September 2018 Feedback and Presentation Policy 1 Introduction 1.1 - - PDF document

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Jun 10, 2023 298 likes •384 views

Feedback Policy September 2018 Feedback and Presentation Policy 1 Introduction 1.1 At Lutley we believe that effective feedback provides information to improve teaching and learning. We give our children regular feedback on their learning so

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Feedback Policy

September 2018 Feedback and Presentation Policy

1 Introduction 1.1 At Lutley we believe that effective feedback provides information to improve teaching and learning. We give our children regular feedback on their learning so that they understand what it is that they need to do to improve and make

progress. We believe that feedback should be meaningful, motivating and

manageable. 1.2 At Lutley we believe that all adults and pupils should aim high with their

presentation. When pupils are writing they should ensure that they follow the

school handwriting policy which is Kinetic Letters. Staff should model the Kinetic letters format when writing on boards and working walls and when giving written feedback.

2 Aims and objectives

2.1 Feedback varies by age group, subject, and in accordance with the nature of the particular piece of work. Teachers adjust their approach in line with these factors and incorporate the outcomes into subsequent planning and teaching.

3 Learning objectives and success criteria

3.1 Learning objectives are skill-based, taken directly from the National Curriculum and presented as a question: Can I…? 3.2 Layered steps of success will be used to formulate the success criteria.

Forms of feedback (subject specific) 4 English

4.1 English - writing Feedback given to children in English is varied throughout each week. Written feedback:  Every child receives focused feedback (based on the specific skills detailed in the steps of success) with a gap task once a week.* Verbal feedback:

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Feedback Policy

 Every child works in a guided group with the class teacher, receiving immediate verbal feedback, once a week. Lutley’s verbal feedback sticker is used in each child’s book when they have received such feedback. Every child explains, in writing, a golden nugget from their teacher’s verbal feedback. See appendix one for English toolkit. Peer feedback:  Children not working in a guided group or receiving focused feedback, should that day receive feedback about the progress they have made towards each step of success in that lesson. In this instance, additional feedback should come from meaningful peer-assessment. See appendix one for English toolkit. *Focused feedback including a gap task should be given to ALL pupils for the ‘Big Write’. NB: Focused feedback is considered to be written acknowledgment of the progress made towards each of the steps of success (indicated using either WWW, EBI, NS or GT on the steps themselves) plus a gap task to be completed prior to the beginning of the next lesson. All AMOW assessments are carried out through ticking the successes on the year group writing criteria. All midpoint assessments are carried through ticking the successes on the year group writing criteria. Gap tasks and next steps are derived from the highlighted criteria missing from the piece of work. Steps of success are used for midpoint assessments with progress indicated using either WWW, EBI, NS or GT.

4.2 English – reading

Written feedback:  Every child receives focused feedback (based on the specific skills detailed in the steps of success) with a gap task where purposeful, in relation to the reading skill and content domain. Verbal feedback:  Every child works in a guided group with the class teacher, receiving immediate verbal feedback at least once a half term. Lutley’s verbal feedback sticker is used in each child’s book when they have received such feedback. Every child explains, in writing, a golden nugget from their teacher’s verbal feedback.

5 Maths

5.1 Feedback in maths is succinct, aimed at consolidation or developmental in terms of depth and/or breadth. Using the traffic light system, pupils are made aware of their progress through the steps of success as indicated using either WWW, EBI, NS or

GT. Where purposeful, a gap task is then set. (See appendix two for maths toolkit.)

6 Science and Challenge Curriculum

6.1 Where purposeful, steps of success are used. They detail progressively ascending stages of learning as in English and maths and are never procedural.

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Children are given written feedback to acknowledge their progress using WWW, EBI, NS or GT. Gap tasks are given where purposeful. Where steps are not being used, written feedback in the form of a WWW or EBI is linked succinctly to the learning objective and any specific teaching and learning points covered in the lesson. Appendices Appendix one

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Appendix two

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Guidelines for the Presentation of Work

The school has a policy for the presentation of written work. It details a limited number of guidelines for good practice which all pupils should be aware of and encouraged to adopt. A variety of methods need to be offered to pupils to suit different types of work and to enable the children to become familiar with different formats. This policy is intended to complement, not dominate, other criteria for a successful piece of work. More detailed subject-specific guidelines may be available within each curriculum policy

Foundation Stage/Year 1 Years 2-6 Naming Work Top left and on loose leaf papers only - this may be written by an adult. Name to appear at the top left, next to margin (loose leaf papers

nly)

Use both sides of the paper Date Short date sufficient written by an adult – introduce writing the date in the summer term Full date on English work, short date on other pieces (underlined with a ruler in pencil) Titles/ Learning Objective Date – top right-hand side of page. Title central on next line – phrased as a ‘Can I?’ question. Learning Objective – phrased as a ‘Can I?’ question and the context (both underlined with a ruler in pencil) Underlining None Underline name, date and learning objective with a ruler and a pencil Errors Crossed through or erased by an adult. One neat horizontal line through error in pencil, correction written above. Erasers Rubbers should be discouraged. NO TIPPEX OR INK ERASERS Rubbers should be discouraged. NO TIPPEX OR INK ERASERS Paragraphs NA Start writing using an indent on next line Writing Instruments

Pencil. Effective pencil grip (Use of ‘grip’

where necessary) Pen from Year 4 when the child is ready. Pencil for maths Berol Handwriting pens with blue ink. Drawing and diagrams always in pencil. Pencil crayons used to add colour Felts, wax crayons etc at teacher’s discretion. No felt tips in exercise books. Maths One digit per box Straight lines to be drawn with a ruler, including lines in vertical calculations. All work should be given a learning objective, which should indicate what area of maths is being practised. All work should be dated, even if it is a continuation of previous work. Children should work across the page (where possible) and rule

ff their work so they continue in the space available on the

following day. Children should leave NO MORE than one line of squares between a row of sums. Where tables and charts need to be drawn, model this with children so that they are aware of the layout and amount of space needed.

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General Presentation Writing frames and work sheets These need to be stuck in straight and must not overlap on to another page. Writing frames and work sheets: These need to fit the page and not overlap. When children are sticking work, it should be stuck in straight. If a child’s handwriting/ presentation is not up to their usual standards then you may ask them to rewrite a section again to practise their handwriting skills. Teachers must model their handwriting when marking children’s books.

Perfect Presentation in Maths  One digit one box - Like one child on one chair  Numbers do not like to share boxes  Letters do share boxes (The date and learning objective)  Question numbers always in a circle so it doesn’t get confused with the sum.  Between each row of houses (row of sums) leave a road (a line) because if you didn’t have a road between a row of houses people couldn’t get out of their houses.