Make it specific referring to the LO or examples in the work. Try not use general end of a topic when they are going to be moving on to new comments such as work” done” without saying what’s it relating to. skills “good “well Next step feedback to move on learning within the next few lessons. It to focus in a skill or a concept rather than an activity e.g. don’t use next Next step task examples: – step will be writing a newspaper. Making corrections The feedback needs to include a task for the student to complete in the next Redrafting adding detail to a minimum of 1 sentence lesson relating to the skill they are developing Adding another perspective Students must be given time in the next lesson to look at their marked work and Writing their own top tip complete any next step activities. Pupil reflection on task In KS4/5, students will be made of the qualifications they are working towards next steps or points to improve (dependent on ability and mental health needs). Marking may then directly link to the examination criteria. Use of symbols must be for purpose of pupils rather than staff The following symbols are to be used consistently across the school: Additional departmental symbols may be used consistently across the department, ensure symbols are clear and simple and keep to the minimum Ensure all pupils, staff and parents know the meaning of the symbols and they are in display in the classroom or in books LSAs are able to mark pupils work under direction of class teacher but not the substantial marking. It is the responsibility of the teacher to ensure that the LSA knows how to mark in line with the marking policy LSA/cover teachers to initial work they have marked
Make it specific referring to the LO or examples in the work. Try not use general comments such as “good work” “well done” without saying what’s it relating to. Next step feedback to move on learning within the next few lessons. It to focus in a skill or a concept rather than an activity – e.g. don’t use next step will be writing a newspaper. The feedback needs to include a task for the student to complete in the next lesson relating to the skill they are developing Students must be given time in the next lesson to look at their marked work and complete any next step activities. In KS4/5, students will be made of the qualifications they are working towards (dependent on ability and mental health needs). Marking may then directly link to the examination criteria. end of a topic when they are going to be moving on to new skills Next step task examples: Making corrections Redrafting adding detail to a minimum of 1 sentence Adding another perspective Writing their own top tip Pupil reflection on task next steps or points to improve Use of symbols must be for purpose of pupils rather than staff The following symbols are to be used consistently across the school: Additional departmental symbols may be used consistently across the department, ensure symbols are clear and simple and keep to the minimum Ensure all pupils, staff and parents know the meaning of the symbols and they are in display in the classroom or in books LSAs are able to mark pupils work under direction of class teacher but not the substantial marking. It is the responsibility of the teacher to ensure that the LSA knows how to mark in line with the marking policy LSA/cover teachers to initial work they have marked