Home Learning

Why is home learning set?

Home Learning is an essential part of the learning process. We look for parental support in helping to make sure that home learning and assignments are completed when required, in addition to the 30 minutes to one hour of reading or revision per week, which is expected of all students.  Please click on the tabs below to view further information and a summary of the home learning your child will expect from each subject: 

Subject Information

Maths


Frequency : Every week Type of home learning : Week A – Retrieval Practice/Metacognition Students are set four questions, one based on a topic they completed last year, one on a topic completed last term, one last week and one that involves an element of problem solving. Week B – Blended Learning task on mymaths or mathswatch vle based on current topic of study. Websites that can be used for independent study are www.corbettmaths.com and www.mathsgenie.co.uk Benefits to Learning: Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know. Blended learning via Mathswatch VLE is learning that combines face-to-face teaching and online instruction--ideally with leveraging the strengths of each. Assessment: Based around the Week B blended learning task. This will be marked online for students so that they can see their success and areas for improvement. Feedback: Feedback is given for both Week A and Week B home learning tasks. This is in the form of class teacher working through the questions and answers from the tasks and focusing on any questions that were an area of weakness/improvement for many students.




English


Frequency : Weekly Type of home learning : Year 7 - Quizzes, reading, demonstrating skills: comprehension; track and retrieve information Bedrock Learning – Blended learning. Year 8 - Flipped learning: to introduce new vocabulary via reading extracts from future texts: comprehension and inference quizzes Recall and comprehension quizzes via Educake, Bedrock Learning Year 9 – Quizzes on Educake test understanding and the consolidate learning  and vocabulary acquisition through Bedrock Learning. Benefits to Learning: Low-stake quizzing to test comprehension and tier 2 vocabulary linked to texts studied in lesson.  Accelerated Reading to support literacy and comprehension  . Grammar focus to support whole-school literacy with the use of Bedrock . Tier 2 Vocabulary: definitions, connotations, denotations = Example of flipped learning, students being introduced to new vocabulary and learning definitions prior to lesson/text (pre-teaching vocabulary) . Assessment:

  • Software programme assesses through algorithms.
  • Weekly through every test
Feedback:
  • Immediate score with an opportunity to self-review
  • Teacher verbal feedback – expectation for Educake is 75% pass rate or students repeat the quiz.
  • Bedrock Learning offers immediate feedback and praise and rewards via gamification




History


Frequency : A variety of activities will be set Half termly and/or in line with current topic. Type of home learning:

  • Vocabulary building activities linked to each topic.
  • These build on vocabulary from the lesson and offer students the opportunity to embed these in various ways. Use of vocabulary in extended writing in class.
  • History projects linked to each topic. Students will research & create a piece of work to support and extend their learning in class.
  • Topic research linked to each topic. Students will research a key topic & use it to develop their deeper understanding and wider knowledge
  • Revision targeted revision used during the half term the Year group will be completing exam work. This is modelled in lessons and students are set the challenge to complete further thinking at home, using guidance to support them.
  • Extended writing tasks to model and encourage students to write like Historians.
Benefits to Learning:
  • Vocabulary building activities - Spelling tests completed in lesson and self-marked. Extended writing to be reviewed with feedback in lessons, this may be verbal whole class feedback or individual comments. The students develop wider vocabulary and confidence in using tier 2 and tier 3 words building towards using them in assessments.
  • History projects – Projects will be reviewed with feedback in lessons, this may be peer assessed, verbal whole class feedback or individual comments.
  • Topic research - Research will be reviewed in lesson and used for flip learning activities.
  • Revision- The questions in exams help to highlight understanding of topics already covered and can support teachers in planning for individuals.
  • Extended writing tasks will be reviewed with feedback in lessons, this may be peer assessed, verbal whole class feedback or individual comments.
Assessment: Depending on the Home learning task; will consist of peer assessment, verbal whole class feedback, individual comments, low stakes quizzing or flipped learning. Feedback: Depending on the Home learning task; will consist of peer assessment, verbal whole class feedback or individual comments with opportunities to reflect and/ or develop skills and knowledge.




Geography


Frequency: Each half term students will complete a range of the activities listed. This will be linked to the topic. Type of home learning: Vocabulary building activities linked to each topic. These build on vocabulary from the lesson and offer students the opportunity to embed these in various ways. Definition quizzes, use of vocabulary in extended writing and dual coding retrieval activities. Revision targeted revision used during the half term the Year group will be completing exam work. This is modelled in a lesson and students are set the challenge to complete further thinking at home, using guidance to support them. Topical studies- The content of this may vary but will often link to a recent global event, an interesting article or extended research. Benefits to Learning Vocabulary building activities- low stakes quizzing on Plickers. This generates grades to allow teachers to track understanding for individuals. Spelling tests completed in lesson and self-marked. Extended writing to be reviewed with feedback in lessons, this may be verbal whole class feedback or individual comments. The students develop wider vocabulary and confidence in using tier 2 and tier 3 words. Revision- these activities are not marked in themselves as they develop knowledge for use in the exam. The exam work is the vehicle for feedback. The questions in exams help to highlight understanding of topics already covered and can support teachers in planning for individuals. Topical studies- the feedback for this task is variable. If linked to a Satchel Quiz this will self-mark, some of the work may be reviewed in lessons and extended writing will be marked by teachers for feedback in lessons. This helps students to build independent research skills and supports their love of learning the subject. Assessment: Depending on the Home learning task; will consist of self or peer assessment, verbal whole class feedback, individual comments, low stakes quizzing Feedback: Depending on the Home learning task; will consist of verbal whole class feedback or individual comments with opportunities to reflect and/ or develop skills and knowledge. If a low stakes quiz is completed scores can be shared on Satchel One.




Music


Frequency: Fortnightly Type of home learning: Retrieval practice tasks – small tasks that prepare students for future learning or that build upon knowledge assimilated in the lesson. The goal of home learning at Key Stage 3 is to demystify basic music theory, terminology and how to decipher a musical score. Benefits to Learning: Low stakes tests allow staff to gage progress over time without increasing levels of anxiety. This will allow staff to judge what needs to be followed up in the future. Assessment: In class testing based on revision of resources uploaded to Satchel:One. Tests used can be found on many of the uploaded PowerPoints. Feedback: Peer marked with common misunderstandings explored in class. Students that repeatedly score low and do not demonstrate understanding will be supported in after school sessions.




Drama


Frequency: KS3 Termly/KS4 Fortnightly Type of home learning: Project based learning with a variety of flipped tasks that build towards a final performance each half term. KS3 – students may be asked to complete quizzes, spelling tests or small research projects. They could also be asked to rehearse or prepare for an upcoming practical assessment. KS4 – students may be asked to complete written responses or research for C1 or C2 exam preparation. They may also be asked to attend rehearsals after school in the run up to a practical exam. Benefits to Learning Benefits to Learning: Allows students to immerse themselves thematically in character development or within the relevant performance criteria for that term. Assessment : Students will be assessed in class through ongoing verbal communication and practical demonstration. Feedback : Feedback will be given via quizzes, spelling check, and formal written marking will happen at the end of each scheme of work during the practical assessment.




PE


Frequency: Monthly Type of home learning: Reflection and evaluation of how student is making progress towards the learning objective for the half term based on the activity they have been studying in PE that month: Year 7:

  • Understand and define the components of fitness. Demonstrate and apply knowledge within a variety of physical activities.
  • Development and application of fundamental skills in a variety of physical activities
  • Understand and demonstrate principles of play or performance in a variety of physical activities.
Year 8:
  • Understand and develop knowledge of the rules, regulations, and etiquette within a variety of physical activities.
  • Demonstrate different forms of communication and teamwork within a variety of physical activities.
  • Understand how the components of fitness impact upon performance in a range of physical activities.
Year 9:
  • Develop and apply different tactics, strategies and/or dynamics within a variety of physical activities.
  • Understand and develop leadership, officiating and/or choreography skills in a variety of physical activities.
  • Development and application of advanced level skills in a variety of physical activities.
Students will have tasks set on Satchel which will encourage students to reflect and bring new thoughts and concepts to lessons. Additional tasks may be set to reflect on current affairs in sport as appropriate or as physical challenges during holiday periods. Benefits to Learning: Students will have a greater understanding of how activities in PE link together and how the skills required are relevant across various activities. Students who engage with home learning will be more confident and be able to verbalise understanding more effectively. Assessment: Self-reflections contribute to the overall summative assessment of students. Students share reflections with peers during warm up activities post survey. Feedback: Staff will provide personalised verbal feedback to students following home learning periods.




Science


Frequency: Topic dependant Type of home learning: KS3 homelearning takes a literacy and recall focus. Tasks include Doddlelearn quizzes, comprehension tasks, key words and definitions, Exampro exam style question and revision activities. Benefit/ assessment: Students are assessed by a variety of tasks to help embed fundamental scientific concepts and provide an opportunity to apply and extend their knowledge. Feedback: Formative feedback will be provided in class.




Art/Design Technology


Frequency: Fortnightly Type of home learning: KS3: Project based learning that builds on work that is being completed in class. This could include research, revision for exams, design work, preparation for practical tasks in class and vocabulary checks. Projects will be 6-8 weeks of work, with fortnightly set tasks to allow pupils to manage the time effectively. KS4: weekly tasks that link specifically to class tasks. This could include research, revision for exams, design work, preparation for practical tasks in class and vocabulary checks. Tasks will be linked to portfolio work for art and photography and will include practise of skills in Design Technology and Hospitality and Catering. Benefits to Learning: Pupils will have the opportunity to use home learning time to complete tasks that build into classroom learning and extend their knowledge. Assessment: Pupils will be assessed in class through ongoing verbal assessment and self and peer assessment using success criteria. Feedback: Instant feedback will be given via quizzes, spelling check, and formal written marking will happen at the end of each project or twice half termly for key stage 4.




Computing


Frequency: Fortnightly Type of home learning: KS3 - Blended learning- dependent upon the aspect of the curriculum being taught. Set on Satchel one, low stakes quiz that builds towards an understanding of student progress before summative end of topic assessment. KS4 – Smart Revise Online set for a minimum of 30 minutes per week to allow students to consolidate classroom learning and self-assess through both quiz and long answer advanced questions. Automatic feedback is given to students and performance is then analysed by staff to identify gaps in learning and common misconceptions. Benefits to Learning: Low stakes quiz allows us to… Blended learning also gives the opportunity to provide instant feedback to students allowing them the opportunity to see where they need to make improvements. Assessment: Students are assessed by a variety of tasks to help embed fundamental concepts and provide opportunity to apply and extend their knowledge. Feedback: Immediate score with an opportunity to self-review Teacher verbal feedback – expectation for Satchel One Quiz is 75% pass rate or students repeat the quiz up to a maximum of three times.




MFL


Frequency: Weekly Type of home learning: Blended learning – students alternate between learning vocabulary from Quizlet.com one week and completing a translation task the next which is based on Quizlet vocabulary. Vocabulary is regularly tested in class, based on the Quizlet learning. Benefits to Learning: Benefits to learning: It is vital that students spend time outside of lessons learning vocabulary in order to make progress. The translation tasks help to reinforce key words, phrases and structures that have been covered in class. This enables students to practise language independently. Assessment: Low-stakes, regular vocabulary tests/quizzes in class enable students to identify the gaps in their own vocabulary. The translation tasks give instant formative assessment of students’ comprehension of key language. Feedback: We use ACTS sheets with set targets for each piece of home learning. These targets direct students to fill the gaps in their knowledge and improve their understanding and application of language.




RE


Frequency: Fortnightly (roughly three points in a topic) Type of home learning: Specific knowledge tests. Students will have three subject specific tests to complete at home over the course of a half term. They will build on the knowledge in class and will help build a picture of what students are able to remember in class. These will run alongside metacognitive starters to aid retrieval practice. Benefits to Learning: Benefit to learning: Students will take three multiple choice knowledge tests where they will be reviewing key information and literacy that they will need to be successful. Students will get their scores immediately at home and know how well they have done. They will be able to identify their learning gaps so they can review information and key literacy at home or with their teacher in class. This will help them to improve overall in the subject. Assessment: For the first knowledge test the data will be used to inform planning and signal areas that need to be taught to students in depth. Subsequent tests will demonstrate learning so far. This will be fed back to pupils in lessons and success shared. The final test in the Unit will be when pupils are assessed on what they have learnt. Rewards will be given. Some students will receive intervention if they haven’t demonstrated knowledge needed for their age expectation. Feedback: Whole class feedback given halfway through the unit to clarify any questions that students have found challenging. Individual feedback given at the end of the knowledge test where students are given a reflection sheet in their book where their scores will be. There will be positive praise points for students who have improved.





Home Learning FAQ

Home learning is important because it:


  • helps to consolidate and extend what is learnt in the classroom
  • helps teachers to assess students’ learning and plan accordingly
  • develops individual learning responsibility
  • develops research and revision skills
  • develop perseverance and self-discipline;
  • allow practice, when needed and appropriately timed, of skills learned in the classroom;
  • Allow for more ground to be covered and more rapid progress to be made;
  • enable class work to concentrate on those activities requiring the teacher’s presence;
  • Widen areas of study and enable the use of materials and sources of information that are not accessible in the classroom;
  • encourage students to identify and use home learning opportunities to support their progress
  • prepares students for GCSE study and beyond




How often is home learning set?


At both Key Stage 3 (Years 7,8 and 9) and Key Stage 4 (Years 10-11), your child should expect some form of home learning every week from most subjects, however this may be spread across a number of weeks. Tasks will vary according to subject and year group – more about each subject’s approach can be accesed in the subjects tab above.




How can parents help their children with home learning?


Parents can help students with their home learning by:

  • Not doing the work for students! Although your child may find some tasks more difficult than others, it is important either students ask their teacher for support, or for you to guide them, rather than complete tasks for them
  • providing them with an appropriate place where they can work
  • Providing them with the equipment to learn
  • encouraging them to make use of the school’s resources
  • helping them plan their time by using Satchel: One and noting home learning deadlines
  • providing encouragement and help;
  • encouraging students to use external sources of help – the internet, the library, museums, videos, etc;




How is home learning set?


Home learning is set on Satchel:One and all students have a log-in so that they can access resources and tasks.




What support is available for home learning?


The school also operates a Home Learning Club and years 10 and 11 have access to the R.I.C. Home Learning Club is available for KS3 students and held in ICT 2 every Monday and Thursday after school, Staff are on hand to help students who attend. The RIC (Revision and Intervention Centre is available for years 10 and 11 to assist with revision. Some students may be asked to attend intervention sessions held in the RIC, but it is available to all students if they would like support.




What happens if home learning is not completed?


We believe that the students should learn to take responsibility for managing their time in order to meet the deadlines set by teachers. This is a life skill and will benefit students when they leave school and enter further education or the world of work. If students do not complete home learning teachers may:

  • Contact home
  • Give an extension to the deadline
  • Set a home learning restorative/ catch-up session
Home Learning catch up sessions run parallel to our current school restorative system; however, they are very different in terms of purpose. These sessions provide an opportunity for the student to work with the teacher on a 1:1 basis to improve an area that is affecting their progress and complete the home learning set. Home Learning catch up sessions are not voluntary and can vary in time, with a maximum of one hour. If a student fails to attend a catch-up session, without good reason, then a restorative meeting will be set. The specific reason for setting a catch up session can be varied, but below are some examples:
  • Lack of home learning
  • Poor performance in examinations or other assessments
  • Lack of preparation for lessons such as failure to research or revise prior to an assessment
  • Poor progress in class
Home Learning catch up sessions provide an important distinction between behaviour and other issues relating to the lack of progress in class and will help teachers work alongside their students to improve their progress.