Marking

Mount Pleasant Primary School


Marking and Presentation Policy

A whole school approach


Mount Pleasant Primary School
Marking and Presentation Policy

Rationale

To ensure that all children have their work marked in such a way that will improve their learning, develop their self-confidence, raise self-esteem and provide opportunities for self-assessment.

This policy will ensure consistency in the way children's work is marked throughout Mount Pleasant Primary School.

Marking

Principles

• Marking should be manageable for all teachers and meaningful to all pupils.
• Marking of children's work can have different roles and purposes at different times and can involve both written and verbal feedback.
• Whenever appropriate/possible, teachers should provide individual verbal feedback to children.
• The marking of children's work, either written or verbal, should be regular and frequent.
• Teachers should look for strengths before identifying weaknesses when marking work.
• Marking should be linked to learning objectives/targets in some cases, even for the most able children.
• Teachers should look for opportunities to provide positive public feedback to children concerning work, which is a high achievement for particular children.
• Marking procedures and marking standards should be consistently applied across the key stage/school.
• The marking criteria is displayed in each classroom and children should understand the meaning of the marks/marking they receive.
• The schools marking and presentation policy is accessible on the school website for all parents to read.

Marking practices and procedures should be in keeping with the school's overall policy on Assessment, Recording and Reporting Achievement and in keeping with a wide range of ways in which the school recognises and celebrates children's achievements.

Guidelines

The following procedures for correcting children's work should be implemented by all staff:

• Children's work should be corrected as soon as possible after completion, and where appropriate, in the presence of the child.
• Work should be corrected according to the curriculum focus, i.e. in a piece of Science work, correct the Science, not the English content, however, Key Skill development to be addressed where necessary.
• When correcting a piece of work the procedures on the attached sheet, entitled Common Marking Policy should be implemented.
• When marked work is returned to children there should be some kind of verbal feedback either individually or as a class, as appropriate.
• Where appropriate a brief written comment, positive and constructive should be made on the work. This comment should also be informative (ie not just good, excellent, etc) and linked to the learning objective.

Monitoring and Evaluation

As part of Mount Pleasant's ongoing monitoring cycle curriculum teams will take samples children's work to ensure the implementation of the marking policy. The desired outcomes for this policy are improvement in children's learning and greater clarity amongst children and parents concerning children's achievements and progress.

The performance indicators will be:
• An improvement in children's attainment,
• Teacher, child and parent testimony concerning the usefulness of the marking.
• Consistency in teacher's marking throughout the school
• An awareness on the part of the pupils of what is expected of them

Common Marking Policy

The staff of Mount Pleasant have come together to determine a common marking policy in order that children will come to understand a whole school approach to the recognition of their efforts. Our school will use a common set of symbols to enable children to understand that throughout their time at this school the purpose of marking is:

• To recognise those areas of school work that are good and to improve upon them
• As a means of giving encouragement towards producing work at an acceptable level.
• To indicate to children what happens next - ensure progression
• To check for standards, individually, and within the class
• To determine whether a child can work within set time limits or targets.

The marking of work is part of the feedback that children receive regarding the performance of their work in school. Marking is seen as a longer-term record of progress with immediate feedback coming from discussion with the teacher about work performance. Marking needs to be a positive tool for encouragement - if a negative comment is necessary it needs to be followed up with discussion between teacher and child at the first available opportunity, where appropriate.

Children need to know and understand the criteria within which marking will occur; with increasingly more complex demands, as children become older and more able.

Corrections will be left to the professional judgement of the teacher who can best reflect the ability level of the child.

Children need to be aware of the marking policy of this school.

Types of Marking and Frequency

At Mount Pleasant we use 4 different types of marking. They are:

• Closing the Gap Marking- not all pieces of work need to be "gap marked." Teachers need to decide whether work will simply be acknowledged or given detailed attention. One piece of work per child will be quality marked every 2 weeks either in the core or cross curricular. This will preferably be done as face-to-face marking. See Intranet for detail. Next Step used to highlight next steps in learning with an aim to close the gap.
• Peer Marking- an opportunity for children to mark each others work using a specific format found on the school Intranet and staff shared area. Not more than once every 2 weeks. Children to peer mark using pencil and to sign or initial. See ‘Peer Marking and Self-Assessment Policy' on the shared area.
• Self Marked - children can mark some elements of their own work for "real-time" feedback about their progress. Teachers may ask children to "traffic light" any piece of work they have done and to give reasons. ‘Two stars and a wish' is used from Y2 to Y6 along with self assessment grids.
• Tick, Comment and Date- this is the most common form of marking used. Work is read and some mistakes corrected in accordance with the common marking policy. A short comment is left in English or Welsh.

Teacher stickers/emoticons and the awarding of house points are acceptable rewards and should be used to reinforce any work where a child has worked hard. Permanent members of staff mark in red. Supply teachers and students mark in green.

 

 

 

 

 

 

 

 

 

 

 

Marking Symbols
? - I don't understand - it doesn't make sense
becaus_ - single error/mistake

Sp bekas - check whole word in word book or dictionary

he was. // - new paragraph or new line e.g. for speech

the
in ^ car - you have left something out

P - punctuation ("" ! ? ., ‘ etc may be inserted)


Double ticks are used in the FP and KS2 to highlight excellent work WALT achieved


WALT partially achieved

S Supported I Independent

SW Shared write GW Guided write

Next Step used to highlight next steps in learning with an aim to close the gap and show improvements.
* To highlight an area of work in need of editing or self-assessment. (Children to respond in pencil/pen.)

With particular reference to mathematics, it is preferable to box/underline the incorrect section and then the child can redo this section as corrections. Please try to discourage the erasing of incorrect answers as this leaves no record of mistakes that have been made and a possible pattern to these mistakes could then be missed.

Reception comments may be one word in written form in the child's book, but elaborated verbally, where it is deemed that more detail written feedback will not be easily understood. All comments are linked to the WALT in FP and KS2.

Headings and general presentation

• There are no markings on the book cover apart from the pupil's name, class and subject.

An example of the required layout from YR2 onwards is at the bottom of the page. Where a book has no lines children are expected to adhere to the same structure.

• If a heading is required then the date goes in the left hand corner, a line is missed and the heading is inserted. Another line is missed and the WALT and WILF are inserted. (see below for examples)
• If no heading is required then the date goes in, a line is missed and then the WALT and WILF are inserted. (see below for examples)

Writing materials

• All of the FP writes using a pencil. At KS2 it is the expectation that all pupils will write in pen.
• Children entering YR3 will be given a pen when their writing meets National Curriculum requirements i.e. "clear and legible".
• Lines are to be drawn with rulers.

General Guidelines for Books

• Notebooks/Jotters can be kept by each pupil at KS2 to record general draft and edited work in addition to work of their own choice. Pupils can use a variety of pens if they so wish.
• Question numbers should be set in the margin.
• All diagrams and graphs must have clear labels, titles and labelled axis, together with evidence of interpretation of the information depicted.
• Sketch books should be dated and used as a cross curricular tool in KS2.

 

 

 

 

LITERACY AND NUMERACY (LNF)

The LNF sets the skills we expect learners to develop. Within literacy we expect learners to become accomplished in:
• oracy across the curriculum
• reading across the curriculum
• writing across the curriculum.
Within numeracy we expect learners to become accomplished in:
• developing numerical reasoning
• using number skills
• using measuring skills
• using data skills.

We expect staff to mark according to success criteria but always keep standards high by raising expectations of Literacy and Numeracy across the curriculum. Evidence of marking should be consistent across the curriculum with consistent marking symbols used.


EQUAL OPPORTUNITIES
Mount Pleasant Primary School is committed to equality, including racial equality, for all members of the school community. The school promotes a positive and proactive approach to valuing and respecting diversity, and will not tolerate racial harassment of any kind. Mount Pleasant is committed to providing a curriculum and environment that challenges and extends the learning and opportunities for more able and talented pupils.

This policy should be read in conjunction with the Marking and Reporting Policies.

 

Ratified: 03/04/2012
Review Term February 2015
Reviewed February 2015
Review term: November 2016
Reviewed February 2017

 

Date.................Signed......................................................Headteacher


Date..................Signed...............................................................Chair