4. Brief but probing questioning from the teacher to drill down - - PDF document

• St. Francis’ Catholic Primary School

Marking Policy Presentation and Display Policy September 2016 Mission Statement We welcome and value all as individuals created by God, to work, learn, pray and play together. Like St. Francis, we show care and respect for each other and our world. We have high expectations of each other, and inspire children to be the best that they can become. Aims of marking:

• To form the direction of the pupils’ learning by telling pupils how to go about

improving their work

• To provide targets for learning
• To provide feedback to pupils/parents
• To inform children of targets achieved
• To praise/encourage/motivate
• To provide a means of communication between teacher and pupil,

commensurate with the children's level of understanding

• To be one of the means of rewarding children using the school merit system
• To be able to praise effort as well as achievement
• To annotate if necessary whether work is independent or what level of support

was needed and what resources were provided to support learning

• To assess the pupils formatively in order to raise the standard of the pupils’ work.

Assessment within a lesson – use of red, orange, green cups

• 1. All children start the lesson with their cups on red
• 2. Introduce the lesson objective – if you are using a ‘hook’, just introduce the objective

when it is appropriate – quite often this looks like; hook – questioning – so what are we going to be learning about?– introduce objective

• 3. Children then asked to use the cups to show how much they already know about the
• bjective. Children select red, orange or green

• 4. Brief but probing questioning from the teacher to drill down regarding choices
• 5. Using their answers, teachers can either generate or add to the Success Criteria.
• 6. Have frequent ‘cup checks’ during a lesson – you might want a monitor, a timer etc.

This cup check is relating to the objective, the bigger picture of the lesson and gives the teacher feedback about who needs support or extension

• 7. Green means – I can meet this objective and I can explain it to someone else
• 8. Orange means – I’m beginning to understand this well and I think I’ll get there on my
• wn
• 9. Red means – I need some support to meet this objective
• 10. At the end of the lesson, go through the Success Criteria and give a reflective self

assessment against them, recorded with a coloured dot/square/written reflection – Phase leaders to direct for their phase (NB – where they finished, not an average of the lesson – it doesn’t matter that they struggled at the start if they meet SC at the end) Important points to note

• Get children to appreciate that red is good, ‘red is ready for real learning’. You are

learning the most when you are red.

• What are you doing for the children who are green at the start? It may be your

questioning shows they aren’t really green, but if they are, they are going to learn nothing for the remainder of the lesson unless you adapt – this would be judged as inadequate teaching. This is really Assessment for Learning at its most dynamic – checking and responding to what is in front of you. Be ready to extend by higher

• rder questions, or extension work – BUT this must be the next steps in learning, not

more of the same. A number of staff have introduced Green Cup Challenges – these are not ‘extension’ or ‘extra’ work, but are next steps towards the same objective. In the best practice, children move on to the ‘green cup challenge’ when they reach green in the course of the lesson – though teachers will operate their own systems for when the children are allowed to move on

• This fluid and ongoing assessment is why, in most cases, worksheets are so limiting –

the teacher’s expectations are set with the creation of the sheet and they cannot be changed, extended or deviated from

• It is vital that teachers and children know the next steps for each child – otherwise

differentiation is about aiming for the middle and giving more/making harder or dumbing down – not necessarily meeting a child’s learning needs. Hence, being familiar with the Literacy and Maths targets stuck in books is very important for both staff and children. Since the introduction of National Curriculum 2014, next steps will be about breadth of learning and applying skills in different contexts – not moving on to the next skill

Peer Assessment

• At least one peer assessment activity should take place in Literacy, Maths and RE

each half term, using the phase appropriate proforma Quality Marking

• Quality Marking is specifically and only related to the lesson objective and success criteria
• All Quality Marking, including gap tasks/next steps, is to be completed in purple pen – not

felt tip

• Comments should always include how far the child has achieved the objective of the
• lesson. Use of stamps, eg TARGET ACHIEVED or stickers could help here. Other

comments such as those relating to presentation spelling etc. can be added where necessary

• In yellow, highlight examples in writing (objective or examples of correct work in

Maths) to show where children have met success criteria or achieved objective. In pink, highlight errors or misconceptions which need to be addressed.

• Quality marking, from Yr1 to Yr6, should appear in books with the following

structure:- www (what went well) ebi (even better if) next steps Phase Leaders may decide to purchase stamps with this structure ready prepared for each teacher

• ‘Next Steps’ should include some kind of ’closing the gap’ task. For maths this could

be a Post-It with a ‘now try this..’ or a Next Steps Challenge. In grammar work, next steps are likely to be about correcting common errors/misconceptions. For extended writing, you could use one of the following: a reminder - making children think in a more detailed way. E.g. say more about how you feel about this; a scaffold - this is a more direct prompt or even a question e.g Can you describe how… or a directive Describe something which…; an example - for lower ability pupils, in which they can choose one of your examples or come up with one of their own; challenging misconceptions – why do you think…?; or explain how you know. Make sure that you don’t give the same kind of challenge to the same children all of the time – particularly likely for lower ability children. In KS1, it may not be appropriate to have an extended written ‘next steps’ which requires a written response. As a minimum, the teacher must write the ‘next steps’ and it must be visible – for monitoring – that and how the children have responded. This could be letter or number formation or correcting pink highlighted errors in a different

coloured pencil. This could be accompanied by a prompt, relating to the objective to move learning on.

• All written marking in English and Maths should be quality marking – however this

should only be one group for English and one group for Maths each day – in most cases, the group which the teacher intends to have as their focus group the following day.

• For all other books, no other marking than pink highlighting is required. This does not

need to be specific to the objective, and can be for presentation, grammar/punctuation and common spelling errors. It is not necessary for teachers to make any written comments in these books.

• Teachers may choose to value children’s work by adding stickers, stamps, smiley

faces or positive comments. Expectations/Process of quality marking feedback:–

• As with Maths, any written English work – grammar, comprehension etc as well as

extended writing can be quality marked

• Each day, in both English and Maths – for lessons with a written outcome – the

teacher should work with a focus group. The group should get continuous ‘quality marking’ feedback during that session, highlighting successful examples, giving prompts and extension challenges.

• Each night following a written outcome lesson, the teacher should quality mark the

books of one group for English and Maths. This should be the group that will be the focus gp for the next day.

• In the next lesson, after whole class input, the first task for the teacher with the

focus gp (no more than 5 mins) is to help them respond to the quality marking. Then, they have the continuous feedback for that day’s work as part of the focus gp. Effectively, they get 2 lots of quality marking in a row.

• Books will therefore show quality marking on different days for different gps
• For every five written outcome lessons, children will have one quality marked in

preparation for the next day’s lesson and one quality marked during the lesson as part of the focus gp

• Quality marking in preparation for the next day means – highlighting, closing the gap

task, updating objective record sheets and any relevant ITPs.

• If the ‘flick through and highlight’ of the other books reveals a child who is really

failing to understand, make them the focus of TA intervention for the following day.

Marking and presentation in Foundation Stage Learning Objectives

• Learning Objectives should be written in question form e.g. LO: Can you count

carefully by touching each object? LO’s are to be typed and printed out on labels with the date and stuck in books. Topic headers

• Topic headers are to be placed at the start of each new topic e.g. ‘Poetry’ in Literacy,

‘2D and 3D shapes’ in Mathematics? ‘Why do you love me so much?’ in topic. All topic headers go in every book at the start of a new topic/genre. 2simple observations

• Observations recorded on 2simple need to be linked to the appropriate areas of

learning e.g. PSED- (MR) Making Relationships and include the correct age band and which Development Matters band/Early Learning Goal statements the observation is linked with. All photographs need to have observation comment/s and an appropriate ‘Next step’ and adults initials/name.

• All observations on 2simple will be printed at the start of the day for the previous

day’s observations.

• All adults are responsible for ensuring the children carry out the ‘Next steps’ they

record on 2simple during Dedicated Improvement & Reflection Time. All adults are to initial and write a brief comment on 2simple printed Learning Journeys when a child has completed the ‘Next step’. Marking

• All adults in Reception are responsible for marking and feedback. Marking of the

children’s work is usually done immediately with the child present so they have oral feedback about their work.

• Marking takes the form of ticks, stamps, smiley faces and comments.
• Observations and comments are recorded and initialled in the children’s books and

Learning Journeys.

• All adults are responsible for the filing of work in Learning Journeys and books.
• During ‘Dedicated Improvement & Reflection Time’ adults ensure children complete

‘Gap tasks/Next steps’ in books/Learning Journeys. Staff to initial and write a brief comment when they have carried out a ‘Next step/Gap task’.

• All Maths and Literacy teacher-led guided activities will go in the children’s exercise

books When marking, record if the child worked ‘Independently’ (I) ‘Supported’ (S)

• r ‘Guided’ (G) and say what level of support and/or resource was given e.g. word

bank/number line. Children’s books will have ‘Gap tasks’ and ’Next steps’ where appropriate.

• In yellow, all staff will highlight e.g. in writing (objective or examples of correct work

in Maths) to show where children have met success criteria or achieved objective. In pink, highlight errors or misconceptions which need to be addressed. All other topic and independent Mathematics/Literacy work goes in Learning Journeys. Quality marking Over the course of the week, each child’s Literacy and Mathematics book will have a Quality marked piece of work (where appropriate). Quality marking, should appear in books with the following structure: -

• WWW (What went well)
• EBI (Even better if)
• Next steps/Gap tasks where appropriate.

Presentation All staff are to mark children’s books using a black pen in neat pre-cursive handwriting. Marking specific to RE

• Marking which references higher order RE skills – including making links between

content of work and children’s own lives as followers of Christ

• Gap tasks (Quality Marking)-once per child per half term – to extend, support or

challenge understanding, give further examples or make links with Bible stories – see Diocese of Westminster questions

• Examples of higher order gap tasks to extend learning for more able could be:-

Can you give me another example of one of Jesus’ miracles?; How does this teaching apply to your life?; How does this link to the Mass/Sacraments?

• Teacher discretion regarding when to Quality Mark. Minimum of once per half
• term. Could be one group/table per week, or when there has been particular

success to extend, or misconceptions to address. Quality Marking will be least effective and most burdensome if done for whole class for any one nominated activity.

• Reception to Year 2 books must show a minimum of 1 written outcome per week
• Year 3 to Year 6 books must show a minimum of 3 written outcomes for every

two weeks.

• All written outcomes should be marked with a comment. (Gap tasks only

required for Quality Marking). Yellow and pink highlighting in RE books should relate only to RE skills and objectives

Marking for Teaching Assistants Teaching Assistants should mark work which they do with a focus group in class (or withdrawn). This should be ongoing marking, whilst working with the child/ren. There should be clear evidence of both yellow and pink highlighting, as well as evidence that the child/ren have corrected or improved work as an immediate response to the marking. If a Teaching Assistant carries out whole class cover, they need only do minimal marking – and no quality marking. It is sufficient to tick, stamp with ‘marked by TA’ (or similar) and highlight in pink any significant errors. Presentation and Display Policy Aims

• To ensure children take pride in their work
• To ensure teacher expectation/ standards of presentation are the same in every class

and continuous throughout the school General

• All marking to be done in pen – no pencil or felt tip
• Children should never write on or decorate the outer covers of books (names to be

adult written and include first name and surname)

• Worksheets should be kept to a minimum and when used, must be trimmed to fit

neatly without overlapping the page and stuck in parallel to the edge of the page

• The guidelines for presentation are taught at the beginning of the year

Handwriting – Handwriting will be taught according to the school scheme, as laid out in the Literacy Policy. This is the Nelson Pre Cursive fk font. It is essential that children are shown how to form/present their handwriting, so all marking and modelling by staff in class should be in this style. If marking reveals unacceptable handwriting (well below the ability

• f the individual), part of the work should be redone – not in class time. For younger

children this may be a selected sentence in ‘best writing’, for older children it could be a paragraph or more. Books should show evidence of handwriting teaching and practice every week. Exercise books completed in the middle of the year should be kept by the teacher to be shown at parents’ evenings. Do not put lines across or write ‘finished’ across completed

• books. Neatly number any completed books.

Writing Presentation

• Children should be directed not to waste paper – it is not necessary to start a new

page for each piece of work.

• All pieces of written work are to have the lesson objective as the title – (Headed LO

in Phase 1 and Obj or Objective in Phase 2 and 3)

• Miss a line between the date/Learning Objective and underline with a ruler and

pencil then miss a line before starting work (Phase 2&3).

• Children should miss a line when starting a new paragraph.
• Pens should be used at the teacher's discretion, starting from the Summer term in Y3

for those children whose presentation warrants it. Underlining should still be done in pencil – pens are never to be used in maths books.

• Encourage the use of cursive handwriting across the curriculum, with expectations of

children joining handwriting as appropriate to age and progress

• Letter writing should be taught as follows:
• St. Francis’ Catholic Primary School

Nursery Road Handsworth Birmingham B19 1PH

1st September 2017

Dear Sir, I would like to... Maths Phase 2&3

➢ All work should be done in pencil (whole school) ➢ Fold the page in half where appropriate - mainly number work (Phase 3) ➢ Draw a margin from the edge of the page and from the fold. (2 square margin at side and middle) ➢ 1 digit per box i.e.- the number 12 takes up two boxes ➢ Date in numbers at the top of the work and underlined ➢ Objective and Success Criteria at the top of the work – underlined ➢ Column method sums are to be set out as described in Abacus training (Sept 15) – use of the additional line.

Phase 1

• Date in numbers at the top of work (by end of Reception)
• Objective referred to by writing LO
• 1 digit per box i.e. the number 12 takes up 2 boxes

Display

 Display deadlines will be given, up to twice a year for the corridors by the

Headteacher/Art coordinator

 Displays should reinforce learning by being interactive with questions or activities  Children's names should be included on all work displayed  Displays in the classroom must include: class charter, maths, literacy, phonics in

Phase 1 and 2 (spelling patterns in Phase 2 and 3) and SpaG, Theme and RE. The literacy and maths displays are to be located in a position within the classroom in

• rder that they can be used as Working Walls.

 The RE display is to be a ‘Working Display’. It will have the objective for the unit

• f work, and will be added to as the unit progresses with material (essentially

including children’s work) indicating progress towards the objective. However, unlike other ‘Working Walls’ the RE display should have a higher standard of presentation – not flip chart paper etc. RE working display should include key vocabulary and prayers appropriate to the unit or point within the liturgical year.

 These Working Walls will be teaching tools for the current topic that is being

taught at the time. Teacher’s work and pupil’s work will be shown and added to as topics progress. They are not intended to be celebrations of pupils’ best work, more a reflection of the learning within the class.

 Display other than working walls should be to a higher standard (mounted or

double mounted work, best handwriting, pen etc)

 Children should be encouraged to look after class and corridor displays  The class teacher is accountable for the quality and upkeep of class displays,

which need to be maintained to a high standard and will be the focus of learning walks.

 Headings for display should not be written all in capital letters.

PLEASE SEE APPENDIX FOR GUIDANCE ON CORRIDOR DISPLAY

September 2017

Review date – September 2018 Mark Humphreys

Appendix – Corridor Display

Your display must include: ✓ Your class name. ✓ A title explaining the purpose of, and learning around, your display. (This can be in the form

• f a question or a statement and can incorporate your class name: e.g. ‘RW have been

learning about The Wedding at Cana’ or ‘What did Jesus do at the Wedding at Cana?’) ✓ Examples of relevant class work. This must be the children’s best work and be correctly spelled, punctuated, in their best handwriting and be able to be clearly read – this may mean a child using pen or going over their writing in pen. Some word processing is acceptable, but examples of neat handwritten work are essential. ✓ Open questions or perhaps other interactive features such as paper and pencil for children to write responses or feelings, prayer boxes, post it notes, labels or objects to move around

• r link up to relevant information.

✓ Links to UNICEF rights of the child articles Please remember that ➢ All work must be double mounted. ➢ All boards must be backed in appropriate frieze paper, mounted neatly, and have a border. ➢ All borders must be hard wearing. ➢ All titles and headings must be correctly punctuated and capitalised. (Not all in capitals.) Please make your displays colourful, bright and appealing. You may wish to include

• 3D elements
• Different media
• Mixture of hand written and computerised techniques
• Photographs
• Objects/artefacts