d give pupils regular Is able to give pupils regular Is unable to give pupils regular Consistently uses a range of Uses a range of methods to feedback, both orally and feedback, both orally and feedback, both orally and effective methods to give give pupils regular feedback through accurate marking, through accurate marking, and through accurate marking, and pupils regular and constructive and the opportunity to and encourage pupils to encourages pupils to respond to does not encourage pupils to feedback and the opportunity respond to it. respond to the feedback. the feedback. respond to the feedback. to respond to it. Accurate and regular Accurate and timely marking marking and oral feedback and oral feedback contributes contributes to pupil progress to pupil progress and learning and learning over time. over time.
d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it. Accurate and timely marking and oral feedback contributes to pupil progress and learning over time. Uses a range of methods to give pupils regular feedback and the opportunity to respond to it. Accurate and regular marking and oral feedback contributes to pupil progress and learning over time. Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback. Is unable to give pupils regular feedback, both orally and through accurate marking, and does not encourage pupils to respond to the feedback.
Student-Teacher--Mentor-Handbook-18-19.docx