Marking Policy

 

VICTORIA PARK PRIMARY SCHOOL

 

 

 

Marking Policy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    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)
   
   

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

 

 

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