Key Principles
Schools are engaged in the learning process and need to promote the idea that learning continues beyond the classroom. When good teaching takes place, students are motivated to learn and, as a consequence, should wish to continue this learning wherever they are.
By renaming homework 'Own Learning' we are placing the responsibility of learning done beyond the school day firmly on the student.
The focus should be on those who have undertaken tasks. The negative effects of homework can too easily destroy the desire in students to learn and goes against the function of a school, which is to encourage learning.
The purpose of Own Learning:
- Encourages students to develop the skills, confidence and motivation needed to study effectively on their own.
- Consolidates and reinforces skills and understanding developed in school.
- Offers opportunities to develop key skills for independent learning such as information retrieval,
planning, analysis and time management
- Sustains the involvement of parents and carers in the management of students� learning.
- Allows research and preparation ready for class learning, developing skills in using the Internet, libraries and other learning resources.
- Provides additional learning opportunities to extend gifted and talented students.
- Encourages creativity.
- Encourages ownership and responsibility for learning.
- Develops competencies (the 5Rs-readiness/reflectiveness/resilience/ remembering/ resourcefulness).
- Provides opportunities for formative assessment
- Supports the spiritual, moral, social and cultural development of students.
In Key Stage 3, Own Learning tasks are in the form of extended projects, usually over a half term.
In Key Stage 4, Own Learning Tasks support examination courses.
Tasks include:
- Investigations
- Research
- Interviews
- Designing/making
- Experiments
- Drafting and re-drafting
- Essay/report writing
- Evaluating/analysing
- Practising
- Coursework
What the class teacher does:
- Ensures that tasks are integral to schemes of work. Own Learning is likely to be more effective if it is planned to satisfy designated aims and objectives within the curriculum (DES 1987: OfSTED 1995). Students, too, believe that homework is more worthwhile if it is an integral part of schoolwork.
- Marks and returns Own Learning as soon as possible. Shows students that Own Learning is taken seriously by providing good feedback and setting targets. It should always be properly corrected. Uncorrected work gives students the impression that all that matters is completing the task, no matter how.
- Praises and rewards those students who do Own Learning tasks and spends minimal time punishing those who have not.
- Informs parents via logbook if a student does not complete Own Learning tasks and informs the KS Director if a persistent problem arises.
- Makes tasks challenging, but makes sure students will be able to complete them successfully.
- Tasks should be differentiated to provide an equal and appropriate challenge for individuals.
- Does not set tasks to �finish off� as this does not challenge or motivate the more able, nor support the weaker students.
- Considers individualising tasks when teaching a mixed ability group. Project work, where students and parents can choose materials and topics is likely to enhance motivation and commitment, ensuring that Own Learning tasks are completed.
- Ensures that tasks are put on the *school system.
What the form tutor does:
- Checks planner to ensure that Own Learning tasks are written down.
- Monitors teachers� and parents� comments if Own Learning tasks are not undertaken.
What Heads of Faculty/Department do:
- Ensure that Own Learning tasks are an integral part of schemes of learning (previously SoW)
- Ensure that tasks are individualised with differentiation to support and extend all students.
What Key Stage Directors/Co-ordinators do:
- Monitor completion of Own Learning tasks
- Offer alternative study support opportunities to support students who may find it difficult to study at home.
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