HOMEWORK/INDEPENDENT LEARNING
PROJECT POLICY
1
STATEMENT OF PRINCIPLE
We will deliver an effective, well-managed homework programme, which helps students to develop the skills
and attitudes required for successful, life-long learning. The homework programme is an integral part of the
curriculum, systematically differentiated to target different learning needs and abilities, to aid student progress.
Regular setting of homework aims to encourage students to develop the skills, confidence and motivation
needed to become effective independent learners.
Homework is also important because it is the main channel by which education can become a shared
responsibility between home and school, allowing parents and carers to support their children as well as being
informed of their programmes of study.
At Key Stage Three, Independent Learning projects (hereafter referred to as ILPs) will engage students in
becoming autonomous learners, i.e. thereby enabling students to make choices about their learning and allow
for high levels of engagement. In Year 9, Enhanced Learning Projects (hereafter referred to as ELPs) develop a
student’s skill base to prepare them for their GCSE courses.
2
AIMS
Homework/ ILPs/ELPs should:
2.1.
Develop the ability to work independently;
2.2.
Provide opportunities for demonstrating understanding and consolidation of work done in class;
2.3.
Develop skills of personal organisation, time management, revision and study skills;
Encourage an ethos of high achievement and self-motivation towards academic progress
3
OBJECTIVES
For students
It is the responsibility of each student:
To write details of Homework/ ILPs/ELPs set in their planner, with the deadline clearly stated and confirmation
of whether task is completed or not
To ensure that the Homework/ ILP/ELP tasks are fully understood
To organise out-of-school time to ensure that Homework/ ILPs/ELPs are completed to the best of their ability
To submit all Homework/ ILPs/ELPs by the deadline set by the teacher
For Parents and Carers
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It is the responsibility of each parent/carer:
a) To check and sign the student’s planner each week to verify that Homework/ ILPs/ELPs have been seen
b) To support their son/ daughter in completing the Homework/ ILPs/ELPs by providing a quiet study area
wherever possible. To check that adequate time and attention to detail is spent on Homework/ ILP/ELP tasks
c) To contact the Academy if there are any concerns regarding their son / daughter’s Homework/ ILPs/ELPs
For Teachers
It is the responsibility of each subject teacher to ensure that for Homework/ ILPs/ELPs:
They are set according to the Academy and Subject Area policy and timetable
They ensure that students understand that Homework/ ILP/ELP if completed well, will improve progress
Devised to include tasks that complement or extend, not just complete, knowledge, skills and understanding
learnt in class
They are appropriately differentiated for all students, taking into consideration baseline data as well as different
learning styles
Ensure tasks set are fully understood by all students, with clear expectations and deadlines set;
Ensures that students write the details of the tasks correctly in their planner, including deadlines
To ensure that they are regularly marked and assessed according to Subject Area policy, informing students
what skills they have attained and how they further improve their knowledge, skills understanding
Deadlines are written in the student planners;
To have a particular focus on teaching, consolidating and improving the literacy skills of students both during
delivery and feedback
To keep records appropriate including tasks set and grades rewarded
For Heads of Subject and Coordinators
It is the responsibility of each Subject Leader and Coordinator to ensure that for Homework/Independent
Learning Projects:
a) There is a coherent policy for the subject, displayed in the professional practice portfolio;
b) They provide and display examples of successful Homework/ ILP/ELP tasks and support on how to raise
submission levels
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c) They are an integral part of their curriculum, specified in schemes of work and lesson plans
d) They are appropriate in quality and quantity for all ages and abilities through regular planner and book look
monitoring
To ensure that this is consistently applied by all members of the department.
To take action in the event of a student persistently not doing Homework/ ILP/ELPtasks
For the Academy Leadership Team
To monitor that the Homework/ ILP/ELP is being consistently applied
To monitor the quality of Homework/ ILP/ELP set through lesson observations and work scrutiny
To review the policy annually with their subject teams and ensure feedback to the leadership group is clear
For the Governors
To annually review the Curriculum Policy and Homework/ ILP/ELP policy.
To discuss with students on governors visits the impact of the Homework/ ILP/ELPpolicy on learning
4. POLICY INTO PRACTICE:
4.1 Students completing Homework/ ILP/ELP
In order to raise the profile of Homework/ ILPs/ELPs and motivate students, teachers and tutors should ensure
that those students who regularly submit Homework/ ILP/ELP of a good standard are given recognition through
the rewards system. In addition, teachers should ensure they are showcasing examples of good Homework/
ILP/ELP and linking directly to how Homework/ ILPs/ELPs enhance student progress. Homework/ ILPs/ELPs
should be displayed in classrooms whenever possible and used during academic mentoring feedback.
4.2. Students failing to submit Homework/ ILP/ELP.
It is the responsibility of all teachers to inform parents/guardians if a student has failed to hand in a Homework/
ILP/ELPassignment. This could be a note in the planner, a phone-call home or a letter, in accordance with the
Subject area policy. The Academy detention procedures should not be used until the class teacher has organised
an opportunity for the student to attend a teacher detention to complete the task set.
It is also the responsibility of teachers/departments to put in place systems whereby persistent offenders catch
up Homework/ ILP/ELP tasks at lunch-time or after Academy hours. Letters should be sent home and parents
should be invited to the Academy when the completion of Homework/ ILPs/ELPs is a particular problem.
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5. MONITORING
5.1 Homework/ ILPs/ELPs are monitored by:
a) Tutors, weekly, through planners;
b) Coordinators via work scrutiny plus 'spot checks' of planners;
c) Subject Leader’s observations of lesson plans, schemes of work and books etc. as per Monitoring Evaluation
and Review policy.
d) Subject Leaders and Coordinators to report on Homework/ ILP/ELP as part of half termly MER
e) Academy Leadership Group, through monitoring meetings with Coordinators and heads of subject, spot
checks, observations and internal reviews
5.2 Facilitating Homework/ ILP/ELP:
In order to maximise the potential of students completing and submitting their Homework/Independent
Learning Project on time, the following guidelines should be used:
Homework/ ILP/ELP tasks to be introduced during the beginning stages of the lesson (where possible) and
referred to throughout. This will raise the profile of the importance of Homework/ ILP/ELP, as well as allow the
teacher to deal with any misconceptions, and check that students have recorded necessary details accurately.
Details of the task must be written up on the board, not delivered verbally.
Expectations of the task need to be made explicit to the students, i.e.:
form (graph / diagram / leaflet / diary/ list)
text type (review/ report/ instruction/ explanation/ analysis/ evaluation_
audience (who is it for? Age group/ gender etc)
language style (formal / informal)
Students to be informed of the assessment objectives by which their work will be graded
Students to be encouraged to proof-read their work and correct before submitting their work
Opportunities should be taken to allow for self and peer assessment of Homework/ILP/ELP , using clear student
friendly assessment criteria
In order to help students who may not have space, quiet or facilities at home, or who may need special help:
The LSS department run a Homework/ILP/ELP club in the LRC after Academy hours, Monday to Friday;
The LRC is open from 8.00 a.m. each morning, during breaks, at lunchtime and after Academy hours
6. COMMUNICATION/DOCUMENTATION
5.1.
A statement on Homework/ILP/ELPs to be included in student induction booklet/folder;
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5.2.
Homework/ILP/ELP timetables are recorded in students’ planners and parents informed (see appendix)
Parents/ carers to be periodically consulted on amount, timing etc. to help us improve our practice.
5.4
Students to have a copy of the school editing policy in planner/ exercise books to encourage self
assessment and parental understanding of marking policy
7. AMOUNT OF HOMEWORK/ILP/ELP FOR EACH YEAR GROUP:
Year 7-8:
At least 30 minutes per subject per week on ILP/ELP s, a second homework from Maths, English,
Science and Modern Foreign Languages.
Years 9 - 11:
1.5 hours per week per subject (minimum). (Maths, English, Science should have 2 a week)
KS5: A level:
A minimum of 3 hour’s homework for each subject
N.B. It is expected that G&T students will also complete extended Homework/ILP/ELP tasks.
Examples of Homework/ILP/ELP Tasks can be found on the Staff Common area . Additionally, the current term’s
ILPs are available in the Homework section of the Academy website.
Key Stage Three
Year 7/8 Homework/Independent Learning Projects 2013-14
At Key Stage Three, students are set:
In each term, only half the subjects will set ILPs in each half term and swap over at half term. Subjects in Block A
will set ILPs in the first half of each term whilst subjects in Block B will set ILPs in the second half of term. The
timetable for this will be published half termly on the Homework section of the Academy website. Students will
receive normal homework from the subjects that are not setting ILPs in that half term
Accelerated reading
Weekly Homework
Homework in subjects not setting ILPs is set according to the timetable published termly on the Homework
section of the Academy website. Thirty minutes per week minimum is set, it is expected that G&T students will
also complete extended Homework. Students will be set homework on days in timetable when they are taught
that lesson according to their class timetable. For example all year 7 students have English on a Monday and
year 8 students on a Thursday so will receive homework then. However when students are in either an X or a Y
class according to their class timetable they would be set homework on different days. The homework
timetables for each year group will be published n the Homework section of the school’s website in September
of each year
Independent learning projects (ILPs)
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In addition to the weekly homework students will also be set ILPs. These are set over a 6 week period
(dependent upon the length of the term). Although the project takes place over a sustained period students are
expected to spend an average of 30 minutes minimum on each project per week. In some cases, extension
activities will be set and therefore further time may be required to ensure that the ILP is of the expected
standard.
When projects are set teachers will inform students of the final deadline and of any intermittent tasks and
deadlines and ensure that students record this into their planner. The planner should be used to record length
and final deadline of the ILP and should include specific details about tasks and intermittent deadlines.
Students will manage their own time, being creative about implementation and outcomes. There will be
guidance from teachers. Students will assess their own strengths and areas for development, taking
responsibility for learning new skills. Students will collaborate and communicate with staff, experts and other
students to gain insight or feedback. Students will produce high quality artefacts.
An ILP booklet will be prepared, each half term, for parents/carers showcasing the projects set and making
homework/ ILP expectations clear. This will be published half termly on the Homework section of the Academy
website and issued to students via their tutor.
Accelerated Reading scheme
In year 7/8 there is an Accelerated Reading scheme which will include reading homework. Students will
complete 20-30mins of reading each evening. Accelerated reading will be organised via English lessons.
Key Stage Four
Year 9 Homework 2013-14
In each term, only half the subjects will set EILPs in each half term and swap over at half term. Subjects in Block
A will set ELPs in the first half of each term whilst subjects in Block B will set ELPs in the second half of term. The
timetable for this will be published half termly on the Homework section of the school’s website. Students will
receive normal homework from the subjects that are not setting ELPs in that half term
Weekly homework 1.5 hour per week per subject (minimum). Maths, English, Science have 2 a week. It is
expected that G&T students will also complete extended Homework. Homework is set according to the
timetable in this policy. Students will be set homework on days in timetable when they are taught that lesson
according to their class timetable. For example all year 9 students have English on a Tuesday so will receive
homework then. However when students are in either an X or a Y class according to their class timetable they
would be set homework on different days.Homework in subjects not setting ELPs is set according to the
timetable published termly on the Homework section of the Academy website.
Enhanced learning projects (ELPs)
In addition to the weekly homework students will also be set ELPs. These are set over a 6 week period
(dependent upon the length of the term). Although the project takes place over a sustained period students are
expected to spend an average of 1 hour, minimum, on each project per week. In some cases, extension activities
will be set and therefore further time may be required to ensure that the ILP is of the expected standard.
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When projects are set teachers will inform students of the final deadline and of any intermittent tasks and
deadlines and ensure that students record this into their planner. The planner should be used to record length
and final deadline of the ILP and should include specific details about tasks and intermittent deadlines.
Students will manage their own time, being creative about implementation and outcomes. There will be
guidance from teachers. Students will assess their own strengths and areas for development, taking
responsibility for learning new skills. Students will collaborate and communicate with staff, experts and other
students to gain insight or feedback. Students will produce high quality artefacts.
An ELP booklet will be prepared, each half term, for parents/carers showcasing the projects set and making
homework/ ILP expectations clear. This will be published half termly on the Homework section of the school’s
website and issued to students via their tutor.
Key Stage Four
/10/11 Homework 2013-14
In Years 10 / 11, students are set:
Weekly homework 1 hour per week per subject (minimum). Maths, English, Science have 2 a week. It is expected
that G&T students will also complete extended Homework.
Homework is set according to the timetable in this policy. Students will be set homework on days in timetable
when they are taught that lesson according to their class timetable. For example all year 9 students have English
on a Tuesday so will receive homework then. However when students are in either an X or a Y class according to
their class timetable they would be set homework on different days.
The homework timetables for each year group will be published n the Homework section of the Academy
website in September of each year
All pieces of homework should each take approximately 60 minutes and are set weekly. In order to reach
coursework deadlines, or to complete extension activities, there may be occasions when the time required for
completion of Homework tasks is longer
6th Form Year 12/13 Homework 2012-2013
Students are set:
Weekly homework a minimum of 3 hours homework for each subject. G&T students will also complete extended
homework.
There is an additional policy for 6th form in the 6th form assessment policies.
Policy Created by S Hainey, May 2008
Revised by S Hainey June 2012
Approved by Governors (MA July 2012)
Next Review July 2013 V Palombo
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