Age 9-11: Y5/6 (4/5 Grade US) 2019 Feedback from Day 3


All teachers had done on the move feedback, using a green pen for instance, targeting lower achievers first.  You can see the progress during the lesson and improvements are more successful than after the lesson.  Teachers are catching children who are unsure much more quickly.  Maths is easier to do in this way but on the move with writing takes longer.

All teachers try to find one positive thing to mention as they are on the move. Instant positive feedback is very motivating.

Putting a dot on maths errors for children to self-check was useful.  Children see that marking is of value to them as well as the teacher.

Symbols had been used to indicate how support had been given (T,TA,I,VF)

The marking load for teachers is greatly reduced.

Three teachers had introduced mid lesson visualiser stops to support feedback

Two teachers use mini whiteboards for ‘show me’ quick checks mid lesson to see who needs support, leading to immediate feedback.

Using random lollysticks for choosing who speaks makes children stay engaged.


Teachers were now on the move in lessons, so there is less marking post lesson.  The marking and feedback policies have changed as a result.  Children are having a clearer dialogue.

Teachers had rearranged the classroom with a separate intervention table for children who need support.  The culture of the classroom has changed.  Children know it’s ok to find it a challenge and ask for help and that the organisation is flexible.

All teachers had mid lesson pit stops which gives immediate intervention and recognition of excellence and moves their learning on.

Three teachers used cooperative feedback which led to more focused peer assessment.


All teachers had given feedback on the move and within talk partners.  This made sure that all children were on track so that when children fed back the quality of their feedback was better.  It allowed more effective discussion and children who were less confident had something to say.

All teachers asked children to self-mark against the criteria during a lesson.  Children could see when they were less successful and where they could mark.

Most teachers had mid-lesson learning stops, not necessarily using the visualiser.  Children could magpie ideas from each other and the teacher could drip in ideas.  Children are able to edit their own learning from having seen one child’s work analysed under the visualiser.  At first children were just copying from the work projected but now, after training, they can apply what they see to make their own improvements. They are less fearful of being wrong and they take more risks. The learning culture goes hand in hand with showcasing work on the board.  Although they were bad at improving at first they are now happy to and applying this to all their work.

I noticed an improvement in children’s ability to critique and evaluate their work – especially in their writing. Through mid-lesson visualiser stops, I saw a change from at the beginning most children focusing on specific aspects of the visualiser stop (20 children using the same phrase in their writing) to now children being able to be critical and look for improvements in their own writing.

Rich Clayton – Derwentwater Primary

On the move helicoptering feedback was really useful as you can pick up on individual and general misconceptions which can be addressed on the spot not after.  This is more meaningful for children.  Writing up reminders as you helicopter (e.g. apostrophes) gives feedback to all the class.  Children have become more independent in checking their work as they go.

Children really like titles instead of having to write the entire learning intention.

Most teachers had taught children, modelling the process, how to cooperatively discuss and feedback, marking together.  They were given more ownership of the learning, their confidence was boosted and there is evidence of editing before the teacher gets to the work.  Children are able to see more of their partner’s work and they can show off their own.  Marking has also been reduced.

Within a whole class feedback/peer conferencing session, children were having a heated conversation about the tense that one child had used.  It was great to see how engaged the children were and were suing resources to back up their point.

Falconbrook Primary

Post-lesson marking has been reduced as in-lesson marking is now more effective.  Post lesson becomes more of a checking exercise to enable the next lesson’s objective.  We now have evidence to prove that post lesson marking is less effective, but the whole school attitude to marking affects our ability to refocus.