Independent Learning

• Research indicates that the influence of homework on learning consistently yields positive results, leading to an average of five months' additional progress. 

• Studies demonstrate that in the most effective instances, homework is an integral part of learning, not merely an addition. 

• Complex or open-ended homework is often completed less effectively; short, frequent homework closely monitored by teachers is likely to have a more significant impact. 

• A recent study investigating the correlation between time spent on homework and academic achievement revealed that students completing homework independently for 60-70 minutes daily experienced the most substantial impact (Institute for Effective Education, 2015). 

The Ark Bouton approach to mastery of core knowledge and application of core knowledge during independent learning 

Using self-quizzing to master core knowledge.  

Core Knowledge Organisers 

The teaching team at Ark Boulton collaborated to develop a unified document encompassing all the essential knowledge students require for the subjects they study at school; this document is referred to as the Core Knowledge Organiser. The knowledge within the organisers not only maintains a rigorous standard to ensure accuracy in academic terminology but is also meticulously aligned with the students' in-class scheme of learning. This, therefore, presents a structured overview of the expected learning outcomes for each subject or topic, thereby minimising confusion and aiding comprehension of the scope and sequence of learning. By emphasising crucial knowledge and concepts, the Core Knowledge Organiser facilitates the enduring retention of information essential for assessments. 

Self-Quizzing 

Utilising self-quizzing is a method to support students in excelling at mastering core knowledge. In addition to independent learning, self-quizzing provides a regular opportunity to practice recalling core knowledge from the organiser. The goal is to make this knowledge second nature, allowing students to progress quickly. 

Consolidate foundational knowledge. 

At Ark Boulton, we utilise online platforms to comprehensively understand how the core knowledge fits into a broader context. The online platforms are designed to provide opportunities for students to apply what they've learned in class and self-quizzing the Core Knowledge Organisers to exam-style questions. 

https://www.sparxmaths.uk/ : KS3 & KS4 maths 

www.senecalearning.com: English, history, geography, religious studies, music, KS3 science 

www.my-gcsescience.com: KS4 biology, physics, chemistry 

https://uk.language-gym.com: French and Spanish 

www.groklearning.com: computer science 

www.quizlet.com: all subjects 

All students will receive a Core Knowledge Organiser and a Self-quizzing book. The Core Knowledge Organiser contains the information students need to succeed in a term's programme of study, broken down into 'blocks' to allow students to master each block before progressing. 

To demonstrate their understanding of the core knowledge, students will engage in a 30-minute daily self-quiz using their Self-quizzing book. In addition to self-quizzing, KS3 pupils are expected to spend 30 minutes daily on independent online learning. 

To assist students in managing their time and developing effective independent study skills, students are encouraged to follow the schedule outlined below: 

Independent learning in Key Stage 4 will follow the same format as in Key Stage 3. In addition to the 30 minutes of self-quizzing, KS4 pupils are expected to dedicate 1 hour to independent online work. The aim is to provide students with frequent opportunities to independently apply their knowledge in context. As students’ progress through their courses, these additional written tasks will gradually be replaced by examination questions. 

To assist students in developing good routines, there is a standardised timetable that all students should follow from the beginning of Key Stage 4. This timetable outlines the minimum expectations for work and includes designated time for breaks and rest. 

• Endowment Foundation (2018). Homework (Secondary). Teaching & Learning Toolkit. Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/homework 

• Huntington Research School (2017). Homework: What Does The Evidence Say? Available at: https://researchschool.org.uk/huntington/news/homework-what-does-the-evidence-say 

• Institute for Effective Education (2015). How much homework is too much? Available at: http://www.beib.org.uk/2015/04/how-much-homework-is-too-much/ 

• Lee, S (2018). How all stakeholders helped redesign our homework process. Available at: https://www.ssatuk.co.uk/blog/redesign-homework/ 

• Vatterott, C (2010). Five Hallmarks of Good Homework. Available at: https://www.ascd.org/el/articles/five-hallmarks-of-good-homework 

• Willingham, D (2016). Important New Study of Homework. Available at: http://www.learningscientists.org/blog/2016/10/18-1