Feedback Policy September 2018 Feedback and Presentation Policy 1 Introduction 1.1 At Lutley we believe that effective feedback provides information to improve teaching and learning. We give our children regular feedback on their learning so that they understand what it is that they need to do to improve and make progress. We believe that feedback should be meaningful, motivating and manageable. 1.2 At Lutley we believe that all adults and pupils should aim high with their presentation. When pupils are writing they should ensure that they follow the school handwriting policy which is Kinetic Letters. Staff should model the Kinetic letters format when writing on boards and working walls and when giving written feedback. 2 Aims and objectives 2.1 Feedback varies by age group, subject, and in accordance with the nature of the particular piece of work. Teachers adjust their approach in line with these factors and incorporate the outcomes into subsequent planning and teaching. 3 Learning objectives and success criteria 3.1 Learning objectives are skill-based, taken directly from the National C urriculum and presented as a question: Can I…? 3.2 Layered steps of success will be used to formulate the success criteria. Forms of feedback (subject specific) 4 English 4.1 English - writing Feedback given to children in English is varied throughout each week. Written feedback: Every child receives focused feedback (based on the specific skills detailed in the steps of success) with a gap task once a week.* Verbal feedback: - 1 -
Feedback Policy Every child works in a guided group with the class teacher, receiving immediate verbal feedback, once a week. Lutley’s verbal f eedback sticker is used in each child’s book when they have received such feedback. Every child explains, in writing, a golden nugget from their t eacher’s verbal feedback. See appendix one for English toolkit. Peer feedback: Children not working in a guided group or receiving focused feedback, should that day receive feedback about the progress they have made towards each step of success in that lesson. In this instance, additional feedback should come from meaningful peer-assessment. See appendix one for English toolkit. * Focused feedback including a gap task should be given to ALL pupils for the ‘Big Write’. NB: Focused feedback is considered to be written acknowledgment of the progress made towards each of the steps of success (indicated using either WWW, EBI, NS or GT on the steps themselves) plus a gap task to be completed prior to the beginning of the next lesson. All AMOW assessments are carried out through ticking the successes on the year group writing criteria. All midpoint assessments are carried through ticking the successes on the year group writing criteria. Gap tasks and next steps are derived from the highlighted criteria missing from the piece of work. Steps of success are used for midpoint assessments with progress indicated using either WWW, EBI, NS or GT. 4.2 English – reading Written feedback: Every child receives focused feedback (based on the specific skills detailed in the steps of success) with a gap task where purposeful, in relation to the reading skill and content domain. Verbal feedback: Every child works in a guided group with the class teacher, receiving immediate verbal feedback at least once a half term . Lutley’s verbal feedback sticker is used in each child’s book when they have received such feedback. Every child explains, in writing, a golden nugget from their teacher’s verbal feedback. 5 Maths 5.1 Feedback in maths is succinct, aimed at consolidation or developmental in terms of depth and/or breadth. Using the traffic light system, pupils are made aware of their progress through the steps of success as indicated using either WWW, EBI, NS or GT. Where purposeful, a gap task is then set. ( See appendix two for maths toolkit.) 6 Science and Challenge Curriculum 6.1 Where purposeful, steps of success are used. They detail progressively ascending stages of learning as in English and maths and are never procedural. - 2 -
Feedback Policy Children are given written feedback to acknowledge their progress using WWW, EBI, NS or GT. Gap tasks are given where purposeful. Where steps are not being used, written feedback in the form of a WWW or EBI is linked succinctly to the learning objective and any specific teaching and learning points covered in the lesson. Appendices Appendix one ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ … ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ - 3 -
Feedback Policy _____________________________________________________________________________________ _____________________________________________________________________________________ … _____________________________________________________________________________________ _____________________________________________________________________________________ - 4 -
Feedback Policy Appendix two … - 5 -
Feedback Policy - 6 -
Feedback Policy Guidelines for the Presentation of Work The school has a policy for the presentation of written work. It details a limited number of guidelines for good practice which all pupils should be aware of and encouraged to adopt. A variety of methods need to be offered to pupils to suit different types of work and to enable the children to become familiar with different formats. This policy is intended to complement, not dominate, other criteria for a successful piece of work. More detailed subject-specific guidelines may be available within each curriculum policy Foundation Stage/Year 1 Years 2-6 Top left and on loose leaf papers only - this Name to appear at the top left, next to margin (loose leaf papers Naming may be written by an adult. only) Work Use both sides of the paper Short date sufficient written by an adult – Full date on English work, short date on other pieces (underlined Date introduce writing the date in the summer with a ruler in pencil) term Titles/ Date – top right-hand side of page. Title Learning Objective – phrased as a ‘Can I?’ question and the Learning central on next line – phrased as a ‘Can I?’ context (both underlined with a ruler in pencil) Objective question. None Underline name, date and learning objective with a ruler and a Underlining pencil Crossed through or erased by an adult. One neat horizontal line through error in pencil, correction Errors written above. Rubbers should be discouraged. NO TIPPEX Rubbers should be discouraged. NO TIPPEX OR INK ERASERS Erasers OR INK ERASERS NA Start writing using an indent on next line Paragraphs Pencil. Effective pencil grip (Use of ‘grip’ Pen from Year 4 when the child is ready. Pencil for maths where necessary) Berol Handwriting pens with blue ink. Writing Drawing and diagrams always in pencil. Pencil crayons used to Instruments add colour Felts , wax crayons etc at teacher’s discretion. No felt tips in exercise books. One digit per box Straight lines to be drawn with a ruler, including lines in vertical calculations. All work should be given a learning objective, which should indicate what area of maths is being practised. All work should be dated, even if it is a continuation of previous work. Maths Children should work across the page (where possible) and rule off their work so they continue in the space available on the following day. Children should leave NO MORE than one line of squares between a row of sums. Where tables and charts need to be drawn, model this with children so that they are aware of the layout and amount of space needed. - 7 -
Recommend
More recommend
