Presentation and Feedback Policy

Transcription

1 Presentation and Feedback Policy Kingswood Primary Academy Prepared by: Chrissie Barrington Date: August 2018 To be reviewed: July 2019

2 Aims All marking needs to have a clear purpose for the pupil and the teacher: To provide appropriate individual verbal and written feedback to enable them to progress and improve. To inform the teacher of a pupil s progress and the next steps in the pupil s learning as part of the plan, deliver and assess cycle. To boost self-esteem and aspirations, through praise and encouragement. To give a clear picture of how far the pupil has come in their learning and the next steps To offer specific information on the extent to which they have met the objective of the lesson and /or their individual targets To encourage self-assessment, whereby they recognise their difficulties and are encouraged to accept guidance from others To share expectations To gauge pupil s understanding and identify any misconceptions To provide on-going assessment that should inform future planning. To demonstrate the value of a pupil s work and to motivate pupils by praising achievements. To provide relevant challenge. To develop pupils pride in their work. Monitoring Pupil books are not only evidence of learning but of good teaching over time. Books will be reviewed regularly by the Senior Leadership Team and may also be requested by the Trust Executive Team. Books will also be peer monitored. Monitoring will address the following areas (see Appendix 4 Work scrutiny pro-forma): Evidence of progress over time Challenge and expectations (differentiation, presentation, evidence of higher order thinking/problem solving) Assessment (feedback, pupil self-assessment and self-improvement) Progress and standards (skill development, comparison to national standards, progress over time) Books will be looked through at any time, so books need to be in school at all times. Presentation Each piece of work must be started with the date (day of the week in EYFS and KS1, long date in English and Topic, short date in Mathematics and Science) on left hand side of page and followed by the learning objective. Both should be underlined. Nursery Y2 Stickers will be prepared by staff if necessary Monday 5 th September 2017 LO: To.. Y3 Y6 Pupils will write the date and objective, and underline both with a ruler and pencil. (In some cases, the teacher will use their knowledge of KS2 pupils and professional judgment to decide if individual pupils require this on a sticker.) NB. Pupils must not rub out errors and overwrite corrections as the mistakes are excellent diagnostic tools for learning. Errors should be crossed through neatly with a single line and the correct word/number written. E.g. frend friend or Page 1

3 Mathematics Specific Presentation Question numbers should be separated from calculations by a bracket and a blank square. Each square should contain 1-digit. 1.) = Handwriting should be in the style of the taught Kinetic Letters scheme and be of equal quality across each pupil s book (e.g. In English, Topic, Mathematics and Science) Year Group Nursery Reception and Y1 Y2 Y3 Y4 Y5 ARE Handwriting Expectation I can form the letters I recognise correctly using anti-clockwise and top to bottom movements. I can use ascenders and descenders in my handwriting. I can form letters using the correct sequence of movements. I can form lower-case letters in the correct direction, starting and finishing in the right place. I can use spacing between words. I can maintain my handwriting with fluency, ensuring that ascenders and descenders are formed correctly. I can use the diagonal and horizontal strokes that are needed to join letters and understand which letters are best left unjoined. I can maintain my handwriting with fluency, ensuring that ascenders and descenders are formed correctly. I can use the diagonal and horizontal strokes that are needed to join letters and understand which letters are best left unjoined. I can write legibly, fluently and with increasing speed. I can maintain legibility in joined handwriting when writing at speed. Y6 I can choose the writing implement that is best suited for a task. Black fibre tip pens can only be used for written work once handwriting and presentation has reached an appropriate standard. This will be decided by the class teacher. Felt tip pens should not be used in books. Self-assessment Pupils will be encouraged to check through all of their work for any mistakes and ways they can improve their work. They will be taught to identify areas of success during the lesson against the success criteria and will be encouraged to improve their work against this. This can be done either as mini-plenaries within the lesson or at the end. Pupils should read work through and edit with purple pen as necessary. Peer-assessment Pupils must be encouraged and given opportunities to assess each other s work. Examples of this are: Paired marking Group feedback Whole class feedback looking at a piece of work together Round robin of looking at books open on tables leave post-its for the learner when they return Complete checklists of their partners work on success criteria During peer-assessment, the pupils will discuss and agree the feedback before the peer writes a comment in their partner s book. Example comment: You have used fronted adverbials well but you need to check your speech punctuation. When peer marking, pupil handwriting should be of the expected quality. Page 2

4 Feedback At Kingswood Primary Academy we believe that feedback is a vital component of the Teaching and Learning cycle, however we also believe that there is not one single way to feedback to children that is more effective than other ways. We have thought hard about why we provide feedback to the children and the two main reasons are to motivate them and to move their learning on (addressing a misconception, reinforcing a skill or extending a child s ability to do something). We believe that different forms of feedback are appropriate for different learners, subjects and lessons. We do not want staff to always mark in a specific way because this is always the way that we have done it, we want our staff to make empowered decisions using their professional judgment for what is best for each individual child. We believe that all feedback given to children should be manageable, meaningful and motivating. Manageable: Feedback takes many forms Our feedback will vary between verbal or written: some forms of feedback are more effective for different learners and can be more effective at different times. There is not one specific way that feedback much be delivered for a specific lesson. Feedback can be provided by all Feedback is not just to be provided by the teachers, it can be provided by all. At KPA teachers and teaching assistants will provide feedback throughout lessons but children are also supported to be part of the teaching and learning cycle. Children are able to self-assess and effectively provide their own feedback. They also work collaboratively to provide feedback to their classmates. Meaningful: Feedback is to further learning for the children The reason we provide feedback is to address misconceptions, reinforce skills or to extend a child s ability to do something. Feedback should move a child s learning forward. Feedback should not be used just to prove that teaching has taken place. Feedback is more effective when it is instant Feedback given during a lesson is far more effective than a comment given after the learning has taken place. We would like feedback to be delivered as close to the point of teaching as possible to maximise learning. Feedback is most effective when it is specific and precise Children should be able to clearly identify where they have been successful and what they need to improve on when they have been given feedback. Feedback should clearly relate to their learning Motivating: Feedback should empower learners Feedback should be used positively to motivate all learners and help to foster an ethos that we can always improve. It should be clear to all children that feedback is given because we, as staff, want the children to succeed and achieve. Feedback vital for everyone At Kingswood Primary Academy we are all lifelong learners, all members of the KPA community welcome and actively seek out feedback as this is vital in the learning process. Page 3

5 How does this look in books/ lessons? There is no minimum requirement for how much written feedback must be present in books. If progress and challenge are clear in a child s book then there is no expectation/need for copious amounts of teacher writing. Where progress and challenge are not clear, teachers should be able to explain what they have done to help address this with the individual child and be prepared to adjust their feedback practice to best suit the need of this child. When feedback is given (verbal or written) and there is an expectation that the child acts on it, they should do so under the heading RTF (Responding To Feedback), written in purple pen. Feedback may be specific to one individual child, a group of children or on even the whole class. Although the onus is on the teacher to decide where to intervene with written feedback marking in books, we are clear that all work must be read and acknowledged by the teacher with their initials every day. All marking in pupils books must be written in green pen and initialed by the adult carrying out the marking. If feedback comments are given then adult must model academy presentation expectations i.e. handwriting, be set on the lines and start from the left hand side of the page. Marking Codes Marking codes should be displayed in every classroom so that pupils always know what to expect and how they are supposed to respond. I Ratio i.e. 1:2 Correct Incorrect Independent - you worked on your own With support - you had some help Worked with adult but did not require support Worked with adult and needed some support Worked with adult and needed constant support sp Spelling in this line that needs to be corrected (may be underlined to support identification). Page 4

6 Example comments and feedback that should NOT be used. Comment Good work/nice work Well done Keep it up! Think about your work Do your corrections Could do better See me Handwriting Correct your spellings Remember to. Reason not to be used on their own What is good about it? Too vague Too vague Too vague-keep up what? Too vague- think about what? Do they know what they have done wrong in the first place? Too vague- Do they know how they are supposed to do better? Too vague- you need to clarify why and when the follow up will happen. E.g. We will go over using 0 as a place holder in morning work/next lesson. Too vague-do they know how to improve their handwriting? Do they know what they have done wrong in the first place? Too vague Page 5

7 APPENDIX 1 Class Presentation and Marking Poster Presentation and Marking becouse t spelling mistake missing or incorrect punctuation for Key Stage 2 Correct punctuation will be added in for Key Stage 1 thvhjkrkfhk does not make sense A question or prompt maybe used to develop learning. Pencil should be used in Maths books and for any drawings. Black fibre tip pens can only be used for written work once handwriting and presentation has reached an appropriate standard. This will be decided by the class teacher. Praise for ARE related content. Feedback to be actioned to be identified by a green arrow. Where necessary, pupil responses to feedback marking are to be completed using a purple pen. Felt tip pens should not be used in books. The Learning Objective should be used as a title. The date should be written on the left hand side of the page. Maths and Science using the short date. Page 6

8 APPENDIX 2 Example writing and maths feedback/prompts Example writing prompts Read your work add (3 full stops, an adverbial which says where, a question mark, etc) Find the sentence which needs to be changed /doesn t make sense and improve it. Now try these (if activity writing about prompts/pictures/adding punctuation/grammar) Find a way you could write this in a more detailed/shorter sentence? Finish this sentence:.. Highlight the sentence where you have used (adverbials, connectives, correct punctuation, speech marks, persuasive language, etc) Write two sentences that contain adverbials. Show me how you think this sentence would work with...adverbials/connectives/ adjectives Show me how you could write it with adverbials, connectives, punctuation? What if you could only use? e.g. Short sentences, complex sentences, the adjectives for sight and sound? How could you check this? Example maths prompts Now try these (extension questions/consolidation questions) If the answer was.. What could the question be? Tell me two numbers that have a difference of 12. What... would you use to? e.g. What unit would you use to measure the width of the table? Show me how you think this will work with...other numbers/3 digit numbers? Show me how you could do it with simpler numbers fewer numbers using a number line? What would happen if? e.g. What would happen if you started with 52? What if you could only/not use? e.g. Multiples of 5, 3 digit numbers, numbers less than 0? Maths Reasoning questions Is it always, sometimes, or never true that...? Give me another example of... Can you convince me that...? If... is the answer, what is the question? If we know... what else do we know? Which is the odd one out and why? How can we be sure that...? Is... a good example of...? What is the link between... and...? What do you notice? Page 7

9 APPENDIX 3 - More Maths feedback examples and ideas (available as a leaflet) Page 8

10 APPENDIX 4- Example of KPA work scrutiny pro-forma Work Scrutiny Pro-forma Class: Teacher: Date: Subject: Carried out by: Notes/Development Points: Challenge and expectations Notes/Development Points: Page 9

11 Assessment Notes/Development Points: Progress and standards Notes/Development Points: Page 10