RAINHILL HIGH SCHOOL - MARKING POLICY 2016/17 Web viewrainhill high school - marking policy 2016/17. rainhill high school - marking policy 2016/17. rainhill high school- marking policy

RAINHILL HIGH SCHOOL - MARKING POLICY 2016/17

Private and Confidential – 1

Marking Polic y 2016 +



T he Pu r pose

‘It's about using information to adapt to your teaching and adapt the work of the students to put the learning back on track - if you like, to make sure that the learning is proceeding in the right direction and to support that learning.’

Dylan Williams

How w e g r a de s t u d e nts w o r k? Effort - use ATLs - see Appendix A Attainment - GCSE, A level grades Literacy - as before - see Appendix B

AND

D i a l ogue f o r Lea r n i ng Teacher's Commentary (based on diagnosis against the mark scheme)What went well… Even better if…. Student's Commentary Student's next steps….

A dd i t io n a l g u i d a n c e ( G ra d e / Leve l / A T L / WWW / EB I )

All of the above should be recorded on the students work either through the use of a pro forma or using a coloured pen (green or red).

Where your Faculty uses a pro forma you MUST use the pro forma.

C r ea t i ng T i m e ( Rea d, Re fl e ct t h e n Re s p o nd)

When work is returned to students, teachers must create time in lessons for the students to:- Look through the marking Correct their literacy mistakes Complete students ‘next steps’. Next steps MUST be completed using a purple pen.

This time must be built into lessons once work is returned. It is important that we develop a culture where students take responsibility to understand where they are and what they need to do to improve and that they are given time to make the improvements.

Ad d i t ion a l gu i d an c e on ‘ n ext s t ep s’

It is vital that students respond to the diagnostic feedback given by the teacher. Each Faculty has developed an approach to encouraging student next steps which teacher’s within the Faculty should follow to ensure consistency. Guidance is provided below:-



1. Mathematics – Appendix C2. English – Appendix D3. History – Appendix E4. MFL – Appendix F5. Art – Appendix G

What is important is that student’s should be undertaking something which improves their work which has been marked. It should referenced from the EBI. It should n ot be a commitment to improve a future piece of work.

How o f ten?

Within the Learning Programme cycle students work MUST be assessed using the marking policy at least once per fortnight1 although this can extend to 3 weeks where topics stretch over this period.

Please note that where students complete an LP exam this will count as one of the fortnightly marking slots.

Teachers can schedule when over the fortnight/three weeks each class are to do this work. However, where your Head of Faculty has devised a marking schedule you should keep to the schedule and assess using the assessment piece from the Scheme of Learning. Again, this promotes consistency.

1The only exception to marking once per fortnight is KS3 subjects that are taught once per week. In this instance student work MUST be assessed using the marking policy at least every4 - 5 weeks.

W h a t s o r t of w o r k i s t o be ma r k e d? Within the fortnightly cycle, at least one piece of work that is meaningful, substantial,

and related directly to the syllabus and examination. This work should provide evidence of students applying what they have learnt rather

than simply demonstrating low level knowledge based tasks. Subjects should decide what is being set to allow consistency. In the interim between these formative assessment teachers should manage their classes

to do as much self and peer assessment as possible. In literacy heavy subjects this shouldmean that a piece of work goes through several drafts which are peer and self-assessed against student friendly success criteria before being marked by the teacher.

W h e r e do I r e c o r d t h e a ssessm e nt ma r ks?

All Faculties have devised centralized trackers. Your Head of Faculty/Subject will advise where marks should be recorded in their subject trackers.

T he i m p o r tan c e of ma r k i ng f o r li te r a cy



It is the responsibility of all teachers to mark for literacy. It is a vital life skill that students are able to spell and punctuate correctly. It will enhance their life opportunities and therefore it is a moral imperative that we support and challenge our students as appropriate.

As a minimum, teachers should at least mark each assessed piece for literacy. It is important that the coding for literacy (see Appendix B) is used, see exemplar (Appendix J)

To promote an improvement in spelling subjects have identified a minimum of 10 key terms which students must learn within each half-termly overview. These must be noted in the vocabulary section of the student planner. When these are used in student work, it is policy that students underline these key terms to allow staff easy assessment of spelling.

It is the responsibility of students to correct any spellings identified and re-write sections of work to correctly punctuate. This should be completed during Read, Reflect and Respond time in lessons.

Overtime it is expected that commonly misspelt words and common errors in punctuation in each students work are reduced.

How d o w e e vi d e nce p r ogr e ss?

Over time we would expect to see the following:-1. Increasing development and application of skills2. Student ‘next steps’ showing increased understanding and therefore fewer errors3. Work that becomes more complex4. Increased evidence of students working independently

I m p a ct of t h i s n e w po l i c y

Students will have more ownership and understanding of their future progressGrades/levels will appear more frequently in books/filesLiteracy capabilities of students will rise - helping the SPAG %.



A pp e n d i x A - A t t i t u de to Lea r n i ng D e scri p t o r s NB These will be the same as on Reports.ATLScore

Over all of the work completed in this marking period…..

1 You have produced classwork and homework of a consistently excellent standard.You have shown that you can work independently and are highly motivated to achieve. You have responded with enthusiasm to the comments on previous work and have made all corrections needed and completed any further exercises set.

2 You have produced classwork and homework to a consistently good standard.Your work meets, and at times exceeds, what is expected of you and you have shown that you can at times work independently.You have responded to the comments on previous work and have completed any further exercises set.

3 You have produced classwork and homework which meets expectations. With help, you have started to show that you can work independently at times.You have made some attempt to respond to the comments on previous work and have attempted some of the corrections and / or exercises set.

4 You have, at times, produced work which meets expectations. You struggle towork independently and your work during these periods is below expectations. You have, with support, started to respond to the comments on previous work although there is still work to do here.

5 You are producing classwork which is below expectations. Your disappointingcommitment to learning is evident both in classwork and homework.Your response to previous comments is below expectations - incomplete or missing.

6 Your poor attitude is impacting on your learning and the learning of others in theclass. Classwork and Homework is rarely completed and deadlines are not met. Your rejection of help and support is further affecting your ability to learn.You have not responded to comments made on previous work.



A pp e n d i x B - L i te r a cy Literacy errors are marked as followsMarking code The mark meansSP Spelling (use a baguette shape to allow students to correct)P Punctuation (full stop, capital letter, comma use)G Grammar (your sentence does not make sense grammatically)^ Missed out word// New paragraph needed here

RAINHILL HIGH SCHOOL- MARKING POLICY 2016/17

Private a nd Confide ntial- 7

0

Appendix c _Next Steps in Mathematics

Rainhill schoolMEDIA ARTS COLLEGE a-ts co eges

Key Assessment Task Feedback

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current Grade.Y.-. -

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Private a nd Confide ntial- 8

Appendix D- Next Steps in English



Appendix E – Next Steps in History

Private and Confidential- 10


Appendix F- Next Steps in MFL

Year 8-Mes preferences -F EEDBACKCong'atulanons'You a'e on your way todescribinga choolday in french. At every >tepyou need to ensure that )OU are do.ng)OUr best and that Youar•oper.mng to thebe>t of your abtlitiRP pond t:othe adVJgiVen tilroughrevi ng andsecorrecting:

Voun!fdtot>eabetc:

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Refu to Cl futute wu:h

Use. puridl.lO'hOI'\{t e.. occents/oportrophu)

Pupil Responsewww: Excel!@nt comprehension of new vocabebl: Improvespelling, punauatlon, (gender/number)Setf-correct below,as annotated:

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Appendix G -Next Steps in Art

KS3

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EXEMPLAR MARKING- WWW- EBI WITH PUPIL NEXT STEPS - ART.

CLEAR EVIDENCE OF-WWW - EBI - ATL - NEXT STEPS - CURRENT LEVEL AND MARKING-WELL WITHIN TWO WEEKLYFRAMEWORK (FFT IS ON REVERSE)

KEY FEATURES- QUALITY WRITTEN NOTES FROM TEACHER FOR HOW TO PROGRESS. WE DONT DO -'WELL DONE!' OR 'GREAT WORK'

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Appendix G -Next Steps in Art

KS4

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Appendix J - Literacy corrections

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RAINHILL HIGH SCHOOL - MARKING POLICY 2016/17 Web viewrainhill high school - marking policy 2016/17. rainhill high school - marking policy 2016/17. rainhill high school- marking policy