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St. Peter's Independent School

St Peters Independent School

"Throughout the school pupils thrive in the warm nurturing atmosphere under the guidance of caring and committed adults who see pupils' welfare and well-being as a priority"

ISI 2012

"Pupils not only enjoy coming to school but are proud to be a pupil of it."

ISI Report - Summer 2012

"At every stage pupils feel safe, develop in confidence, and are self-assured and well prepared to meet the challenges of the next stage of their education."

ISI Report - Summer 2012

"In the EYFS, a good balance of adult-led and child initiated activities is carefully planned to develop the children's needs, abilities and interests."

ISI Report - Summer 2012

"Pupils appreciate the friendships they share with each other and also the positive relationships enjoyed with the staff."

ISI Report - Summer 2012

"The ethos of the school makes a significant contribution to the pupils' personal development, in accordance with its aim to provide a caring family-orientated environment."

ISI Report - Summer 2012

"Strong emphasis is place on learning practical life-skills in lessons such as cookery or design and technology. These lessons are popular with pupils."

ISI Report - Summer 2012

"A good range of extra-curricular activities encourages the pupils to extend their interests, skills and knowledge."

ISI Report - Summer 2012

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Homework Guidance

‘Homework’ refers to any work or activities which students are asked to do outside of normal lesson time.

 Homework is an integral part of the school’s overall learning and assessment strategy and is essential to raise academic standards and in developing good study habits.

 Homework allows us to . . .

  1. Consolidate on previous /present learning / giving an opportunity to check understanding
  2. Develop independent learning skills and own opinions
  3. Foster self-discipline, organisation and time management
  4. Use additional time for more in depth research
  5. Use additional time not available in lessons to complete coursework and revision for exams

Good practice suggests that the amount of time, which should be spent by students in secondary schools, on average on ‘homework’ should fall within the following ranges:

Form 1 (Year 7)                 45-90 minutes per day in total for all subjects

Form 2 (Year 8)                 45-90 minutes per day in total for all subjects

Form 3 (Year 9)                 60 – 120 minutes per day in total for all subjects                                (1-2 hours)

Form 4 (Year 10)               90 – 150 minutes per day in total for all subjects                      (1.5 – 2.5 hours)

Form 5 (Year 11)               90 – 150 minutes per day in total for all subjects                     (1.5 – 2.5 hours)

(Please note that these ranges are guidelines only and should not prevent more able students from working beyond the upper limits.)

Each Form Group is provided with a set homework timetable.

Forms 1, 2 and 3

English, Maths and Science teachers will set planned ‘homework’ twice a week

All other subjects will set planned ‘homework’ as appropriate to their subject. Most subjects will be set every week. In some cases projects or extension work will be set for several weeks at a time.

Additionally in Forms 4 and 5

It is to be expected that all subjects will be set planned ‘homework’ twice a week.  Deadlines for exam board coursework are absolute and cannot be extended. It is expected that students will engage in additional revision and examination preparation tasks as guided by their teachers.

Procedures

  1. ‘Homework’ should be entered into the planners by students, noting the date it was set, due and after completion the amount of time spent on it.
  2. Teachers will ensure that enough time is given to write down details of the ‘homework’.
  3. Some students will require additional time to write down details.  It is best not to do this in a rushed way at the end of the lesson.
  4. Some students may have limited research facilities at home (e.g. access to library / internet).         Teachers should emphasise the use of our school resources and supervised after-school homework clubs. When setting due dates for research based homework tasks teachers must take in to account the facilities that the students have access to.
  5. There is a clear expectation on students that ‘homework’ should be completed on time.  Homework completed well should be acknowledged and praised.  A note should be made in the planner of any late or unsatisfactory homework and appropriate action taken.  School detention systems will be used to ensure students meet expectations.
  6. Depending on the type of homework set marking may be by teachers, the student themselves, their peers or parents. In all cases marking should include ‘formative’ assessment comments; focusing on the details of content and performance and indicating how students can improve their attainment.
  7. Staff must ensure that students are sure on how homework links to past, current or future learning together with when, where and how they will receive feedback on their work. 
  8. The use of homework planners will be enforced - where practical all students should have a planner on their desk in every lesson. 
  9. Planners will be regularly monitored                                                                                                                        
     - By subject teachers on a regular basis
     - By the Form tutor each Thursday morning in the tutorial session
     - By parents once a week – parents should sign that they have checked the planner
  10. Issues regarding the quantity and quality of ‘homework’ raised by parents / carers should initially be directed to the Form Tutor and then to the Subject Teacher.