Pupil work is to be live marked in the lesson with instant verbal/written feedback provided Where live marking takes place, pupils will respond at the point of feedback and will be evidenced in books (correcting a mistake or attempting a challenge) Where live marking hasn’t been possible, distance marking will take place with written feedback Feedback should guide children to correct mistakes/misconceptions or should give a challenge; a question from the next colour/challenge sticker. Pupils will use daily D.I.R.T time to respond to written feedback Precision AfL will be used alongside feedback to inform future planning. Precision AfL will be recorded on the back of planning and future planning changed to reflect the needs of the pupils Foundation Subjects All marking is to be meaningful, motivational and manageable. All work acknowledged. All work to be marked for SPaG in pink and green pen In addition, Green Highlighting/Ticks will make reference to the learning intention/target being met Pink Highlighting/dialogue will make reference to a misconception/error Task/process and self-regulation level feedback stickers to be used to establish application of skills. Task level: this includes feedback about how well the task is being accomplished or performed. Process level: This level includes feedback specific to the processes underlying the tasks or relating and extending tasks. Self-Regulation level: This type of feedback supports to monitor, direct and regulate actions towards the learning goal. Spellings Corrections to misspellings will always be done at an age-appropriate level. Where a teacher wishes to draw attention to a misspelling this will be done in the margin using the code ‘sp’. Where a child is spelling many words incorrectly the teacher will use discretion in selecting which words should be highlighted. Y1, Y2 and Y3 – Words corrected should include:
Pupil work is to be live marked in the lesson with instant verbal/written feedback provided Where live marking takes place, pupils will respond at the point of feedback and will be evidenced in books (correcting a mistake or attempting a challenge) Where live marking hasn’t been possible, distance marking will take place with written feedback Feedback should guide children to correct mistakes/misconceptions or should give a challenge; a question from the next colour/challenge sticker. Pupils will use daily D.I.R.T time to respond to written feedback Precision AfL will be used alongside feedback to inform future planning. Precision AfL will be recorded on the back of planning and future planning changed to reflect the needs of the pupils Foundation Subjects All marking is to be meaningful, motivational and manageable. All work acknowledged. All work to be marked for SPaG in pink and green pen In addition, Green Highlighting/Ticks will make reference to the learning intention/target being met Pink Highlighting/dialogue will make reference to a misconception/error Task/process and self-regulation level feedback stickers to be used to establish application of skills. Task level: this includes feedback about how well the task is being accomplished or performed. Process level: This level includes feedback specific to the processes underlying the tasks or relating and extending tasks. Self-Regulation level: This type of feedback supports to monitor, direct and regulate actions towards the learning goal. Spellings Corrections to misspellings will always be done at an age-appropriate level. Where a teacher wishes to draw attention to a misspelling this will be done in the margin using the code ‘sp’. Where a child is spelling many words incorrectly the teacher will use discretion in selecting which words should be highlighted. Y1, Y2 and Y3 – Words corrected should include:
Feedback-Policy-updated-Spetember-17.docx