Marking Policy by Band

Foundation Stage Marking Policy

In Foundation Stage, the purpose of marking is more to make relevant annotations for adults to read, rather than giving written feedback or points for improvement to the children.

Adult-led Tasks:

If a child is completing a piece of work with an adult, verbal feedback is given at the time of completion and notes are made about the level of support that was required by the child and whether or not they achieved the learning objective for that activity.

Marking is completed in black ink (rather than the green used throughout school), to role model to the children that at this stage, pencils are for writing and colours are for colouring.

Child-Initiated Tasks:

Evidence of child-initiated learning is kept within each child’s Learning Journey, the up-keep of which is the responsibility of their Key Person.

Again, these observations are annotated to indicate the learning that took place during the activity and any appropriate next steps for that child in relation to the task.


KS1 Marking Policy

Ethos

The marking of pupils’ work needs to be comprehensible and clearly able to be understood by each individual pupil. When appropriate, the feedback on progress should inform the next step in pupils’ learning and achievements of their targets and objectives.

Purpose of Marking

  • To motivate pupils to further effort by praising current achievements.
  • To assist pupils by the setting of clear targets, when appropriate, to focus on aspects of work where further development is needed.
  • To provide the teacher with feedback on how well pupils have understood the current work and enable the teacher to plan the next stage of teaching and learning.
  • To enable teachers to make judgements about pupils’ attainment when marking assessment tasks.

Guidelines for marking

  • Work should be marked using a green pen.
  • Discuss the child’s progress towards his/her targets if appropriate.
  • Marking, if appropriate, can be done in the presence of the child.
  • Responses should be constructive, praising achievement as well as highlighting areas for improvement, using a star and a wish.
  • Before written tasks the children should be made aware of the success criteria for the lesson.
  • If the answer is correct a tick is used.
  • Corrections may be entered, if appropriate.
  • Spellings may be written out correctly for pupils to practice.
  • When appropriate, attention will be drawn to mistakes in work and alternatives discussed either individually, during group work or in the plenary session.
  • Children should self-assess their work in relation to the success criteria identified at the beginning of the lesson.
  • Maths work is marked with a tick where correct and a \ if incorrect. Marking Codes:

Next time try to improve:

SP = Spelling

. = full stops

CL = Capital Letters

FS = Finger Spaces

H = Handwriting

Rewards

  • Star/ sticker / stamp in book / jumper
  • Positive comments
  • Certificate in praise assembly
  • Praise from another class teacher
  • Praise from Headteacher / Deputy Headteacher

Responsibilities

It is the responsibility of all classroom teachers:

  • To ensure that all classwork and homework is marked regularly according to the marking policy.
  • To explain the marking system to the pupils.
  • To ensure all supply teachers are aware of marking policy.

Year 3 and 4 Marking Policy

At the end of each lesson the children’s work will be marked against the day’s Success Criteria with the following codes.

A – Achieved

PA  Partially achieved, the children need more practise.

NYA  the objective has not yet been achieved

The children will be provided with a success criteria checklist against which they should self-assess through the lesson, and at the end of the lesson to ensure they have met the lesson objective.

If the children get PA or NYA this will be followed by a comment from the teacher explaining where they went wrong and how to address it. This could become their feed forward target for the following day.

In literacy, The success criteria mark will be followed with a code referring to a ‘nag’ target from a pre-prepared table. The children will have access to the codes for this table on the table and around the room.

This ‘nag’ target might become the following day’s feed forward target if they met the day’s lesson objective. The children will read their code, and then the following day they should aim to meet this criteria in their work.

Through the week in literacy, the children will self-assess or peer assess their work (against their nag target and SC) half way through any independent writing. They will use purple pen to correct any work so it is easily identifiable. They will then try to ensure that the rest of their work is better quality and they are using their target correctly.

At the end of the session the children will again assess their work using purple pen. This will be using their success criteria and their current nag target. This should ensure that they are focusing on their personal targets throughout the entire piece of work.

The children will have personalised literacy and maths targets (animal targets and character targets) which will be addressed during their literacy and maths lessons. Literacy will include one SPAG session a week which will address their personal literacy targets based on the new national curriculum. Animal maths targets will addressed during maths lessons and interventions.


Year 5 and 6 Marking and Shorthand Policy

Shorthand marks

A: Achieved success criteria

PA: Partially achieved success criteria

NYA: Not yet achieved success criteria

NS/ : Next step

SP: Check spelling, used in margin to indicate that pupil needs to find and correct spelling error on that line. Used above incorrect word if pupil needs closer guidance or word spelt for them.

G: Grammar error, used in margin to indicate that pupil needs to find and correct grammar error on that line. Used above grammar error if pupil needs closer guidance.

P: Check punctuation, used in margin to indicate that pupil needs to find and correct punctuation error on that line. Used above incorrect punctuation if pupil needs closer guidance.

//: Used to show a new line or paragraph should have been started.

?: Used in the margin when a whole line or sentence does not make sense.

R: Used in the margin when a line or words should have been underlined.

HW: Used to indicate that pupil needs to check or amend their handwriting.

VF: Used to show that verbal feedback has been given by class teacher to a pupil regarding one particular aspect of their writing. The pupil will respond to this to show NS where appropriate in their work.

/:\ Mountain symbol, used to indicate that a word or piece of punctuation has been omitted (summits missing). Used in the margin for pupil to check the line or above place on line with missing word if pupil need closer guidance.

We have agreed to use these symbols across UKS2. They will be used in conjunction with pupil self/peer assessing work with purple ‘polishing’ pens.

During sessions when pupils are writing, class teachers will monitor their progress group by group. When monitoring, the class teacher will mark pupil work, indicating any errors that need to be amended using agreed short-hand symbols, helping pupils with a ‘feed forward’ comment if necessary. This comment may be given verbally (for the children to note NS) or noted in pupil books by the teacher. Pupils will also go through the same process when self or peer assessing.
Pupils should then ensure that any errors are not repeated and that they act on any ‘feed forward’ comments from the class teacher by indicating in the margin in purple pen when they think they have achieved their target (NS). They need to correct any errors using their purple polishing pens and the teacher will assess whether they have achieved their NS during the lesson or whether the target will need to be fed forward to the next lesson.

It may be necessary that one group is left to work independently during lesson time. In this case the class teacher will need to mark their work after the lesson and give more detailed written feedback in pupil books (if self or peer assessment is not already an appropriate means of AFL in the lesson).

It may be necessary at times when pupils have worked independently for class teachers to mark their books after a writing session. In this case class teacher
will use the agreed shorthand and provide pupils with a ‘feed forward’ comment that they need to act on in the next session.

Pupils will regularly peer and self-assess their work during writing sessions, providing ‘feed forward’ comments for themselves and peers. They must show that they have acted on these comments in any work subsequently produced.

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