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Marking Policy

 

VICTORIA PARK PRIMARY SCHOOL

 

 

 

Marking Policy

 

 

 

 

 

 

 

 

 

Date

Policy Reviewed

Policy Amended

Added to Website

 

June 2018

Apr 20

June 2020

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    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.
                      PP
    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     .

 

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