Victoria Park Primary School

'Living to Learn, Learning to Live'

Get in touch

Contact Details

Social Media

Like Us Close

Gallery

Take a look at some of our recent photos.

Swipe content

Marking Policy

VICTORIA PARK PRIMARY SCHOOL

 

 

                                          Marking Policy

 

 

 

 

 

 

 

 

 

Date

Policy Reviewed

Policy Amended

Added to Website

May 2017

June 2018

June 2018

September 2018

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING POLICY

 

 

Aims

 

 

  • To provide a consistent approach to marking across all stages.

     

  • To provide children with constructive feedback.

     

  • To enable children to identify strengths and information on how to improve their performance.

     

  • To inform the teacher of children’s progress and needs for future planning.

 

  • To involve children in part of the process of marking and provide opportunities to review their own work as well as their peers.

     

     

     

    Guidelines for Marking

     

  • Every piece of work should be marked or have a teacher presence on it.

     

  • It should be frequent and regular.

     

  • It should be manageable for teachers and children.

 

 

  • It should relate to the learning intentions.

     

  • Marking can be shared and paired in KS2 classes only with teachers endorsement.

 

 

  • Lessons where children can look at marking and edit their writing should be planned for.

  • The plenary should be used for children to check their work against the given success criteria and self evaluate.

     

    A focused marking session should take place with each group once every four weeks, twice for the target group.

    The marking during these sessions should

  • Highlight success.

     

  • Identify an area for improvement.

 

 

  • Give an improvement suggestion eg write a prompt that will help the learner make the improvement.

     

  • Give time for the pupil to read the improvement and make the changes.

 

 

  • Include success criteria boxes for children to self assess.

     

    In addition the following strategies can also be used.

     

     

    Content

    Foundation Stage

     

  • Verbal feedback will be given with the child present.

     

  • Comments should relate to the content in the first instance.

 

  • Gold star used – already reached that goal.

 

  • Wand stamper used to indicate next step.

     

  • They should also include praise and encouragement for the future and be consistent. They should be suitable for their age and ability.

     

  • Comments can be used to clarify what the child has written, eg. Yes, Humpty Dumpty fell off the wall.

     

  • Information on how the work was completed should also be noted, eg. In a group, independently, copied from a whiteboard.

     

  • Reward stickers and stampers can be used to provide positive feedback.

 

  • Pictorial success criteria

 

 

Key Stage 1

 

  • In addition to the above, bubbles can be added to request more content, eg. I would like to know more about the train.

     

     

    In P4, two stars and a wish can be used.

     

     

     

     

    Key Stage 2

     

  • The focus of the marking is made explicit at the beginning of the lesson.

     

  • A tick or double tick can be used in the margin to show good work.

     

  • Where appropriate, work that falls below the child’s capabilities should be re-done.

     

  • A comment can be added on their work.

     

     

     

     

    Spelling

     

    Foundation Stage

     

  • Children can be provided with lines to fill in the correct sound pictures when working with the child.

     

  • Acknowledge a correct high frequency word with a double click.

     

     

    Key Stage 1

     

  • Words that can be spelt by the children should be underlined and then corrected. These include words covered in spelling lists.

     

  • Words that have been attempted but are beyond the child’s capabilities can be written above by the teacher.

     

  • There should be no more than two or three per page.

     

  • Spelling tests should show correct letters as ticked and incorrect ones corrected above.

    P a P

    1. c e t

     

  • All spelling tests should be marked by the teacher.

     

     

    Key Stage 2

     

     

  • Any peer marking should also show a teacher presence.

     

  • There should be a circle put around the words which children should be able to spell.

     

  • Difficult or unfamiliar words can be written by the teacher.

     

  • There should be no more than three or four corrections on a page.

     

  • Dictionaries can be used for corrections.

     

     

     

    Punctuation

     

    Foundation Stage

     

     

  • Children should be introduced to the use of capital letters and full stops.

     

     

    Key Stage 1

     

  • Any missing capital letters or full stops are indicated by a line underneath and should be fixed up.

     

  • Question marks, exclamation marks and speech marks can be put in by the teacher.

     

     

     

    Key Stage 2

     

  • A reminder or comment by the teacher where appropriate.

     

     

     

    Grammar

     

    Key Stage 1 and 2

     

     

  • Mistakes should be underlined according to the level of the child.

     

     

     

     

     

    Presentation

     

  • Foundation stage will provide teaching on concepts of print.

     

  • Reversed letters should be corrected by the teacher by writing them above.

     

  • Clear guidelines should be given prior to starting a piece of work as to how the page should be set out.

     

  • Children should be encouraged to take time to produce their neatest work.

     

  • Key Stage 1 and 2 should participate in weekly handwriting lessons.

     

     

     

    Maths

     

     

  • In maths reversed numbers in answers should be marked as correct. The correct formation of the number should be written above.

     

  • Incorrect answers are indicated by a dot. These should be fixed up by the child.

 

  • Tick can be added in a new colour to show it has been fixed up.

     

     

    Frequency

     

  • Work should be marked as soon as possible after completion.

     

  • When possible this should be with the child present.

     

  • Long term projects can be marked when completed.

     

  • In all areas, time should be given to children to correct their work as required.

     

     

     

    Self Assessment

     

     

    Key Stage 1

     

    Traffic light system used by children

     

     (Green)   - I can do it.

     

     

    (Amber)  - I can do some of it. I needed help.

     

     

    (Red)       - I can’t do it.

     

     

     

    Key Stage 2

     

    Children add their own comments on their work.

     

     

     

     

     

    Role of Classroom Assistant

     

     

  • Classroom Assistants should be trained by the Literacy

    Co-ordinator to help groups.

     

  • They should understand their role during independent writing or group work.

     

  • Classroom Assistants should encourage children to attempt as many words by themselves.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Agreed Code - Black and red pen only

     

     

    Foundation Stage

    .I = independent

    .WS = with support

    .GW = group work

    .MT = marked with teacher

     

     

    Key Stage 1

    ._ = incorrect spelling/letter

    .WT = with teacher

     

     

    Key Stage 2

    .G = grammar

    .P = punctuation

    .// = new paragraph needed

    ./ = new line

    .NHL = not handed in

    .^ = word omitted

     

    SPECIFIC YEAR GROUP GUIDANCE

 

P1

 

 

P2

 

 

P3

 

 

P4

 

 

P5

 

 

P6

 

 

P7

 

NIC document

 

 

For feedback to improve learning pupils need to know three things-

 

  • Where they are in their learning

  • Where they need to go

  • How to get there

     

     

    Structuring quality feedback (NIC document)

     

     

  1. Highlight success.

     

  2. Identify an area for improvement (find something that could be improved).

     

  3. Give an improvement suggestion – write a prompt that will help the learner make the improvement

     

    • Reminder – reminding the pupils of the learning intention/success criteria

       

    • Scaffold – give examples of what they could do or asking focused questions

 

    • Example – giving the pupils concrete examples or suggestions that they can use

 

 

  1. Give time – give the pupil on opportunity to read the improvement and make the changes .

 

School Updates

Keep up-to-date with what's happening.

 

Calendar

Read more
Download the Victoria Park Primary School app today to stay up to date with all that is going on here at Victoria Park

Awards

Awards we have achieved so far.

Top