© International Academy of Greenwich, 21 Meadowcourt Road, 1st Floor, Lee, London, SE3 9DU

International Academy of Greenwich is a candidate school* for the Middle Years Programme. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that International Academy of Greenwich believes is important for our students.

*Only schools authorized by the IB Organization can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate). Candidate status gives no guarantee that authorization will be granted.

For further information about the IB and its programmes, visit http://www.ibo.org

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International Academy of Greenwich is a part of

Big Education

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Home learning

Rationale

Setting home learning can have a positive impact on student progress in secondary schools (Hattie, 2009). However, this is only the case where the right kind of tasks are set and while a key objective of home learning is to build capacity for independent learning, it all too often builds that capacity for those who already have it and undermines confidence for those who do not (Donald Hirsch/Joseph Rowntree Foundation, 2007). In other words, while home learning has the potential to accelerate and sustain the progress of all students, it can also exacerbate educational and social disadvantage (also see EEF research in home learning/homework).

Home learning should facilitate ever increasing degrees of independence and self-direction. Through enhanced choice home learning becomes more authentic and personalised. When accountability for the completion of and the quality of home learning rests with the students and with their peers evidence suggests this results in increased buy in as a result of positive social-indebtedness. This shift in accountability also benefits teacher workload with the bulk of assessment, both formative and summative, moving to the students themselves.

What does home learning at IAG look like?

Home Learning at IAG is:

  • Planned purposefully into Inquiry Learning Planners
     

  • Clearly communicated to parents and students alike through primarily the Student Planner
     

  • Differentiated & Personalised to match the needs of all our learners and accessible to all students without “expert” assistance from parents
     

  • Facilitates choice (All will…, Some will also…, One of you will also…)
     

  • Formatively assessed (Peer, Self or Teacher)

Expectation

As a minimum expectation students should be directed to spend,

  • In Year 7, 7 hours a week engaged in additional structured learning;
     

  • In Year 8, 8 hours a week engaged in additional structured learning;
     

  • In Year 9, 9 hours a week engaged in additional structured learning;
     

  • In Year 10, a minimum of 10 hours a week engaged in additional structured learning; and
     

  • In Year 11, a minimum of 15 hours a week engaged in additional structured learning.

In-line with the research body relating to both effective learning and impactful home learning the following four types of home learning should be set by teachers within IAG:

A distinctive feature of home learning is the completion of challenging interdisciplinary projects. With the Launch of each Driving Question at the start of a term students will access a series of online instructions to guide them through an address of the Driving Question. In addition to online support this project will also be supported through Advisory and Assemblies. The Projects culminate in the Showcase through which students will present their address of the Driving Question.