Age 4-6: Rec/Y1 (Kindergarten US) Age 5-7: Y1/2 (K/1 Grade US) 2012 Feedback from Day 3

Herts

Teachers had initially used puppets, one who did things right and one who wasn’t quite right. Children didn’t feel threatened and were able to improve their own work by seeing what could be done to improve the puppet’s learning.

One Y1 teacher used a piece of work from another class to model the improvement process. Children improved their own standard but often copied the style of the one discussed. NB Important to discuss one piece in detail then show 2 other different pieces which are also excellent to stop this happening SC.

Other teachers had used story sacks to develop Big Writing. They made up little bags with characters, took them home and discussed them with their parents. They then talked about them in school, eventually creating a beginning/middle/end board. Children’s imagination and speaking and listening was developed. The level at the end of Reception was mostly 1c, with some children showing signs of greater things to come. Parents loved the process and were keen to see the end result.

Parents had also commented that children previously scared about failure were now saying ‘I can’t do it YET’.

Teachers agreed that the growth mindset was key.

Codes had been developed for evidence in books., such as VT for visualiser time, VF for verbal feedback, CPA for cooperative peer assessment and T for teacher input.

Through using these strategies children know how to improve and be successful. The mini plenary supports and develops this. Children are proud to show their work at the visualiser and the impact on their learning is immediate, with much learning from each other.

Good models informed children’s learning continually. Children have success criteria in their books in some schools, with them highlighting what they have done and what still needs to be improved. This has increased achievement and led to quality discussions.

Reading

Children are so proud of sharing their work at the visualiser, one child cried because the smart board was broken!

Teachers had found it easier to introduce with a small group. When embedded it would be possible with the whole class.

Examples of old pieces of work were shown to the class to model the process as well as made up examples.

Tower Hamlets

Two schools had changed their marking policy, using marking codes and focusing on success and improvement. Some teachers were unsure at one school but it was starting to be used effectively at the other.

Y1 teachers were now marking during a lesson with pink and green highlighters, which is quick and has enabled children to make improvement straight away. Children are also being encouraged to use highlighters on their own writing.

In Reception one teacher used ‘special books’ in which she scribes the children’s thoughts.

Self and peer marking works well in tandem with pupil generated success criteria, especially if there are pictures for each criterion.

Mid lesson stops have improved children’s skills of making improvements as they go along.

Warwick

One school had developed editing codes:

Anecdote

I mark the work with the children, behind them when they are working, 1 to 1 after the session. Sp for spelling: children have to think about how to spell the word ^ for a missing word: think about what is missing, [ ] means reread and think about making changes – does it make sense?. + means add more detail.

These edits are discussed with me in detail. Children understand what needs to change and are empowered to correct their own work individually or with a partner.

Paula Hill, Milby Primary School

Feedback has been modelled with first looking at a piece of teacher – created writing and now choosing children’s. Children are open to discuss anything they find tricky. Original pieces have been captured first, then the changes made, then compared to the piece after improvements have been made.

Children have become better at talking at length about what they have been doing, discussing their work and thinking about it. Talk partners in mixed ability has worked well.

Talk has been developed around positive feedback first, so that children’s understanding of what makes good has been first established. Children needed to know what they were good at as they could easily talk about what they needed to improve.



Hertfordshire

Claire Hodgson | clare.hodgson@hertsforlearning.co.uk


Tower Hamlets, London

Stella Smith | ssmith88.211@lgflmail.org


Warwick

Stella Smith | sheiladentith@warwickshire.gov.uk


Reading

Pauline Hill | phil@geoffreyfield-jun.reading.sch.uk