In my previous blog, “Weaving the Tapestry: How I Use Knowledge Organisers”, I spoke about how my school has made knowledge organisers the core of homework by asking pupils to either write questions and answers about them or to test themselves on the quizzes they have already written. In previous years, I have always found homework a bit of a struggle and, as a result, on many occasions I quietly avoided it. This year, I’ve seen a substantial change, both in terms of pupils completing homework and the quality of their work. A particularly enthusing example is seeing that many pupils are independently catching up on quizzes when they have been away. I believe that one of the key reasons why I have seen a significant increase in the perceived ‘buy in’ of students to this form of homework is because, right from the off, we emphasised the sound pedagogical basis of this homework; we explained the forgetting curve to pupils during assemblies and lessons, we demonstrated the importanc
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