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For sixth form, the Humanities and RE department have been encouraging re-drafting

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For sixth form, the Humanities and RE department have been encouraging re-drafting

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Humanities and RE have been doing a book look to focus on the impact of marking and evidence of progress. We have used the attached template and set 2 targets per teacher. Next term there will be another book look, focusing  on the impact of the targets

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Humanities and RE have been doing a book look to focus on the impact of marking and evidence of progress. We have used the attached template and set 2 targets per teacher. Next term there will be another book look, focusing  on the impact of the targets

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Fantastic use of praise from Janet in English, and huge amounts of detail in French from Nadege.
Marking I saw around the school was nearly always linked firmly to assessment criteria.

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And here is the student's work in class to correct the mistakes she made. Allocated thinking time (10 minutes) ensured students improved their work in focused conditions.

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Marking in MFL, showing use of literacy codes to train students to auto-correct. This is a Y9 student who will be sitting the new GCSE, which required greater accuracy in exam conditions.

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Great to see RNe using marking to encourage students to check and question the sensibility of their answers...

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DBY has produced a very interesting feed back lesson whereby the students select their own target comments for each of the questions in an exam style assessment. They then re-write each of the questions acting on the advice given by the comments. PTH and SZA have been doing lots of informal moderation of marking and working on how to improve the students evaluative skills in sociology.

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Example responding to targets lesson in English

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Example responding to targets lesson in English

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I use a whole lesson to do this: feeding back common targets, providing an exemplar which meets the aforementioned targets and then allowing time for students to improve.

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In English we are thinking about rewriting our target banks to make English marking more focused and time effective!- Long term project!

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In English we are thinking about rewriting our target banks to make English marking more focused and time effective!- Long term project!

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Loving EFO's 'Target met' stamp. Makes marking dialogue clear for both staff and students. Gets students thinking about where and how they are meeting targets set by their teacher. It also means teachers won't  need to keep rewriting the same target!

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Loving EFO's 'Target met' stamp. Makes marking dialogue clear for both staff and students. Gets students thinking about where and how they are meeting targets set by their teacher. It also means teachers won't  need to keep rewriting the same target!

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Humanities are using DIRT slides to encourage responses to marking. Pupils are encouraged in CST's lessons to complete Response Tasks (RTs) and Targets (Ts)

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JTo is using a combination of content and skill based marking. It was clear he had planned for both. Students had responded and improved graphs based on his feedback (purple highlighting present). 

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JTo is using a combination of content and skill based marking. It was clear he had planned for both. Students had responded and improved graphs based on his feedback (purple highlighting present). 

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Content based marking ensured misconceptions and mistakes were addressed. The group I visited are triple science group and some students had made very few mistakes, JTo had asked questions that required students to apply concepts.

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Marking and feedback in Art and Product design: I have observed 3 lessons. One art and 2 DT. At this stage in the term my findings were varied. In art (NNe) there was praise given in books including why the work was good along with specifics on how they could improve. We use a colour code system and this was in evidence too so students know whether they are on target, exceeding target or below target. Marking systems explained at start of lesson and there was also evidence of self-assessment. In DT there was some good marking in evidence and lots of praise. There could be more explanations as to why the work is good. There was good questioning used in books to make students think but its early days for them to have responded to these. (TPe)

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Marking and feedback in Art and Product design: I have observed 3 lessons. One art and 2 DT. At this stage in the term my findings were varied. In art (NNe) there was praise given in books including why the work was good along with specifics on how they could improve. We use a colour code system and this was in evidence too so students know whether they are on target, exceeding target or below target. Marking systems explained at start of lesson and there was also evidence of self-assessment. In DT there was some good marking in evidence and lots of praise. There could be more explanations as to why the work is good. There was good questioning used in books to make students think but its early days for them to have responded to these. (TPe)

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How are your colleagues making sure marking has IMPACT?

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How are your colleagues making sure marking has IMPACT?