At Meriden, homework is viewed as a purposeful extension of classroom learning. Homework should seek to reinforce concepts learnt at school and help students to develop the skills needed to independently manage their time. It should challenge the girls to have time to think by themselves, but should still allow them time for exercise, family life and rest.
The Value of Purposeful Homework
In the Senior School, homework is a tool for revision, critical thinking, independent study and preparation for assessment. Research suggests that homework has a positive impact overall, particularly for secondary students, where it can add the equivalent of several months of learning progress when used effectively. Importantly, the research also highlights that quality matters far more than quantity. Long hours of repetitive work rarely lead to stronger outcomes. Instead, students benefit most from purposeful tasks that connect directly to their classroom learning.
The Impact of Reading on Learning Outcomes
Reading is one of the most valuable and consistent forms of homework across every stage of schooling and regular reading often has the greatest long-term impact on student learning outcomes. If your daughter doesn’t have any homework, encouraging her to read every night will support her learning across all areas. Similarly, practising a skill, such as writing, drawing, making, or playing an instrument is also important home learning that encourages her curiosity and creativity.
Setting Students Up for Success
At Meriden, we suggest that students in Years 7-9 are spending no more than 1-1.5 hours on homework and assessment tasks a night, and students in Years 10-12 no more than 2-2.5 hours a night. In addition to evening study routines, senior girls should be using their study periods during the school day for assessment preparation, revision and homework tasks.
If your daughter is spending too much time on homework, or you feel she is receiving too much homework, please reach out to the School to communicate this so that we can ensure that she is being set up for success in her learning.
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003. Review of Educational Research, 76(1), 1-62.
Trautwein, U. (2007). The Homework-Achievement Relation Reconsidered: Differentiating Homework Time, Homework Frequency, and Homework Effort Learning and Instruction, 17(3), 372-388.