By Timi Alabi
In part 1 of this blog, I shared some insights on ‘understanding the purpose of homework’ and ‘setting homework with intention.’ If you missed it, you can read part 1 by following this link.
In this follow-up piece, I will be sharing three additional factors and some practical steps to consider when setting homework.
- Frequency and Regularity
The power of ‘little but often’ is often underestimated. Homework doesn’t need to be tedious or feel like a chore. What makes homework impactful isn’t determined by lengthy amount of work, but by providing the children with opportunities to practise small, targeted areas of learning, regularly and frequently. For instance, setting a 10-minute homework task daily is more effective than setting an hour long homework once a week.
As I mentioned in part 1, the aim of this blog isn’t to dictate which subjects to set homework for. However, in the primary setting, I would recommend keeping the weekly homework load minimal; just two areas or maximum of 3. To decide which areas to prioritise, focus on foundational knowledge that underpins more complex learning. For example: I would suggest assigning:
- Arithmetic homework instead of Reasoning,
- Practising a small group of spellings instead of setting a Writing task.
This way, the children can spend 10 minutes a day on homework by alternating between these two areas, without feeling overwhelmed.
I would also suggest that for maximum impact, keep the focus of practice consistent throughout the week. For instance: If the children have been given 5 spellings to practise (I wouldn’t recommend more than 5 by the way), keep the words the same throughout the week and reinforce these during lessons at school. This ensures children benefit from consistent exposure both at home and in the classroom. Similarly for Arithmetic homework, once you’ve identified about 3-5 areas the children need to practise, only set questions that align with these focus areas throughout the week so that the children have enough opportunity to practise and consolidate their learning.
- Establish a Clear Structure and Expectation
Another key factor to effective homework is having a well-defined structure and clear expectations. Children respond well to routine and structure, so creating a predictable homework pattern can significantly enhance its impact. This is why I am quite sceptical about setting optional homework, mainly because it takes away the value and importance. When homework is optional, pupils won’t attach much importance to it. Many pupils are unlikely to engage, and it tends to be the same small group of pupils who consistently complete it. This leaves others, who could benefit from the practice, falling behind.
Similarly, setting random or unstructured homework without prior communication can lead to confusion.. For example: parents might just suddenly receive a video of the class teacher modelling a particular Maths concept taught in class, but without clear instructions, many families may not know what to do with it. Again, a small fraction of the class might be proactive and creative but where does that leave the rest? While the idea of sharing these type of videos is excellent, it would be more impactful when paired with specific practice questions. This way, children can actively use the video as a resource while completing the task, ensuring greater clarity and engagement.
It’s also helpful to establish a consistent homework routine. For instance, assigning arithmetic on Mondays, spellings on Tuesdays, creates a predictable pattern that helps pupils mentally prepare. Another example could be setting a daily expectation for pupils to practice timetables for five minutes on an online platform.
Such structure and routine encourage children to take ownership of their learning while helping them stay focused and prepared. Clear expectations about when homework is due and how it should be completed further reinforce accountability and set pupils up for success.
- Marking Homework
Evidence shows that children marking their own homework has a greater impact on their learning than when teachers mark it for them. However, this approach requires proper training, and training takes time. It is imperative to start by explaining to pupils why marking their own work is beneficial. Help them understand that it’s not just about finding out if they’re right or wrong but about developing self-awareness, reflecting on their work and identifying areas for improvement.
Also take the time to model the marking process to your pupils. Show them how to check their answers effectively and accurately while emphasising the importance of integrity. Let them practise marking their work at school before gradually transitioning this responsibility to their homework. Once the training is complete, children can take home both the homework questions and the answers.
You might wonder, “What if they just copy the answers?” While it’s true we can’t monitor children all the time, the real focus should be on fostering integrity. By instilling the value of honesty and accountability, we empower pupils to make the right choices even when unsupervised. When homework is handed in after being self-marked, there’s no need to review every single question with each pupil. A quick scan is enough for the teacher to note down areas that might need revisiting or the names of children who struggled with specific areas. These pupils can then receive targeted support during the next lesson or through intervention sessions if necessary. This approach not only lightens the teacher’s workload but also builds the pupils’ independence, and critical thinking skills – all invaluable tools for lifelong learning.
