Homework, Marking and Feedback

The Marking, Feedback and Homework policy gives minimum expectations regarding the frequency of homework per subject per key stage. The following is a best practice guide that should be used alongside the policy document.

What does the research say?

Research suggests that homework has the most impact on progress for the majority of students at secondary school when:

1. It is an integral part of learning – not an add-on.
2. Students are given timely feedback on homework tasks.
3. Tasks are explicit, engaging, related to in-lesson learning and their intention is made clear. 

Our guiding principles 

1. Clarity: Clear instructions, the success criteria and/or a model answer may be provided. The purpose of the task and how it links to the learning are made clear by the teacher.
2. Differentiation: An appropriate level of challenge and support are provided for all students. Access to supporting resources are given (e.g. links to websites, documents uploaded to Google classroom)
3. Feedback: Feedback is given on tasks, either in the form of self/peer assessment against the success criteria or marked according to the CoLAHG Marking, Feedback and Homework Policy.
4. Routine: Homework is set regularly according to the CoLAHG Marking, Feedback and Homework policy. Students note down the homework in their planners. Teachers allow adequate time in lessons to explain homework tasks, set homework tasks on google classroom, track submission of tasks and check homework logs are complete.

Effective homework tasks by type

The following should form the basis for most homework tasks set:

1. Knowledge retrieval: this may include vocabulary and key words tests, spellings, factual recall and practising explanations to build proficiency and mastery. Spaced repetition of knowledge retrieval is essential if it to be anchored in long-term memory. This type of homework lends itself well to self and peer assessment.
2. Familiar questions: setting questions similar to those that are posed in lessons to ensure these become routine. eg. using exam-style language, incorporating Blooms Taxonomy etc. These questions will often generate longer pieces of extended writing. 

The following could be included to extend learning further:

1. Project based tasks: setting tasks that form part of an extended project – a valuable opportunity for students in KS3 as this is an essential component of many examination courses.
2. Open-ended tasks: a clear objective is set, learning intentions are made explicit and success criteria must be shared but students are allowed to present their findings in a number of different ways eg. Extended writing, presentation, video etc.
3. Preparation tasks: the ‘flipped learning’ concept is when students are given a video tutorial or pre-reading to study before practising and applying the knowledge/skills learnt in the classroom. Expectations and instructions must be made explicitly clear.