Marking Policy

VICTORIA PARK PRIMARY SCHOOL

 

 

                                          Marking Policy

 

 

 

 

 

 

 

 

 

 

 

 

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

 

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 .