Homework
At AHS, homework is used to consolidate, extend, and deepen learning. Research shows that effective homework supports retrieval, promotes independence, and reinforces high expectations. We assign homework purposefully and proportionately to enhance, not duplicate, classroom teaching.
1. Homework Should Improve Learning (Hattie, Wiliam)
- Homework is meaningful only when it builds on classroom learning.
- It should encourage practice and retrieval, not new content in isolation.
- Homework impact is greatest when feedback is timely and it is revisited in cla
2. Quality Over Quantity (Robertson, Mansworth)
- Tasks are purposeful, not set for the sake of compliance or habit.
- Short, focused assignments are preferred over long, complex projects that require excessive parental input.
- Completion is not a proxy for learning; homework must lead to further understanding.
3. Teach to the Top – At Home Too (Mansworth, Sherrington)
- Homework includes stretch and challenge tasks where appropriate.
- Tasks are designed to be inclusive and ambitious, with scaffolding.
- Differentiation is embedded through tiered challenge or open-ended tasks.
4. Retrieval and Spaced Practice (Sherrington, Hattie)
- Homework frequently includes low-stakes quizzes, knowledge recall, and rehearsal of key content.
- This reinforces learning and supports long-term retention.
5. Metacognition and Independence (Rubie-Davies, Hattie)
- Homework encourages students to reflect, plan, and self-assess.
- Tasks may include self-quizzing, review activities, or goal-setting.
Types of Effective Homework
- Retrieval Practice: Quizzes, flashcards, or mind maps recalling prior learning.
- Preparation: Reading, watching, or summarizing material in advance of a lesson
- Practice and Application: Repeating key processes, e.g., maths problems, essay writing.
- Extension: Open-ended questions, "thinking hard" tasks, or problem-solving beyond the taught curriculum.
- Review and Reflect: Metacognitive questions about what was learned and how