We believe that the focus of our marking should be to improve the standard of work and to provide children with knowledge of their own learning needs.
To this end, following discussion with staff it has been agreed that;
A supportive summative statement will be followed by a formative statement. The formative statement will be identified by two stars and a wish. Each target (wish) should be SMART- Specific, Measurable, Achievable, Relevant and Time-related. Best practice will be evident when the target is identified as a result of collaboration between pupil and teacher during the marking process.
A formative or summative comment is not required for every piece of work. Some work will be discussed with pupils, but in every case, pupils should be aware of the outcome of the lesson. More detailed marking will occur at the discretion of the class teacher and relate to requirement of the needs of the learner, context and task.
Opportunities for two stars and a wish are maximised to support pupil’s self-evaluation and reflection skills. This will be carried out orally in the early years and developed to written form towards the end of KS1, ensuring that this reflective practice is established by KS2.
Within KS2, a space will be left after the formative statement, where pupils will be encouraged to respond in writing. This ‘dialogue’ will be promoted when teachers frame their comment as a question.
In order to reduce unnecessary written marking, a ‘double-tick’ will be used to indicate that a pupil has achieved the Learning Objective or produced a strong feature linked to the Success Criteria and/or the Lesson Objective.
House points, as a reward system for targets which have been achieved will further encourage children to focus on improving their learning.
Opportunities for pupils with additional learning needs to respond orally to formative comments will be provided and indicated with a (C) for ‘Conversation’. It will be expected that pupils from Y2 onwards will summarise the conversation or act on the feedback provided.
Key spelling errors will be indicated in the margin with a (Sp), in line with the error. In early Years and lower foundation phase classes, the class teacher will provide correct spellings in order for pupils to practice in spaces provided. Pupils from Year 2 onwards will correct spelling errors using learnt strategies.
If a pupil has required help to complete a task, then (S) will be used to indicate support.
In the Foundation Phase there needs to be identification of independent learning for pupils – therefore, (I) will be used to highlight independence. At KS2, if a pupil makes significant gains in their learning and have completed activities independently, this will be marked with (I).
Supply teachers, students and TAs are requested to mark in green, in order to distinguish their marking from that of the class teacher.
In order to maintain focus during the lesson, the learning objective (LO) of the lesson should be written on the board and referred to and in the marking, where appropriate.
However, in the Foundation Phase learning objective (LO) will be shared as follows:
Nursery and Reception – Oral Learning Objective
Year 1 and 2 – On the Board where possible
Orally in the Early Years
Year 1 and 2 – Differentiated SC will be shared on the board using coloured icons to ensure groups of learners are appropriately supported and challenged.
KS2 – SC is set following discussions with all learners, providing challenge and support in order to achieve the learning objective.
Teacher & TA feedback should always relate directly to the Success Criteria
Feedback is given to pupils throughout the day and within each lesson, feedback can be either verbal or written. All feedback is directly related to their performance against the Learning Objective and Success Criteria identified. It also focuses on the quality of children’s work, celebrates their achievements and gives advice on what the child can do to improve future work. Good examples of pupils’ work are shared with the whole class, where appropriate. This enables pupils to understand what is expected of them.
At Llangyfelach it has been agreed that we deliver Formative feedback in the following way:
1. Feedback relates to the learning intention and success criteria;
2. Identification of success is shared and where it has occurred;
3. Show where and how improvement could take place using, ‘closing the gap’ statements and prompts (see below);
4. Target for improvements set;
5. Allow time for pupils to make improvements; and
6. Start small – SMART Targets are essential to make the quickest gains!
Examples of differentiated ‘closing the gap’ statements:
The marking codes on the following page are displayed appropriately in all classes and also included on the inside cover of workbooks in order to provide guidance for learners.
This policy will be monitored, reviewed and up-dated on a regular basis.
This policy was created October 2012 and will be reviewed annually
Next Review Date: