I think we need to move the knowledge and revision aspect of the subject out of the classroom and put it into homework. Reading, speaking and writing all benefit from input during the process and not after it. Teachers can improve writing so much when they stop a child midwrite and make them think. If we make reading and writing about the end product, then we are teaching students to focus on the product rather than the processes. And, those processes are often the things that need to be improved if any product is going to change. From an English point of view, what if we changed homework completely? What if we made all the homework focused on revising English ideas and concepts? What if we shifted the knowledge focus to being the student’s responsibility?
Since October, we’ve trialled doing that. Thankfully, the Carousel system helped immensely to do this with their study packs. [Follow this link for more information on Carousel.] For years, I have struggled with online platforms for English because they are largely ineffective. They are either too limiting and rigid or they are ineffective in terms of learning. The Carousel system I like because I can be in control. I can control the questions, the marking, the system and I can use it how I want to use it.
From October 2024, we gave every student a link to all the knowledge related to the year. For English, they had a Carousel study pack which provided them with flashcards for all the key knowledge needed and the ability to quiz themselves on that knowledge. We said that they could do the quizzes when they wanted, but we would track the questions answered throughout the year. They were simply in control of their homework. They knew what they had to do, but they could control when they did it.
Over the year, we had students answering 94,749 questions at home. Of a school of 600 students, that’s 157 questions each. Some keen students took it on themselves to answer questions in the 1000s. Each month we published a top twenty of the highest scoring students. The beauty of this system is that you are rewarding students with the amount of questions rather than the amount of correct answers. The other great thing is that you can see quite easily those that were motivated and those that lack independence. In the picture, you can see the year groups and their level of engagement. Understandably, Year 11 at the bottom of the list were our highest scorers, but Year 9 and 8 were our weakest scorers. At parents’ evening, we were able to draw attention to the lack of engagement and search for possible ways to help and support.
The key thing for us was about getting the knowledge right for our context. How we made our study packs was important. We ditched knowledge that had a short shelflife. Knowing the colour of Macbeth’s beard is not going to help in the bigger picture. We focused on the key knowledge or ideas behind a topic. As you can see, we separated things into topics. You might be alarmed with the number of questions next to the topic. Don’t be. Questions were often reworded. They might be given a definition for a term or the opposite and tell me the term based on the given definition. Alongside the topic knowledge, were spellings, core knowledge and vocabulary learnt over lessons. As we went along, we added different areas that we felt they were weak at. For example, we spotted students were struggling with comma usage, grammar and word classes. So, we designed a bank of questions to help with those things. Finally, we included some things for the more able, such as symbolism and Greek myths in Year 7.
Each year group had their bespoke study pack. And, here is the important thing, each pack had the previous year’s knowledge in it. Year 8 had the topics from Year 7 alongside their own. The reason behind this was gaps in learning. Sadly, absence planned or unplanned happens and students miss out. English is a very tricky subject with this. Miss two lessons and you’ve missed a massive part of the play or novel studied. Having these study packs had another advantage, they supported those missing lessons and also SEND students, who need repeated exposure to the knowledge.
Of course, we needed something in school to join this up. Therefore, the start of lessons had a quiz based on this pack of questions. And, every so often, we’d have a test on the topic they were focusing on and, finally, we’d have an end of year knowledge test. We advertised the top scorers regularly
For 2025 and 2026, we have adapted this slightly so we guide them on how many questions they should have done. This is so parents can be part of that process and understand the expectations. For each term, we have said students need to answer 50 questions. As you can see, they have started really well with just one term. There are some students that haven’t engaged with it and it is my team's job now to unpick what is the issue around that.
As a parent, I have seen how pointless homework can get. If homework focuses on knowledge and making that knowledge stick, then that’s brilliant. The problem with a lot of homework is that it is largely surplus to requirements. It isn’t going to change what is in their brain. Add to that problem, students often don’t know how to revise. These Carousel study packs narrow the focus of learning but also guide students in the process of revising. The more we can make students take control of their own learning and be independent the better.
As I said before, if we take the knowledge part out of the English classroom, we can focus on the reading, writing, speaking and the ideas and experiences. We can work on teaching and applying that knowledge in the classroom in different contexts.
Thanks for reading,
Xris
