Homework develops independent study and enables students to become life-long learners. This page explains why homework matters, and provides links to our current homework booklets.
Why homework matters - five key reasons
As the world of education changes, homework is more important than ever. So, what are the five most important reasons homework is important in modern education?
- GCSE courses are moving away from ‘controlled assessments’ and modular exams to a greater emphasis on end of course exams. As this happens, it is essential pupils become independent learners at as early an age as possible.
- With the emergence of the internet, information is more readily available than any other time in history. Relevant, investigative, homework tasks inspire pupils to explore this wealth of information for themselves.
- Beyond academic success, important life skills can be learnt through independent study. Only by working without the support of teachers can pupils learn how to self-manage and find answers for themselves.
- It isn’t the work completed in class that will ultimately decide pupils’ GCSE results. It’s the hours at home or in the library that allow pupils to hone the knowledge and skills required for success.
- Homework can be fun! It’s an opportunity for parents and other adults to take an active interest in what their child is doing.
Homework booklets - download here
Each term we produce homework booklets (which we call 'Knowledge Organisers') for each year, outlining what homework is expected on each day, for a whole term. Students are given a copy of their Knowledge Organisers to keep but the ones for this term can also be downloaded below.
The timetable follows a one week cycle, so it is the same each week. It states the night that your child should complete their homework for each subject, and gives a recommended minimum time for each homework. Students should be spending the following time on homework each evening:
Year 7, 8 and 9 – 2 hours
Years 10 and 11 – 3 hours
You can download our homework policy and timetable from our Teaching and Learning page. The homework timetable shows the nights in which homework should be attempted by students. It may be set and collected on other days according to when their lessons appear on the timetable.
If you have any questions about how you can further support your child with homework, please contact the academy.
Homework and classwork portfolio
To give you an idea of the standard of homework and classwork completed by students in Years 7-11, we'll be adding examples here throughout the year. See work by our primary phase students.
Science (Year 11)
We asked Year 11 to describe a detailed method to investigate how pH affects enzyme action. Read Simran’s method, which we loved because it is detailed and includes all measurements and units.
Science (Year 7)
For homework we asked Year 7 students to create their own posters about safety in science lessons. Kaden made a massive effort to include entertaining images to catch people’s eyes, as well as practical advice. Well done Kaden!
Science (Year 8)
We asked students to describe the differences between two models of our solar system. Miss Ferran felt Dilcy's work, shown below, was so exceptional because she took the time to include her own research sources.
Maths (Year 7)
We asked students to use coordinates to draw 2D shapes on the x and y axis. Here's Gerald's very carefully drawn work.
Food Preparation and Nutrition (Year 9)
Chloe shows her fantastic breadmaking skills. Chloe made an assortment of breads during a one hour lesson where students demonstrated the use of microorganisms in food production. She increased the nutritive value of the breads by adding seeds, mozzerella cheese, dried fruits and herbs. Chloe was Star Baker of the Week!
Chloe glazed the breads before baking to improve the finishing.
Art and Design (Year 13)
In response to the theme “Transformation”, develop a set of self-portraits in the style of one of the artists provided.
Here's Rosie's artwork.
Art and Design (Year 10)
Based on your initial artists’ research on the artist Francis Bacon, produce your own response using the artists’ style, your own photography and transform your own identity.
Here's Liana's artwork.
Art and Design (Year 11)
Produce an A1 painting in the style of the Futurist Movement. Your piece must show your knowledge and understanding of depth, movement, motion and incorporate the human form within it.
Here's Tilly's artwork
And Zoe's artwork.
Spanish (Year 7)
Translate sentences from Spanish to English. This includes recently learned words and phrases. Jael’s work is particularly good as it shows that the student has clearly understood the newly learned verb ‘gustar’ – to like – and correctly translated its uses in various sentences. The adjectives are also translated correctly and Jael has shown a good understanding of the activities people take part in in their free time. Furthermore, the work is tidy.
History (Year 8)
Write a historical, factual account of Henry VIII’s problems. Amal’s excellent narrative gives specific details that are well explained.
History (Year 8)
Write description of slavery. Use examples from ancient and more modern times. Explain how there were different types of slaves in Ancient Rome, giving examples of the work they did and the status they could achieve. What are the two inferences you make about the Middle Passage from this source? Andy's excellent work shows a student’s early progression in a historical topic as well as the depth of the knowledge he has learned elsewhere before being taught the topic.
French (Year 9)
Write a paragraph about a perfect or disastrous night out. Karolina has written this paragraph in the past tense describing the excitement and disappointment of a customer doing her shopping. This work is special as it shows the student’s ability to manipulate the verbs in past tense. This homework is showing the students’ creativity in writing in French using complex sentences.
History (Year 9)
Year 9 students were asked to explain why there was continuity in ideas about the cause of disease during the period 1250-1500. Oliver's answer below shows an excellent understanding of the concept of continuity in ideas, with points well explained and linked to historical evidence.
PE (Year 10)
Students have worked really hard this term and produced some excellent work. Here you can download two assignments about rules in table tennis and football as examples of the high quality of work the students are producing. Download Seun's assignment. Download Rameez's assignment.
Design and Technology (Year 7)
Jodie has drawn this pillar drill we used today in class. She has annotated and described clearly all the safety features that we must be aware of and use.
She's made a successful foray into 3D representation, a technique that should be encouraged. The layout shows a good balance between drawn and written elements and colour is sensitively applied. There's good use of higher level words correctly incorporated into sentences (e.g. ‘recessed’, ‘protruding’, ‘differ’). Well done Jodie.
ICT (Year 8)
We asked students to create an e-safety poster explaining how to be safe online. Katie produced an informative poster explaining how to be safe online and also used appropriate images. Well done Katie! Download Katie's poster.
English Literature (Year 10)
Students were asked to complete an essay exploring the concept of evil in the character of Mr Hyde. As a 'stretch' task, students could include ideas from Nietzsche’s Beyond Good and Evil to explore theories of evil during the Victorian era. Caitlin planned and completed her essay incorporating higher order stretch tasks within a one hour lesson. It demonstrates the amount of work that can be completed within a lesson, with perfect presentation and organised learning. Download Caitlin's essay.