Marking Policy
Marking policy
VICTORIA PARK PRIMARY SCHOOL
Marking Policy
Date |
Policy Reviewed |
Policy Amended |
Added to Website |
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June 2018 |
Apr 20 |
June 2020 |
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VICTORIA PARK PRIMARY SCHOOL
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 teacher’s 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.
Focused Marking
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.
The format should be used as follows;
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
- Success criteria grids should be used on the piece of work
- These should show a column for the teacher and the pupil
- 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 will be used.
Key Stage 2
- The focus of the marking is made explicit at the beginning of the lesson.
- Success criteria grids should be used on work that is to be focused marked.
- 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
eg. 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.
- From the beginning of Key Stage 2 children should be working towards using joined handwriting.
Maths
- In maths reversed numbers in answers should be marked as correct. The correct formation of the number should be written above.
- This work is covered in Maths Mastery lessons.
- 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.
(Yellow) 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.
- They can add to their traffic light system by adding a blue circle
(Blue) I can teach it.
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
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)
- Highlight success.
- Identify an area for improvement (find something that could be improved).
- 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
- Reminder – reminding the pupils of the learning intention/success criteria
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- Example – giving the pupils concrete examples or suggestions that they can use
4. Give time – give the pupil on opportunity to read the improvement and make the changes .