Marking, Feedback & Presentation Policy

Transcription

1 Marking, Feedback & Presentation Policy Date Approved June 2010 Revised Feb 2011, July 2012, July 2015 Author / Owner Headteacher Review date July 2017

2 Marking and Feedback Policy Rationale At Eldwick Primary School the marking and feedback policy is a working document, which generates and informs good practice throughout the whole school. We believe marking should provide constructive feedback to every child, focusing on success and improvement needs against learning intentions; enabling children to become reflective learners and helping them to close the gap between current and desired performance. Principles Marking and feedback should: Give children opportunities to become aware of and reflect on their learning needs. Give recognition and appropriate praise for achievement, thus acting as a motivator to pupils. Respond to individual learning needs, marking face-to-face with some and at a distance with others. Inform future planning and individual target setting. Be accessible and inclusive. Be seen by children as positive in improving their learning. Relate to skills ladders Relate to the success criteria which must be shared with the children. Give clear next step comments. Allow specific time for children to read and respond once a week. Involve children in the same process (whether written or oral), across all subjects. Use consistent codes throughout KS1 and KS2. Be manageable for all practitioners. Involve all adults working with the children in the classroom. Strategies The skills will be shared with all children, enabling them to understand what they are going to learn and what the success criteria (steps to success) are and hence the marking focus. Summative feedback/marking Pupils self-marking must only be used for specific tasks such as mental maths, providing instant feedback, addressing strengths and areas to develop. Formative feedback/marking In order for the marking to be formative, the information must be used and acted upon by the children and the teacher. It is expected that planning will be altered/annotated if a large proportion of the class miss the learning intention or perform poorly in the lesson. All teacher marking and feedback will be completed in green. Oral Feedback Oral feedback is encouraged as part of every lesson and should be given positively. In the course of a lesson, the oral feedback should focus on: Issues about the skills Issues or features of the work, such as unacceptable handwriting. When oral feedback has been given it should be indicated using the marking code, V (verbal).

3 Quality Marking Maths and Literacy All children must have one piece of quality marking per week. Other subjects Programmed quality marking should be evident throughout a pupil s work within a subject area. Comments should relate to the success criteria. All quality marking must include a read and respond (writing) and check and challenge (maths) next step comment and task. Green wiggly line will be used in KS2 to highlight successful features of the work, linked to the success criteria/learning intention. Green stars* will be used in KS2 to highlight areas needing further development. Quality marking should be accessible to children. Age appropriate words should be used and the teacher s handwriting will need to be legible and in-line with the school s handwriting policy. Responding to comments During that lesson or at the start of the next lesson children (using a purple pen) must be given time to respond to the next step comment/task before moving on to the next learning intention. A next step comment/task should help the child in closing the gap between what they have achieved and what they could have achieved. Codes All work will be marked using the marking codes. A copy of these codes will be displayed in each classroom. Next step comments All next step comments to read and respond or check and challenge should be either: A reminder prompt, e.g. What else could you say here? A scaffold prompt, e.g. How was he feeling when? Describe the expression on their face. An example prompt, e.g. Choose one of these or your own: He ran round in circles looking for the rabbit/the dog couldn t believe his eyes. Other marking features Spelling, punctuation, grammar, presentation and handwriting does not need to be marked in every piece writing, but children should be made aware of these. The quality of work presented to staff should always be the best a pupil can do. If staff feels this is not the case, they must address this with the pupil. When work is finished ask children to proof read and check the learning intention and above issues, before handing it in for marking. Paired/peer marking During lessons children will sometimes be asked to mark written work in pairs. The following points will have been taken into account: Children need to be trained for this, through modelling with the whole class, watching paired marking in action. Children should only comment on the learning intention or success criteria. Pairings need to be based on trust.

4 Children will be encouraged to discuss each other s work together rather than taking turns to be the teacher. Guidelines for Presentation All staff and pupils should work to the hon-negotiables in the front of books, including: The date to be written numerically ( ) in all subjects. Colouring in exercise books should be in pencil crayon, not felt tip. All exercise books should be clear of graffiti (including the front cover). Children need to realise that books such as jotters are a resource and should be used with care. Unsatisfactory work will not be accepted and must be repeated in the pupils own time. Children should be encouraged to check their work and, wherever possible, read aloud to help them self-correct. Children s work must form an important part of displays in the classroom and around school. The teacher should aim that a piece of work from each pupil will have been displayed in the classroom/corridor boards over a period of time. Children s writing and work should be shared to reinforce good quality presentation i.e. WAGOLLS (What a good one looks like). All pupils from Reception onwards will be taught cursive handwriting.

5 KS2 marking code Symbol for maths Symbol for writing Meaning X incorrect * start to improve wiggle for wow sp spelling mistake correct p punctuation ww wrong word t tense // new paragraph vf vf verbal feedback S S supported on task (indicate by teacher or TA) signed signed supply teacher

6 KS1 marking code Symbol for maths Symbol for writing Meaning Ο incorrect correct wiggle for wow sp spelling mistake correct p punctuation ww wrong word t tense // new paragraph vf vf verbal feedback S S supported on task (indicate by teacher or TA) signed signed supply teacher