Taking Pride in our Achievements Sandy Lane Primary School Marking, Presentation and Display Policy Great Green! Think Pink Aims At Sandy Lane Primary School, we believe it is important that pupils' learning, in all curriculum areas is acknowledged and pupils are given clear feedback, either orally or in writing, to move their learning on. Marking is used to assess, celebrate achievement and support pupils learning by identifying next steps to challenge thinking and embed learning. We believe that immediate feedback is the most effective and aim for marking in the moment feedback opportunities to be present in every lesson, with the teacher circulating the class to support as many learners as possible in moving their learning forward. The SLT also directs Teachers to include regular learner dialogue opportunities where children response to the Teacher s marking and feedback, demonstrating how it helps them to move their learning forward, or how they will take it on board to move their learning forward. Feedback from Teachers can be written or verbal, however there needs to be an annotation to indicate either the theme of the feedback or subsequent feedback indicating response to the verbal feedback. Written feedback after the lesson follows our feedback policy and identifies what the child has achieved/ success against the learning objective (green) and clear next steps (pink). Objectives To embed the use of colour to engage the pupils in their marking. Teachers will use pink and green to provide a visual representation of success and next steps, marking success against the LO in green ( Great Green!) and next steps in pink (Think Pink ). Younger children will use this concept through oral feedback and reflection. To mark pupils learning in a developmental way based on pupil/teacher discussions that may have taken place in the lesson To support pupils in achieving their learning targets raising their awareness of their own strengths and areas for development To demonstrate to the pupil that their learning is valued To recognise achievement and raise pupils' self-esteem and self-confidence To help pupils express their ideas clearly, in relation to the subject being taught To inform future planning To provide a model of cursive writing, which reflects the school s agreed handwriting scheme To ensure marking systems are consistent across the school (See Appendix E Marking Symbols) Strategies Pupils must be encouraged to self-edit work during lessons. Teachers' comments will recognise achievement, be positive and constructive. Marking will be done in consultation with the pupil, whenever possible. Smilies will be awarded for good effort, achievement and attitude. All marking to be in green and pink by class teachers, TAs or pupils. A stamp may be used occasionally if it is appropriate to the task e.g.in collaborative work. During lessons pupils are to reflect and where appropriate comment, upon their own achievement and progress and respond to the teacher s previous comment. Pupils will be given regular opportunities to show their response to Think Pink marking, to complete a particular challenge or make a correction.
Comments must be phrased in such a way as to encourage a dialogue between the teacher and pupil. Corrections and/or next steps (Think Pinks) need to relate to the LO - focus of the activity, e.g. number, punctuation, map-work, presentation, etc. A next step (Think Pink) comment/stamp will indicate what the pupil s next challenge is. Post-its may be used during the lesson to record teacher observations which are then added to pupils books and contribute to the marking process. Quality time will be provided for required corrections to be made by the pupil and marking will be timely. Pupils will respond in pencil when they are making corrections or responding to challenges that have been suggested in their teacher s developmental marking. Pupils must be given opportunities to self and peer-assess using pink and green pencils/pens. Specific Marking Requirements Reception To begin setting a high standard in presentation and marking, the teaching staff in Reception, will follow the guidelines below, when pupils are recording in their writing books. Children will write their name on the top line of the page whilst being appropriately supported by an adult. When a comment is written in the child s book, the adopted cursive script must be modelled. It is important to celebrate a child s effort and success and stickers or stamps are a good visual stimulus for this purpose. Marking will be purposeful and will include a next step. Teachers will mark success against the LO in green (Great Green) and next steps in pink (Think Pink). Learning in books will focus on a range of recording strategies and styles, however where worksheets or writing frames are used, they must be trimmed to size and neatly stuck in books (but kept to a minimum). Success Criteria grids will be introduced in Summer 2 as part of transition into KS1. Specific Marking Requirements - Key Stage 1 (See Appendices A & B) Underline (and add sp code) to a maximum of three key/high frequency words spelled incorrectly and teacher to correct them above the pupil s writing. Written work should be marked using a system of smiley faces to indicate success and achievement in terms of individual ability. Marking will be purposeful and will include a next step. Teachers will mark success against the LO in green (Great Green) and next steps in pink (Think Pink). A dot will be drawn next to incorrect answers, to indicate to the child a mistake has been made and needs to be corrected. The teacher may also draw a box to write in, to show correct practice, such as number formation, etc Success Criteria grids will be marked daily by pupil and teacher. Specific Marking Requirements - Key Stage 2 (See Appendices A, B & C) Marking will be purposeful and will include a next step. Teachers will mark success against the LO in green (Great Green) and next steps in pink (Think Pink). Marking will always be written in full sentences and using our whole school cursive writing font. In all books, children need to show all their working out and initial attempts - no rubbing out so that teachers can see children's thinking processes. Incorrect answers need to be identified by the incorrect digit/error being underlined or ringed or the teacher asking them to spot their mistake. Success Criteria grids will be marked daily by pupil and teacher. Pupils Self Assessment At the end of a lesson, where possible we ask pupils to record their reflection of their learning. In Key Stage One Traffic lights and success criteria grids are used for English and Maths In Key Stage Two: Success criteria grids are used for English and Maths Pupils should reflect on their own learning or assess their peers learning At the end of a unit of work, pupils should be given the opportunity to make constructive comments about their own learning or a partner s learning. Pupils must be supported through this process. Presentation of Work To ensure a consistent approach to the presentation of all written and numerical work, we will use the following strategies:
The new day's work should have a date written at the left hand side of the page, in full e.g. Monday 12 th September and this should be underlined. In all other subjects the date should be written numerically e.g. 12. 03. 09 and underlined. There needs to be a learning objective or title at the start of each piece of learning. All maths work should be completed in pencil, pens to be introduced in year 6 for maths, except for drawing. Encourage pupils to self-edit work before handing to a teacher. When a child makes a mistake they should put a single line through it and then re-write alongside. Only teachers and teaching assistants should use an eraser. The new day's learning will be started below the ruled off work from the previous day. Marking and Presentation Monitoring The Headteacher and the Senior Leadership Team will monitor the implementation of this policy. SLT will scrutinise the marking and presentation of pupils work across the whole school termly (as set out in our Monitoring & Evaluation Schedule) The Team Leaders regularly scrutinise the marking and presentation of pupils work in Literacy, Numeracy and Topic in Phase meetings or DLT. Year group actions and individual verbal feedback is given to the teaching staff whenever any scrutiny of work takes place. (See Appendix 4 for judgements) MARKING NON NEGOTIABLES: Weekly developmental mark in core subjects (feedback on the work completed over the week) Minimum weekly peer mark opportunity Minimum weekly self-mark opportunity (although this can be used with effect more regularly) Display Each class teacher is responsible for the display in their classroom. Displays in classrooms must be linked to the learning with displays in corridors used to celebrate learning. Displays must include key questions and must be referred to during teaching. Displays must include English and Maths Learning Walls that support relevant key skills and provide a constantly changing learning reference point and evidence of the children s thinking. Topic Learning displays will include the Knowledge Harvest and key questions to evidence the children s thinking. Each year group team has a shared responsibility for their cloakroom and corridor areas. All teachers share the communal display boards in the library, school hall and entrance foyer on rotation. Display boards should be changed each half term, unless the content is still current or informative. Themes for communal boards will be agreed at a staff meeting half term in advance of the change time. Each display should have the following: A bold title in block colour (not patterned) 2/3 labels that - give information, ask a question or provide an extension to the work Displays in shared areas are to celebrate learning Displays in shared areas must have an ownership label Review Date This policy was reviewed during the Autumn Term 2015. It will next be reviewed according to the Pupils and Learning Committee s rolling programme for policy review.
Appendix A Developmental Literacy Marking Years 1 6 The following are examples of marking comments that could move your pupils further in terms of their learning in literacy. Reception 1. Practise writing the letter.. 2. Remember your finger spaces! 3. Use the sounds you know in your writing. Year 1 1. Try to write on the line went 2. Re-write this sentence, using two describing words for the gingerbread house 3. Remember that ascenders are tall letters. Now write with 4. Tell me more about the gingerbread house, using WOW words. 5. Re-write the sentence marked with a star and remember to put in a capital letter and full stop. Year 2 1. Look at the correct spellings of these words and write each one three times. always before otherwise 2. Re-write two of your sentences adding WOW words. 3. Look at the underlined words. Re-write them, making sure you use all the sounds you can hear or use your classroom to help you. 4. Read through the sentence with a star. Add a full stop and capital letter. Put in two more words to make the sentence more exciting. 5. Look at the words that you have underlined. Use a dictionary to check the spelling and re-write them here. 6. Now write this sentence [ ] again and add (adjectives, adverbs, connectives, finger spaces, a different ending etc.) 7. Now join these sentences [ ] with a connective. 8. Now read this sentence [ ] to a learning buddy/adult at your table. 9. Now improve your presentation. Write this sentence [ ] again.
Year 3 Year 4 Year 5 Year 6 1. Check and correct your use of punctuation. 2. Re-write this sentence and add e.g. a simile or an adjective. Highlight. the rain fell off them ) 3. Re-read the second verse, add a connective to help it to flow. 4. Write a sentence of three using commas correctly. 5. Re-write the fourth verse, putting commas between the adjectives. 6. Use a thesaurus to find synonyms for fell 1. Re-write the line with a more powerful verb. 2. Positive praise of cold coffee. Now use alliteration for shark. 3. Re-write one of your sentences using a synonym for angry. 4. Find five/three alternative word choices that you could have used instead of. 5. Spot your mistake; re-write the part of your poem that doesn t make sense. 1. Re-write the highlighted/underlined sentence adding in powerful adverbs. 2. Re-write the highlighted/underlined sentence using commas in a list or to add in a clause. 3. Write a list of five adventurous sentence starters that you could have used in your writing. 4. When a new character speaks, you need to begin a new line. Write / where a new line is needed in your writing. 5. Look at the highlighted/underlined sentence. Is it a sentence? Re-write it to make it a sentence. 1. You have started 3 sentences with adverbs. Re-write one of the sentences with an alternative opening e.g. using a verb/simile/connective 2. You have not used apostrophes correctly. Find 3 places where you should have used an apostrophe for omission/possession. 3. Re-write the highlighted/underlined section adding in powerful verbs/adjectives or a simile/metaphor.
Appendix B Developmental Mathematics Marking Year 1 2 Focus on the learning and take account of the success criteria and/or the child s target and/or something that you have been encouraging them to work on. Phrase comments in such a way to encourage a dialogue between teacher and child. There are three categories that are often most helpful for writing a comment. A. To let the child know how well they ve achieved Use the system of smiley faces to indicate success and achievement in terms of individual ability. Praise the mathematics learning and be clear what is that they have done well. You may like to signpost to the next area of learning. Great jumping in tens along the number line Clear explanation I can follow your thinking Accurate use of the word half today Well done accurate doubling B. To help the children to spot answers that needs reworking Put a circle to indicate an incorrect answer. Please do not use a cross. If required, draw a box for the child to have another go. Spot your mistake! I make the answer check that I'm right. One of these two answers needs looking at again. C. Next step stamp/think pink comment To let the child know what they need to do to improve or extend learning. Developmental marking targets to start with Now. Use symbols like a smiley face, where helpful, that you the children and the teacher understand. D. An example of how to do it to help with understanding and/or presentation Two hundred and two is 202 - you need a place holder in the tens column. 17, 18, 19, 20, 21 you may like to underline the one(s) they are not sure of. To add 9 you add 10 then subtract 1. Draw a diagram to show why this works. If 2 + 3 = 5 then 12 + 3 = 15 E. Statements Tell a friend how to...could use two smiley faces looking at each other and A or TA above one of them Start a sentence or number sentence for them to finish... To double you... All multiples of 2 end in.. 5 is between and F. Challenge The number fact challenge hide your answers and see how quickly you can write or tell a friend all the pairs to 5. 5 + 3 = 8. Find three numbers that add up to 8. 15 + 5 = 20. What else do you know? Draw 3 different triangles Show me what means G. A question How else could you write this? Is it a square? How do you know? Can you see a quicker way of doing this? Tell me how you did this What do you need to remember? What is...? Show me how you got your answer Would it work if you..? What did you learn? Is that all of them? Are you sure?
Appendix C Developmental Mathematics Marking Year 3 6 Focus on the learning and take account of the success criteria and/ or the child s target and/or something that you have been encouraging them to work on. Phrase comments in such a way to encourage a dialogue between teacher and child. There are three categories that are often most helpful for writing a comment. A. To let the child know how well they ve achieved in relation to the learning objective. I like the way you have jumped along the number line in 1000s. I can follow your thinking here. You have explained it very clearly. You used the new word array accurately today. See if you can you tell me a sentence using the word array tomorrow. Great work so far. Let s see if you can use this method to multiply decimal tomorrow. B. To help the children to spot answers that needs reworking Write circle to indicate a mistake. Please do not use a cross. Spot where you have made your mistake and correct? I make the answer to this question check that I'm right Is it a reasonable answer? Check the question. Here is a worked example. Compare it with yours and see if you can spot your error. Remember to use the method example - your turn. Look at the working wall example, where have you made a mistake? C. Next step stamp To let the child know what they need to do to improve or extend learning. D. An example of how to do it This could be to show a strategy or setting out and presentation or both. E. Remember Remember to use your place value columns. F. Question G. More open questions start with how...show me...what if...? What number is 300 less than 6400? What pattern or rule can you see? Is this shape a hexagon? How do you know? Show another method for.solving question 3? So what can we say about..the sum of the angles in a triangle? Show me/explain how you got your answer? Find a quicker way of doing this? Would it work if you..? Explain/tell me how you checked your answer What do you mean by? What have you learned from this? If you were doing it again would you do it differently? What are the key things you need to remember when you do this next time? Have you thought of all the possibilities? How can you be sure? Now try.
Appendix D Book Scrutiny judgements Making a levelled judgement The following prompts have been used to base all judgements of marking and feedback upon. Research suggests that effective feedback should: Be specific, accurate and clear (e.g. It was good because you rather than just correct ). Compare what a learner is doing right now with what they have done wrong before (e.g. I can see you were focused on improving X as it is much better than last time s Y ). Encourage and support further effort and be given sparingly so that it is meaningful. Provide specific guidance on how to improve and not just tell students when they are wrong. Be supported with effective professional development for teachers. Feedback should be about complex or challenging tasks or goals as this is likely to emphasise the importance of effort and perseverance as well as be more valued by the pupils. Feedback can come from other peers as well as adults. Have they implemented feedback effectively and consistently? Summary of agreed judgements using OFSTED criteria: Focus Area 1 2 3 4 9. Marking and feedback Marking is frequent and regular, providing pupils with very clear guidance on how work can be improved. Marking is frequent and regular, providing pupils with guidance on how work can be improved. Marking is encouraging and provides pupils with some guidance on how work can be improved. Marking is infrequent and/or fails to provide pupils with guidance on how work can be improved.
Appendix E Marking Symbols. ~ GREEN PINK PURPLE Sp V P FS G Sandy Lane MARKING SYMBOLS Indicates correct work Indicates think again Indicates nearly there (Smiley face or sticker) recognises good work (pen or highlighter) Great Green good attainment against learning objective (pen or highlighter) Think Pink = highlights an area for improvement or next step/target Purple response pens (Y5&6) Spelling error noted in margin and underline (only highlight 2/3 errors) Teacher has discussed this work with the child Verbal Feedback Punctuation symbol in the margin error underlined/circle round it Finger spaces Grammar symbol in the margin error underlined/circle round it Paragraph insert (Y2-6) // Peer & Self assessing using pink/green pens/pencils Traffic Light Assessment against LO = Red I don t understand I need help Amber I am unsure and need more practice, Green I fully understand - used by children daily - against LO BEFORE and AFTER the session Success Criteria grids to be used across all year groups in Maths & English (in join it font) LO: Can you? Steps to success: I can: Date: Individual Learning Group learning Paired Learning With Adult Support Practical Learning Post-its used for AfL across all year groups Weekly expectation: 1 developmental mark (linked to Guided Teaching), 1 peer assessment, 1 self-assessment /,,,, - used by teachers for assessment in EYFS