We believe that home-learning, homework as you may know it, has an important role to play in extending learning, developing independence and resilience, as well as embedding excellent study habits for lifelong learning. As a guide, we suggest:

  • Key Stage 3 – 20 minutes per hour in the classroom
  • Key Stage 4 – 30 minutes per hour in the classroom

Setting home-learning and Google Classroom

Tasks are always written on the whiteboard by teachers; students record the details in their planners, including hand in dates. Teachers also set home-learning through Google Classroom which will automatically show in students’ – and your – Google Classroom calendar. Through Google Classroom, teachers can provide additional support materials and students can join in class discussions or contact teachers directly where further support may be needed.

How Parents/Carers can support home-learning

  • Ask your son/daughter about their home-learning tasks

  • Check that your son/daughter is accurately recording home-learning in their planner

  • Support and enthuse your son/daughter with their home-learning

  • Provide a suitable working area at home for your son/daughter

  • Ensure home-learning is completed on time and to a high standard

  • Communicate with your son/daughter’s teacher

  • Sign and comment in your son/daughter’s planner each week, carefully review your son/daughter’s use of Green for Growth and discuss their plans for improvement

  • Support your son/daughter by helping them to improve their use of Capital letters, Apostrophes, Punctuation and Spelling (CAPS)

Benefits of independent home-learning

  • Students will receive feedback on their home-learning and the progress they have made as a result from their teachers

  • Students will receive praise in line with the Positive Discipline Policy

  • Develops independent learning skills, imperative for employment

  • Home-learning fosters a real sense of pride in students’ own learning

  • Home-learning supports students in learning to further extend learning without prompting, a higher order skill which promotes academic success. For example, students may engage in further reading around the subjects they are studying, or perhaps they might produce a piece of research on a particular aspect of their learning.