Homework Overview

Homework is the consolidation and /or extension of learning, as well as enrichment opportunities outside the classroom so as to broaden students’ understanding.

Such work is valuable to students in that it helps to develop independent learning and research skills as well personal work disciplines, such as time management and planning to meet deadlines.

We set homework for all students irrespective of their ability or teaching group. However, the amount and frequency with which is set is balanced with other important features of a healthy life, such as physical exercise, membership of clubs and other out of school activities.

Full details of the expectations for homework are given in the school’s Homework Policy (which is available in the 'Homework Links' section below).

Accessing Homework

All homework is set through TEAMS and notified through Bromcom and MCAS app so that students (and their parents) can see what work has been set for them, and when it is due.  Typically tasks will then require students to access materials and resources from other online systems (most commonly Microsoft Teams). 

Students and parents are given access to these platforms shortly after joining the school. Parents will be sent relevant required log ins. 

If students or parents have difficulties accessing the system they should contact the School at secretary@uffculmeschool.bep.ac

Homework Links

• Homework Policy

• Year 7 & 8 Study Strategies Booklet

• Year 9 Study Strategies Booklet

• KS4 Study Strategies Booklet

• 'Revision MADE Easy' Summary Notes

Setting work for students that are absent

IMPORTANT - if a student is too unwell to attend school (whether due to physical or mental ill health), the school will NOT set work so as not add further pressure to the student. Instead our priority will be on supporting the student to recover and return to school. During this time regular contact will be maintained with the student, and their family, as part of our duty of care to them. Please see our lost learning strategy here.

Remote Learning - core elements of our provision

In this situation the core elements of our provision will be as follows:

• Students will largely follow their normal timetable each day

• Lessons will ‘mirror’ the work that would have been taught had the lesson taken place in school and it should be clear to the student how the work fits into the sequence of learning.

• Teachers will use their professional judgement as to how much of the lesson ought to be given over to review and consolidate learning and how much to the introduction of new content.

• Appropriate teacher explanations will support new learning.

• Work will be set for students through Bromcom Student Portal (with supporting materials provided through Microsoft Teams or similar).

• Regular ‘live’ online Q&A / discussion-type ‘catch-up’ meetings will be offered to students as they progress through each unit of work, so they can check their understanding, ask for help and support, and clarify any key learning with their teacher.

• Tutors will schedule regular ‘live’ online meetings for their tutees to check on their wellbeing as well as their engagement and how they are progressing with their learning. These will usually be arranged as small group meetings (based around friendships groups) so that students have the opportunity to meet with their friends and peers.

Expectations for students working from home

How long can I expect work set by the school to take my child each day?

We expect that remote education (including remote teaching and independent work) will take students broadly the following number of hours each day:

Students in Key Stage 3 (Years 7, 8 and 9) – around 4-5 hours per day which may include:

• PE / regular physical exercise minimum 20-30 mins a day

• Online tutor meetings

• Online Q&A sessions with subject teachers

• Independent Reading (minimum 20-30 mins a day)

Students in Key Stage 4 (Years 10 and 11) – around 5+ hours per day which may include:

• PE / regular physical exercise minimum 20-30 mins a day

• Online tutor meetings

• Online Q&A sessions with subject teachers

• Independent revision and broader topic study

• Independent Reading (minimum 20-30 mins a day)

Daily Patterns of Working

Remote learning will typically include these features:

• Lessons will typically begin with a ‘live’ element in which the teacher will meet online with the students (through Microsoft Teams).  As part of this live introduction the teacher will introduce the learning for the lesson, making connections with prior learning so that students can see how this lesson fits within the overall sequence of learning.

• Key vocabulary will also be introduced and explained.

• Tasks will then be set for students to complete.  Guidance will be given as to the amount of time that should be spent on each part of the work (bearing in mind some students will take longer to complete the work when on their own).

• This work will be differentiated, with appropriate scaffolding and/or extension activities, to stretch and challenge students

• Independent practice may also be included, so students have the opportunity to put their learning into practice, this could be exam questions, a quiz, essay writing, etc.

• To support the learning and student tasks supporting materials and resources (e.g. PowerPoints with audio narration or videos with clear explanations).  This will be presented to students linked to an online version of the scheme of work to help students see how the ‘big picture’ of their learning and how the lesson fits within the overall sequence of learning. 

• Worked examples are included before students do any questions – support prompts and scaffolding are provided to offer plenty of guided practice.

• Appropriate feedback will be is given in line with the department’s marking and feedback policy. (This might be via Teams, Bromcom Student Portal, MCAS app or by email.)

What are the expectations we have for each student in terms of their engagement?

We expect our students to engage fully with their daily learning and take responsibility for completing work to the best of their ability. They are expected to submit responses in a timely manner and seek support from their class teacher if they do not understand how to tackle a task.

Support for students with little or no access to online remote learning

We are keen to ensure equal access to our remote learning provision for all students and will provide support wherever possible in line with their particular situation.  This may include loans of IT hardware, help to access the internet, and provision of paper-based materials where required. 

Students will also be given various opportunities to submit their work to their teachers, and will not be restricted to a single method.

Support for students with additional needs

We recognise that some students, for example some students with special educational needs and disabilities (SEND), may need help to access and successfully tackle their remote learning. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those students in the following ways:

• All students with EHCP will continue to receive help and guidance with their remote learning from the learning support department, co-ordinated by the SENDCO.

• Resources and tasks will be differentiated for individual students who may need additional support.

Parental Support

How can parents support their child with remote learning?

• Parents are not expected to support their children’s learning directly – they are not required to ‘teach’ their child or help them with the tasks that are set for them

• Parents can support their child by setting regular routines, such as a good start in the morning, ensuring they are suitably equipped for what they need to do and helping them to manage their time effectively.

• Parents can also support their child’s remote learning by seeking advice from tutors, or Head of Year if they feel their child is finding things difficult.

How can parents know whether their child is engaging appropriately with their work and how will I be informed if there are concerns?

• We will monitor each student’s progress on a regular basis.

• If the school starts to identify that a student is struggling to stay on track with their work, class teachers will contact the student to help to get them back on track. If necessary, this concern may be reported to their tutor.

• Heads of Year will also monitor how students are progressing and will be in regular contact with parents if concerns regarding engagement are persistent.

• If students are struggling to engage with their learning and the tasks being set for them, we may, with the support of their tutor or Head of Year, put in a variety of measures to support the student, such as one-to-one sessions or reduced workload for a short period of time.