Marking Policy. Quality Teaching

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1 Clearly focussed learning intentions and success criteria Positive classroom climate based on trust and high expectations Marking Policy Quality Teaching To ensure the pupils at Dene House primary school make good progress throughout our school we have adopted a whole school teaching ethos based on our house logo. High quality, High engagement Quality questioning Quality feedback Quality talk Quality self & peer evaluation

2 Aims The staff of Dene House mark children s work and offer feedback to ensure:- Children know we value their work and encourage them to do the same It encourages positive self-esteem and aspirations, through the use of praise and encouragement Children have a clear picture of what they have achieved and what the next steps for learning are. The children know to what extent they have met their lesson objective and/or their target The children have opportunities to self-assess, where they can recognise difficulties or celebrate successes Opportunities for staff to assess pupil progress to inform our individual tracking systems Provides staff with on-going assessments that should inform future lessonplanning. Purpose of marking The most powerful single moderator that enhances achievement is feedback. (Hattie, J Towards a model of schooling The staff at Dene House Primary school believe that feedback to children is most effective when seen as part of the learning cycle which includes other elements of AfL. We believe that feedback is most effective when: It is appropriate to the age and ability of the chid It relates to the learning objective It helps the children know what they have done well against the learning objective and success criteria Scaffolds or supports pupil s next step It helps children to improve Children are allowed time to reflect and act upon feedback

3 Work in Books Literacy From September 13 New A4 books to be used. The work, where appropriate, should contain the date and title. The work (including worksheets) should be placed in books. Folders should only contain homework and test papers. It is recognised that not all work can be quality marked; when quality marking takes place the teachers professional judgement should be made. Marking should always reflect the learning objective and should also show how the child may improve. There may also be a need to add general comments on: Punctuation corrections made as appropriate to pupils understanding. Spellings relevant to the pupils needs with 3 key words to be written out again. Grammar when appropriate, corrections could be made. Numeracy From September 13 New A4 books to be used. The work, where appropriate, should contain the date, title and page numbers. The work (including worksheets) should be placed in books. Folders should only contain homework and test papers. The work should be marked and the traffic light system used by the teacher. Children selfassess using smiley face system after every written piece of work. Time should be given to children to read comments and complete any corrections or challenges. Target sheets (current sub-level and the next 2 sublevels, Year 1 will start these in January) should be put into the front of the child s book. Pupil and teacher to tick off objectives. Targets to be generated each half term and noted on the sheet as well as displaying on class display. Pupil s current book should be sent up to next teacher.

4 Books Each piece of work should be dated, titled and coded: I Independent GW Group work WC Whole class TA worked with Teaching assistant (unqualified TA should not mark books) LSA worked with Learning support assistant Key Stage 2 books to be used for the 2 year period Subject Literacy Maths Science History Geography Art DT RE French Book A4 8mm Feint & margin Yellow A4 7mm Sq Light blue A4 8mm Feint & margin alt plain Red A4 8mm Feint & margin alt plain Blue A4 8mm Feint & margin alt plain Light green Presentation book White cartridge paper BLACK A4 Plain unruled Purple 8mm Feint & margin Red A4 8mm Feint & margin Orange Key Stage 1 books to be used for the 2 year period Subject Literacy Numeracy Science Topic (History Geography and RE) Art/DT Book Y2 A4 12mm feint blue Y1 - A4+ top plain lower 12mm blue A4 10mm square Red A4 plain purple A4+ top plain lower 12mm green Art/DT Reception Subject Topic Maths phonics Type A4 landscape Orange A4 plain purple Infant workbooks unruled blue

5 The methodology of marking children s work Oral Feedback It is important for all children to have oral feedback from a member of the teaching team. Oral feedback builds a learning rapport between pupil and teacher and gives instant recognition at an appropriate time. The dialogue should focus on successes and areas for development. A reference to either future or current targets could be relevant and should also be included in this dialogue. Summative Feedback /Marking This is suitable for a closed task or exercise where the answer is either right or wrong. This work could be marked either by the teacher, child or peer. When verbal feedback is given VF will be recorded by the member of staff. Formative feedback and marking The work should be marked based on the learning intention for the lesson. The children should receive positive comments about the work and a way or suggestion which would improve their work. Marking and feedback given by other staff Where a member of the teaching team other than the class teacher has been involved in the child s learning, the work should be initialled and commented on where appropriate. Quality Marking The staff acknowledge that not all pieces of work can be quality marked. However, when this takes place teachers should focus first on the learning intention of the task. The emphasis should be placed on both successes and the improvement needs of the child. Staff have chosen to use their own method of recording this. Children s response to the comments Self-Marking and evaluation Where appropriate children should be given time at the start of a lesson to read and consider the written feedback the teacher has provided. Children should be encouraged to ask for clarification if they do not understand a comment and should be clear about what they need to do in their next piece of work, as a result of the feedback they have received.

6 Children should be encouraged, where appropriate, to respond to the written feedback, either verbally or by writing a reply. All children should be encouraged to self-evaluate and older children should be encouraged to identify their own successes and look for an improvement point. This may be referred to as A Star and a Wish. Younger children may use traffic lights or smiley faces as an alternative method. The plenary can then focus on this process as a way of analysing and learning. Children should be given the opportunity to evaluate the work of their peers and provide suggestions for improvement. Monitoring and evaluating this policy This policy will be monitored through further consultation of staff and through the planned reviews. Children s workbooks will be monitored by the SLT group and subject leaders, with written and verbal feedback given to individual members of staff. Where appropriate, subject leaders will highlight good practice and areas for development, in a summary document, for all staff to consider and discuss. Subject leaders will monitor subject specific marking as part of their monitoring role.

7 Marking and Feedback in Reception Rationale To ensure that all children have their work marked in such a way that it is likely to improve their learning. We aim to mark positively whenever possible to enhance selfesteem and confidence. Literacy Staff focus on giving oral feedback (marked VF and initialled by the member of staff) to the children but may write a comment with the child or use smiley face as an easy to understand visual assessment of the work. Letter formation is corrected with the child. Mathematics Work is marked with the children using a simple tick or cross, corrections are discussed with the child to assess understanding. Number formation is corrected with the child. As a link to the rest of the school s traffic light system a red face and a green face can be include. Understanding the World & Expressive Arts and Design Staff focus on giving oral feedback to the children (marked VF and initialled by the member of staff) Good work is shared with the rest of the class, photographed or displayed to increase self-esteem and confidence.

8 Mark scheme used in Reception Mark VF X Meaning Verbal feedback and signed by member of staff Work correct Work incorrect Well done Not your best work

9 Marking and Feedback in Key Stage 1 Rationale In KS1 the marking will be as simple and child friendly as possible. Comments, where needed should be positive with a target for future work. Work will be noted as to whether it is independent, paired or group work. Marking can be completed by teacher, LSA or TA (to be initialled,) as well as peer and self-marked (again to be initialled.) Comments made by the pupils should also be encouraged. Literacy Simple symbols to be used throughout the Key Stage to aid understanding. Letter formation should be corrected. Mathematics Simple symbols to be used throughout the Key Stage to aid understanding. Number formation should be corrected. Traffic light system should be used, in Y1 this could be in the form of smiley faces. Correction or challenges set then appropriate. Science and Foundation subjects To be marked according to the subject skills not Literacy or numeracy.

10 Mark scheme used in Key Stage 1 Generic I Independent GW Group work WC Whole class TA worked with Teaching assistant LSA worked with Learning support assistant Mark Meaning Good work Target think cloud for next time Finger spaces C. Capital letters and full stops X.. C Wrong do as a correction C If corrections have been done correctly

11 Marking and Feedback in Lower Key Stage 2 Rationale The marking of children s work is a way of telling a child what they do well and clearly telling them what they need to do next so that further progress is made. It is also a way for the teacher to see what future Teaching and Learning needs to happen and which targets need to be set for the child to make sure they continue to make progress. Teachers should acknowledge all work even if it is not marked in detail. Marking must be fair. Comments should be written in words the children can understand and if appropriate, for example how the child could improve their work should be given. Marking needs to take place against the learning objectives the learning objectives in the teachers planning. Children s work should not be smothered by teacher s comments. Children should be given time to act on verbal and written marking. Work will be noted as to whether it is independent, paired or group work. Marking can be completed by teacher, LSA or TA (to be initialled,) as well as peer and self-marked (again to be initialled.) Comments made by the pupils should also be encouraged. Literacy Overwrite missing capital letters. Add missing punctuation as appropriate to ability level. Mathematics Wrong answers marked with a X and corrections done not changing of answers. Traffic light system to be used. Science and Foundation subjects Not to be marked as a piece if written English. Comments made should relate to the learning objectives.

12 Mark scheme used in Lower Key Stage 2 Generic I Independent GW Group work WC Whole class TA worked with Teaching assistant LSA worked with Learning support assistant Mark X.. C C Meaning Circle incorrect punctuation Underline targeted words and write at end of work Begin a new line Omission mark with word/s written in above Wrong do as a correction If corrections have been done correctly

13 Marking and Feedback in Upper Key Stage 2 Rationale Children at this stage in their educational journey should be aware of the need to consider their work and be given time to make any suggestion to improve. Work will be noted as to whether it is independent, paired or group work. Marking can be completed by teacher, LSA or TA (to be initialled,) as well as peer and self-marked (again to be initialled.) Comments made by the pupils should also be encouraged. Literacy Literacy marking should reflect the learning intention of the lesson. Marking of spelling, punctuation and grammar should be based on pupils previous learning and beneficial to the pupils needs. An area for development should be clear to the pupils. Mathematics Incorrect work should be marked should be marked with a cross (x.) Quality marking may highlight the error in the calculation. If necessary and when appropriate a couple of corrections should be given or a challenge could be set. Clear prompts of how to improve should be clearly visible. Science and Foundation subjects Positive comments. Ticks where appropriate. Rewards stickers or house points. Incorrect answers marked with > or * and if necessary asked to do corrections. Mark with VF if needed and perhaps one word answer for teacher. Self marking and peer marking children put initials (comments if necessary) Children to use different colour, when marking their own or that of their peers.

14 Mark scheme used in Upper Key Stage 2 Generic I Independent GW Group work WC Whole class TA worked with Teaching assistant LSA worked with Learning support assistant Mark X C Sp P G Meaning Correct work Incorrect work correction Spelling mistake. Punctuation Grammar

15 Assessment Policy Appendix 1 Assessment of Learning Cycle September Records that have been passed on Salford, SIMMs Baseline Confidentials Previous record SEN folder G & T records October before half term Assessment week Focussed assessment for Literacy (Reading & Writing) & Science (work to be completed in books, evaluation sheet to be passed onto coordinator) November December Confidentials Salford Reading Tests Assessment week Data Input After parents evening confidentials to be handed into Head Salford scores to the office Focussed assessment for Literacy(Reading & Writing) & Science Maths (Previous SAT paper) (work to be completed in books, evaluation sheet to be passed onto coordinator) Te to put data in DLG February Half term Assessment week Focussed assessment for Literacy(Reading & Writing) & Science (work to be completed in books, evaluation sheet to be passed onto coordinator) March Confidentials After parents evening confidentials to be handed in to Head Before Easter holidays Assessment week Focussed assessment for Literacy (Reading &

16 Data Input Writing) & Science Maths Alternative SAT paper (work to be completed in books, evaluation sheet to be passed onto coordinator) Te to put data in DLG May June July SATS Y3/4/5 SAT Science Focussed assessment Y1 Assessment week Y1 Phonics test Salford Assessment week Data Input Complete pupil records Report writing Pass records to next teacher (Writing test marked on ECAW sheets and used for Summer assessments) Reading & Maths test Focussed assessment for Literacy (Reading & Writing) & Science (work to be completed in books, evaluation sheet to be passed onto coordinator) Results submitted to authority Salford scores to the office Literacy (Reading & Y1 Writing & Science (work to be completed in books, evaluation sheet to be passed onto coordinator) Te to put data in DLG Confidential Reports to Head by agreed date Records completed by an agreed date

17 Focussed Science Assessments There should be 6 assessments completed during the year. In Year 1 these should show evidence of the 6 topics taught. Y2 Y6 there should be 3 investigations, 2 knowledge based and 1 piece of work which shows the pupils views on science. Teacher complete Evaluation sheet to give to Science co-ordinator Focussed Writing Y1 5 assessments (don t do one in first half of Autumn Term.) Y2 Y6 one assessment each half term Teachers complete ECAW sheet per child, which generates a target (which is marked on the sheet) All relevant information given out at start of year. Teacher complete Evaluation sheet to give to Literacy co-ordinator Focussed Reading A reading task is to be completed by the teacher every half term. Teachers complete ECAR sheet per child, which generates a target (which is marked on the sheet) All relevant information given out at start of year. Teacher complete Evaluation sheet to give to Literacy co-ordinator Maths Assessment in maths is an-going activity; pupils and staff will tick off objectives in the maths books as and when necessary. Targets generated and marked off half termly. There will be 3 formal tests for KS2 pupils completed each year. End of Autumn Term children complete the previous Non SAT paper End of Spring term children completed 2003 test (alternative Non SAT paper) End of Year children complete the 2006 test. Year 2 may use previous KS1 papers when and if appropriate Teacher complete Evaluation sheet to give to Numeracy co-ordinator

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