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1 MARKING POLICY Intended Audience Linked Documents Distribution Change Record (Date and summary of changes. Confirmation that impacts on other policies/documents have been considered). Students Parents Staff Governors Other (please state) Internet Intranet (Staff) Intranet (Students) Classroom Display Hard copy (Available on request) First produced - July 2007 Last reviewed - October 2012 Reviewed by - F Paterson-Choudhary Next review - October 2013 It is the responsibility of all teachers to give reflective response and constructive feedback to all formative pieces of work undertaken by students in order for them to achieve their potential. Summative Assessment There should be at least one piece of summative assessment undertaken per student per learning cycle, which will give detail of the level achieved and which along with all pupil work will identify next curricular targets. Summative assessments may be kept in progress books or separate folders. Summative assessments should be moderated within the departments and where relevant by exam boards and it is the curriculum leader s responsibility to monitor whether judgements are sound. Within each department there should be a portfolio of graded summative marking with annotations to show how decisions are made, and there should be evidence of summative marking from each member of staff. An audit of moderation will be completed every half term. Formative diagnostic marking All work produced by students should be marked formatively.this could be written work or on audio tape or as annotated photographs where relevant. This should be evident in the student s progress book/file and in class work-books. For KS4 courses, some assessments will need marking according to the instructions of the examination board. Diagnostic marking must indicate 3 key points: 1. What the student has done well 2. What the student needs to do to improve and progress 3. One thing that the student could address immediately and how to do it There should also be a more extended piece of work with diagnostic marking once every half-term (Maths on-going diagnostic forms used). Portfolio Within each department there should be a portfolio containing evidence of each teacher s diagnostic marking and of how his/her students respond to this.

2 Each curriculum area will have a subject specific marking policy which details how class books are to be used and whether there are separate assessment books/folders.(see addendum) Designated Improvement Time Provision should be made for students to respond to comments and act upon advice in the form of Designated Improvement Time. The students should not re-iterate the teacher comments but use them to show progress. The teacher s response should relate to the work undertaken by using the National Curriculum or GCSE/GNVQ criteria. Most pieces of work and all extended pieces of work should be given a level. All work should be signed and dated by the class teacher.. A comment only approach is to be encouraged - but there needs to be a final response from students and a piece of work with a grade. A portfolio of exemplar diagnostic marking from each member of staff will be kept within departments. Curriculum Leaders and Line Managers will audit formative marking. Half-termly Review There should be evidence a review of pupil progress every half-term,( teacher and student review progress and identify next steps). Pupil target grades will be set by the school and levels and steps towards these grades should be reviewed once per term/cycle. Curricular targets should be set every half-term and student/teacher reviews of these targets every half-term. Class exercise books may be used for note taking, forming ideas, thinking through ideas and to practise different skills as well as for extended pieces of work. All work needs marking at least every 2 weeks and should be followed by diagnostic comments using the Wow,now,how or SWN marking strategies. The method of diagnostic marking should be consistent across a department. Exercise books require frequent marking so that misconceptions are dealt with and are used to inform a planning, to assess progress and inform pupils of how to improve. Exercise book marking will require formative,diagnostic comments, grade if appropriate and signature and a date as to when it was marked. There must be opportunity for students to make a response and to use these comments to improve. Pupils will make improvements in DIT time. Teachers should mark in a colour different from the student work (e.g. red or green) and the pupil response in DIT should be in a colour different from the original work and from the teacher s marking. Exercise books will sometimes contain peer and self- marking which will assist help students ascertain what they need to do next to improve. Each book should have an end of KS3 or end of KS4 target and a current level on the front/inside cover -and this should be consistent throughout a department. This shall help identify whether the work set is appropriate for the level of that pupil. There should also be a sticker with the literacy marking symbols. All staff must use the pupil target from the SIMS sheet. Pupils should discuss and agree half-termly and termly curricular targets. Departments will have a sheet in the exercise books showing these curricular targets. Verbal diagnostic feedback is to be encouraged and when this is given it should be acknowledged in exercise books by a comment (or by using a stamp) and signed and dated. When this occurs a pupil response must be evident in the form of a summary of the comments by the pupil and/or in a specific improvement. Each department must use the same form of diagnostic feedback to ensure consistency. Subject Specific Marking Policy Each curriculum area will have a subject specific marking policy which details where work can be found (i.e. class books, work folders and whether there are separate books/folders for extended work or coursework) -.(See addendum)

3 On-going Formative Assessment should be evident in lessons both in written and oral feedback. Entering Summative Data Marking must be used diagnostically to ensure that the group is reaching its prescribed academic level as indicated by SIMS data. When entering progress on SIMS for each learning cycle, all work must be taken into account in aggregate so that the grade reflects a summation of the student s current working at level. Curriculum Leaders and Line Managers will review grades. There must be evidence of departmental moderation of summative assessment and formative marking kept within each department. Success Criteria All work is marked using the marking scheme. Every student is aware of their level of achievement and what they need to do to improve. Every student receives on-going diagnostic feedback and has a discussion and review of progress with the teacher at least once per half-term so that they can identify short-term steps for progress. All students make 2 sub-levels progress per year at KS3 (2 full NC levels during KS3) and a further level/grade during KS4, therefore aiming to make a minimum of 3 levels progress from KS2 to KS4 Literacy The teacher should demonstrate an understanding of, and take responsibility for promoting the highest standards of (written and spoken communication) articulacy and the correct use of standard English, (across all subject specialisms) whatever the teacher s specialist subject. Teachers should use the whole-school marking policy for recognising literacy errors. There should be a sticker with the spelling and punctuation policy on the front page or inside cover of each exercise book to ensure pupils are aware of the policy. When highlighting sp staff use professional discretion as to whether he/she writes the correct version or whether the student has to find the correction during DIT. Literacy should be addressed and everything should be marked but only a maximum of 5 errors in each piece of work needs to be identified for improvement in DIT. The only discretion relates to the use of sp where staff can put the correct spelling (or not) as they consider. Misspellings of key words and frequently used words should be corrected and the whole school literacy policy should be followed. (Please see below).to challenge more able students work, where there may not be many errors, the teacher should find 5 challenge words after each piece of marking, which may entail using a thesaurus to improve choice of vocabulary as well as spellings. *Art, Technology and Core PE will be unable to follow some of these steps due to the nature of the course requirements.

4 sp spelling // new paragraph p λ punctuation word or phrase missing? meaning unclear ww gr wrong word grammar

5 Marking Policy Individual Department Processes Department Assessment Work KS3 KS4 Exercise Books Maths One formal differentiated summative assessment per-term. Assessments kept in student assessment folders. All teacher marking and comments in green. Assessments have a cover which shows the mark scheme broken down into skill areas, marks, levels. There is a section for students to write a selfassessment and to set next targets. There is a section for teacher comments (using wow/how/now model). Specific annotations and comments regarding individual questions are written inside the paper. Students have opportunity to engage with these comments during DIT. Student responses are to be in red. Files are labelled with levels and target grades and are stored separately. One formal differentiated summative assessment per term.assessments kept in student folders. All marking and comments in green. There is a section for students to write a selfassessment and to set next targets. There is a section for teachers to comment. Specific annotations and comments regarding individual questions are written inside the paper next to the relevant section. Students have opportunity to engage with these comments during DIT. Student responses to be in red. Each assessment file has a label showing current levels and target grades.files are stored separately At KS4 a programme has been developed which analyses student marks and teachers use this to comment on areas needing work. All students have a class book. Exercise books are marked at least every two weeks and often feedback will be given during a lesson. Coloured slips are stuck in pupil books after marking with green meaning good and red meaning that improvement is required. The slips have teacher comments to inform students of what they have done well and what they need to do to move on to the next level. The teacher will then give an example of a question for the student to answer following the guidelines given. Students will use these comments to answer the question and make improvement. The teacher signs and dates the slip. The student will respond in red pen. Teachers comment in

6 green. Teachers have red/yellow/green forms which require a comment on what was done well, a comment on how to move on and a specific instruction with example on how to do this plus date and initial. Improvement comments and interventions in books are often delivered during lessons. English Students follow the Living Texts course in Y9. Controlled Assessments will be marked as per provider instruction. There will be on-going formative assessment in lessons through verbal and written feedback. Preparatory tasks will show evidence of feedback and there will be evidence of students having used feedback to make improvement. S W a N marking will be used S= strengths W= weaknesses N = next steps Exercise books Controlled assessments are stored separately in folders. Controlled assessments can be repeated but original (with diagnostic comments) cannot be used. There is a coversheet with pupil reflection and improvement. Moderation of decisions on grades takes place within the department. There will be evidence of ongoing feedback and of pupils using this to improve teachers will mark books diagnostically every 2 weeks. Symbols to be used as per departmental and school policy Staff must ensure that work is dated. Staff will mark in red and students will respond in green. Half termly and termly targets are on stickers on the front of

7 Science Pupils have separate progress books (2 piece per Term) BTEC separate folders (4 pieces per Term min) Additional/Triple/GCSE separate progress books (2 pieces per Term) BTEC will have targets on work-folders as do not have class books. student books. Marking every 2 weeks The end of year target on front of book Curricular targets on the book and on the CIS sheet, these will be work improvement targets. Btec will have targets in pupils work folders as don t use class books Comment on pupils work, the improvement comments, which state to improve rather than using a set acronym. Marking in red, DIT in green, peer assessment in green, computer DIT remarked in green to show improvement from the original red mark Bs/Ca/Law Careers no key stage 3 classes in careers Careers Assessments a minimum of 1 per half term on paper and kept in Business, Careers and Law class

8 Business Assessments a minimum of 1 per half term in assessment books (though more can be done). To be diagnostically marked with a review of work comment and a to improve, next time comment. Time allocated for DIT after feedback Law - Assessments a minimum of 1 per half term in assessment books, which are past exams to match the 4 separate exams to be taken, smaller jigsaw assessments to be recorded in assessment books. To be diagnostically marked with a review of work comment and a to improve, next time comment. Time allocated for DIT after feedback There is a half-term review using the traffic light system and next steps are identified and agreed by the student and teacher. The review is also sent to parents. teaching folder. To be diagnostically marked with a review of work comment and a to improve, next time comment. Time for DIT allocated after feedback. Business Assessments a minimum of 1 per half term in assessment books (though more can be done). To be diagnostically marked with a review of work comment and a to improve, next time comment. Time allocated for DIT after feedback Law Assessments a minimum of 1 per half term in assessment books, which are past exams to match the 4 separate exams to be taken, smaller jigsaw assessments to be recorded in assessment books. To be diagnostically marked with a review of work comment and a to improve, next time comment. Time allocated for DIT after feedback There is a half-term review using the traffic light system and next steps are identified and agreed by the student and teacher. The review is also sent to parents. books to be diagnostically marked every 2 weeks with comment on pupils work, the improvement comments, which state to improve rather than using a set acronym. End of year target on front of book, only graded target for 1 year courses Curricular targets within the book or on the CIS sheet, these will be work improvement targets. Btec will have targets in pupils work folders as don t use class books Comment on pupil s work, the improvement comments, which state to improve rather than using a set acronym. Marking in red, DIT in green, peer assessment in green, computer DIT

9 remarked in green to show improvement from the original red mark Technology Each pupil has an Assessment Sheet in stored in their folder (1 per half term) Assessed work is stored separately in teachers folder with pupil folders Books should be marked at least every 2 weeks Food Technology have draft books.the department uses the SWAN marking strategy (strengths, weaknesses,..and now). Staff to mark in red and pupils to respond in green. Art All work stored together in pupil portfolios (2 per term) Comments within booklets Department meets to moderate marking and grades. All work stored together in pupil portfolios (GSCE 3 per term, BTEC 2 per term) Summative comments on cover sheets Department meets to moderate marking and grades and there is external moderation. Portfolios are marked at least every 2 weeks with formative comments. Students are given on-going verbal feedback and a summary of this will be attached work. half-term curricular targets will also be attached. Work is marked holistically and relates directly to the mark criteria from the exam boards. Where written work is required then a maximum of 5 literacy errors will be identified in

10 each piece of work. The exam board does not require the students to write as the refinement is shown in the visual work they create. However, to support literacy across the school there will be some written tasks, which will be marked appropriately. ICT/Media ICT Now recently put into place, a new series of lessons, all pupils should have work diagnostically marked every 2 weeks Some staff are continuing with online SOW. These staff should be printing off work and diagnostically marking. (Minimum of 2 per term) Classes will have spelling and punctuation stickers on the front of folders. Targets and levels will also be on the folders. ICT OCR pupils should have paper tracking sheets which are updated frequently (almost every lesson). Pupil tracking sheet should include diagnostic marking from teacher. Pupils have folders with these sheets in. What they are currently working on will be with the pupil or teacher. Media is as above (more than 2 pieces per term) Media has theory note book Students, where appropriate respond in green and staff mark in red. Classes will have spelling and punctuation stickers on the front of folders. Targets and levels will also be on the folders. ICT Options: each student has an individual progress sheet in line with the exam board criteria. Teacher gives students individual verbal feedback as they work through tasks. Students then amend and extend when necessary. This is then marked upon their progress sheet, which is copied and returned to a student for their own files. ICT Core : work is marked

11 diagnostically directly onto the work. This is then returned to students to correct/improve. For significant pieces of work the scores are recorded in the record book. Media option : pupils given personalised feedback on individual progress sheets in line with the assessment criteria for the coursework. Using written and verbal feedback the students make improvement. Pupils comments are recorded and remarked following improvements. Students, where appropriate respond in green and staff mark in red. H&S N/A All coursework based and held in separate folders. ( 1 piece per HT min) Assessment front covers completed as per exam requirements. Exercise books with exam work showing a 2 weekly exam question will be marked diagnostically with chance for students to respond. Teacher will mark in red and students to respond in green. MFL KS3 have blue progress books where there are extended detailed diagnostically marked pieces of work. Wow, how, now is used and children are able to respond and make improvements. Books are moderated in departmental time. Grades and levels are moderated. There are half-termly reviews of progress with next steps identified. Pupils will have a next steps sheet. Teachers mark in red and pupils NVQ and GCSE students have a blue assessment book with more extended diagnostically marked pieces of work. NVQ students also have a red exam assessment folder and audio tape with shorter comments as determined by the exam board. This is kept in school. GCSE students have assessed work stored securely in school. Staff meet to moderate and also attend exam moderation meetings. Exercise books used for practising grammar and understanding, note-taking, listening practice. Exercises given an effort grade and NC and/or GCSE grade /level. Books are marked diagnostically at

12 respond in green. There are half-termly reviews of progress with next steps identified. Exercise books,grammar books and files are marked at least every two weeks. Files of exemplar marking are kept in the department. least every 2 weeks. Teachers mark in red and pupils respond in green. KS3 students have homework set every week. Wow, How, Now strategy used. KS4 students also have files and workbooks and grammar books with homework set every lesson. All materials are marked at least once every two weeks. PE Core PE : Pupils get a level for each sport which is recorded by class teachers in mark books and then an overall grade per assessment cycle based on core skills for which levels of developing essential skills and processes will be used. There will still be a bias towards performance with key processes being assessed alongside. BTEC use sheet with specific box for diagnostic comments once every 2 weeks. A completely separate diagnostic mark sheet is to be used which will be evident in folders and will show Wow,How, Now strategy used. When improvement is required students will use the DIT template which will be clearly labelled and kept as a separate document.there will be two assessments per term. N/A There will be peer moderation and moderation by the Internal Verifier.. Humanities- Geography/ History Pupils have class workbooks and separate assessment folders/files 2 pieces of assessment per term From 2012 beginning to use DIT after each assessment. Use SWAN marking strategy. Diagnostic marking is on-going. Staff to Workbooks and separate folders. Folders house assessments and summative marking for coursework. This is marked according to examination policy and has to be kept in school Exercise books are marked every two weeks. Diagnostic marking will be on-going and the SWAN marking strategy

13 mark in red and students to respond in green. will be used. Staff will mark in red and students will respond in green. Music/Drama 6 week units with assessment at the end of the unit. Assessments are either performance or composition based. In note books pupils record what they did well, what and how they need to improve. Teacher diagnostically comments on this as well as the actual performances. Marking moderated within the department and grades moderated every learning cycle. Performing Arts will mark giving feedback on Strengths- and now focus on. for both written and practical work. Music BTEC diagnostically marked assignments with opportunity for improvement. These are 2+ per half term. All stored in pupil folders Drama BTEC Teacher has tracker. Pupils have journal and note book. Work is diagnostically marked in both of these and also in teacher s record book for comments on performances. (Min 2 per term) Video recordings of rehearsals are also used for formative marking. Sessions will be recorded regularly and the exam board requires the teacher to fill in an observation record of rehearsals. This will be done on a rota basis for groups of students. There is a video recording of each summative performance. Performing Arts will mark giving feedback on Strengths- and now focus on. for both written and practical work. Students will complete DIT written tasks in green in exercise books. On-line DIT will be highlighted in green. (on-line documents which are requested by the moderator at the end of the course will be copied and have the highlighting erased). KS3 Drama students have exercise books KS4 Drama students have a learning journal and a sketch/planning book. There is evidence of verbal feedback in both. Both are reviewed by the teacher every 2 weeks. Drama as left Performing Arts will mark giving feedback on Strengths- and now focus on. for both written and practical work. Students will complete DIT written tasks in green in exercise books. On-line DIT will be highlighted in green. Teacher will mark in purple.

14 Teacher will mark in purple. For practical tasks students will have a feed-back book. This will be used for students to review their own progress and show peer-and selfassessment tasks plus rehearsal diary entries. Individual learning objectives will be evident. Students will be issued with feedback stickers (blue for Music, yellow for Drama) at least once every two weeks. The sticker will contain comments on strengths in the activity and an area for improvement headed Now focus on..the student will then make notes on what he/she can do in the next rehearsal/workshop to address this point. This response will be in green and will constitute written evidence of DIT. Every students will receive a half-termly faculty feedback sheet. Step up/ Family Learning WEB Maths English Step Ups Maths policy used Teachers attend Maths moderation English Policy used Teachers attend moderation Work assessed and moderated according to NOCN criteria Maths policy used Teachers attend Maths moderation English Policy used Teachers attend moderation Work assessed and moderated according to NOCN criteria As per Maths Policy As per English Policy All work moderated by IV

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