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I would like them sometimes more subject specific and for time to be allocated with working on department agendas. 

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I would like them sometimes more subject specific and for time to be allocated with working on department agendas. 

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- Exit Tickets designed to pick out misconceptions followed by DIRT tasks and possibly re-teaching topics.
- In class - use of mini whiteboards to identify weaknesses and know where every learner is.

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Combination of group feedback, individual and modelling. KS4/5 works well with students focusing on the mark scheme and when they can see how to add to their answers.  KS3 works well with more practical advice and on the spot verbal feedback. 

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Combination of group feedback, individual and modelling. KS4/5 works well with students focusing on the mark scheme and when they can see how to add to their answers.  KS3 works well with more practical advice and on the spot verbal feedback. 

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WJO and AHA willing to record live spoken feedback or welcome pop-ins for this.

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Arabic written feedback using traffic light stickers 

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Arabic written feedback using traffic light stickers 

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We give the students individual targets based on the task with examples of how to improve and progress, sometimes we give them link for further progression.
Verbal feedback is given on daily basis for each student and for the whole class based on the task.

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I would like to see what other departments are doing and see how that could be implemented into my own subject area.

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As a cross phase department it is important our feedback is age appropriate. Use of highlighters works well, mark schemes in KS4 and 5, steps to success in upper primary, model answers and success criteria shared. Peer and self assessment on shorter tasks.

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We would like to see examples of feedback in other departments 

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We would like to see examples of feedback in other departments 

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Arabic

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How other departments give feedback

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Writing feedback with example and modelling for the students and giving them toolkit on how to reach and do the request in the feedback. (Arabic )

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Writing feedback with example and modelling for the students and giving them toolkit on how to reach and do the request in the feedback. (Arabic )

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Sharing the written feedback verbally with the students and also showing types of feedback that shows next steps or the level to parents as well to keep them involved and aware on how their child is performing. (Arabic)

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Sharing the written feedback verbally with the students and also showing types of feedback that shows next steps or the level to parents as well to keep them involved and aware on how their child is performing. (Arabic)

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Teaching (feedback should happen in every lesson) - using mini whiteboards, using questioning using diagnostic questioning etc. and responding to the answers given by students - live feedback. All work in lesson should be self/peer assessed. No point in doing a task if a student doesn't get some feedback. Future lessons planned accordingly as well based on previous lessons.

Teacher Marked Work (infrequently)

1. Assessment is marked.
2. Teacher plans lessons addressing common misconceptions.
3. Follow up tasks based on reteaching.
4. Peer/self-assessment to check reteaching was successful.
5. Asking a similar question/solving problem/using a skill at a later point in term/year.

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We need to value feedback in lessons more. Quality assurance of feedback could be evidenced by learning walks and seeing AfL properly in action. There's more ways to get evidence than written comments in books.