Homework

In Art and Design, homework is used as an opportunity to strengthen student’s understanding of great artists and craft makers and consolidate classroom learning. Students are set both written and drawing tasks that embed an understanding of visual language within Art and Design. At Key Stage 4 and 5, homework is a continuation of their personal responses to a theme, through research, experimentation of media and annotations of their development.  

In Business, homework is used as an opportunity to consolidate learning. Students will be set homework once a week and will be split into three parts. The first task will consist of a knowledge retrieval exercise that covers the key areas of learning for that week. The second part focuses on past MCQ exam questions to test their knowledge on the topic. The final part of the homework focuses on students' ability to consolidate and retrieve their knowledge in the form of a mind map drawing on their memory. These tasks are designed to support students with revision and address any knowledge gaps within the topic. 

On occasions students may be asked to apply their knowledge of Business in the real world by summarising a recent news article and explaining how it relates to different aspects and topics of the Business course. This homework task is set to broaden student’s wider knowledge of business in the real world and apply their classroom learning to real life business scenarios.

Students will be set a variety of activities for homework to engage them with learning outside of the classroom. Homework will not only consolidate their classroom learning, through a mix of tasks ranging from quizzes and exam style questions, but they will also engage with case studies and research that can be discussed and dissected in the classroom following completion. Homework will also involve revision of previous topics, development of revision materials and practical work as part of the active citizenship topic.

Students will be set a variety of activities for homework to engage all students with learning outside of the classroom. Homework will not only consolidate their classroom learning through a mix of tasks ranging from quizzes and exam style questions, but they will also engage with case studies and research that can be discussed and dissected in the classroom following completion. 

Homework will also involve revision of previous topics, creation of revision materials and practical work as part of the Active Citizenship topic. Flipped learning will allow also be used for students to attain knowledge before consolidation in the classroom. Homework’s are varied week to week allowing for accessibility for all students and challenge tasks frequently being used allowing more able students learning to be stretch and developed to higher levels.   

Homework in Politics is designed to promote independent study, reinforce classroom learning and widen students’ knowledge from case studies, current affairs, and wider learning. Tasks may include reading political news articles, texts, planning and completing past paper questions, revising key concepts, or exploring current political events. Students engage in tasks that prepare them for lesson content in advance or consolidate previous learning. These activities help students prepare effectively for assessments and add to or widen previous learning.

In Computer Science, students will be set homework through Satchel One which will consist of a task set by their teacher based on content that is being covered in lessons allowing for practice and consolidation of concepts. The homework in computer science is research based with links to reference material provided.  At Key Stage 4, students will also be set GCSE exam questions to help them develop their exam techniques.

At Key Stage 4, homework is designed to consolidate and extend studio learning, helping students to develop both their practical and theoretical understanding of dance. Tasks are set to encourage a balance of retrieval, preparation and rehearsal, enabling students to recall key knowledge, apply new skills and build confidence in their performance and choreographic work.

Students are regularly asked to rehearse and refine choreography or performance material introduced in lessons, as well as to complete short written or research-based tasks that support their critical appreciation of professional works. This combination of practical and written activities ensures students are continuously developing their creative, technical and analytical skills.

Supervised studio time is made available for students to complete practical homework, allowing them to rehearse independently using mirrors and appropriate space to evaluate and improve their work. Through consistent rehearsal, reflection and application, students strengthen their understanding and confidence, preparing them effectively for the demands of GCSE Dance assessment and performance.

At Key Stage 5, homework is designed to extend learning beyond the studio and promote independent, in-depth exploration of dance as both a practical and theoretical discipline. A significant focus is placed on wider research into influential practitioners and their repertoire, enabling students to gain a richer understanding of choreographic styles, creative processes and contextual influences.

Students are also expected to complete regular practical rehearsal, refining performance pieces and developing choreography in response to set tasks and stimuli explored in lessons. This independent rehearsal work is essential in building precision, confidence and creative ownership. To support this, studios are made available for students wishing to rehearse outside of timetabled sessions, allowing them access to mirrors and professional facilities to aid self-evaluation and refinement.

Homework also incorporates exam style written practice, as the written paper includes extended essay responses. Students are provided with model answers, mark schemes and structured planning documents to help them develop analytical writing skills and confidence in articulating their understanding of professional works and dance theory. Through this blend of research, rehearsal and written practice, students develop the independence, critical awareness and discipline required for success at Key Stage 5 and beyond.

In GCSE Drama, homework is used as an opportunity to consolidate and practice classroom learning. Students are set both retrieval and preparation tasks which contribute to the tasks within the next lesson. These differing homework styles encourage students to recall information that has been learnt as well as apply and rehearse new skills which have been shared within the classroom. Through regular retrieval and practice, students grow in confidence in their application of skills meaning progress is maintained. It also threads together each lesson and outlines a clear learning journey for students over the two-year course.   Students are set regular exam style practice questions based on their set text and lie theatre review play.

A Level Drama students typically undertake homework in ways that reflect both the practical and theoretical nature of the subject.  Practical preparation tasks include rehearsals outside of lesson times, line learning, character development work and developing of devised theatre ideas.  Students will also undertake research into the historical, cultural, or social contexts of set plays and playwrights as well watch and review live and online plays.  HASU A Level Drama students also use homework time to develop and complete their devising drama portfolios as well complete practice exam style questions.

There is a wider learning programme for A Level Drama in which students will complete further related research, watch plays connected to their studies and read additional plays.  Students are encouraged to watch as much live theatre as possible.

In Design and Technology, homework is used as an opportunity to strengthen students’ understanding of theory aspects; study of design and designers; and technical knowledge to consolidate classroom learning. This may take the form of written tasks responding to articles about topical issues covered in projects such as sustainability, or knowledge retrieval about materials and their properties. We also set creative and drawing tasks to further students’ idea development and designing skills. At Key Stage 4, homework for Product Design and Textiles is a continuation of their project work, responding to a theme through research, experimentation of media and annotations of their development. In Food Preparation and Nutrition, students will revise content across Food commodities, Principles of nutrition, Diet and good health, The science of food, Where food comes from in order to support their GCSE studies. 

For homework, pupils use an innovative literacy improvement tool called Bedrock Vocabulary which is an interactive website that helps children to learn important academic vocabulary. As the pupils progress through the curriculum, they study hundreds of words, whilst reading fiction and non-fiction texts regularly. They also fill in a vocabulary application notebook to practise using this vocabulary by linking to their class learning and parents and teachers can track progress on the programme with their own accounts as well as regularly checking their application books too.

Vocabulary remains key to pupil success at Key Stage 4 (KS4), and pupils are encouraged to apply ambitious vocabulary in both analytical and creative writing tasks however, homework at KS4 moves towards a revision-focus, using online platforms such as Seneca, the Harris Learning Hub and educational podcasts on relevant topics alongside quotation learning  for the GCSE set texts. Homework is closely linked to class learning and retrieval of core knowledge, ensuring students regularly practise applying and recalling knowledge learned in class and practise its application independently as well as re-capping for homework to prepare for low-stakes testing in class.  

At Key Stage 5, pupils complete three different kinds of homework tasks: examination essay practice, research-based note taking and wider critical reading. Essay practice may involve an entire past question or targeted paragraph practice, with a particular focus on consolidating content or exam skills. In Year 13, homework also includes preparation for A-Level coursework: this involves making notes on critical reading, and writing and editing draft coursework paragraphs. Critical reading ensures that pupils have the opportunity to develop personal interpretations of texts, while writing practice helps pupils to put this into practice while developing high standards of academic literacy and analysis.

In Geography, homework is intended to consolidate classroom learning or practice key geographical skills. Homework will generally take the form of four styles of activity: 

• Research/source based- This is important so students can engage with contemporary events that link to geographical theories learnt in lesson. 

• Knowledge retrieval quizzes- These are based on SatchelOne or Seneca encouraging them to recall information learnt in lessons which is important to embed geographical knowledge 

• Numerical/Cartographic/GIS Skills- These are key geographical skills students continually practice throughout their studies and will enable them to become more familiar and competent in accessing different forms  

• Extended Writing practice- Extended writing remains a key part of our curriculum and this will allow students to practice applying geographical language to explore writing like a geographer independently.  

At Key Stage 4, students engage in similar activities as above, however there is also emphasis on creating revision materials, critiquing resources, and decision-making activities. These tasks are intended to support and enable students to become more confident independent learners.  

At Key Stage 5, students should use their guided independent practice to complete revision with emphasis on exam practice questions as well as wider reading around the subject, particularly around current affairs which will support their broader contextual knowledge and help build synoptic links between the various topics. 

At KS3, students complete a range of homework activities designed to consolidate knowledge and develop key historical skills. These tasks include knowledge quizzes, which help students identify and address gaps in their understanding; consolidation activities, which reinforce content taught in lessons; source analysis exercises, which build inference and evaluation skills; and guided research sheets titled ‘Meanwhile, elsewhere…’. These research tasks allow students to explore historical events and developments from a broader, global perspective. Each ‘Meanwhile, elsewhere…’ sheet links chronologically to the topic studied in class, helping students to make connections across different societies and compare events on a wider scale.

At KS4, students engage with similar forms of homework, but with a stronger emphasis on exam practice and written evaluation. Regular tasks include completing past-paper questions, targeted revision activities, and source-based exercises to refine analytical and interpretative skills. Students may also undertake short research projects to broaden their knowledge of case studies, which can then be used to strengthen their written arguments and examination responses.

At KS5, homework becomes more independent, in-depth, and rooted in academic scholarship. A Level students are expected to engage with a wide range of historical interpretations and to read critically from both primary and secondary sources. Tasks often include extended essay preparation, engagement with historians’ arguments, and independent research linked to class topics or coursework. This encourages students to think and write like historians — developing sophisticated analytical skills, confidence in handling evidence, and an appreciation of the complexity of historical debate.

In Health and Social Care, homework is used as an opportunity to consolidate learning. Students are set quizzes and short exam questions encourages students to recall the information that has been learnt during lessons.  Through regular retrieval students will deepened their knowledge and improve confidence within these topics making completing the internally and externally assessments successful. 

In Maths, students in Year 7 to 10 are set weekly homework tasks through our online platform Sparx Maths. The purpose of these tasks is to consolidate learning and develop fluency. This gives students the opportunity to practise topics that are being covered in lessons and get support through videos where required. Sparx Maths provides personalised homework which is tailored to each student's current level, and instant feedback. Students also complete tasks on previously taught topics. This retrieval of prior knowledge will help to embed learning in their long-term memory.  

In Year 11, in addition to Sparx Maths, students are set GCSE exam questions to help them develop their exam technique.  

At Key Stage 5, students are set regular textbook practice to ensure that they are developing fluency in key skills. They are also asked to complete A level exam questions to develop their exam technique.  Students are encouraged to watch videos and complete tasks on the online platform UpLearn to help deepen their understanding of the topics taught. 

At Key Stage 3 homework is not set regularly, but there will be occasions where students are asked to do some listening based homework to support the work they are doing in their lessons.  

Homework is used at Key Stage 4 to consolidate learning that has taken place in the classroom. This could take the form of theory based questions, revising for a specific Learning Snapshot or listening to a piece of music and answering exam style questions.  

In PE, homework is set for GCSE PE (KS4) and A-level PE (KS5) only. 

In GCSE PE, It is used to consolidate classroom learning. Students can be set short retrieval tasks and exam questions further applying studied topics and embedding their knowledge of physical factors affecting sports performance, sociocultural issues in sport and sports psychology. In addition, student complete smart learning algorithms and quizzes via the Seneca Learning platform, designed to address gaps in their knowledge. 

At A-Level, students are set work via the Everleaner platform. This consists of a flipped learning approach, where students take detailed notes from webinars on topics to be studied in their next lesson. Retrieval tasks such as test questions and checkpoints are set post lesson to consolidate learning. Other homework consists of revision activities and exam questions.

Students do not receive regular homework in performing arts however there are times when we will ask them to watch or listen to a particular video or piece of music to better prepare them for the work they are undertaking in class or to follow up on something that has come out of a class discussion. 

In Religion, Philosophy and Ethics, homework is used as an opportunity to consolidate classroom learning. Students are set short retrieval quizzes that encourage them to recall the information that has been learnt during lessons. Through regular retrieval, students embed their knowledge of religion and philosophy, allowing them to engage with the subject at a progressively deeper level as they move through their studies. Furthermore, students are occasionally set short writing tasks to promote the development of their writing skills and improve their understanding of the core learning. 

At Key Stage 4, students will also spend time unpicking extracts from scripture, analyse stories, parables and powerful teaching using hermeneutical skills developed in lessons, as part of their homework, in order to support their GCSE studies. 

Homework in Philosophy is designed to reinforce classroom learning and promote independent study. Tasks may include reading philosophical texts (both articles and books), completing past paper questions, revising key concepts, or exploring current philosophical debates. Students engage in tasks that prepare them for lesson content in advance (flipped learning). These activities help students to consolidate their understanding and prepare effectively for assessments.

At HASU, Philosophy students are fully supported with a wide range of resources required to be successful in this programme which helps students to focus fully on learning and improving their academic skills.

In Science, homework is used as an opportunity to consolidate classroom learning.  This might involve answering examination style questions to consolidate and apply the students’ knowledge of a scientific concept they have learnt about in the lesson.  It is also used to practise key skills of working scientifically, such as analysing the results of an experiment that the students carried out in the lesson or carrying out mathematical calculations. 

We also make extensive use of an online resource called Kerboodle, for which every student has their own username and password.  As well as access to all the online resources, their Kerboodle user account gives students access to the science textbooks in digital format.  Homework activities set on Kerboodle include: 

• Progress Tasks – context-based enquiry processes tasks  

• WebQuests – internet-based research and literacy activities; 

• ‘On your marks’ - interactive activities in which students attempt an exam-style question and then submit for teacher marking; 

• Guided practice 6-mark questions requiring an extended response; 

• Progress quizzes in which students receive formative feedback. 

At Key Stage 4, students engage in similar activities as above, however there is also emphasis on creating revision materials and preparing for their GCSE examinations at the end of Year 11. These tasks are intended to support and enable students to become more confident independent learners. 

For homework at Key Stage 3, students complete a range of activities to enable students to consolidate and identify gaps in knowledge. Homework involves a mixture of skills based and vocabulary learning tasks in order to develop mastery in the language.  Students also are regularly set enquiry-based research tasks which deepen their cultural understanding, promote language learning and develop a range of skills.     

At Key Stage 4 students engage with similar activities, however there is also more of a focus on GCSE practice, with students completing exam questions and revision activities.  

Homework in Sociology is designed to reinforce classroom learning and promote independent study. Tasks may include reading sociological texts, completing past paper questions, revising key concepts, or exploring current social issues. Students engage in tasks that prepare them for lesson content in advance. These activities help students consolidate their understanding and prepare effectively for assessments. 

Homework in Psychology is designed to consolidate learning and develop independent study habits. Tasks may include reading academic articles, completing past paper questions, revising key terms, or engaging with current psychological research. Students also make regular use of UpLearn, an interactive online learning platform tailored to the AQA A Level Psychology specification. UpLearn provides explanations of complex concepts, exam-style quizzes, practice papers and detailed feedback.