and What is home learning?

Home learning refers to tasks given to pupils by their teachers to be completed outside of usual lessons. Home learning also includes activities such as ‘home learning clubs’ where pupils could complete home learning in school but outside normal school hours, and ‘flipped learning’ models, where pupils prepare at home for classroom discussion and application tasks.

Why is home learning important?

Analysis of research into the effectiveness of home learning indicates that on average, secondary school students who complete home learning make +5-months of progress in learning. Studies involving digital home learning showed a +6-month increase in progress.

Home learning supports students to develop positive study habits preparing them for success later in their education; by teaching responsibility, time management, and how to complete tasks independently. Carefully designed home learning, aligned with the curriculum, can support the retention and recall of key knowledge.

How is home learning set?

Home learning is planned as an integral part of the curriculum and is closely linked to the learning that takes place in the classroom. Teachers focus on the quality of the home learning and the regular setting of home learning. Home learning is an integral part of learning.

Home learning is communicated through the Edulink App and includes a short summary of the home learning. Home learning set on Google Classroom links automatically with the App, or an attachment for paper-based home learning is attached with the summary: this ensures that all students have access to the home learning and do not fall behind in their learning if they lose a piece of home learning or are absent from the lesson.

When is home learning set?

The whole-school home learning timetable sets out when the home learning for each class is set and when it is to be handed in. Frequency of the home learning may depend on how often a class has a particular subject; however, each curriculum area will set home learning at least every two weeks.

Research shows that the frequency and quality of the work set, is more important than the quantity set for each home learning.

Home learning is never set as a penalty for poor performance. Targeted home learning can be assigned to specific students, or group of students

What format does home learning take?

At Key Stage 4, home learning activities vary significantly across curriculum areas, reflecting the frequency of lessons, teaching approaches and content. Home learning includes but is not limited to home reading activities, exam style questions, revision quizzes, longer projects or essays and more directed and focused work such as revision for tests.

At Key Stage 3, home learning is set on Google Classroom. For example, a home learning activity containing 10 multiple choice questions and 2 short answer questions. Activities should take students between 20 and 30 minutes to complete.

Home learning is appropriate for each group, so that the activities are accessible and provide a suitable level of challenge. The purpose and relevance of the home learning is made clear to students e.g., to develop a specific area of knowledge, to develop fluency in a particular area, or, for revision of prior knowledge.

Home learning is clearly linked to the learning from the curriculum. As students progress through the curriculum, a proportion of home learning questions should revisit prior learning, thus supporting the long-term retention of knowledge.

Support for Home Learning

There is a study club after school, when students can access IT and teacher support.

The study club takes place in room 201 from 3:15pm – 4pm, every Monday, Wednesday and Thursday.

Some students may not:

• understand the educational value of home learning,
• have the required organisation and time-management skills,
• have well developed self-study skills.

Teachers plan the teaching of thinking and independent study skills into lessons, so that the autonomy of students starts to grow. During tutor time, students follow a programme of activities focusing on Leadership, Organisation, Resilience, Independence and Creativity skills (LORIC). In KS3 Drama, students explore resilience, with a key focus on academic resilience.

Within lessons students are taught independent learning strategies.

Feedback on home learning

To maximise impact, it is important that students are provided with high quality feedback on their work. Home learning informs reflective teaching: key outcomes from home learning activities are discussed with students, highlighting and correcting misconceptions.

Monitoring

Completion of home learning is recorded by teachers and centralised within a department. The setting of home learning is monitored through reports generated by the Edulink App.

The aim is also to analyse the impact of home learning on pupil engagement, progress and attainment.

Reporting of Home learning

Completion and the standard of completion of home learning features on student reports after each data catch. The codes reported are “S” if there is an issue with submission of homework; “Q” if the quality of homework is a concern; or “B” if home learning is regularly not submitted and the quality, when submitted, is of poor quality. The code “N” is used when there is no concern and home learning is submitted on time and of acceptable quality.

Generative artificial intelligence (AI)

Artificial intelligence (AI) tools are now widespread and easy to access. Staff, pupils and parents/carers may be familiar with generative chatbots such as ChatGPT and Google Bard. Blacon High School recognises that AI has many uses to help pupils learn but may also lend itself to cheating and plagiarism.

Pupils may use AI tools:

• As a research tool to help them find out about new topics and ideas
• When specifically studying and discussing AI in schoolwork, for example in IT lessons or art homework about AI-generated images. All AI-generated content must be properly attributed

Pupils may not use AI tools:

• During assessments, including internal and external assessments and coursework
• To write their homework or class assignments, where AI-generated text is presented as their own work

Blacon High School considers any unattributed use of AI-generated text or imagery to be plagiarism and will follow our plagiarism procedures as set out in the Assessment, Recording and Reporting Policy.

 

Google Classroom Codes and Home Learning Timetable

 

websites to support home learning