We've changed our marking policy and have put some examples for parents to see how this is used across Abbey
The Federation of Abbey Infant & Junior school. Revised marking policy December 2023.
EYFS English – (English books and WOW books) -Verbal feedback whilst writing and once finished. -Aut 1 to Spr 1, use a visual set of 3 symbols to mark against.
-Spr 2 onwards, use 5 symbols.
-Still highlight Development Matters statements. -Next steps in English books. -Children select a face to represent how they feel they have done (self-assessment) Teacher will need to prompt to explain the success criteria. -Use modelling to show what a better one looks like - improve sentences. Independent Activities for English - Adults will encourage children to complete an independent activity on a weekly basis. Focus activities should be on a fortnightly basis, alternating with Maths focus activity. -Verbal feedback will be provided and a simple mark on the sheet. Maths -Independent work linked to each unit – verbal feedback and live marking. -An activity linked to the challenge in Power Maths. -Maths assessment approximately every half term, linked to Power Maths. Highlight the strands from Development Matters. - Children who don’t access maths in CIL will be assessed through half term assessments and an adult led activity. Adults will encourage children to complete an independent activity on a weekly basis. Focus activities should be on a fortnightly basis, alternating with an English focus activity. Understanding the World
- Questioning of children who don’t answer questions in lessons -children called in small groups to check understanding. Phonics -Booster classes for all children, targeted to their phonic assessment results and closing the gaps. -Continually assessed, groups and flexible to meet the needs of the children.
KS1 - Marking
Maths: The class teachers will live mark during these lessons. Live mark as specified in planning When highlighting; pink -answer correct , green- answer supported/corrected and orange- answer incorrect will be used in their books. Y2 Peer and self-assessment will be completed in purple pen with a stem related/process related comment. A smiley face or straight face to show how they feel. Year 1 to start this in Spring term Only the author can write in their book. For peer assessment, the children will need to specify who assessed their work. Clarify what children feel confident (close books), worried, unsure (leave your book open) may Gap task, surgery those children. If more than a handful, go over it in the next lesson. Gap tasks will only be set when relevant/needed. The children will have to complete one self and one peer assessment throughout the week as a whole class. English: Writing Live mark a key feature or two which is specified in planning Pick up other corrections; incorrect spellings, punctuation, capital letters, tense, wrong word, missing words (no more than 3 spellings) Use abbreviations; sp, p, CL, t, w, ^) orange underline to show this in Y2 Year 1 to highlight full stops and capital letters ( no more than 3 ) Teacher led Self and Peer Editing/improving for the children to review the whole paragraph. Only the author has a pen in their hand, but hold a conversation with their partner to make agreed changes in the alternate lines. SA or PA to be written in purple pen once per week respectively, with clear reference to the Target and the Steps to Success. Year 1 to start Self -assessment in Spring term, Peer assessment in summer term. Teacher to model clear and effective self and peer assessment. (class specific) When a teacher has used the orange highlighter during live marking, the children will be expected to amend their work within the lesson or with adult support before the next lesson. The green highlighter in English will mean the children have completed something well, but this could still be improved further. Books to have date and title each day in week 1 and 2, with an overarching title for week 3. Targets and Steps to Success to be evident on notebooks every day. Class teachers must acknowledge the wow writing with a sticker.
Gap Tasks used as and when required. Non Core
Live mark a key feature or two Pink and orange highlighter If key words are misspelt then orange and sp – abbreviations continue to be used Key vocabulary to be prominently displayed during the lesson to support this SA or PA to be written using key vocabulary to explain their learning using the stem sentence: I now know…. Regularly but at least 1 time per subject per half term
Marking LKS2
Maths Live mark as specified in planning If/when possible at the end of the lesson go through answers with whole class or have a check sheet for children to mark. Check sheet for challenges (children to check) When highlighting; pink -answer correct, green- answer supported/corrected and orange- answer incorrect will be used in their books. Peer and self-assessment will be completed in purple pen with a stem related/process related comment. Clarify what children feel confident (close books), worried, unsure (leave your book open) may Gap task, surgery those children. If more than a handful, go over it in the next lesson. Errors corrected in purple pen (won’t have purple highlighting just the correction) Gap tasks will only be set when relevant/needed. The children will have to complete one self and one peer assessment throughout the week as a whole class. Writing Live mark a key feature or two which is specified in planning Pick up other corrections; incorrect spellings, punctuation, capital letters, tense, wrong word, missing words Use abbreviations ; sp, p, CL, t, w, ^) orange underline to show this, transitioning to abbreviation in the margin by the end of year 4. Teacher led Self and Peer Editing/improving for the children to review the whole paragraph Only the author has a pen in their hand, but a conversation with partner to make changes Teacher to model clear and effective self and peer assessment. (class specific) SA or PA to be written with one thing achieved from the Steps to Success or an improvement in purple pen once per week. Gap Tasks used as and when required. Non Core Live mark a key feature or two Pink and orange highlighter If key words are misspelt then orange and sp – abbreviations continue to be used Key vocabulary to be prominently displayed during the lesson to support this SA or PA to be written using key vocabulary to explain their learning using the stem sentence: I now know…. Regularly but at least 1 time per subject per half term
Marking policy UKS2
English: Writing Live mark a key feature or two which is specified in planning Pick up other corrections; incorrect spellings, punctuation, capital letters, tense, wrong word, missing words Use abbreviations ; sp, p, CL, t, w, ^) orange underline to show this, transitioning to abbreviation in the margin by the end of year 4. Teacher led Self and Peer Editing/improving for the children to review the whole paragraph. Only the author has a pen in their hand, but hold a conversation with their partner to make agreed changes in the alternate lines. SA or PA to be written in purple pen once per week respectively, with clear reference to the Target and the Steps to Success. Teacher to model clear and effective self and peer assessment. (class specific) The children will be using purple highlighters to highlight the Steps to Success. When a teacher has used the orange highlighter during live marking, the children will be expected to amend their work within the lesson. The green highlighter in English will mean the children have completed something well but this could still be improved further. Books to have date and title each day week 1 and 2, with an overarching title for week 3. Targets and Steps to Success to be evident on notebooks every day. Gap Tasks used as and when required. Class teachers must acknowledge the wow writing with a sticker. Maths: Live mark as specified in planning If/when possible at the end of the lesson go through answers with whole class or have a check sheet for children to mark. Check sheet for challenges (children to check) The class teachers will live mark during these lessons. When highlighting; pink -answer correct , green- answer supported/corrected and orange- answer incorrect will be used in their books. Peer and self-assessment will be completed in purple pen with a stem related/process related comment. Only the author can write in their book. For peer assessment, the children will need to specify who assessed their work. Clarify what children feel confident (close books), worried, unsure (leave your book open) may Gap task, surgery those children. If more than a handful, go over it in the next lesson. Gap tasks will only be set when relevant/needed.
The children will have to complete one self and one peer assessment throughout the week as a whole class. Non-core: Live mark a key feature or two Pink and orange highlighter If key words are misspelt then orange and sp – abbreviations continue to be used Key vocabulary to be prominently displayed during the lesson to support this SA or PA to be written using key vocabulary to explain their learning using the stem sentence: I now know…. Regularly but at least 1 time per subject per half term
Appendices – pupil friendly versions.
EYFS English Marking
VF: Verbal Feedback on completion of work. Symbols will be ticked, marked as supported (s) or as next steps (NS). Pupil friendly EYFS marking.
ELG:
Self Assessment: Children will circle the face accordingly
Excellent
Good
Nearly but not yet
EYFS Independent Work: All independent work is dated and marked with one or more of the symbols below: CIL Child Initiated Learning
Independent
Supported
NB: If supported (S) a short explanation can be used.
KS1- Marking at our school
Pink Excellent work, you have got it.
Green Good work, you have been supported. There is room to improve.
Orange You are not quite there yet. More support is needed.
English codes: Sp - spelling. Orange underline to show this, no more than 3 in a piece of work. p - punctuation. CL - capital letters. w - wrong word. ^ missing word. t -tense. // new paragraph needed/new line speech.
Peer Assessment and Self Assessment P.A or S.A
I have done well.
I am not there yet.
Pupil friendly LKS2 marking. Teachers will mark some of your work during lessons to make sure you have understood the task In maths we might mark the work together as a class at the end of the lesson
Pink Excellent work, you have got it.
Green Good work, you have been supported. There is room to improve.
Orange You are not quite there yet. Incorrect or something missing. Can you fix it?
Used to edit and improve If you need more help…leave your book open At the end of the lesson for your teacher to see Your teacher may set you a Gap task if needed You will complete one self and one peer assessment each week. We will do this as a class. You will label this SA (Self Assessment) or PA (Peer Assessment) Only the author has a pen in their hand to write down comments from their peer. Marking codes: Sp - spelling. Orange underline to show this, no more than 3 in a piece of work. p - punctuation. CL - capital letters. w - wrong word. ^ missing word. t -tense. // new paragraph needed/new line speech.
Pupil friendly UKS2 marking. Teachers will mark some of your work during lessons to make sure you have understood the task In maths we might mark the work together as a class at the end of the lesson
Pink Excellent work, you have challenged yourself.
Green Good work, you have been supported. There is room to improve.
Orange You are not quite there yet. Incorrect or something missing. Can you fix it?
Used to edit and improve If you need more help…leave your book open At the end of the lesson for your teacher to see. Your teacher may set you a Gap task if needed. You will complete one self and one peer assessment each week. You will label this SA (Self Assessment) or PA (Peer Assessment) Only the author has a pen in their hand to write down comments from their peer. Marking codes: Sp - spelling. Orange underline to show this, no more than 3 in a piece of work. p - punctuation. CL - capital letters. w - wrong word. ^ missing word. t -tense. // new paragraph needed/new line speech.
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