Homework 

Independent study (also known as homework) at Great Marlow School refers to the tasks given to students that are completed outside lesson time.  Independent study activities vary significantly particularly between younger and older students. They include, but are not limited to, home reading activities, longer projects or essays and more directed, focused work such as revision for tests. GMS subject teachers record homework on MS Teams.  Homework is most effective when it involves practice, rehearsal of skills or subject matter previously taught. 

Great Marlow School operates a Homework Club from 3.00pm – 4.30pm Monday to Thursday; it is supervised by members of staff. The club takes place in the library and allows students access to computers, a wide range of books and revision material. Staff on duty also offer advice to students regarding research material, with the overall aim to develop independent learners, confident in using the available resources.

Homework requires students to undertake independent learning using traditional methods; practise and consolidate skills online; conduct an in-depth inquiry; prepare for lessons; or revise for exams. 

Vatterott (2010) identified 5 characteristics of effective homework:

1. Purpose: all homework assignments are meaningful, it is important, therefore, that students understand the purpose of the assignment and its importance in the context of their academic experience (Xu, 2011). 
2. Efficiency: homework should not take an inordinate amount of time and should require some hard thinking. 
3. Ownership: students who feel connected to the content and assignment learn more and are more motivated. Providing students with choice of assignments is one way to create ownership. 
4. Competence: students should feel competent in completing homework. To achieve this, it’s beneficial to abandon the one-size-fits-all model. Homework that students require help to complete is not necessarily good homework. 
5. Inspiring: a well-considered and clearly designed task impacts positively upon student motivation. 

Independent study in secondary schools has a positive impact on student progress (+5 months) (EEF, 2021).   When setting independent study, departments should ensure that the following elements are considered, to maximise impact: 

• The quality of independent study over quantity.  The amount of homework needs to be consistent across classes and proportional to the age and ability of the student.  
• Activities should be varied, relevant and extend learning, whilst being proportional to the age and ability of the student.  They should emphasise the 7Rs, positivity and kindness, which are at the core of our school ethos. 
• Tasks should be well-designed and linked to classroom learning. 
• Teachers should communicate the reasons for the homework being set.  
• Any barriers to completion should be addressed prior to setting the homework. 
• Independent learning strategies should be taught in lessons, for example, modelling best practice to students. 
• Homework should have high quality feedback to improve student learning.  The format of this feedback depends on the nature of the task given. 
• The impact of homework/independent study should be monitored relative to student engagement, progress and attainment. 
• A supportive space should be provided for students, particularly those students from disadvantaged backgrounds to complete homework.  Research indicates that this will particularly help them to develop effective learning habits, leading to greater progress in their learning journey. 

Frequency 

Minimum Guidelines 

KS3 (for students who don’t have adapted homework provision)

KS4    

Core subjects – 3 per fortnight 

Option subjects – 1 per week  

KS5   

Students should expect homework/ independent study from all lessons.