Home learning at Martin High School is designed and sequenced to secure and extend skills and knowledge in all subject areas.
Home learning at Martin High School is designed and sequenced to secure and extend skills and knowledge in all subject areas. With a focus on current research, home learning commits knowledge and skills to the long-term memory through interleaving, spacing, the use of Knowledge Organisers and low stakes quizzes. At Martin High School we are aware that in achieving maximum impact, the timing of home learning is important and that subject requirements will differ. The experts in the departments plan for timely, strategic and meaningful activities that allow parents, carers, children and the school to work together in partnership to ensure our children make as much progress as they can.
The home learning
‘’I have no home learning’’ is not something Martin High School learners should ever say. The frequency of Home learning set will vary from subject to subject and year group to year group. It will be sequenced into the curriculum to have maximum impact on both learner progress and learner well-being by subject experts.
Additionally, all learners have access to a range of Knowledge Organisers, Graphic Organisers, and reading materials which are excellent methods of consolidating learner knowledge and strengthening schema – that is how they organise and remember facts. Leaving timed spaces between learning the material and revisiting it, has shown to improve retention and can done at home using the knowledge organisers.
Reading is essential in increasing learner vocabulary and every learner at the Martin High School has access to a range of reading materials. Encouraging your child to read for twenty minutes a night can be incredibly beneficial to their progress in school.
Finally, Hegarty Maths, Corbett Maths and SENECA learning are additional online resources that learners can use to re-visit material delivered in recent lessons. Access is available to these resources 7 days a week and all learners have been given an orientation of these systems by their teachers.
The Education Endowment fund cites empirical evidence that shows the impact of Home learning, on average, is five months' additional progress. There is of course a wide variation in potential impact meaning that how and when home learning is set is important (Cooper 2006). Home learning is most effective when it involves practice or rehearsal of subject matter already taught. Rarely should new material be introduced in home learning for maximum impact, unless of course the learner is working at a mastery level. Hallam (2006) indicates that classroom grades are predicted by ‘how much home learning is completed, student ability and the amount of parent facilitation of home learning’. This suggests that the frequency of home learning is superseded by learners actually completing the home learning tasks and that parent engagement with children’s home learning is important. Further, in a review of existing studies ranging from 2003 and 2007, the Canadian Council of Learning (2009) found that home learning that demands active engagement by learners is more successful in boosting progress and recommend incorporating a metacognitive task into the home learning (learners are challenged to think about their thinking). To reinforce this approach to home learning Vatterott (2010) identified 5 Key characteristics of home learning citing competence as important. Open ended home learning tasks are normally completed with less competence and short and focussed home learning tasks are likely to have most impact. These include tasks such as knowledge organiser tasks to review recent class work and exam question practice.
What makes home learning effective?
Cathy Vatterott (2010) identified five fundamental characteristics of good home learning: purpose, efficiency, ownership, competence, and aesthetic appeal.
Home learning: How effective is it? Education Endowment Fund (2018)
Does Home learning Improve Academic Achievement? A Synthesis of Research, 1987–2003 Harris Cooper, Jorgianne Civey Robinson, Erika A Patall
Home learning for all–In moderation. Educational Leadership, Cooper, H. (2001). 58, 7. pp. 34-38
Online mathematics Home learning increases student achievement (2016) AERA Open Online Mathematics Home learning Increases Student Achievement
Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason
A systematic review of literature examining the impact of Home learning on academic achievement open_in_new Canadian Council on Learning Learning, Toronto (2009)
Cooper, H., Robinson, J.C., Patall, E.A. ( A b s tr a c t arrow_downward )
Are we wasting our children's time by giving them more Home learning? Eren, O., & Henderson, D. J.4 open_in_new Economics of Education Review, 30(5), 950-961 (2011)
The relationship of Home learning to A-level results Tymms, P. B. and C. T. Fitz-Gibbon1 open_in_new Educational Research, 34(1): 3-19 (1999)
Does Home learning Improve Academic Achievement? A Synthesis of Research 1987-2003 open_in_new Review of Educational Research, 76. 1 pp. 1-62 (2006)
Dettmers, S., Trautwein, U., & Ludtke, O.3
The relationship between Home learning time and achievement is not universal: evidence from multilevel analyses in 40 countries open_in_new School Eﬀectiveness and School Improvement, 20(4), 375405 (2009)
Canadian attitudes toward Home learning? A Survey of Canadian attitudes toward learning: Elementary and secondary school Home learning (2007)
Home learning: What Does the Evidence Say? Huntington Research School (2007)