HATTON VALE STATE SCHOOL Book Work Standards and Presentation Guidelines

HATTON VALE STATE SCHOOL

Hatton Vale State School

Book Work Standards and

Presentation Guidelines

Rationale

Parents, Carers and our community judge our school in many ways. This judgment extends to the standard of bookwork and the overall presentation of student work in displays, projects etc. Too often, this is one of the primary ways upon which parents and the community form their opinions.

By setting consistent standards and expectations across the school, we can ensure the continuity of instruction and clarity of expectations for our learners. This enables each successive teacher to build upon the foundations established in earlier grades.

Bookwork represents a record of student achievement across each of our learning areas.

It is also essential that students are encouraged to develop good habits and take pride in their books. Recognition by teachers, of improvement in bookwork gives the student great satisfaction and is a powerful incentive for future effort. This set of guidelines seeks to establish and embed high standards of bookwork throughout the school for all learners strive towards achieving and maintaining.

At Hatton Vale State School, we value and promote a high standard of bookwork. By developing a consistent set of expectations, students will develop continuity with their bookwork from Prep to Year Seven. High expectations and standards in this area keep the focus on quality work at all times and will ensure learners maintain acceptable standards of neatness and pride in their work.

We accept the responsibility to educate our learners and their parents/carers about handwriting skills and acceptable standards of bookwork. This standard for Quality

Bookwork was developed following analysis of samples of learners’ books throughout the year levels. High quality samples examined shared a number of common characteristics.

At Hatton Vale State School, we believe …

Students enter school with some pre handwriting abilities and experiences

Students need time and opportunity to develop correct handwriting styles

Students need encouragement to develop correct handwriting style and bookwork presentation

Students need the opportunity to present and display written work (including use of technology) for different purposes and audiences

Legible and fluent handwriting is essential for effective written communications

Presentation, neatness and fluency only partly constitute quality work

Whole School Expectations

All learners, staff, parents and carers know the bookwork expectations at

Hatton Vale State School

All learners take pride in their bookwork and presentation

There is consistency evident throughout the school

Bookwork is a significant demonstration of student achievement. Students and teachers should recognise this and strive for consistent, high standards in students' written work.

Encourage neat and correct handwriting.

Encourage correct posture, grip and seating at all times

Encourage learners to use the correct book at all times

Ensure all learners have the necessary tools to complete bookwork effectively.

Deliver a standardised method of setting out, marking and teaching.

Student Expectations

No graffiti or scribble is acceptable anywhere in books
Pages are not to be torn out.
Every page and every line is to be used here appropriate
All work is to be dated at the top of the page
The school’s editing code is to be used to correct errors
White Out or correction fluid is never to be used
Erasers may be used for pencil at discretion of the teacher
All Learners use lead pencils until issued with a ‘pen licence’ towards the middle of Year Six. After that, blue pen is used for all writing.
Pencil continues to be used for map work and maths work at the teacher’s discretion
Felt Pens and Textas are not to be used in books, but may be used on worksheets or artwork. Coloured pencils can be used in books.
Rule a 2 cm margin on the left handside in Day Pad, down the centre of the page in Maths Pad with no margins in Handwriting Books. A red pen may be used inYear Six when teachers deem learners to be ready
All exercise books and pads should be covered and named and must be kept neat with no graffiti or scribble on the cover.
Title or decorative pages at the beginning of an exercise book are at the teacher’s discretion. Only coloured pencils should be used
All labels in diagrams, maps, illustrations, etc are to be printed
Headings should be used where appropriate.
Use upper and lower case letters correctly
Reflect upon and apply suggestions for corrections made in teacher comments.
Read and act positively upon comments by the teacher.
Ensure books are protected with covers (paper, contact, or class-made), correctly labelled with full name, subject and class
To date each piece of work
To follow the school editing code
To ensure correct posture and pencil grip
To form letters correctly with consistent spacing, size, slope and alignment
To use all lines in a book unless specified by the teacher
To use red ballpoint or lead pencil with a ruler to underline all headings
To accurately measure and draw page layouts and borders
To use pages consecutively and completely unless specified by the teacher
To take pride in all work and put their best effort into their bookwork and maintain high standards of presentation
To use textas, feltpens and highlighters as directed by the teacher
To progress from HB pencil to ballpoint by the end of Year Six
To ensure all pencils are sharp and of a suitable length to hold
If a learner forgets/loses their book, they should work neatly on a piece of paper and copy this into their book in their own time. This should be shown tothe teacher the following day.

Handwriting Style

Prep to Year Two - Beginner’s Alphabet

Mid Year Two - Introduce exits and entries to Beginner’s Alphabet

Year Three to Year Seven - Queensland Cursive

Year Seven – Queensland Cursive leading to the development of individual styles

Guidelines to Achieving High Quality Book Work

Learners need direction; they need to be trained to acquire a skill
Teachers should know exactly what he/she expects aligned to these Guidelines and should explicitly teach this to the learners
Teachers must know what is an acceptable standard for; the whole class and the individual within the class
The standard that is acceptable may also vary from book to book. Teachers need to liaise and moderate with Neighbourhood colleagues and others to confirm thattheir judgments are realistic
Expect and promote high standards of bookwork, providing regular practice from the board to promote individual improvement
The teacher should train the students consistently in the method and standard that has been set out. The first few weeks of the school year are critical insetting expected standards.
Standards are mainly individual and each learner should be encouraged to improve his/her own work
By making standards explicit and consistent all learners can show theirindividuality and initiative and produce work of a high standard
Any weaknesses in formal writing ability can often be compensated by cleanliness and neatness of setting out
All learners appreciate recognition of effort, for example, teacher’s comments, use of stamps, stars, stickers, merit points, scores etc. The Principal will alsoactively promote high quality work.
Corrections must be made in every learner’s book. Teachers should initial and date all work.
Teacher’s comments should be constructive and measured, assisting learners toimprove their work. Always remember workbooks are viewed by parents andcarers regularly and often go home too.
Teacher’s own writing and setting out, on the whiteboard, on charts, posters, worksheets and in children’s books, should be of a high standard.
Formal handwriting lessons must a regular occurrence;

a minimum of 4 x 20 minute lessons per week in Prep to Year Three
a minimum of 3 x 15 minute lessons per week in Years Four to Seven

Care must be taken, and adjustments made for children from interstate if a definite style of writing has already developed, especially for children beyondYear Four.
Promote correct posture, pencil grip, use of materials, and to share this with parents
Regularly check and correct bookwork regularly and ensure studentunderstanding of editing codes and comments
Ensure children understand your comments in their books
Provide a variety of experiences for children to practise with a variety of instruments and in a variety of contexts
Provide opportunities to share good bookwork, celebrating quality work through use of stickers, stamps, certificates, written comments for neatness, style andpresentation
Recognise the importance of word processing, desk top publications and multimedia presentations as part of bookwork standards
Teach and model to these expectations
Positively encourage children to meet these expectations
Encourage and provide parent/carer access to workbooks

Parent/Carer Involvement

1. Encourage children to complete work carried out at home, supportive of this policy

2. Ensure all books are covered suitably

3. Provide children with the necessary classroom equipment as determined by the

Book List

4. Examine their child/ren’s book at least once per term.

5. Note the teacher’s comments, discuss and reinforce these with their child/ren

6. Check that their child/ren pack and return books and equipment to school ready

for the next lesson.

7. Support their child/ren by providing a bag suitable to accommodate the child/ren’s books comfortably.

Photocopied Worksheets and Black Line Masters

The use of photocopied worksheets and reference material is a powerful teaching tool.

Photocopied sheets may be educationally justified to supplement children’s learning.

They must never form the core of the teaching/learning process. The use of photocopied sheets does not promote explicit teaching by the Class Teacher. Teachersshould ask ‘What is the educational justification to use this photocopied worksheet’and in today’s environment be prepared to justify their decision. If the worksheet is ofsuch value it should be neatly pasted into the child’s workbook. If the activity sheetonly takes a few minutes to complete, then consideration must be given to its purpose.

Interactive Whiteboards

The provision of interactive whiteboards throughout the school has provided all teachers an opportunity to enrich and add variety and interest to the teachinglearning process and should drastically reduce photocopy requirements and reduceour environmental footprint. Likewise, scanning documents and developing materialsand resources can also be highly beneficial, particularly when revisiting.

Fonts

The Beginner’s Alphabet and Queensland Cursive Fonts are available for use electronically to generate worksheets and other items.

Internal Monitoring

These guidelines will be actively supported and encouraged by the Principal and Deputy Principal particularly the implementation of the strategies outlined. Classroomvisits by the Administration Team will focus on learner bookworkpresentation. Teachers may also be requested to send learners who havedemonstrated exemplary or noticeably improved samples of bookwork, to the Officeregularly for recognition. The types of books requested will vary to ensure that eachchild has the opportunity to showcase his/her work several times throughout the yearacross a range of key learning areas.

The Administration Team will also …

Actively check the implementation of these guidelines throughout the school

Support the endeavour for individual improvement and excellence

Actively reward learners for excellence and improvement in bookwork

Provide feedback to teachers regarding student achievement

Provide support for teachers as observed/required and requested

Marking and Correction Expectations

Spelling and punctuation errors are to be circled.

Incorrect word usage is to be underlined with a wavy line.

Missing letters or words to be indicated with an inverted "v"

Marking should occur regularly in Numeracy, Literacy and Homework

Other learning areas may be less frequent but minimum of two per term.

Students should be given opportunities to self- or peer-assess using the same

format as the teachers below.

Marking Books – ‘Two/Three Stars and One Wish’

At the end of each section of work that is marked, teachers need to give …

Two/Three Stars – two or three strengths of the piece of work.

A Wish – one improvement suggestion that needs to be made to raise attainment.

This could be in the form of a question so that students can carry out extraresearch.

Spelling, Punctuation and Grammar

Throughout the section of work that is marked, use the Proofreading notations(Appendix Four) to highlight Spelling, Punctuation and Grammar corrections.

Self-Correction by Students

Errors are to be corrected with a single, horizontal, ruled line.

White out and ink rubbers are not to be used.

Pencil rubbers may be used when publishing.

Writing Implements

Prep to Year Three

Lead pencils in Exercise Books and Worksheets
Coloured pencils in Exercise Books and Worksheets
‘Wind Ups’ in Exercise Books and Worksheets
Feltpens/Textas for selected Worksheets and Art Works
Crayons for Art Works
Highlighter Pen on Worksheets

Year Four to Year Seven

Lead pencils in Exercise Books and Worksheets
Coloured pencils in Exercise Books and Worksheets
Feltpens/Textas for selected Worksheets and Art
Red Biros for correction of work in Exercise Books or worksheets
Highlighter Pen on Worksheets

Year Six and Seven

Blue Biros in Exercise Books on achievement of PenLicence

Reporting to Parents

Bookwork is part of our accountability to parents and to the education of our students.

Please articulate our bookwork policy at your Parent/Teacher Night. All textbooks, worksheets and exercise books need to be marked regularly with appropriatefeedback to students. Student worksheets need to be stored in folders or books.

Books will be shared regularly in staff meeting and bookwork awards given.

Occasionally, books may be sent home for parents and carers to view.

Book Standards and Presentation Guidelines

English
Science
SOSE
& other
Day Pads / - 2cm left handside Margin for Years 4 to 7
- Proofreading Code to be utilised
- Student Corrections made in lead/coloured pencil with small ticks. If incorrect it should be left blank, circled, crossed or dotted,
- Year 4 to 7 learners may use a red biro for corrections
Handwriting Pad / - No margin required
Date work from Year Two
Rule off as work is completed
Pencil only for all Year Levels
Mathematics Grid Books / - Fold columns before ruling
- Use an HB Pencil, unless directed by teacher
- No margins
- Student corrections should be made in coloured or lead pencil with small ticks
(If incorrect it should be left blank, circled, crossed or dotted)
Visual Art / - Each work sample should be dated and signed
- All piecework are valuable and should be treated as such
- All art works should be either trimmed and glued into appropriate book, mounted on card, framed or collated into a folder and taken home regularly
- Art works should never be thrown away or disposed of
- Include full name, date and class in ballpoint or lead pencil in a corner on the back.

Book Work Protocols

Style / Beginner’s Alphabet - Prep to Year Two
Queensland Cursive – Year Three to Seven
Date / At the beginning of each new work for Year One and above inside the margin. Example 23/01/2012
Title / At top of the page or each new section underlined or as specified by the teacher.
Students to leave a line then commence work in this section.
Margin / Standard ruler width, or measured 2cm, from the top horizontal line to the bottom ruled horizontal line.
No margin required in Prep
Year One Margin gradually introduced with a single vertical line
Year Three/Four Margin ruled in pencil vertical plus horizontal
top and bottom of page
Years 5/6/7 Margin Vertical, top and bottom ruled in red biro
Underlining / All underlining will be done with a ruler and pencil to Year
Four or a red biro from Years Four to Seven, including Mathematics.
Pages / Used consecutively and completely, unless specified by the teacher.
Work Completed / Students are to leave a single blank line and then rule off, with the rest of the page to be used, unless specified by the teacher.
Errors / Corrected with a single ruled line, or eraser for pencil work.
No White Out, correction fluid or tape is to be used for any reason
Textas or Felt
Pens / To be used guardedly in books as directed by the teacher, preferably for outlining use only.
Book Covers / All Exercise books should be covered
If graffiti appears on uncovered books, it should be sent home for covering
Cover to include;
Student Name
Class
Learning Area/Subject
Teacher Name
Worksheets and
Blackline
Masters / Black line Masters and photocopied worksheets need to be
retained in student exercise books, display books or scapbooks
These must be neatly trimmed and attached using a minimum of glue. When fixed in book not to protrude from book.
Graffiti / No graffiti, scribbles, messy crossing outs or drawings to be on covers or inside of books.
All rulers, pencil cases, items of equipment and resources will be free of graffiti.
Consequences are in place for such behaviours
Teacher
Correction / Evidence of teacher sighting and correction should be clearly
visible on each page of a learner’s work in English and
Mathematics.
This may take the form of a tick, comment, initials, sticker, stamp etc.
Student
Corrections / Students need to be familiar with appropriate size and style of
ticks, signatures (initials), conferencing and acceptable comments to be placed in books.
This will be a gradual process and can be taught from as early
as Prep
Parent/Carer
Involvement / English and Mathematics books should be shared at least once per term, either by going home over a weekend or having available for parents and carers to peruse
Parent comments should be sought
If book not returned, learners should use paper until book is returned
Contact parent if necessary.

Appendix One – Alphabet Frieze