HOMEWORK

Homework Overview

Research has shown that homework for secondary school students has a positive effective size of 0.64 (Hattie, 2021). To put this into context, an effect size of 0.5 is the equivalent to a one grade improvement at GCSE or A-Level. Research has also shown that the highest effect sizes for homework are associated with the practice or rehearsal of previously learnt subject matter, and that short, frequent and closely monitored homework is more effective than extended pieces of homework.

MacBeath and Turner (1990) outline a number of considerations for designing effective homework, including: homework should be manageable; homework should be challenging but not too difficult; homework should promote self-confidence and understanding; there should be recognition or reward for work done; there should be guidance and support.

Vatterott (2010) identified five fundamental characteristics of good homework: purpose, efficiency, ownership, competence, and aesthetic appeal.

• Purpose : Homework should be meaningful and students must understand the purpose of any task(s) set

• Efficiency : Homework should not take a disproportionate amount of time

• Ownership : Students need to feel connected to the content they are learning, and understand its purpose

• Competence : Students should feel competent when completing homework

• Inspiring : Well-considered and clearly designed resource and task impacts positively upon student motivation.

Homework at Lift Aylward

The homework strategy at Aylward Academy is based on the following principles:

• Homework will be set on a regular basis, weekly for core subjects

• Homework will be used to revisit previously learnt material

• Homework will utilise high-quality existing resources (e.g. Seneca Learning, Sparx Math, Sparx Reader, Century Tech etc.)

• Homework will be centrally set and monitored at KS3 and KS4