<p> TREGOLLS ACADEMY </p><p>MARKING POLICY</p><p>RATIONALE</p><p>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.</p><p>As a result of this policy, there will be greater consistency in the way that children’s learning is marked across the school and their awareness of their next steps.</p><p>Our Marking Policy is embedded in an Assessment for Learning Policy throughout the school and it links to the Homework Policy and Assessment Policy.</p><p>PURPOSE</p><p>The purpose of the marking is:</p><p> to recognise those areas of school work that are good and to improve upon them  a means of giving encouragement towards producing work at an acceptable, yet challenging level.  to indicate to children what happens next and what improvements can be made to ensure progression.  to check for standards, individually, and within the class  to determine whether a child can work within set time limits or targets  to measure the schools progress against national standards  to inform and support assessment</p><p>PRINCIPLES</p><p>Marking of children’s work can have different roles and purposes at different times and can involve both written and verbal feedback.</p><p> Whenever appropriate/possible, teachers should provide individual verbal feedback to children.  The marking of children’s work, either written or verbal, should be marked before the next piece of learning is delivered in that subject area. This enables instant effective feedback. A minimum of at least three recorded pieces of learning per week per core subject area to be marked.  Teachers should look for strengths before identifying improvements when marking work.  Marking should be linked directly to WALT/success criteria/targets.  Marking procedures and marking standards should be consistently applied across the school.  The marking criteria should be displayed in each classroom and children should understand the meaning of the marks/marking they receive.  Children should be trained in marking, self-evaluation and peer assessment and be given opportunities to mark their own and others work, to make improvement suggestions and to act upon the suggestions made therefore creating opportunities for effective dialogue with the class teacher.  Depending on ability, children should be encouraged to write a comment for the class teacher at the end of their learning to inform them of the progress (or lack of) made in the lesson.  Depending on task, children will be given ‘take-up time’ to be completed at the start of the next morning.  Marking practices and procedures should be in keeping with the school’s policy on Assessment.  Information for parents should be given by the school and feedback is provided to parents via consultation evenings or as required.</p><p>GUIDELINES</p><p>The following procedures for correcting and improving children’s work should be implemented by all staff.</p><p> Feedback and marking needs to be oral and/or written according to the ability of the child.  Where appropriate work should be corrected according to the curriculum focusing at the teacher’s discretion e.g. in a piece of Science learning, correct the Science, not the English content. Developmental marking should take the form of questioning in order to secure new knowledge and understanding based around the specific learning.  For incorrect spelling, word to be highlighted in yellow. Depending on ability of child, they will either copy our correct spelling 3x or find the correct spelling.  Effective feedback, needs planned time for children to make improvements, (this is to be called ‘take-up time’)  Where appropriate a brief improvement suggestion should be made, following the format of a scaffold, example or reminder prompt. This comment should be informative (i.e. not just good, excellent, etc) and be linked to the learning intention/success criteria.  Children will be taught to leave four lines below the WALT for the teacher to write a comment. This will be done for all subjects.  Green development stickers to be used when appropriate (see NTserver). These will be used to either extend child’s learning or check their understanding.  Children using handwriting pens will write in black only.  ALL marking completed in a purple pen/biro.  Children will respond to comments with a blue pen.</p><p>Self Evaluation/Peer Assessment</p><p> Children should be trained in the process of self-evaluation/peer assessment. Looking for success measured against criteria and suggesting improvements.  Children should agree some ‘golden rules’ of response partner/peer assessment/feedback work, to safeguard self esteem.  Feedback/peer assessment can be oral or written according to the ability of the child.  Children should be trained to give an improvement suggestion.  The quality of the improvement suggestions and of the peer assessment should be monitored by the teacher.</p><p>MONITORING AND EVALUATION</p><p>The Senior Management Team will review samples of work from each class termly to monitor the implementation of this policy. An analysis will be made and feedback given to staff.</p><p>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.</p><p>The performance indicators will be:  An improvement in children’s attainment.  Consistency in teacher’s marking across the school, following our ‘four line rule’ marking principle.</p><p>EQUAL OPPORTUNITIES</p><p>The Feedback and Marking Policy and Marking Procedure, encourages the practice of inclusion for all.</p><p>REVIEW OF POLICY</p><p>The policy will be reviewed annually.</p><p>The date of the next annual review will be September 2015.</p><p>Pupil Recorded Response</p><p>- PRR is used to inform the assessment of prior teaching and learning.</p><p>- PRR to be printed on different coloured paper.</p><p>- Allow enough time for children to respond and correct any misconceptions once completed.</p><p>- It is to be differentiated to ensure all ability groups can access it (See examples on NTServer).</p><p>- In Mathematics PRR is to be concluded at the end of each unit of learning </p><p>- No more than three questions are required to confirm understanding (View examples on NTServer)</p><p>- In English PRR is to be concluded in week 3 and will take the form of the specific area of learning identified in the long term English plan or in the form of an Alan Peat sentence type. </p><p>- In Non-Fiction the form of PRR could be, for example, to Identify the features of an Instructional Text.</p><p>- PRR is to be stuck in to the child's exercise book to inform the evidence collection process.</p><p>- PRR is best completed on a word or publisher document (see examples on NTServer).</p><p>- Once marked use PRR to inform your assessment of knowledge and understanding.</p><p>- PRR can also be used at the start of a unit of learning to enquire about knowledge and understanding.</p><p>- PRR to be revisited to check for progress gains.</p><p>Writing (literacy and IPC focus)</p><p>As of January 2015, Tregolls will be placing even greater emphasis on the teaching and assessment of ‘basic skills’ surrounding punctuation. This will involve each year group being held to account for using the correct (age-appropriate) punctuation. In the children’s books, the teaching staff will now be using a ‘thumbs-up’ or ‘thumbs-down’ blue stamp. This will be placed next to the margin where the improvement/editing needs to take place. A ‘thumbs-up’ indicates all (age-appropriate) punctuation correct. A ‘thumbs-up’ stamp will be rewarded with a raffle-ticket which will be placed into a ‘goldfish bowl’ in Mr Middlemore’s office. This may result in a prize on the weekly celebration assembly. </p><p>‘Yell-for-spell’ is now in place across the school. When the children have a word highlighted in yellow, the children are then expected to write the words out three times. This should not be spelt incorrectly in the future – children will be held to account for this. The spelling will also be written next to the children’s new mini-target sheet at the front of their book.</p><p>‘Mini-targets’ are now in place in across the school (KS1 and KS2). These will be used in IPC and literacy books initially. The children are expected to focus on these three mini-targets EVERY writing lesson and then initial at the correct place on their sheet.</p><p>Marking man used for WALTs (mainly KS1) </p><p>A ‘marking man’ sticker will be used when appropriate, depending on the ability of the pupil.</p><p>They will be given between one and three icons to focus on for the lesson. At the end of the lesson they will orally reflect on their progress and the teacher will either ‘pink’ or ‘green’ the icon in the speech bubble. </p><p>Please see ‘marking man’ sticker template in NTserver section. </p><p>Please see KS1 classrooms for marking man symbols. NUMERACY Supply teachers, please write ‘Supply’ by the WALT. </p><p>Underline the last piece of work.</p><p>22/10/12 WALT : be able to set out our books neatly</p><p>Pages to now be folded for each lesson, depending on the WALT LITERACY and whether the whole page will be needed or not. PENCIL ONLY Underline the last piece of learning.</p><p>Monday 22 nd October 2012 WALT : be able to set out our books neatly 1. Write the date in pencil as seen above PENCIL TO BE USED UNLESS HANDWRITING 2. Write the WALT on the next line. IS NEAT AND LEGIBLE</p><p>3. Underline both with a ruler and pencil. 1. Write the date as above. 4. Start writing with one 2. Write the WALT on the next line. digit in each square, as below: 3. Underline both with a ruler and pencil. 1. 4 5 4. Start writing next to the + 1 2 margin. 5. Use all the space on your page/s. 5 7 Symbol Meaning S Support from the teacher 2. TA Working with the Teaching Assistant I Independent work OF or speech Oral feedback. Comment needed explaining what was bubble discussed. // New paragraph ^ Missing word/phrase. Green highlighter. _ Punctuation mark needed. Green highlighter. T Main Target achieved</p><p> t Mini-target achieved Green Indicates where an improvement should be carried out mark For all learning, teachers will be marking to the WALT. Initial Pink Indicates ‘tickled pink’ progress in learning each piece of learning by the WALT. mark Thumbs down in margin indicates where an improvement is needed for punctuation Q A green highlighted Q is used to probe learning 6R stickers to be used for super learning.</p>