Marking and Feedback Policy and Guidance notes.
St. Marie’s Catholic Primary School.
Marking and Feedback Policy and Guidance notes.
Love , Learn, Achieve.
Purpose
Provides constructive pointers for children Celebrates success Identifies improvements needed against learning objectives Enables children to become reflective learners Informs future planning
Principles –
It should be manageable Relate to learning objectives ( which should always be shared with children visually and orally) Involve all adults working with children To allow children to become aware of their learning needs Praise and celebrate achievements Give clear strategies for improvement Respond to individual learning needs, marking face to face with some children and at distance for others. Seen by children as positive in improving their learning. Marking can intervene to SUPPORT Marking can intervene to CONSOLIDATE Marking can intervene to ACCELERATE Marking can intervene to CHALLENGE
Marking and feedback – Once a lesson has been completed work should be marked with regard to; Celebrating success : Fantastic, Terrific, Brilliant Amazing ( see marking card) “Well done. Now try these questions, and don’t forget the apostrophes!
Success against the learning objective This should be indicated by just a tick.
Improvement needs against the learning objective: This should be indicated by the arrow symbol. These tend to either (a) focus the child’s attention on specifics or (b) delve via two or more questions or statements. This is supportive and enhances the original writing.
What type of boy is James – good, bad, shy, excitable, kind? Or do you have your own idea? Describe what James would do if he heard unkind words about a friend. Finish this: James liked to play jokes on his friends. For instance, You have started to describe the prince’s character really well. What else could you say about the prince? Could you try and use one of these words in your description: handsome, elegant, arrogant? What else could you say? etc.
Sharing a clear learning objective is the starting point. All lessons should have a clear focus and a learning objective which should be shared with the class. Older children should be able to copy learning objectives into their books. For example; ‘Terrific’ you have identified and recognised the calculation strategy
required to solve this problem’
Numeracy The same marking process as above applies to numeracy. “Good try. Use a numberline to help you” “It will be easier if you wrote the numbers in the squares like this (example)” Intervene to consolidate. Super! How much change would you have if you spent twice as much?” “Fantastic, now think of a real-life situation where you would need to do this sum.
Children work should be supported with modelling, scaffolding and prompts from the teacher. Mistakes must be marked with a small bullet point Children must do corrections underneath their work the next day. Use the marking card to support comments for specific mathematical areas. Children must indicate on whether they have understood the task( see appendix)
Comments on behaviour, attitude, and amount the children have completed are not supportive on childrens work. Marking must relate to the objective set.
Oral Feedback Oral feedback is potentially the most effective form of feedback. Getting children to talk together before answering questions increases their achievement. It is the most natural and frequent feedback experience for children. Teachers’ oral feedback needs to be focused mainly around the learning intention of the task. Feedback can be given to an individual, to a group or to the whole class. Where verbal feedback has been used to give a response to written work the task will be annotated VF (verbal feedback) and initialled by the marker it may also contain brief notes on the discussion had. In the Foundation Stage and Key Stage 1 dialogue and comments may be used to clarify and will be written underneath the word. The Verbal
Feedback has to be related to the learning intention otherwise children can become confused.
Reflection time: At St. Marie’s we want to enter into a dialogue with the children about their learning. We need to set aside bespoke time for this. Teachers should timetable opportunities for this important feature of the learning process at the beginning of the lesson. KS1 should take small groups to discuss marking and feedback with children.
Light marking – Not all pieces can be quality marked and sometimes light marking is used. When a learning objective is stated above the work ie the children have written the objective a simple code can be used. Secretarial features – Spelling, punctuation, grammar etc should not be asked for in every piece of writing because children can not focus effectively on too many things in one space of time – set a focus
KEY WORDS SHOULD BE INDICATED UNFAMILIAR WORDS WRITTEN BELOW FOR CHILDREN TO COPY OUT 3 TIMES KS2 need to write the words 3 x eg; unfamiliar words: successfully When finished, ask the children to check for these things and correct them if they know they are wrong.
When marking, only mark what you have decide to focus on and only give the children feedback on those areas. This will mean that some aspects of writing are not marked, but over time, will be marked.
Paired and Self Marking This is when two children discuss their findings, thoughts, ideas or answers together before giving a response to the class or the teacher. They can be paired, in mixed ability and ability groups. It engages all children in the lesson, develops collaborative and active learning, clarifies thoughts, and it makes it a ‘safe to talk’ environment. It can occur in the introduction, independent work and plenary. Paired response is used verbally in most classes and as a written response in classes 3 – 6 on appropriate occasions. When marking childrens work it is important to know how much support or guidance they received in order to assess their level of understanding eg: did they fully understand the learning and complete their work independently or did they require a lot of support and guidance? Sometimes children will work in focused / guided group situations which help to support their learning. To help assess what support, if any children receive during lessons the following codes are used; TA – means they have been supported by an additional adult.
T – means they have been supported by the teacher. PS – means they have been supported by their peers While working in class (assisting, observing, working with groups or leading the lesson) you need to clearly mark the childrens work using the above code. Children may use a purple pen for ‘polishing’ their own work. KS1 Use a purple pencil. Points to remember Can children read your comments Can children understand what you have written Allow them time to read your marking Allow time for improvement to be made before moving on to the next activity. . Come and See Positive comments relating to the objective using the driver words. (New guidelines to be introduced October 15)
Marking criteria for all subjects Positive comment
Next steps relevant to work This can include Punctuation and Grammar errors Faces indicate childrens assessment of the activity Y5/6 draw their own, modelled by the teacher
Learning Objective Must be child friendly and specific to work. Foundation subject marking should relate to objective Spelling
To be at the beginning of every piece of work. KS1/Y3/4- stuck in by teacher. Y5/6 Written by pupils Yr2 Upwards, use spelling journals to keep list of words. Key words need to be indicated with SP Unfamiliar words in the margin by teacher, copied 3 times underneath by pupil Not all spellings should be corrected
Presentation of work and setting out is in the Presentation Policy.
To be reviewed annually.
Marking and Feedback Policy and Guidance notes.
Love , Learn, Achieve.
Purpose
Provides constructive pointers for children Celebrates success Identifies improvements needed against learning objectives Enables children to become reflective learners Informs future planning
Principles –
It should be manageable Relate to learning objectives ( which should always be shared with children visually and orally) Involve all adults working with children To allow children to become aware of their learning needs Praise and celebrate achievements Give clear strategies for improvement Respond to individual learning needs, marking face to face with some children and at distance for others. Seen by children as positive in improving their learning. Marking can intervene to SUPPORT Marking can intervene to CONSOLIDATE Marking can intervene to ACCELERATE Marking can intervene to CHALLENGE
Marking and feedback – Once a lesson has been completed work should be marked with regard to; Celebrating success : Fantastic, Terrific, Brilliant Amazing ( see marking card) “Well done. Now try these questions, and don’t forget the apostrophes!
Success against the learning objective This should be indicated by just a tick.
Improvement needs against the learning objective: This should be indicated by the arrow symbol. These tend to either (a) focus the child’s attention on specifics or (b) delve via two or more questions or statements. This is supportive and enhances the original writing.
What type of boy is James – good, bad, shy, excitable, kind? Or do you have your own idea? Describe what James would do if he heard unkind words about a friend. Finish this: James liked to play jokes on his friends. For instance, You have started to describe the prince’s character really well. What else could you say about the prince? Could you try and use one of these words in your description: handsome, elegant, arrogant? What else could you say? etc.
Sharing a clear learning objective is the starting point. All lessons should have a clear focus and a learning objective which should be shared with the class. Older children should be able to copy learning objectives into their books. For example; ‘Terrific’ you have identified and recognised the calculation strategy
required to solve this problem’
Numeracy The same marking process as above applies to numeracy. “Good try. Use a numberline to help you” “It will be easier if you wrote the numbers in the squares like this (example)” Intervene to consolidate. Super! How much change would you have if you spent twice as much?” “Fantastic, now think of a real-life situation where you would need to do this sum.
Children work should be supported with modelling, scaffolding and prompts from the teacher. Mistakes must be marked with a small bullet point Children must do corrections underneath their work the next day. Use the marking card to support comments for specific mathematical areas. Children must indicate on whether they have understood the task( see appendix)
Comments on behaviour, attitude, and amount the children have completed are not supportive on childrens work. Marking must relate to the objective set.
Oral Feedback Oral feedback is potentially the most effective form of feedback. Getting children to talk together before answering questions increases their achievement. It is the most natural and frequent feedback experience for children. Teachers’ oral feedback needs to be focused mainly around the learning intention of the task. Feedback can be given to an individual, to a group or to the whole class. Where verbal feedback has been used to give a response to written work the task will be annotated VF (verbal feedback) and initialled by the marker it may also contain brief notes on the discussion had. In the Foundation Stage and Key Stage 1 dialogue and comments may be used to clarify and will be written underneath the word. The Verbal
Feedback has to be related to the learning intention otherwise children can become confused.
Reflection time: At St. Marie’s we want to enter into a dialogue with the children about their learning. We need to set aside bespoke time for this. Teachers should timetable opportunities for this important feature of the learning process at the beginning of the lesson. KS1 should take small groups to discuss marking and feedback with children.
Light marking – Not all pieces can be quality marked and sometimes light marking is used. When a learning objective is stated above the work ie the children have written the objective a simple code can be used. Secretarial features – Spelling, punctuation, grammar etc should not be asked for in every piece of writing because children can not focus effectively on too many things in one space of time – set a focus
KEY WORDS SHOULD BE INDICATED UNFAMILIAR WORDS WRITTEN BELOW FOR CHILDREN TO COPY OUT 3 TIMES KS2 need to write the words 3 x eg; unfamiliar words: successfully When finished, ask the children to check for these things and correct them if they know they are wrong.
When marking, only mark what you have decide to focus on and only give the children feedback on those areas. This will mean that some aspects of writing are not marked, but over time, will be marked.
Paired and Self Marking This is when two children discuss their findings, thoughts, ideas or answers together before giving a response to the class or the teacher. They can be paired, in mixed ability and ability groups. It engages all children in the lesson, develops collaborative and active learning, clarifies thoughts, and it makes it a ‘safe to talk’ environment. It can occur in the introduction, independent work and plenary. Paired response is used verbally in most classes and as a written response in classes 3 – 6 on appropriate occasions. When marking childrens work it is important to know how much support or guidance they received in order to assess their level of understanding eg: did they fully understand the learning and complete their work independently or did they require a lot of support and guidance? Sometimes children will work in focused / guided group situations which help to support their learning. To help assess what support, if any children receive during lessons the following codes are used; TA – means they have been supported by an additional adult.
T – means they have been supported by the teacher. PS – means they have been supported by their peers While working in class (assisting, observing, working with groups or leading the lesson) you need to clearly mark the childrens work using the above code. Children may use a purple pen for ‘polishing’ their own work. KS1 Use a purple pencil. Points to remember Can children read your comments Can children understand what you have written Allow them time to read your marking Allow time for improvement to be made before moving on to the next activity. . Come and See Positive comments relating to the objective using the driver words. (New guidelines to be introduced October 15)
Marking criteria for all subjects Positive comment
Next steps relevant to work This can include Punctuation and Grammar errors Faces indicate childrens assessment of the activity Y5/6 draw their own, modelled by the teacher
Learning Objective Must be child friendly and specific to work. Foundation subject marking should relate to objective Spelling
To be at the beginning of every piece of work. KS1/Y3/4- stuck in by teacher. Y5/6 Written by pupils Yr2 Upwards, use spelling journals to keep list of words. Key words need to be indicated with SP Unfamiliar words in the margin by teacher, copied 3 times underneath by pupil Not all spellings should be corrected
Presentation of work and setting out is in the Presentation Policy.
To be reviewed annually.
