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Homework

Over many years, research has demonstrated clearly that students with the ‘right’ attitude to learning make the greatest progress.

As the world renowned psychologist, Doctor Carol S Dweck states: "Students who understand that intelligence isn’t fixed are more willing to tackle challenges, learn from failure and take criticism as useful feedback." 

At John Roan ‘Growth Mindset’ values underpin our learning ethos, our learners are:

PROUD They are proud of themselves, their work and their school.

RESPECTFUL They value learning and achievement.

INVOLVED They show zest and curiosity, they have a thirst for knowledge and skills and participate fully in lessons and other learning opportunities to better equip them for the future.

DETERMINED They strive to reach their goals. They are resilient, independent and positive. They are committed to success.

EXCELLENT They always aspire to do the best they can ensuring all classwork and homework is completed to the highest quality.

John Roan students understand that learning has no limits if you have the right attitude to learning and display the behaviours necessary for success.

Why do we set homework?

To support our students learning we set homework tasks. Homework is work that is set to be completed outside the timetabled curriculum. It contains an element of independent study in that it is not usually directly supervised by a teacher. We use ‘Show my Homework’ to set, track and monitor homework - students, parents and teachers are all given their own individual log-ins so that homework is easy to access and understand for all.

There is clear evidence that successful students make progress when they embrace homework, and see the clear purpose of the task being set. Through homework, students become flexible independent learners able to cope with the demands of a future working life.

‘The impact of homework on learning is consistently positive (leading to on average five months' additional progress). However, beneath this average there is a wide variation in potential impact, suggesting that how homework is set is likely to be very important.’ EEF, August 2017

The suggestion is that it is not hours of homework but the quality and the discipline of completing homework that supports student achievement.

Not all homework is done at home; in fact, for some students who find it hard to work at home, or for some tasks which may require resources (books, software, equipment) more readily available at school, it is necessary or desirable to carry out the task at school.

Homework enhances student learning, improves achievement and develops students’ study skills and as such is an integral part of the curriculum. It requires careful planning and integration into the scheme of work of each curriculum area and may form part of the evidence from which teachers make assessment decisions reporting on student progress.

When we set homework we aim to:

  • Support classroom practice enabling students to extend learning.
  • Enable students to practise skills learned in the classroom and so deeply embeds knowledge.
  • Promote personal and independent research and learning.
  • Allow for differentiation where the more able extend their learning.
  • Encourage key behavioural skills such as self-reliance, time management and personal organisation.
  • Encourage the development of research and presentation skills.
  • Show progress and understanding.
  • Allow for the testing of knowledge and the practising of techniques pertinent to criteria for assessment in examinations.
  • Promote enjoyment of learning for its own sake.
  • Encourage students to take ownership and responsibility for learning.
  • Create channels for home school dialogue, parental cooperation and support.

How do we reward homework and independent learning?

  • High quality homework and a good work ethos should be praised in class.
  • Where appropriate, homework should be included in display work. Rewards for achievement and sustained effort may be awarded for good homework. For exceptional pieces of homework, a letter or postcard may be sent home.

How often and when is homework set?

Below is an approximate guide to the time spent on homework or independent tasks as we recognise that all students work at a different pace.

In years 7 and 8

Subject

Frequency

Length

Core subject - Maths

weekly

 1 hour

Core subject - English

weekly

 1 hour

Core subject - Science

weekly

 1 hour

Other subjects

every two weeks

 1 hour

In year 9

Subject

Frequency

Length

Core subject - Maths

Weekly - Monday

 1.5 hours

Core subject - English

Weekly - Tuesday

 1.5 hours

Core subject - Science

Weekly - Thursday

 1.5 hours

Other subjects

Every two weeks

  1. hours

In year 10

Subject

Frequency

Length

Core subject - Maths

Weekly - Wednesday

1.5 - 2 hours

Core subject - English

Weekly - Tuesday

1.5 - 2 hours

Core subject - Science

Weekly - Thursday

1.5 - 2 hours

Other subjects

Weekly

  1. - 2 hours

In year 11

Subject

Frequency

Length

Core subject - Maths

Weekly - Monday

1.5 -2  hours

Core subject - English

Weekly - Wednesday

1.5 - 2  hours

Core subject - Science

Weekly - Thursday

1.5 - 2  hours

Option A

Weekly -Monday

1.5 - 2  hours

Option B

Weekly  -Tuesday

1.5 - 2  hours

Option C

Weekly Friday

1.5 - 2  hours

Option D

Weekly - Wednesday

1.5 - 2  hours

In years 12 and 13

Subject

Frequency

Length

Subject 1

Teacher H/W Weekly

Independent Study

2+ hours

3+ hours

Subject 2

Teacher H/W Weekly

Independent Study

2+ hours

3+ hours

Subject 3

Teacher H/W Weekly

Independent Study

2+ hours

3+ hours

Subject  4 (if applicable)

Teacher H/W Weekly

Independent Study

2+ hours

3+ hours

GCSE/EPQ

Weekly - Wednesday

1.5 - 2  hours

A-level Mindset

Weekly

1 hour

 

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