MARKING AND PRESENTATION POLICY Marking is an essential part of the - - PDF document

1 MARKING AND PRESENTATION POLICY Marking is an essential part of the Assessment process. It enables the teacher to effectively plan for pupils’ learning to help ensure continuity and progression. Children need to be aware that it is intended to help them to improve their work and to recognise their achievements and raise standards. With this in mind, marking should:-  Be positive and constructive and inform the next steps for learning.  Encourage children to be self critical, independent learners.  Encourage each child to achieve his/her best and have a sense of pride in their work.  Praise when possible, but not to the extent that it becomes meaningless.  Be consistent, and easily understood by the child.  Foster self esteem and confidence.  Instruct and advise the next steps for progress and thus raise standards.  Be regularly and carefully carried out, to demonstrate to the child that the teacher cares about his/her work.  To link to the learning objective and discuss success criteria.  Work will be acknowledged with a tick, comment, abbreviations, stamp or initials.  Next step for learning, link to learning objective. The guidance given by a teacher in the marking process is vital if the child is to progress and develop. It is an essential method of communication between teacher and child. We need to be consistent so that our children understand how they should respond to our suggestions and advice. APPROVAL OF WORK DONE: Whenever possible, staff will discuss work with an individual child. Staff will write VF to indicate Verbal Feedback has been given.

2 A written comment with a balance between praise and the next steps for learning can be made where appropriate. This is called star(s) and next steps for learning. Children will be given time to read comments and respond accordingly. Where a child has completed a piece of special work, the presentation of which would be spoiled by the teacher writing on it, comments may be made on an attached sheet. Teaching Assistants, under the direction of the teacher, will mark work in line with the policy and initial it. AREAS NEEDING CORRECTION OR ATTENTION: As appropriate: Taking into account the teacher’s knowledge of the child’s ability, children will be encouraged to correct their own work, e.g. through drafting and re-drafting.

• To re-read a sentence or number sentence to ensure it makes sense.
• If an answer is marked with a dot or cross indicating a wrong answer the

child needs to be encouraged to write a new sentence or review their answer.

• Original answers should not be erased.
• To read aloud with a response partner as appropriate.
• Check for correct punctuation marks.

METHODS OF CORRECTION: Marking will always be in line with the learning objective, with additional points of focus being addressed according to the ability of the individual child. Marking frames may be used by staff to inform pupils of achievement and next steps for learning. Teachers will use their judgement on how many spelling errors are highlighted. Words spelt incorrectly will be underlined and the teacher will write the correct spelling in the margin or above the incorrect word. Teachers will seek opportunities for children to demonstrate their success to

• thers in all areas of the curriculum e.g. demonstrating a PE or music

performance. Adults will mark in black ink.

3 It is important that children show a pride in their work by presenting it as attractively as possible. Members of staff will obviously encourage this by ensuring that children’s books and folders are kept clean, tidy and free from scribbles. Date to be written on the top line of the page and underlined with a ruler. For written work, write date in words, e.g. 23rd November. For mathematics work, record date in 6 digits, e.g. 23.11.07 or 01.04.08, on the left hand side. KS2 to have a title and/or learning objective and underlined. (T.A. to scribe for S.E.N. if needed).  Underlined in pencil with a ruler. Write on the top line of each page. Do not write in the bottom space of a page. Draw a line right across the page when a piece of work is finished (KS2). Carry

• n next piece of work underneath.

Correction of mistakes If a mistake is made, put a single line through the mistake. Rubbing out is not

• encouraged. Erasers may only be used by the teaching staff. Although in upper

Key Stage 2 erasers may be used with mathematics mistakes at the teacher’s discretion e.g. angles/spaces/shapes. No correction fluid or ink erasers to be used. In Mathematics Books, Years 3 - 6 fold each page in half lengthways where appropriate. Pencils On entry to school children are taught how to hold a pencil correctly. All children should be reminded to use a sharp pencil point at all times to allow for clear presentation of work. R – Hand Hugger Pencils KS1 – ordinary pencil

4 In Literacy pencil margins should be drawn on all paper before work is begun (year 2 upwards). Drawings/diagrams in pencil only. In years 5 and 6 some labelled diagrams may be in ink. Use of rulers Any straight lines should be drawn with a ruler suitable for the task. All pupils will be encouraged to use a sharp pencil using appropriate pressure. In Mathematics, all work to be completed in pencil with the final answer

• underlined. In preparation for Secondary School, pupils will need to practise

some recording in ink. Use of pens KS2 - from year 3 – blue ink pen (including roller ball) if handwriting is neat

• consistently. Practise in handwriting sessions and other subjects ready for year

5. Biro and gel pens are not acceptable writing implements. Use of worksheets The same standard of presentation is expected on worksheets and homework as in exercise books. This should be consistent in every subject. Standardised setting out – Key Stage 2 By the end of year 3 pupils will be expected to:

• Rule off after the last piece of work before starting a new piece of work.
• Write the date on the left hand side at the beginning of their work.
• Leave a line space before writing the title or commencing work.
• Underline the title, using a ruler.

Pupils be encouraged to:

• Write and underline sub-titles where appropriate on the left hand side

next to the margin.

• Leave a line space between each exercise/calculation where appropriate.
• Write exercise numbers/letters in the margin in English.
• Use a circle around the question number in Mathematics.

Revised May 2013 To be reviewed: May 2015

5 Marking Abbreviations used V.F. Adult talked with/discussed work with pupil ** Next step for child’s learning I. Independent Work Sh.Wr Shared Writing G.Wr Guided writing 1 hp House point awarded Sp. Spelling  Learning objective met Indication of Support F/KS1/KS2 Ind/A = independent Ind/B = some support/help Ind/C = found work difficult