Do children use pencil or pen? Phase 2 use pencil Year 3/4 use - PDF document

Shotton Hall Primary School Working together to S H I N E Successful, Happy, Inspired and Nurtured towards Excellence Marking and Presentation Policy Reviewed: September 2015 Next review: March 2016 Ratified: 20.3.15 Signed A.M.Boyd HT C Barclay COG This policy is to provide teachers, governors and parents with a framework for how work is to be marked, its frequency and the methods used. Aims Our marking at Shotton Hall Primary School will:  Indicate to the child their work is valued and has been read;  Establish a dialogue between the teacher and pupil;  Enhance self-esteem by giving praise, guidance and encouragement;  Check children’s progress ;  Identify targets and next steps to help move learning forward;  Inform teacher’s planning;  Encourage self-assessment and reflection. General Guidance Marking can take a variety of forms; it can be oral or written. The teacher is responsible for the marking of a class’s work and will oversee marking by teaching assistants. All work will be marked. Marking should always be linked to clear leaning objectives that begin with ‘I can’ and with the success criteria shared for that lesson. In English and Maths, marking should also (where possible) reference the child’s individual targets. Marking will be carried out in a green pen. Supply teachers will mark in blue. Time will be allowed for children to reflect on marking and respond to marking feedback. Work should be ‘quality marked’ with an improvement comment/ prompt at least once per week for both English and Maths. English Marking and Presentation 1

Do children use pencil or pen? Phase 2 use pencil Year 3/4 use pencil (moving to black pen when appropriate) Year 5/6 use black pen. Pencils can be used for drawings/ diagrams How is date written? Top left of page Phase 2: long date Phase 3: long date Written ‘I can’ statement as title. How is L.O. shared? Line space to be left before work is started. Are success criteria recorded? Yes, for extended pieces of writing and other times when the success criteria needs to be made clear (as a checklist) How are mistakes corrected? Crossed out with one straight line. Are erasers allowed? No. What colour is used for Green (teacher and TA) marking? Blue (supply teacher) How is verbal feedback shown? V ( with initials) How is good work that meets Sentences/ words are highlighted in green underneath. LO/ SC identified? How do children know if they’ve LO highlighted across statement by teacher:  been successful in the lesson? green (LO met)  orange (LO partially met)  pink (LO not met) Pin k highlighter (‘pink for think’ to highlight where How are mistakes identified? corrections are needed) How is feedback given? Through prompts/ comments, e.g.: Reminder prompt: Please check capital letters. Scaffold prompt: Re-write this sentence with a different opener. Target prompt (Referencing targets in front of book) Extension question: Why did you choose that simile? Underneath the teacher’s written feedback . Where do children respond to marking? How is peer/ self marking With a sharp green coloured-pencil. identified? How is supported/ independent W: with support work identified? I: independent How are improvements/ A small tick. corrections acknowledged by teacher? KS2 marking codes (in margins) Sp: spelling P: punctuation G: grammar C: capital letter ^: missing word KS1/ EYFS marking symbols Phase 1/ Phase 2 use a range of visual symbols for: capital letters, full stops, finger spaces, Letters & Sounds spellings, writing on the line, letter formation and to check work makes sense * see appendix A 2

Maths Marking and Presentation Do children use pencil or pen? Phase 2 use pencil Year 3/4 use pencil (moving to black pen when appropriate) Year 5/6 use black pen. Pencils to be used for drawings/ diagrams How is date written? Top left of page Short date Written ‘I can’ state ment as title. How is L.O. shared? Line to be left before work is started. How are mistakes corrected? Crossed out with one straight line. For diagrams/ graphs, at teacher’s discretion. Are erasers allowed? What colour is used for Green (teacher and TA) marking? Blue (supply teacher) How is verbal feedback shown? V ( with initials) How is good work that meets Green highlighter used to underline in places. LO identified? How do children know if they’ve LO highlighted: green (LO met) been successful in the lesson? orange (LO partially met) pink (LO not met) How are mistakes identified? Correct answers will be ticked. Incorrect answers will be dotted. ‘Pink for think’ highlighting to identify where corrections are needed. How is feedback given? Through prompts/ comments. For example: Correct with good understanding: next steps/ challenge set. Correct/ incorrect: inefficient method used: model efficient method with task set. Incorrect, calculation error: identify error & child to correct. Incorrect: lack of understanding: identify gap and address appropriately. Underneath the teacher’s written feedback . Where do children respond to marking? How is peer/ self marking With a sharp green coloured-pencil. identified? How are improvements/ A small tick. corrections acknowledged by teacher? Marking codes (in margins) W: with support & support initials I: Independent 3

Topic / Foundation subjects All work will be marked with a tick and a comment relating to the ‘I can. . ‘ statement. Handwriting  The school uses the Berol Cursive handwriting scheme and fonts in all year groups.  Handwriting will be taught regularly and discretely.  Teachers will model the appropriate font at all times.  Joined handwriting will be taught from Phase 1.  It is anticipated that by the end of Year 3, most children will write in a fluid, joined style.  High quality handwriting is expected in all subjects.  Handwriting is shown in the English book. 4