Homework at Kineton school is split between “Consolidatory” and “Exploratory” tasks and is only set for students to enhance and support learning. The majority of departments will use consolidatory tasks the most to cement learning in the classroom, and make it stick. However exploratory tasks also play an important role whereby students can explore creativity and foster a greater sense of enthusiasm around a subject.
Evidence suggests that when set appropriately homework can build confidence in students, is a key driver in facilitating students to practice material already taught and prepares children to access the curriculum to its fullest. Homework also plays a vital role as a key building block for all students’ literacy and numeracy skills that are utilised across the entire curriculum.
Each subject has a rationale for why homework is set within their curriculum, and what balance between consolidatory and exploratory they have chosen to focus on in each Key Stage.
Click to read Homework Policy
- Computer Science
- Design Technology and Food Department
- Media Studies
Homework in art is set to encourage creativity, independent development and artistic skills. We set work that is approximately 50% consolidatory and 50% exploratory so we can embed knowledge and understanding in Art, Design and Photography. Within Art we will set ILTs which give the students time to develop their own 3D skills and homework to improve their critical studies knowledge and practical drawing skills such as drawing.
Good homework will be carefully considered and the correct amount of time spent on it to make it worthwhile as every piece of homework in GCSE goes towards their final GCSE grade, so developing this good standard in the early years is vital.
Homework set within the department is 80% consolidatory and 20% exploratory. The majority of tasks set will be handwritten where we aim to develop the techniques that students will use in the examination. We balance this with research activities that help students to prepare for the coursework which is an integral component of many of the qualifications that we deliver.
We seek to develop a highly professional attitude amongst our learners, both in and out of the classroom, and their attitude towards their homework is a key aspect of this. Learners must manage their out of school time effectively to ensure that their homework can be completed to the best of their ability. Before submitting work, learners should review it to ensure that it meets our high expectations in terms of presentation and content. There are always staff available after school to support students in the completion of homework.
Homework in this subject tends to be 70% consolidatory and 30% exploratory in nature. At Key Stage 3, much of our homework is an extension of the practical tasks that we complete during lessons. As we move into Key Stage 4, the learning tends to be more flipped and students use homework time to gain an initial understanding of topics that we will cover and develop in subsequent lessons. There is also more of an emphasis on exam technique.
We expect our students to tackle their homework with the same high standards that they show in the classroom. Individuals must show effective time management and ensure that homework is submitted to deadline after being fully checked for errors. We recognise that presentation is highly valued in the workplace, and learners must use tools which enable them to get the job done in a way that the audience will be able to understand.
Drama is a practical subject and therefore homework tasks will mirror the requirements of the course. At KS3 the tasks are exploratory in nature whereas at GCSE and A Level, homework tasks will be guided by course requirements and include consolidatory tasks.
Students in years 7-8 follow a practical programme of study. As we are an option subject we are tasked with igniting a passion for the practical nature of our course. Homework is set only if the unit of work requires it. It would likely be a flipped learning task g. line learning/prop sourcing or character preparation.
The GCSE Drama course requires students to regularly rehearse in groups. These rehearsal times will be negotiated between the group in conjunction with their class teacher. KS4 are also set consolidatory written work tasks to support their learning for their written exam. This frees up practical time in lesson. In addition, students are required to keep a Drama Logbook for their Devising unit. This is a journal in which student record their ideas and reflections on how their group pieces are being developed. They may write scripts, develop characters, conduct research. Research often underpins the development of Drama and sources may include the internet, books, films, music and interviews.
In the Drama department we have designed a curriculum that is accessible to all. We set homework tasks that are scaffolded and chunked. We provide differentiated resources depending on Reading Age. Tasks are differentiated by outcome (e.g producing a reduced amount). We often email parents with support for completing tasks.
In DT and Food, homework will be 80% exploratory and 20% consolidatory. In KS3 homework will come in the form of Independent Learning Tasks. These are set to explore and analyse new topics. ILT’s will support the development of working independently which is essential for learning at KS4. They allow for achievement at every level. ILT’s are enjoyable tasks, and allow students to excel without constraint. They also allow for elements of choice and individuality that allow every learner to succeed.
At KS4 homework will be a mix of consolidation, such as learning for tests, and exploration to cover the content required for the course. Coursework projects will also need to be completed for homework at times.
There will be opportunities for help and support from teachers after school.
In English, homework is designed to consolidate learning in lesson times, and to provide students with a breadth of understanding in both English Language and Literature.
At Key Stage 3, homework is set through Educake; students are also encouraged to read books from the library to develop a love of reading. Educake is self-marking and provides immediate feedback to students; teachers are able to use the summary on Educake to gauge understanding, address misconceptions and identify areas for development.
Sometimes, writing and comprehension tasks may be set, to help students familiarise themselves with the topics we are studying in class. Because of the variety of texts’ contexts, students may also be asked to research authors, topics, events and themes.
At Key Stage 4, homework is set through Educake; homework is also often consolidatory, e.g. practising writing and essay skills which have been/are being developed in class. Educake is self-marking and provides immediate feedback to students; teachers are able to use the summary on Educake to gauge understanding, address misconceptions and identify areas for development.
In Humanities homework tasks aim to inspire curiosity, consolidate learning and skills and encourage independence. Our homework ratio will be 40% consolidatory and 60% exploratory, with the idea that we encourage students to investigate and pursue their curiosities and interests. However, in Key Stage 4 and 5 as we approach exams homework is more likely to lean towards being consolidatory. We want students to produce homework that they are proud of. Homework will be set with resources and instructions appropriate to the needs and target grades of the individuals. In return we expect students to strive to challenge and stretch themselves.
In Media Studies, homework is used to both consolidate learning from the lesson and explore the wider context of media. In Year 9, homework is project-based with differentiated, open-ended tasks with plenty of opportunity to develop creativity, research skills and independence. In Years 10 and 11, homework is primarily designed to consolidate students’ understanding of the topics covered and build upon the case-studies taught in class. There are also opportunities to develop students’ creative and technical skills through home study.
We will also set reading and listening work through the ActiveLearn platform, and in KS4 short written pieces will be set. It is important that all work is done without the use of internet translation or other external resources, as students should just be showing what they can do with the language that they know.
Homework in Music is designed to consolidate knowledge, and give students the opportunity to creatively explore the nature of the subject. At KS3 the tasks are mostly exploratory in nature whereas at GCSE and Level 3, homework tasks will be guided by course requirements and include consolidatory tasks. Good homework should be well presented and delivered on time.
Students in years 7-8 follow a carefully designed curriculum, engaging in practical and theoretical aspects of Music. As we are an option subject we aim to spark student’s creativity and passion for the subject, as well as prepare students for the demands of the GCSE and Level 3 courses. Homework is set only if the unit of work requires it. It would likely be exploratory eg. a flipped learning task. Revise in 5 is used in lessons to support consolidatory learning.
The GCSE Music course entails elements of performing, appraising and composing. Students are therefore required to complete regular homework in relation to these areas of study e.g. rehearsal for performance, creating revision materials, listening tasks etc. Homework will mostly be consolidatory, with some flipped learning/exploratory pieces to enhance student’s classroom experience.
In the Music department we set homework tasks that are scaffolded and chunked. We provide differentiated resources depending on Reading Age. Tasks are differentiated by outcome (e.g. producing a reduced amount). We regularly email parents with support for completing tasks where necessary.
In core pe KS3-4 no official homework is set, however a teacher might set optional homework based around the practical curriculum, this would usually be exploratory.
In GCSE PE, homework will be set by the class teacher based on what they feel is needed to ensure all content if covered and embed learning to ensure target grades are met. In line with schools' expectation of how frequent homework must be set. This would usually be consolidatory.
Both BTEC Technical (Y9-11) and BTEC Level 3 (Y12-13) homework is set with a focus on exam-based units of work.
Homework is set in Science to consolidate in class learning, foster a love of Science, to develop resilience and independence. There will be an 80:20 split between consolidatory and exploratory homework across all three key stages. Good science homework will demonstrate the ability to apply knowledge developed during lessons to different contexts.