2009-2010 - Hornbill School Website

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We inform the children beforehand if we are marking a specific area of
their work.
Marking children’s work at different ages and stages
Although we have common principles concerning the marking of children’s work, we
accept that the task is different at various stages in each child’s development.
Phase 1: In Foundation Stage children are praised and given positive feedback about
work which they produce. Children receive a little sticker for significant achievement
and we try to ensure that most children receive one. We celebrate achievements in
class and in assembly with parents. Discussions with children regularly take place
advising them on how to improve and progress.
Phase 2: As far as possible, we aim to mark all work with the child. In this way we can
use the marking session as an added learning and teaching experience. Our comments
are usually more verbal than written because this is more appropriate to match the
child’s understanding. A tick and/or the date at the end of the piece work will indicate
that it has been checked by the teacher.
When marking any written work our approach may vary. A very early emergent writer
may read his/her efforts to the teacher who may then write the correct form
underneath. More ‘advanced’ emergent writing may be marked in various ways; for
example, a tick over the correct initial sounds for words or complete phonetic spellings
will be used to encourage the young writer. We may correct one or two of the
incorrect spellings of the first 6-12 key words. With more confident writers we may
pick out two or three key or thematic words which have been mis-spelt and correct
these above the error. Some of the more able children may be encouraged to learn
the correct spelling using the ‘look, cover, write, check method’, or two or three key
words which are mis-spelt repeatedly may be noted under their work for the children
to practise. We may re-draft certain parts of a piece of writing together with the
child using the teachers as scribe. We begin to encourage use of the school editing
key.
When marking maths: For investigative maths, we accept that there may be more than
one solution and we assess the level of understanding through discussion with the child
as they work through the task. When marking mathematics with younger children we
point out errors in an appropriate way to show that the work needs to be corrected,
e.g. as the child matures a cross may be used to show an error.
Phase 3: When appropriate, we continue to mark work alongside the child, incorporating
their ideas and comments within ours. This dialogue helps children understand more
clearly the written comments made by the teacher about marking improvements and
may provide opportunity for feedback about the quality of the piece of work.
If marking alongside the child is impractical, we endeavour to provide prompt feedback
by marking work ready for the next session, whilst it remains fresh in the child’s mind,
and to provide some verbal feedback at a later stage in order to make written
comments clear.