WARREN WOOD PRIMARY SCHOOL

MARKING and

PRESENTATIONGuidelines

MARKING & PRESENTATION

The premise from which this policy arises is that we expect the children to make progress, but that this progression can be noted not just in the content but also in the presentation of each child’s own work. We take this as the basis of the policy to ensure that the children’s work is clear, legible, attractive and shows progression. As teachers, we seek to ensure that each child produces work of which they can be proud, as this raises the child’s self-esteem and increases their motivation.

We accept the following points: Marking could include suggestions for improvement. Corrections of spellings (common errors) should be made by the teacher. Teachers should use praise and encouraging comments. It is acceptable for teachers to state why work is not up to expectations and

demand an improvement, provided pointers and simple attainable targets are given.

Work should be set out using simple agreed uniform methods.

Marking Children’s Work

As a result of marking work, teachers already assess children’s progress against teaching and learning objectives. Good teachers communicate to children how to improve their learning through a variety of methods.

Spellings

Some spellings should be corrected and the children’s attention drawn to these.e.g. High Frequency Words corresponding to ability

Reception – correct most commonly used words.KS1- correct Letters and Sounds age appropriate words.KS2- mark words by underlining and write correctly in the margin. Use these words for LSCWC activity checked by the class teacher on an individual basis.

Corrections should be presented neatly by the class teacher following the agreed handwriting format.

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Teacher Comments

Children do benefit from written feedback and this should be done on an individual basis as frequently as time allows.

Marking should be in a clear distinctive colour easily distinguished from the children’s own work, e.g. ideally green ink.

There should be clear explanations by the teacher about how the work could be improved (even with work of a high standard)

Marking should relate to WALT – this to be written as a heading e.g. To learn to… Teachers should not be afraid to say if work is below the standard expected for that

individual. Praise and Encouragement should not be hollow – but genuine. Remember as

teachers we have a bank of systems to recognize genuine achievement.i. Simple “star chart” or reward chart.ii. Stickers.iii. Rewards from HT / senior member of staff.iv. Sharing folders for work to go home.v. Post cards, mailed, to let parents know.vi. Work included in school Newsletter / Web Page.vii. Mention in Assembly.

Marking codes

Marking Codes have been agreed as a staff and should be displayed in each teaching area area See appendix 1These can be used where appropriate. They can quickly show differentiation of support and the use of resources in a piece of marked work and also provides information to support discussions resulting from work scrutiny.

UNIFORM METHODS OF SETTING OUT AND PRESENTATION

All work should be dated numerically for Maths work i.e. 14.5.11 and in words for Literacy/English and other work. i.e. Monday 14th May 2011

All Exercise / Topic Books should have, on the front:i. The child’s full name.ii. The type of book, e.g. Maths, Literacy

iii. The Year Group e.g. Year 3iv. Teachers should ensure that covers are kept free from scribbles and

graffiti. Children should have a sense of pride in their books.

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Upper Key Stage 2, Lower Key Stage 2, Key Stage 1 and Reception Teachers should decide as a team which exercise, writing work books they will use and for what purposes. (Teachers should send samples to the office for repeat orders).

There should be no scribbling out of mistakes. A neat `x’ or a straight ruled line are the only acceptable ways of deleting a mistake. The use of pencil erasers is at the discretion of the teacher depending on the age, maturity and capability of the child/ren.

Class handwriting lessons should normally take place at least weekly for most classes and teachers should adhere to the school scheme. See appendix 2

Children in Reception will be taught how to hold a pencil correctly and encouraged throughout the school and older children may need this reinforcing.

Blue handwriting pens can be issued to pupils when teachers feel a child is managing a sustained cursive style, usually from Year 2 or 3 onwards.

In Maths, children should be encouraged to use “one number in one square” until they are able to lay out their work in a clear way.

In Maths, staff have agreed to fold a page in half and children will work down each column vertically, where appropriate.

Use of Work Sheets

Title of Work Monday 14 th May

To learn to …

1 If using numbers these should be in the margin.2. Children should keep their writing to the left of the

page, near the margin. 3. Children should not miss-out pages in exercise books.

4. Photocopied /Duplicated work sheets should be used

sparingly and if used, dated and stuck in and marked before the next piece of work is started.

Well done Ian, clearly explained.

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For the following reasons these should be limited.

They do not encourage good handwriting and encourage bad learning habits eg.i. Children are rarely writing in sentences,ii. Children are not able to write over a sustained period,iii. Children’s concentration is not being developed.

If not used selectively they can be reduced to scrappy bits of paper. Many worksheets do not enable careful differentiation of work for pupils of differing

abilities, particularly in the Foundation subjects, Science and ICT. They use natural and school resources indiscriminately and duplicate paper usage.

e.g. worksheets are written upon and then stuck into exercise books which have writing quality paper.

The use of carefully chosen text books and resources are not being used to support children’s learning.

Peer Assessment and Self Assessment

A traffic light system encourages children to indicate whether or not they have understood the task set. This can be added to a piece of work by each child where appropriate.

Understood Almost there I need some help

These indications should form part of the self assessment practice in class and have a distinct purpose, reflected in the planning, teaching marking and discussion that subsequently takes place ie What is the next step in learning? In addition, where appropriate, children should be encouraged to work together as `critical friends’ to evaluate their own work and set targets.Peer and Self Assessment is a tool to informing progress, planning and teaching.

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Appendix 1 Marking Codes CT Class Teacher  TA Teaching Assistant  ST Supply Teacher  OA other adult  I independently  WC whole class TP talking partner  CF critical friend  WE with equipment

VF verbal feedback

  Appendix 2  

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