The value of homework

As part of the College performance plans over the last three years we have been developing the idea of week-by-week homework for Year 11’s and 10EE. We feel this has been a success, especially with our improving results in the GCSE exams. This idea of giving students small, weekly chunks of homework has been based on much research, particularly from the Education Endowment Foundation (EEF).

The EEF has conducted extensive research on the role and impact of homework, particularly regarding its effectiveness in secondary education. Here’s how the EEF's insights can add further depth to the importance of homework and best practices for implementing it.

1. Impact of Homework on Student Progress

According to the EEF's Teaching and Learning Toolkit, homework can have an impact on student progress. For secondary students, homework has a positive impact on learning with an average effect size equivalent to an additional five months’ progress over the course of a year. Homework in secondary school is particularly effective when it is focused on practicing and reinforcing skills learned in the classroom.

Key Crookhorn Takeaway: Homework is most impactful in secondary education, where students can benefit from assignments that deepen their understanding and consolidate classroom learning. Base your homework on retrieval, with small quizzes or DBLP tasks such as mindmaps every week.

2. Quality Over Quantity

EEF research emphasizes the importance of quality over quantity when it comes to homework. Research from the EEF’s Toolkit shows that the impact of homework is not necessarily linked to the amount of time spent on it, but rather to how well it is aligned with what’s taught in class. Homework is most effective when it reinforces specific skills, provides opportunities for practice, and is designed with a clear purpose.

Key Crookhorn Takeaway: Teachers should focus on designing purposeful homework tasks that align closely with classroom objectives. Homework should reinforce existing knowledge, rather than introduce entirely new material, especially for younger students who may struggle without support at home.

3. Developing Metacognition and Self-Regulation

The EEF highlights the benefits of homework in promoting metacognitive strategies—or students’ awareness of their own learning processes—and self-regulation skills. Homework offers students the chance to plan, monitor, and evaluate their work independently, which helps develop their ability to self-manage and problem-solve, essential skills for lifelong learning.

In its guidance on Metacognition and Self-Regulated Learning, the EEF points out that well-designed homework can support students in:

• Setting goals and monitoring progress.
• Reflecting on feedback and making adjustments in their approach.
• Building resilience through independent problem-solving.

Key Crookhorn Takeaway: By assigning tasks that encourage students to plan, execute, and reflect on their work, teachers can use homework to build students' metacognitive skills, fostering independent and self-aware learners.

4. Parental Engagement and Homework

The EEF also highlights that effective parental engagement can significantly enhance the impact of homework. Their Working with Parents to Support Children’s Learning guidance report indicates that involving parents in a supportive way—especially for younger children—can reinforce positive attitudes toward homework. However, the EEF advises that schools avoid placing too much pressure on parents, as this can create tension and potentially discourage students.

Key Crookhorn Takeaway:. Getting parents to just check it has been completed is what will help many busy parents. By keeping an updated assessment record that says if work has been completed or an effort grade is what many parents want to see.

5. Practical Recommendations from the EEF for Effective Homework

Based on its research, the EEF provides several practical recommendations for maximising the effectiveness of homework:

• Tailor Homework to Age and Attainment levels: Secondary students benefit from different types of homework, and tasks should be adapted to be age/attainment appropriate.
• Focus on Retrieval Practice: Homework tasks that focus on practicing retrieval (such as quizzes or review questions) help reinforce memory and make learning "stick," especially for secondary students.
• Provide Timely Feedback: Feedback is essential for homework to be meaningful. The EEF notes that students benefit most when teachers provide feedback that is specific and timely, guiding students on how they can improve.
• Limit New Material in Homework: For younger students especially, homework is most effective when it does not introduce new material but rather reviews or reinforces skills taught in class.

Conclusion: Homework with Purpose

From this research, we can all see the benefits of setting small weekly tasks of homework that can be easily checked and that reinforces the teaching the students have already received.

We need buy-in!

If we prepare students correctly in KS3 by getting them into good habits when preparing for assessments, we will see massive long-term gains when it comes to preparing for GCSEs. You will see on the ARR calendar the weeks we expect KS3 students to get their week-by-week homework, and we will be sharing this with parents in the new year ready for their spring and summer assessment weeks (Now called exam weeks). If everyone gets onboard with this, we see massive benefits across the curriculum for many years to come.