6m Working with colleagues to identify efficient approaches to marking and alternative approaches to providing feedback (e.g. using whole class feedback or well supported peer- and self-assessment). 

6n Using verbal feedback during lessons in place of written feedback after lessons where possible. 

6o Understanding that written marking is only one form of feedback. 

6p Reducing the opportunity cost of marking (e.g. by using abbreviations and codes in written feedback). 

6q Prioritising the highlighting of errors related to misunderstandings, rather than careless mistakes when marking.