Marking Policy. Andrea Norman for St Andrew s Primary School. Co. Durham DL14 6RY.

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Eugene Franklin
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1 Marking Policy St. Andrew s Primary School St. Andrew s Road Bishop Auckland Co. Durham DL14 6RY Tel Fax HEADTEACHER Andrea Norman BA(QTS)Hons. NPQH CHAIR OF GOVERNORS Rev. Neville Vine standrews@durhamlearning.net

2 St. Andrew s Primary School Marking / Feedback Policy The purpose of marking/feedback is to inform children how well they are performing and to offer guidance on how they can improve. At St. Andrew s Primary School we will: Recognise the child s achievements and focus targets towards improvement Ensure that the child has a clear understanding of why we mark Provide feedback/marking to ensure that every child is able to meet his/her full potential Display the success criteria for each individual piece of work in literacy and numeracy so that children know what they are working towards. The basic principles of marking/feedback at St Andrew s Primary School are to: Ensure that teachers acknowledge all work and that marking/feedback, linked to clear success criteria / targets, is done promptly Involve the child in marking and self assessment and on regular occasions mark in their presence Ensure that marking/feedback is fair and consistent. Marking/feedback as an ongoing process: All work to be dated and date underlined (shortened date in margin for numeracy and science, longer word date for literacy) Children should be given opportunities to be first markers self assessment, using for progress towards objective, presentation and effort. It is essential that children can understand or read the feedback that has been written oral feedback should also be given Children need time to read comments and make improvements required and check their work. They need to reflect and make changes in green pen/pencil. Marking needs to be selective when lots of mistakes occur. Marking should be geared towards targets and outcomes. In literacy high frequency word spelling mistakes will be consistently marked Display work will be marked thoroughly, showing the Christian name and year group of the child all displays will show a learning objective Quality marking must occur for every piece of extended writing in children s final draft writing books. Example of good quality and good presentation for English and Maths to be displayed on classroom walls each year IN THE FIRST HALF OF THE AUTUMN TERM

3 Literacy Marking Guidelines Extended Writing Book Layout of planning page A new double page spread for each new piece of work. Date, LO, Success Criteria and planning on the left. Date, LO and Title to be underlined either by the teacher, (if printed out) or child if written. Success Criteria to be within a 3X4 grid with no more than 3 criteria for each piece of writing. The SC should be short and concise, using language familiar to the children. Followed by 3 boxes for the child to self-evaluate and 3 for the teacher to evaluate. This replaces the shape marking and up to 5 marks can be given for each success criteria thus allowing the child to still accomplish 5,5,5. (see diagram) for years 5 and 6 a personal target will also be added by the child each week indicated by PT A picture related to the writing should be added to the plan as a visual stimulus for the children. The planning stage should follow the school s agreed planning proforma (attached.) Once planned the teacher may add questions to the plan, using red pen, to guide the child further in their thinking before writing. Layout of Writing Page The child s writing must be on the right hand page, (write on the right!)this way the plan is visible throughout the writing process. The child must write the long date and underline it, followed by a title for the piece of work, also underlined. There is no need to write the LO again as it clear on the opposite page, however make sure the child is aware of it, especially if some time has elapsed between the planning and writing stage. The child must write in pencil or blue pen, if a pen licence has been issued, to the right of the red margin. The child may continue onto the next page if needed. Remember a new page for a new piece work each week. Aim to have at least one piece of writing in this book each week Marking and Feedback Every child s writing should be marked immediately and planning for the following week may need to be adjusted accordingly. Teacher should use RED pen, only, to mark the child s work. Teacher annotates the child s work in the margin, using the marking code, (to be found in the back of each child s book), then underline the mistake so the child can see clearly where the mistake has been made in cases of grammar, punctuation and vocabulary choice. eg G There is a storm yesterday

4 During work reflection the time the child must correct the mistake using a green pen or pencil, above the word or mistake. Whole sentences that do not make sense should be written out again, after the teachers marking. Spelling mistakes should have a sp code above the word then 4-5 common mistakes or words which you expect the child to spell correctly should be added to a list at the end of the work for the children to practise 3x per word. Children in year 5 and 6 must use must a dictionary when correcting these. After annotating the work thoroughly, the teacher then makes a positive praise comment followed by 1 or 2 steps to improvement comments. Signified by a step symbol. These comments should be helpful to the child and guide them to improve in areas particular to their writing. You may require them to write something to show they have understood the comment. Eg, write the underlined sentence again but this time add an embedded clause or write your last paragraph again this time add more information to show how the character was feeling at the end of the story. The children should reflect in green pen or pencil. All children must be given time to reflect on their work as soon as possible. When the teacher next marks the book, go back and check the reflection and indicate with a tick that they have checked it. THIS MUST BE THOROUGHLY CHECKED FOR CORRECTNESS AND QUALITY OF REFLECTION. Literacy Books Pupils must rule off after the teacher s last comments and reflection has been made by the pupil. Date and LO must be underlined either by teacher, if printed out, or the child if handwritten. Teacher marks the work against the objective, tick particular parts you are pleased with, two ticks for exceptional parts. Write Sp above 4-5 words spelt incorrectly then write them correctly at the end of the work for the child to practise 3 times. Children in year 5 and 6 must use must a dictionary when correcting these. Child must shape mark at the end of their work (objective, presentation, effort). When marking, the teacher will also shape mark below the children s scores. Add a comment to challenge the child further or to reflect on their work accordingly. Of course this is not always appropriate, depending on the task, but aim to do this more so than not. Teacher writes in RED, children reflect and correct in green pen or pencil. Handwriting Reception will be encouraged to put appropriate flicks onto individual letters ready for joining. Year 1 and Year 2 children will be encouraged to join

5 phoneme blends and consonant clusters as in the school s focused phonics learning (Read, Write Inc.) From Y3 onwards children will be expected to present legible, joined writing unless SEN needs or motor difficulties suggest a printed style is preferable. Literacy Marking Code for children S=Sense. Part of this sentence does not make sense. Sp = Spelling. This word is spelt incorrectly. T= Tense. A word in this line is in the wrong tense P=Punctuation. Punctuation may be wrong or missing. V=Vocabulary. Can you think of a better word choice? G=Grammar. This line does not sound grammatically correct. C=Connectives. Wrong choice of connective, try another. O=Openers. Can you choose a better opener here? NB: Year 1 and 2 have a different marking code using symbols and pictures (see appendix) Feedback in maths We have agree marking and feedback serves the following purposes To inform children of the next steps in their learning. To allow them to see their mistakes and have time to correct them. To set a challenge for the children based on prior learning. To consolidate and extend learning Allow the teacher to assess the learning and plan for next steps. There are some very good examples of marking and feedback already in the school but we need to ensure this becomes more consistent throughout the school. The following has been agreed by the staff. 1. Teachers will mark all the children s work and give feedback prompts where appropriate. 2. Teachers will use the feedback in marking prompts; these include modelling, self correcting, open and closed questions, finishing a sentence, encouraging explanation and asking for an explanation. ( see the prompts for more detailed explanations of these)

6 3. Challenge and extension type questions should be provided in feedback when the children are at the end of an area of maths. 4. If a group of children have misconceptions that need to be addressed, this should be annotated in the planning and the planning should be adapted. 5. A marking code was agreed. Children will need to be introduced to this so that they are aware of how to respond. Code Shape marking c VF PA II Meaning Objective, presentation, effort correct Please check and correct Verbal feedback given Many misconceptions and planning has been adjusted. Immediate intervention Marking in the foundation subjects will be particular to specific subjects see policies Adopted Autumn Term 2015 Signed..Head Teacher Signed...Chair of Governors Review Date Autumn Term 2016

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