Sharing Good Practice

1. James Michie - English
Using the SIR marking policy, green highlighters, Learning Objective Met stickers and Super
Learner stamps to engage 10k6 with marking and feedback.

2. James Michie - English
Using the SIR marking policy, green highlighters, Learning Objective Met stickers and Super
Learner stamps to engage 10k6 with marking and feedback.

3. James Michie - English
Using the SIR marking policy, green highlighters, Learning Objective Met stickers and Super
Learner stamps to engage 10k6 with marking and feedback.
I have tried to combine the use of each of the above tools/strategies to engage my
bottom set Y10 class with marking and feedback.
After they have completed a piece of work that is to be formatively assessed I will take
it in and mark it for both content and literacy. In terms of the content, I will use SIR to
offer feedback including a strength and improvement. I try to make the improvement
specific either a ‘you need to include’ statement or sometimes written in the form of a
question. Literacy errors are circled or underlined within the work and the marking
code is used to label the errors in the margin.
In a follow up lesson I will return the work to my students and have them read through -
this includes a reminder of what the task was, what they wrote and then my marking /
feedback. They are then asked to complete the following two activities:
To respond to the improvement target that I have set. This means they need to add to
or change a part of their previous response. Correct their literacy errors, including
spelling errors (dictionaries will already be on the desks for them to use, as well as
literacy mats to support this process) Once they have completed both tasks, they then
have to highlight their response / corrections with green highlighter.

4. James Michie - English
Using the SIR marking policy, green highlighters, Learning Objective Met stickers and Super
Learner stamps to engage 10k6 with marking and feedback.
I then take their work back in for a quick re-mark. The way that I do this is to make
use of the Learning Objective Met stickers and the Super Learner stamps. If a
student has completed their response to their improvement target and I feel that
they have met the objective set, I simply attach a LO Met sticker. If they have
managed this and also completed all of their corrections accurately they also get a
SL stamp and I record the point in SIMS under ‘reflection’. They have to have
completed both tasks to achieve this. If I feel that they have not completed their
response effectively then I give them an updated strength and improvement,
usually with an example to help guide them towards achieving their objective.
This sounds involved and time consuming but because of the process, the sticker,
the stamp and a bit of repetition my class have already become adept at focussing
on the marking and feedback that I am giving them. Therefore, more often than not
when I take their work in for the second time I am mostly using the LO Met stickers
and SL Stamps rather than having to write a second strength and improvement.
When I do have to re-SIR their work it is creating an informed dialogue with that
student about their specific targets and also informing me about who is and is not
making progress.