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Guest Author: Timi Alabi

Timi Alabi is an experienced senior leader education consultant, working closely with teachers in multiple schools. @timialabi This post was originally posted on Timi’s blog in two parts: https://retainitedu.com/homework-that-works-pt-1/

In this piece, I will be focusing on how to set homework effectively within the primary school setting. I would however like to clarify that the purpose of this blog isn’t to dictate which subjects teachers should or shouldn’t assign homework for. It is to establish some key principles to consider, regardless of the subject.

Having observed how homework is set in primary schools, it is clear that different schools use different approaches and that’s ok; schools don’t have to use the same approach. However, it’s essential to understand some fundamental principles that contribute to effective homework practices and adopt strategies that make a meaningful impact on learning.

1. Understand the Purpose of Homework

The primary goal of homework should be to consolidate learning that has already been taught in class, not to introduce new concepts. While this might seem obvious, it’s worth emphasising to ensure clarity.

Homework should be set in order to give pupils the opportunity to practise and reinforce what they’ve learned, helping embed knowledge into their long-term memory. This is why I personally have my reservations about homework that require pupils to go home and research something they haven’t been taught. For example: the teacher might say something like: ‘Our next topic in Science is ‘forces’. I would like you to research as much information about forces as you can and be prepared to share in the next lesson.’

The danger with this is that pupils will encounter conflicting information or develop misconceptions during their research about forces. As a result, the class teacher may need to spend majority of the first lesson correcting misconceptions – time that could have been better spent building foundational knowledge.

Instead, it’s more effective to first teach the topic in class and then assign homework to reinforce and consolidate the learning. This ensures pupils have a clear, accurate understanding to build upon.

2. Set Homework with intention and Purpose

It is important to be very intentional about the focus of homework in order to ensure it is meaningful and impactful; keep the focus tight, clear and purposeful.

Homework is a valuable tool for strengthening foundational knowledge; making learning more solid and creating a strong base to build upon.

I think of homework as building the foundation of a house. If the foundation is solid and strong, the structure built upon it will be sturdy and reliable. On the contrary, if the foundation is weak, the entire structure is at risk of crumbling, regardless of how pretty the building might look. Similarly, purposeful homework lays the groundwork for more complex learning in the classroom.

For example: If children are learning to multiply two 2-digit numbers in class, and the teacher notices that timestable fluency is a barrier to making the learning accessible, assigning homework to practise timestables would be more effective than homework set to multiply two-digit numbers.  This approach reinforces the basics, making the more complex task of multiplication easier to grasp. Schools can leverage online times table platforms to support this practice.

Here is another example about Grammar homework. If the children are learning about noun phrases in class, they need to have a good understanding of nouns and adjectives in order to access the learning. Even if these concepts have been previously taught, , if they are still a barrier to the learning of noun phrases, reinforcing them through focused homework can address any lingering gaps. Assigning Homework that help children identify and use nouns and adjectives will better prepare them to construct noun phrases confidently.

Homework is also a useful tool for tackling misconceptions. When a specific misconception is identified in class, address it during the lesson and then design homework that targets it. This reinforces the correct understanding and allows children to consolidate their learning.

This then leads me to my thoughts on termly homework projects. Homework projects such as making an Egyptian pyramid or a volcano all sounds nice and creative. While I’m not here to dictate whether such homework should be set or not, I would like to share a few things to think about before assigning these types projects:

• Who is doing the work? Is it really the children doing the project or are the parents doing majority of the work because they want their child’s project to stand out?
• How do we account for children from disadvantaged families who may lack the necessary resources such as paint, paint brushes, colouring pencils or other materials, needed to complete the project?
• If the project involves making an Egyptian pyramid linked to a History topic, is it truly reinforcing History knowledge or primarily Art skills? They probably require more knowledge about Art than History to make the pyramid. And If the focus is Art, have the children been explicitly taught and practised the art techniques needed to do this at school? If the answer is ‘No’, then what learning are they actually consolidating?
• Does the impact outweigh the effort? Does the educational value of the project outweigh the time and effort invested? If children (and parents) spend hours on the task but gain minimal learning in return, it’s worth reevaluating whether the activity is truly beneficial.

Ultimately, the key is to keep the focus of homework tight and purposeful. By being intentional about why we set homework, we ensure it supports and enhances classroom learning effectively.

In part 1 of this blog, I shared some insights on ‘understanding the purpose of homework’ and ‘setting homework with intention.’

In this follow-up part 2, I will be sharing three additional factors and some practical steps to consider when setting homework.

1. 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.

2. 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.

3. 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.