Creating students who are good at learning independently is an important task for any teacher. However, at my school, Uppingham Community College, we identified that by year 11 many of our students were not equipped with the skills needed to successfully revise and study independently at home.
In turn, this was affecting their progress, most notably with the sub-group of middle prior attaining boys. We wanted all our students leaving us as confident, independent thinkers.
At this time, we were also reconsidering the merits of our homework approach and how we could improve its impact. Homework had become an “add-on” in certain subjects with some ineffective tasks set, an inconsistent monitoring approach, and some disengagement from teachers and students.
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