Feedback and Presentation Policy Policy No. A07.2 Policy Document - PDF document

: Feedback and Presentation Policy Policy No. A07.2

Policy Document Last reviewed March 2018 Contents Introduction ..................................................................................................................................... 3 Aims................................................................................................................................................ 3 In Depth Marking............................................................................................................................. 3 Regular acknowledgment ................................................................................................................ 4 Scholastic Excellence ..................................................................................................................... 5 Quality Act 2010 (Amendment) Order 2012 Impact Assessment ..................................................... 6 Page 2 of 7 Audience: Staff / Public

Policy Document Last reviewed March 2018 Introduction Feedback is important to all our pupils. This policy outlines how we will give them feedback on their work. It is agreed that this policy will be adapted and differentiated for each learner, according to their individual needs. Aims  To celebrate success  To raise standards and maintain scholastic excellence  To ensure that feedback is accessible and effective for each individual  To assess where the student is and what their next step of learning is  To actively involve the students in their learning  To ensure a manageable system for staff and pupils ALL MARKING/FEEDBACK SHOULD BE DONE IN PURPLE PEN In Depth Marking There will be at least one detailed in depth piece of marking that is completed by the teacher every half term . This will be in the form of a formal assessment piece that will be completed at an appropriate time so that it can be fully marked and assessed and the grade/level used to inform the appropriate tracking window. This may be in a separate Assessments folder or a formal test and not in the students’ subject books. This marking will take the form of; Bubble and Block: This is when success and improvement needs are highlighted and directly linked to the learning outcomes/assessed piece. The bubble indicates where/why something has been done well with feedback written inside the bubble. The block indicates what the pupil needs to do to improve or ‘close the gap’ between what they have achieved and what they could have achieved. Feedback is written inside the block. The literacy marking policy will also be followed for this in depth mark. Literacy Marking Policy: Students are encouraged to develop their vocabulary and experiment using different words. High frequency words will be appropriately selected for practise. Common errors such as punctuation and structural features will be highlighted using literacy codes as listed below: Page 3 of 7 Audience: Staff / Public

Policy Document Last reviewed March 2018 Code Explanation word underlined in work and correct Incorrect subject-specific spellings should spelling written above or at the bottom of be indicated to students, however this work and needs to be differentiated related to the needs of the student. It is also important to pick out commonly misspelt words. The SP teacher may judge whether to provide the student with the opportunity and time for P self-correction or correct the spelling next to the word themselves. Capital letter has been missed or used incorrectly. C next to the word Punctuation has been missed or used incorrectly. P Whenever students are writing in sentences, it is expected that teachers indicate punctuation errors, with particular regard to full stops, question marks and next to the word exclamation marks. / (between words) Finger space needed ^ A word is missing. After an assessed piece pupils will be given time to act on feedback/targets and improve work if appropriate. Regular Acknowledgment All pupils’ work in between an in depth mark will be acknowledged and checked for scholastic excellence and this may take the form of a simple tick. Some staff may choose their own additional strategies, especially for positive praise. These may include stampers or stickers and will be used at the individual member of staff’s own discretion. Live Marking Live marking will take place during lessons and will demonstrate when a student has received adult support, specific intervention to support learning or additional tasks for stretch and challenge. This indicates instant feedback at the point of learning. There will be occasions where significant verbal feedback is given during lessons. In this case, the code below will be marked on a pupils’ work. VF Page 4 of 7 Audience: Staff / Public

Policy Document Last reviewed March 2018 Scholastic Excellence It is expected that students take pride in their work and follow the presentation guidelines below; I will… o write in pen, draw in pencil. o use pencil in my Maths book. o start new work with the date underlined with a ruler. o start each new line of writing against the margin. o form my letters correctly and the same size. o make sure my writing sits on the line. Page 5 of 7 Audience: Staff / Public

Policy Document Last reviewed Oct 2017 Quality Act 2010 (Amendment) Order 2012 Impact Assessment Name of Policy: Feedback and Presentation Policy Date Analysis Undertaken: Date  Task to be completed / Support needed / Date for General Duty Current Provision Undertaken action / Lead Eliminate unlawful discrimination, victimisation and harassment and other prohibited conduct. Advance equality of opportunity between people who share a protected characteristic and those who do not Foster good relations between people who share a protected characteristic and those who do not Page 6 of 35 Audience: Staff / Public

Policy Document Last reviewed Oct 2017 Template for self-assessment and action planning: Equality Act 2010 (Amendment) Order 2012 Protected Engagement Evidence and action Positive Impact Negative Impact Neutral Impact Characteristic undertaken taken/Outcome Race Religion or Belief Gender / Gender Reassignment Sexual Orientation Disability Age Other (please specify) Summary: Undertaken by: (PRINT NAME) Signature Date: QA Print Name QA Signature Page 7 of 35 Audience: Staff / Public