[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-402244-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-402244-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","prep-policy-annual-review","Prep Policy - Annual review","","Prep should be timetabled, communicated, and implemented so it is equally accessible for Boarding and Day pupils. The policy defines four purposes for prep: consolidation, preparation, revision, and assessment, with guidance on appropriate task design, grading expectations, and effective revision use supported by cognitive science. It also sets requirements for how prep intention is made explicit, how prep is communicated and recorded, recommended durations by year group, and device-related implementation during the Michaelmas term, including teacher time guidance and access arrangements.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/prep-policy-annual-review/402244/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/prep-policy-annual-review/402244.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-09-27",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What four objectives can prep at KHS fulfill?","Question",{"text":63,"@type":64},"Prep should support consolidation, preparation, revision, and assessment. Each objective has specific expectations for how tasks are designed and used.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should teachers communicate prep to pupils effectively?",{"text":68,"@type":64},"Prep should be communicated so pupils register it in their Pupil Planner, typically by setting it at the beginning of the lesson or providing appropriate handouts. For some pupils, the teacher should record prep, and 6th Form teachers may use email to communicate details.",{"name":70,"@type":61,"acceptedAnswer":71},"How long should prep tasks be across different year groups?",{"text":72,"@type":64},"Tasks should be designed for about 20–25 minutes for 1st to 3rd Form, and 30–40 minutes for 4th and 5th Form. For 6th Form, the policy expects prep of equal duration to lessons (about 50 minutes), supported by Study Periods in the timetable.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},402244,1791250060,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","POLICY DOCUMENTS  \n\n| Citation | This document shall be cited as:\u003Cbr>Prep Policy |\n| --- | --- |\n| Person responsible | Academic Deputy |\n| Comments to | Academic Deputy |\n| Last reviewed/updated | September 2025 |\n| To be reviewed/updated | September 2026 |\n| Reason for review/update | Annual review |\n| Person reviewing/updating document | Louanne Gill |\n\nPrep Policy  \n1. Intention  \nPrep should be timetabled, set, communicated and implemented in such a way as to be equally accessible to Boarding and Day pupils. Consequently, all prep set at KHS should fulfil one of the following four objectives:  \n• Consolidation – building on the knowledge, techniques and concepts developed during the lesson in which the prep was set. If graded, a consolidation task should be designed so that all pupils can be reasonably expected to achieve a minimum of a passing grade (C at Key Stage 3 or Grade 4 at GCSE) in the time allocated to the prep slot. Most pupils should be able to achieve a higher grade during this time. Pupils should be aware that higher achievement requires more dedication and some pupils may wish to exceed the recommended time to produce very productive and exceptional work.  \n• Preparation – preliminary comprehension laying the foundations of work to be undertaken in the next lesson. Pupils should not be instructed to simply read through pages of the textbook or a handout. Reading tasks must be accompanied by questions or tasks to help guide the pupils’understanding of the subject. Alternatively, pupils can be provided with knowledge organisers to help structure their note-taking and allow them to engage with the material more effectively.  \n• Revision – revisiting previously learnt material, either in anticipation of an upcoming assessment orto apply principles of interleaving in preparation for terminal examination. When setting a revision task, leading towards a quiz or a test, the teacher should ensure that pupils know how to revise effectively in the first instance. Revision strategies should be part of departmental schemes of work, the School’s induction programme and the ETF syllabus. In line with the evidence of cognitive science, an effective revision task should require an initial prep slot to be used on the day the prep has been set for the production of revision resources; pupils should then return to their revision on nights leading up to a quiz or test.  \n• Assessment – tasks designed to act as a formative or summative test of material previously covered, or as practice for future formal assessment. When setting assessment prep, the teacher should ensure that pupils are familiar with success criteria and/or question-specific marks schemes. Questions should be appropriate to the time available for the prep; for example, in the 4th and 5th Form a teacher should not set a question for prep with an exam board-advised duration that exceeds the length of the prep slot. Pupils with exam access arrangements should be encouraged, where feasible, to use these arrangements during their prep, to demonstrate it to be their standard way of working. As a minimum there should be an expectation that pupils entitled to extra time in their exams must also use this in their prep.  \nPupils should be made aware of the intention of the prep when it is set and should have this in mind when they are completing the set task. Prep intention should be made explicit in the same way as lesson intention in the classroom.  \n2. Communication  \n• Prep is important, so ensuring it is communicated to pupils effectively is also important. Prep should not be dictated verbally to pupils at the end of a lesson when time is tight. Setting prep at the beginning of the lesson is one way to ensure that all pupils have registered it in their Pupil Planner; prep handouts are also appropriate. Pupils with the relevant SEN should have their prep recorded by the teacher. For the 6th Form, teachers may want to make use of email to communicate with pupils about ","cbCaimcOChGmBv4Q","https://ap.wps.com/l/cbCaimcOChGmBv4Q","pdf",169112,"English","# Intention\n# Communication\n# Duration\n# Devices","[{\"question\":\"What four objectives can prep at KHS fulfill?\",\"answer\":\"Prep should support consolidation, preparation, revision, and assessment. Each objective has specific expectations for how tasks are designed and used.\"},{\"question\":\"How should teachers communicate prep to pupils effectively?\",\"answer\":\"Prep should be communicated so pupils register it in their Pupil Planner, typically by setting it at the beginning of the lesson or providing appropriate handouts. For some pupils, the teacher should record prep, and 6th Form teachers may use email to communicate details.\"},{\"question\":\"How long should prep tasks be across different year groups?\",\"answer\":\"Tasks should be designed for about 20–25 minutes for 1st to 3rd Form, and 30–40 minutes for 4th and 5th Form. For 6th Form, the policy expects prep of equal duration to lessons (about 50 minutes), supported by Study Periods in the timetable.\"}]","Prep Policy - Annual review | PDF",1790528267]