WEXHAM COURT PRIMARY SCHOOL MARKING & BOOK PRESENTATION POLICY

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1 WEXHAM COURT PRIMARY SCHOOL MARKING & BOOK PRESENTATION POLICY 1

2 Introduction Imagine what a difference it would make if every child knew how they were doing, and understood what they need to do to improve and how to get there. Rationale Marking is an integral part of assessment. At Wexham Court, we aim to provide a system of marking that is consistent and continuous across each stage within our school. We aim to mark positively, to enhance selfesteem, confidence and enable pupils to improve their work and make progress. Marking is also used to inform parents, inspectors and other interested parties. The Three I s of Marking: Informs children of their strengths Gives children recognition and appropriate praise for the success of their work. Shows children that we value their efforts. Informs children of their next steps Teachers can make strategic decisions about the next steps that children need to make. Gives children clear strategies on how they can improve their work. An opportunity to have an individual dialogue with every child because every child matters. Informs planning Teachers can judge their own effectiveness as practioners. Is a core component of Assessment for Learning, which is a core component of personalised learning. Responding to Marking: Children will spend the first five minutes of each lesson reading and responding to the teachers comments. During this time, the class teacher and TA will work with specific children to ensure that they have understood the target that has been set. During and at the end of the lesson, children will be given time to reflect on their work and consider if they have met the LO of the lesson, using success criteria to make a judgement. At the end of the lesson children will also reflect on their progress towards their SMART targets (see pupil targets section). A particularly successful piece of work will be shared in Celebration Assemblies or will be published for display. 2

3 Presentation of Work: Children will be expected to set their work out using DUMTUMS: Date - the long date will be used in all subjects apart from maths and must be written on the left hand side of the page, next to the margin. Underline - the date needs to be underlined using a ruler and pencil. Miss a line - children to miss a line after the date. Title - the title needs to be written on the middle of the page. Underline - the title must be underlined using a ruler and pencil. Miss a line - children need to miss a line after the title. Start - children to start their work on the left hand side of the page, next to the margin and write to the end of the page. When starting work on the following day, children must leave two lines under their previous piece of work and rule off. Children must start their maths work at the left hand side of the page and they must be taught how to jot and work out next to their calculations. Work must be neat at all times. Worksheets are to be kept to a minimum for ALL children including SEN. Where worksheets are used they should be neatly trimmed and stuck into the book without folding (where possible). Pupil Curricular Targets: All children are set SMART (Specific, Measurable, Achievable, Relevant and Time-bound) targets for Reading, Writing and Maths. These targets are monitored through all subjects. Teachers speak to children regularly about the targets they are working on and children understand what needs to be done to achieve them. Children are encouraged to take ownership of their own targets, regularly reviewing them independently and discussing their progress with their teacher. Targets are based on moving children s learning forward and are agreed with the pupil and the teacher, based on children s work. Targets are recorded in the back of Maths and English books and dated as they are achieved. 3

4 Marking and Feedback at Wexham Marking and feedback should move children s learning forward and support them in making progress. It should be regular, reasonable and balanced. General Marking Teachers use green pen to write in children s books and adhere to the handwriting policy. Green ticks to show strengths/work that meets the LO/correct answers. We use tickled pink; pink highlights to show where children have demonstrated depth of learning or where they have exceeded the LO for the lesson. Green highlights show where corrections or editing are needed. Stars are used next to the LO: * 1 star = not met, ** 2 stars = almost met *** 3 stars = met. Verbal feedback or writing conferences can be used to provide effective feedback. VF symbol must be marked in book. Impact should be evident i.e. children using blue pen to edit. Detailed Marking Writing must be quality marked. Written positive comment; a strength of the work e.g. I like how you used a subordinate clause to add extra information in your description (not general i.e. you have met the LO, A lovely story ). Written green comment; an action comment that requires pupils to do something that will support/consolidate/move learning on. MIB time at the beginning of each lesson allows children to respond to green comment. Editing Editing must be evident in all books. Children edit in blue pen. When verbal feedback or writing conferences are used, editing should be evident. MIB time is used daily for children to edit and respond to comments. Peer and Self- Marking Children should be trained to quality mark their own and peer work. Guidance should be given on what is expected i.e. use of success criteria to inform marking, quality comments identifying strengths, development comments to be focused on learning. 4

5 Using Bloom s Taxonomy: Example Question Stems What happened after...? How many...? Who was it that...? Can you name the...? 1. Knowledge Describe what happened at...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Useful Verbs: tell, list, describe, relate, locate, write, find, state, name Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? 2. Comprehension What was the main idea...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...? Useful Verbs: Explain, interpret, outline, discuss, distinguish, predict, restate, compare, describe Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? 3. Application Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a...? Useful Verbs: Solve, show, use, illustrate, construct, complete, examine, classify 5

6 Which events could have happened...? I... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did... changes occur? 4. Analysis Can you compare your... with that presented in...? Can you explain what must have happened when...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? Useful Verbs: Analyse, distinguish, examine, compare, contrast, investigate, categorize, identify, explain, separate, advertise Can you design a... to...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? 5. Synthesis What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? Can you develop a proposal which would...? Useful Verbs: Create, invent, compose, predict, plan, construct, design, imagine, propose, devise Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think... is a good or a bad thing? How would you have handled...? 6. Evaluation What changes to... would you recommend? Are you a... person? How would you feel if...? How effective are? What do you think about...? Useful Verbs: Judge, select, choose, decide, debate, verify, recommend, assess, rate, determine 6

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