrieval Practice | Retrieval practice should be used as a learning strategy, rather than an assessment tool. |
Guided research | Checking for understanding exercise |
Marking for literacy is always evident. The student is directed to correct any spelling errors in a piece of work.
Homework is always checked for completion and marked
Homework is always purposeful, challenging and clearly explained.
A record of homework is set on Google classroom.
Homework is always completed in exercise books, GC or on paper and forms part of the learning portfolio for that student.
Missed homeworks should always be sanctioned with a stage 1 detention.