Homework and Revision

Homework

Most of the information and resources related to learning, homework and revision is made available to students and their parents/ carers through our Firefly site. This page sets out some basic information about how we set homework for prospective students and parents.

We believe that home learning is a valuable support for and enrichment of the learning done during the school day.

We no longer publish a fixed homework timetable because tasks are set online through Firefly, enabling parents, carers and students to check what work is due and when it is due.

Parents and carers should support their children by discussing the homework set, checking upon its completion and by monitoring the quality of the work done.

Please also ensure that you sign the planner each week: students are encouraged to record the work set in their planners as part of learning to become independent and well-organised young people.  Firefly will provide further details on the tasks set and access to any resources that are necessary.

If you have any concerns relating to homework please do not hesitate to contact the Curriculum Team Leader concerned or, if the concerns are more general, your child’s Head of House.

The responsibility for the completion of homework rests with students and with you, as parents.

A Homework Club is held every evening in Learning Support if any student requires advice and guidance; please contact Mrs Morris in Learning Support if you need advice about how to access this.

Reading

Students are encouraged to read as much as possible in addition to the homework that is set.  Reading for pleasure has a significant impact on secondary school students’ academic performance.  Parents and carers are warmly encouraged to continue to support their children’s reading when they are at secondary school by continuing to read together and ensuring that children have access to enjoyable and appropriately challenging books.

Revision

We encourage students to revise regularly rather than trying to cram the knowledge they need the night before a test or exam.  We support this with the homework tasks we set, regular low-stakes testing during lessons and encouraging the use of on-line resources which support regular revisiting of topics.

There is good research evidence that last minute cramming has little benefit for long-term retention of learning, whereas spaced practice gives more permanent learning which also supports the development of related knowledge.  A good summary of these research findings is available here.

As part of this we tend to minimise the amount of detail we provide to students about exactly what will be assessed and exactly when an assessment might take place.  Clarity is instead provided when topics are taught and often supported by Knowledge Organisers which set out in detail what knowledge students should be committing to long-term memory.  This may occasionally seem unhelpful but is intended to support an environment in which long-term learning is seen as the main objective, and high performance in assessments is evidence of that high quality learning but not the fundamental objective.