Airedale Infant School
Marking and Feedback Policy
September 2017
Aims
To provide a consistent approach to marking throughout school.
To provide helpful feedback to individual children.
To aid ongoing assessment of pupil’s progress linked to learning objectives.
To help with future planning.
To raise standards in all core areas.
To ensure that all children reach their full potential.
What is marking?
Marking is recognition that someone has checked out the quality of what has been produced. It needs to identify strengths and areas to develop, through oral or written remarks, to help provide guidance on how to develop ideas and concepts further.
Who does the marking?
The teacher should undertake the majority of the marking, especially when the complexity of the work needs analysing and decisions need to be made about what needs doing next.
The teacher is responsible for overseeing all marking that takes place within the class, although when appropriate the Teacher Assistant may support the marking process.
Children should use the coloured faces to self – assess their work, taking into account the success criteria for the lesson.
How do we mark?
Verbal feedback in the course of the lesson will be given and when this is done the code ‘vf’ and a key word will be written on the child’s piece of work.
Green pens are used to actively mark during a lesson. Black pen is used for ‘Challenge tasks’ or ‘next steps’ in learning.
A gold/silver sticker is used to indicate whether the objective has been met or if the child is working towards the objective. This will allow the children to see at a glance if they have achieved or partially achieved the objective of the lesson.
A positive comment can be used to celebrate a child’s work when appropriate.
Literacy Marking Symbols
Use of symbols develop through Foundation Stage to the end of Key Stage One (age related)
vf / Verbal Feedback from teacher (your work has been looked at and discussed in ‘detail’ during the lesson)Key word written next to ‘vf’
SE for standard English
/ Could you find a better word?
Wow word
/ There is a word missing
/ A place where you can add extra detail or information
? ? / Oops! Can you see where you went wrong.
This sentence/phrase does not make sense.
You have used a word incorrectly.
! ? / You have missed out punctuation mark.
I have shown you which one.
C FS / Capital Letter Full Stop
SP Wrang / Check the spelling!
(I have underlined the part to check)
SP x 5 / You keep making the same spelling mistake.
-Please write it out 5 times to help you learn.
Silver Star / Working towards objective.
Gold Star / Objective met
Maths Marking Symbols
Use of symbols develop through Foundation Stage to the end of Key Stage One (age related)
vf / Verbal Feedback from teacher (your work has been looked at and discussed in ‘detail’ during the lesson)Key word written next to ‘vf
/ Correct answer
/ Incorrect. Please check your mistake.
? ? 37 / Oops! Can you see where you went wrong.
(I have underlined the part to check)
Silver Star / Working towards objective.
Gold Star / Objective met
Expectations
Marking is carried out regularly and consistently and should be completed prior to the child receiving the piece of work back.
Ensure that the work of Pupil Premium children is marked first and with rigor
Identifies achievement through positive comments – avoiding words such as ‘wow’ ‘fantastic’ ‘amazing’ etc
Responds to individual needs.
Marking can be in the form of written comments and/or symbols or can be shared with children in the form of verbal dialogue between the adult and child (See Marking Symbols)
Verbal feedback can be completed during lessons whilst walking amongst the children.
Specific time for children to make improvements/respond to feedback should be built into your timetable.
Comments are written in clear and legible handwriting by the teacher that sets a good example of presentation.
The ‘marking symbols’ should be in the front of books.
Targets for English and Maths should be at the back of books.
Exceptional work should be awarded with a headteacher’s award in accordance with our behaviour system.