Marking and Feedback Policy

Drafted by: M Convey

Date of Approval: June 2019

Approved by:

Review Date: Currently Under Review

Signed

Emphasis to be primarily on feedback rather than marking. Students will receive feedback on a regular basis, marking will routinely be used for assessments. The intention of this policy is to give teachers time to plan excellent lessons as well as the following: 1. Aims of our feedback policy 1.1. To help students make progress; 1.2. To provide strategies for students to improve; 1.3. To give students dedicated time to reflect upon their learning and put in effort to make improvements; 1.4. To inform our planning and structure the next phase of learning; 1.5. To facilitate effective and realistic target setting for student and/or the teacher; 1.6. To encourage a dialogue to develop between student and teacher; 1.7. To encourage students to have a sense of pride in their work; 1.8. To encourage students to aim for perfect presentation; 1.9. To correct mistakes, with a focus on Literacy skills. 2. Types of marking and feedback Teaching staff, depending on department and context, will use a range of strategies to provide students with feedback. Verbal, written and peer feedback will be used and some of the following strategies will be used:

• Teacher led reflection and improvement time (e.g. DIRT).

• Teacher led feedback on WWW/EBIs.

• Teacher led whole-class feedback that focuses on strengths, areas for development, addressing misconceptions and next steps.

• Teacher/Student sharing of exemplar classwork.

• Self/Peer assessment of subject spellings/definitions/vocabulary.

• Self/Peer assessment of writing using success criteria/key-word checklists.

• 1-1verbal feedback during a lesson.

• Use of the 5Rs of action feedback (Redraft, Rehearse, Re-visit, Re-learn, Research)

3. Type and frequency of verbal feedback 3.1. This is the most frequent form of feedback. It is not required that verbal feedback is evidenced with a stamp. 3.2. It has immediacy and relevance as it leads to direct student action; 3.3. Verbal feedback may well be directed to individuals or groups of students; these may or may not be formally planned. 4. Type and frequency of written feedback 4.1. There are two types of written feedback: detailed and maintenance; 4.2. The frequency of each type of written feedback will vary between departments and key stages; agreed minimums should be clear in the marking policies of each departmental area (see appendices for further information); 4.3. Some departments that are more practical may well not have detailed written feedback; 4.4. Detailed feedback will clearly identify the strengths and areas for improvement

that students will then act upon (this may be in the form of WWW/EBI; SWANS’ etc.); 4.5. Maintenance marking may identify specific issues such as key words, literacy and presentation issues; students should act upon these. 5. Type and frequency of peer feedback 5.1 This is shown by research to be one of the most effective modes of feedback. Effective peer feedback is rigorously structured and modelled by the teacher; 5.2 Written peer feedback should be clearly titled and underlined as ‘Peer Feedback’ and it should include the name of the student giving the feedback; 5.3 Students need to be well trained over time to effectively peer assess one another. This process will be clearly led by the subject teacher.

6. Literacy and numeracy feedback

6.1 If the literacy standards of our students are going to improve we must all give

appropriate and targeted feedback. For students to take pride in their work they must

realise that spelling, grammar and punctuation are not just important in English

lessons but are essential for successful communication everywhere. It should be

monitored in both detailed and maintenance written feedback. Up to a maximum of 5

SPAG errors should be identified in a single piece of work.

6.2. Work should be marked for literacy using the following symbols:

6.2.1. Sp incorrect letters circled in the word = incorrect spelling

6.2.2. // in the student’s work, means start a new paragraph

6.2.3. /\ missing words

6.2.4. ? unclear meaning

6.2.5. P faulty punctuation

6.2.6. C capital letters;

6.3 We all have a duty to be vigilant about standards of our students’ numeracy

where appropriate. For example, concepts such as graphs, ratio, proportions etc.

should be monitored accurately across the curriculum.

6.3.1 Graphs – scaling must be accurate, both axis labelled, appropriate title.

6.3.2 Ratio – Ratios must be given in the form a : b (e.g. 2 : 3) or a to b (2 : 3),

conflation with fractions must be addressed - for example 2 : 3 would generate

fractions 2/5 not 2/3 and 3/5 not 3/2.

6.3.3 Equations – = signs during each step must be lined up vertically. Elimination

steps must be explicitly shown and can be circled or underlined.

7. Monitoring and Evaluation

7.1 Subject Leaders must ensure their departmental marking and feedback

expectations supports the school policy. Department expectations should clearly

identify the type and frequency of feedback in subjects;

7.2. Subject Leaders undertake quality assurance to ensure feedback is allowing

students to progress their learning. This may involve informal conversations, or more

formal interviews, with students; work scrutiny etc.

Department Marking and Feedback

Expectations

Drafted by: M Convey

Date of Approval: June 2019

Approved by:

Review Date: Currently Under Review

Signed

ART and DESIGN - Marking and Feedback expectations

1. With the nature of the subject being predominately practical, regular verbal feedback will form a significant part of this department’s feedback policy. 2. General feedback conducted using exemplar examples to provide discussion for WWW and EBI. 3. Detailed feedback will be given at the end of each project and will consist of progress and effort grading in line with whole school data entries. This will be in the form of: three projects in Year 7; five projects in Year 8 and four projects in Year 9. –This may change to suit cohort. 4. ‘Strengths’ and ‘areas for improvement’ will be clearly identified for all KS3 projects with books marked at least twice per term. Literacy symbols used as per whole school policy. 5. Students will undertake peer assessment at least once per term. Students will be scaffolded through this process to build confidence and introduce pupils to subject specific vocabulary. 6. Homework will be planned to match projects/ themes and techniques studied per year group. There will be some differentiation with extra practise homework set as necessary.

KS4 NB* the majority of Key Stage 4 will be Non Exam Assessment (NEA). 1. Regular verbal feedback given in all KS4 lessons through general advice in line with NEA regulations. 2. Detailed written and verbal feedback will be given to work other than NEA as applicable. 3. Peer feedback will be used for Year 10 introductory projects to encourage evaluation and analysis of skills and techniques. This will be scaffolded and can then feed into self-assessment/ evaluation for GCSE NEA and Externally Set assignment projects. 4. Major aspects of Key Stage 4 will be conducted under NEA conditions using exam board criteria; generic feedback will be given at a general level. Teachers must not provide detailed and specific advice on how to improve work. KS3 1. One-to-one verbal feedback and some written feedback, identifying strengths and areas for improvement (WWW and EBI) will be given in all KS3 lessons. 2. Literacy to be marked as per school policy.

Geography Marking and Feedback Expectations

All marking and feedback is to be used to support high quality teaching and learning, focusing on areas of common misconception. All pupils will be given regular dedicated reflection time to enable feedback to become an effective tool to support progress. Feedback and marking needs to be linked to an effective whole school reward scheme.

Key Stage 3 Key Stage 4

1.Formalised individual marking and assessment Written feedback is given after each LP unit, six times a year. Students receive targets on how to improve and work towards the final assessment. These are in the form of ‘WWW/EBI’, which will explain clearly how students can improve. 2. Formalised group marking and feedback Monthly ‘maintenance’ marking addresses common errors across all students’ work, e.g. SPaG and misconceptions. Students will be expected, in most cases, to self-correct errors identified from a given list. Written comments are not given for group feedback, unless SPAG/presentation errors are being addressed. 3. Live feedback Live/verbal feedback is given through questioning methods and one-to-one conversations, as appropriate during a lesson. Staff to aim to incorporate the acronym LFG (live feedback given) into the margin next to the work (green stamp). 4. Peer feedback At least once per LP, peer marking/feedback will be used. The initials PF followed by the marker’s name will indicate it has been peer assessed.

1.Formalised individual marking and assessment Written feedback is given after each LP unit, six times a year, using exam criteria and GCSE levels. Students receive targets on how to improve and work towards the final assessment. These are in the form of ‘WWW/EBI’, which will explain clearly how students can improve. 2. Formalised group marking and feedback Monthly ‘maintenance’ marking addresses common errors across all students’ work, e.g. SPaG and misconceptions. Students will be expected, in most cases, to self-correct errors identified from a given list. Written comments are not given for group feedback, unless SPAG/presentation errors are being addressed. 3. Live feedback Live/verbal feedback is given through questioning methods and one-to-one conversations, as appropriate during a lesson. Staff to aim to incorporate the acronym LFG (live feedback given) into the margin next to the work (green stamp). 4. Peer feedback At least once per LP, peer marking/feedback will be used. This will use exam board mark schemes where possible. The initials PF followed by the marker’s name will indicate it has been peer assessed.

History – Marking and Feedback Expectations

KS3

1. Students will complete routine notes, answer questions, complete activities in exercise books.

2. “Maintenance marking” identifying presentation concerns, correcting subject specific spelling errors, and checking for completion will take place once every three weeks as a minimum.

3. Verbal feedback, through one-to-one

conversations will be given as appropriate.

4. Summative assessment will take place

at least once each half-term. Students will complete assessments in exercise books.

5. Summative assessment will be marked

by the teacher and provide the students with an “Above, On or Below” grade using the History Grade Descriptors.

6. Summative assessments will also use

WWW/EBI as a feedback tool.

7. Teachers will plan for students to

proactively respond to their EBIs given following a summative assessment.

8. At least once per half-term, peer marking/feedback will be used. This will use the History Grade Descriptors. The initials PF followed by the marker’s name will indicate it has been peer assessed.

KS4

1. Students will complete routine notes, answer questions, complete activities in exercise books.

2. “Maintenance marking” identifying presentation concerns, correcting subject specific spelling errors, and checking for completion will take place once every three weeks as a minimum.

3. Verbal feedback, through one-to-one

conversations will be given as appropriate.

4. Summative assessment will take place

at least once each half-term. Students will complete assessments in exercise books.

5. Summative assessment will be marked

by the teacher and provide the students with an “Above, On or Below” grade using the History Grade Descriptors.

6. Summative assessments will also use

WWW/EBI as a feedback tool.

7. Teachers will plan for students to

proactively respond to their EBIs given following a summative assessment.

8. At least once per half-term, peer marking/feedback will be used. This will use the History Grade Descriptors. The initials PF followed by the marker’s name will indicate it has been peer assessed.

Department Marking and Feedback Expectations: MFL

KS3 1. Detailed written feedback is given after either an assessment, at least every half term. 2. This can be identified by the ‘WWW/EBI’ text, which will explain clearly how students can improve. 3. EBI tasks to be completed following marking, either to address grammar / language issues arisen or to improve on a piece of work. 3. Monthly ‘maintenance’ marking addresses common errors across students’ work, e.g. literacy concerns and patterns. Students will be expected, in some cases, to self -correct errors identified. 4. Written comments are not given for class notes & vocabulary / grammar, unless SPAG/presentation errors are being addressed. 5. Verbal feedback is given through questioning methods and one-to-one conversations, as appropriate. 6. Peer feedback is also key and students will be trained how to do this effectively as they progress through each year. 7. Students to complete reading & listening tasks in class regularly, at least one of which will be levelled twice per half term.

KS4 1. Detailed written feedback is given after each assessment, approximately every six weeks / each half term, using the exam criteria; students will be given the opportunity to respond to EBI comments / do corrections / look up unknown vocab after the assessment. Speaking assessments will have guidance for issues that need to be addressed prior to the next speaking assessment (3 in total across the 2 years, including the final exam). Amount of feedback dependent on assessment, sometimes there is less to feedback on a listening task than on writing / speaking. 2. This can be identified by the WWW/EBI text, which will explain clearly how students can improve. 3. Monthly ‘maintenance’ marking addresses common errors across students’ work, e.g. literacy concerns and patterns. Students will be expected, in most cases, to self –correct errors identified. 4. Written feedback and a level are given when students have prepared answers to questions as preparation for the speaking / writing exams. Detailed feedback with corrections and comments on WWW & EBI. 5. Verbal feedback is given through questioning methods, in addition to one-to-one conversations after mock examinations. 6. Peer feedback is central and students will be able to feedback in speaking tasks on pronunciation and in translation and interpretation tasks. 7. Reading & listening tasks to be undertaken regularly, these will be marked by students, with corrections at the time.

Design and Technology – Marking and Feedback expectations

KS3 1. With the nature of the subject being predominately practical, verbal feedback will form a significant part of this department’s feedback policy. 2. Verbal feedback conducted in all lesson using ‘no hands up’ approach. 3. Detailed feedback will be given at the end of each practical project and will consist of progress and effort grading in line with whole school data entries. 4. ‘Strengths’ and ‘areas for improvement’ will be clearly identified for all detailed and maintenance marking. 5. Students will undertake peer feedback of a practical nature at least once per term. Students will be scaffolded through this process. 6. Continuous maintenance marking will be undertaken during the design stages of project work, however, because of the practical nature of the subject this will vary between projects.

KS4 1. The majority of Key Stage 4 feedback will be for the Non-exam assessment (NEA). controlled assessment. 2. Detailed written and verbal feedback will be given to all NEA work. 3. One-to-one verbal feedback and some written feedback, identifying strengths and areas for improvement will be given for all practice examinations. 4. Peer feedback will used for some practice examination questions and as a minimum once per term.

English - Marking and Feedback expectations

KS3/4 1. Students will complete any notes, classroom tasks or activities in their exercise

books.

2. “Maintenance marking” which identifies presentation concerns, spelling errors and checking for completion will take place every three weeks as a minimum.

3. Summative assessments will take place at least once each half-term and these will be completed in exercise books and levelled/graded using the appropriate KS3/GCSE criteria.

4. Prior to each summative assessment, a formative assessment will be completed in exercise books. Teacher feedback will be provided using the ‘What Went Well’/’Even Better If’ (WWW/EBI) feedback tool.

5. Within the ‘EBI’, an improvement task will be identified which will direct students

to a specific task in which they should try to demonstrate the improvements indicated. Designated lesson time will be given to students to complete this task which will be done in green pen or will be highlighted in green.

6. Summative assessments will only be done once the formative assessment,

WWW/EBI, improvement task cycle has been completed.

7. All work will be marked for literacy using the academy’s agreed marking symbols. The English Department follows a policy of identifying and correcting the first five spelling errors only.

8. Verbal feedback is given through questioning methods and one-to-one

conversations, as appropriate.

9. ‘Live’ marking will also be provided to students as appropriate.

10. Peer/self-marking using the supplied mark scheme may also be evident.

Science - Marking and Feedback expectations

1. Feedback on science topics is provided by the teacher a minimum of six times a year and can be identified by the ‘What Went Well/Even Better if’ (‘WWW/EBI’) comments written on yellow paper. 2. ‘Maintenance’ marking to address common errors across students’ work will form part of the feedback given in 1. above. 3. Written comments are not necessarily given for class notes, unless to address SPAG/presentation errors in 1. above. 4. Verbal feedback is given through questioning methods and one-to-one conversations, as appropriate. 5. Peer/self marking using the supplied mark scheme, following an ‘extended response task’ (on lavender paper) will be evident and signed by the marker. 6. Directed reflection time (DIRT) is embedded in lessons following an ‘end-of-topic’ summative assessment. Students are given the opportunity to set their own learning targets for improvement and these can be identified by the ‘WWW/EBI’ comments written on green paper. 7. Summative assessments for all students, marked by the teacher, are stored centrally in the department. 8. Student exercise books are presented in a consistent, appropriate manner according to departmental expectations, as displayed in classrooms.

1. Feedback on science topics is provided by the teacher a minimum of six times a year and can be identified by the ‘What Went Well/Even Better if’ (‘WWW/EBI’) comments written on yellow paper. 2. ‘Maintenance’ marking to address common errors across students’ work will form part of the feedback given in 1. above. 3. Written comments are not necessarily given for class notes, unless to address SPAG/presentation errors in 1. above. 4. Verbal feedback is given through questioning methods and one-to-one conversations, as appropriate. 5. Directed reflection time (DIRT) is embedded in lessons following an ‘end-of-topic’ summative assessment. Students are given the opportunity to set their own learning targets for improvement and these can be identified by the ‘WWW/EBI’ comments written on green paper. 6. Summative assessments and mock examination papers for all students, marked by the teacher, are stored centrally in the department, along with the detailed mock exam analysis sheets, completed by students. 7. Student exercise books are presented in a consistent, appropriate manner according to departmental expectations, as displayed in classrooms.

PE - Marking and Feedback Expectations

1. With the nature of the subject being practical, verbal feedback will form the vast majority of the feedback.

2. Verbal feedback conducted in all lesson using ‘no hands up’ approach.

3. ‘Strengths’ and ‘areas for improvement’ will be clearly identified and verbally given to students every lesson.

4. Students will undertake peer feedback of a practical nature at least once per term. Students will be scaffolded through this process.

5. Assessment and feedback will be based around the 4 strands of the GCSE specification. Feedback will be given based on the practical requirements for each grade and the skill requirement for each sport.

1. Detailed written feedback is given after each assessment, approximately once every half term, using the exam criteria and assessment objectives.

2. Students receive targets on how to improve and work towards the assessment objectives.

3. This can be identified by the ‘WWW/EBI’ stamp/text, which will explain clearly how students can improve.

4. EBI tasks are embedded in lessons and students are given opportunities to respond to targets after an assessment.

5. Monthly ‘maintenance’ marking addresses common errors across students’ work, e.g. literacy concerns and patterns. Students will be expected, in most cases, to self –correct errors identified.

6. Written comments are not given for class notes, unless SPAG/presentation errors are being addressed.

7. Verbal feedback is given through questioning methods, in addition to one-to-one conversations after an assessment.

8. Peer feedback is central and students will be trained how to interpret and apply the examination criteria effectively.

Mathematics Marking and Feedback Expectations KS3&4 – Responsive Teaching (AFL) Responsive Teaching in Mathematics is a strategy that makes marking / assessment

• Meaningful for pupils – to ensure that it informs lesson planning to ensure that pupils learn what they need to, this ensures engagement. It can also be used to inform support / challenge pupils based on their domain specific skills.

• Manageable – we want to easy workload for teachers whilst minimising the gap between work being completed and the marking being acted upon. Strategies such as Exit Tickets can be used to facilitate this.

• Motivating – we want pupils to be motivated by the fact that time is not wasted on what they already know / lack pre-requisite knowledge for. Our marking strategies are designed to ensure that work is assessed regularly to inform lesson planning.

This marking policy is designed to address the valid concerns raised in our last Ofsted inspection.

(Ofsted, 2016)

Assessment that informs planning for learning to take place regularly at least twice per week per class (this does not need to have in depth www/ebi comments). Examples include Exit Tickets questions, small diagnostic pre assessments, diagnostic questions. In depth www/ebi marking to be used once per fortnight in line with UAK/UCAT policy. To make this workable, strategies are detailed below… Exit Tickets – 1-4 questions that assess what pupils can do at the end of a lesson. This can be marked, given back to pupils and inform planning of the next lesson, next steps for pupils (e.g. some pupils will need support, some will need consolidation, some will need more challenge – it is quite normal for all pupils to need the same next step. Exit tickets can be printed on template (this is not mandatory), or displayed for pupils to copy down onto a generic template. Exit Ticket Questions can also be copied into exercise books and labelled by the pupil.

Blank Exit Ticket Template Pre-prepared Exit Ticket Diagnostic Question Exit Ticket Questions can be selected by teachers from a given worksheet / textbook for all pupils to answer, marked and acted upon in the same way. The overarching principle is that it informs planning (or modification of plan), next steps for pupils and differentiated activities (e.g. support / challenge / consolidation). In depth marking of Exit Tickets can be used to inform www/ebi comments and next steps for pupils. They can also be used a snapshot and corrected by pupil (preferably in green ink). Diagnostic Questions (www.diagnosticquestions.com) can also be used as pre-prepared Exit Tickets. Exit Tickets can be used to address misconceptions (which can be addressed with class by teacher via a variety of methods including direct instruction, Class Feedback Sheet, class discussion. Misconceptions can be displayed on interactive software or via visualiser. They can also be used to identify domain specific issues which can be addressed using the same strategies. Exit Ticket Questions can appear in the following formats…

1. Pre-printed on the given template 2. Copied from board by pupil onto the template 3. Copied from board by pupil onto a blank piece of paper (can be as small as A6) 4. Copied into book into a “green box” (pupil draws a green box around question and answer)

or under the title Exit Ticket (recommend using green ink so it stands out) – pupils hand in books open on that page to speed up the checking / marking process.

5. It can be one / a small selection of questions specified by the teacher (e.g. “Question 7a will be todays Exit Ticket Question, you will have x minutes to answer, in silence, I will mark it before next lesson”)

6. Please email me any other time saving suggestions.

So to summarise, an Exit Ticket form can be used, in some cases it makes it easier but teachers

are encouraged to use their professional judgement on this. Frequency of Exit Tickets – teachers should aim to use this form of assessment in most lessons to a minimum of once every three lessons. NB – they don’t need to be on a specific template, the main

thing is that work is seen and quickly checked to inform planning, consolidation, support and extending to deep tasks. Entrance Tickets – these can be used to assess knowledge at the beginning of a lesson to help select pre planned resources or inform differentiation. This is also an effective Delayed Practice strategy. Homework – homework can also be used as the basis for in depth www/ebi marking. Low Stakes Formative Assessments – these may also be used as the basis for in depth www/ebi marking. Such assessments can be set to assess recently taught knowledge or as a method of assessing retention after a time delay of approx. two weeks by way of delayed practice, in this instance, a review activity may need to be planned to ensure retention. What Went Well / Even Better If www and ebi comments can be….

• The same for groups of pupils and still have impact. For example, if a group within a class (or even a whole class) can solve equations but get confused by negatives then the ebi needs to focus on negative numbers and equations with negative numbers). Only differentiate when necessary.

• Coded – a teacher can write a code that relates to a comment, the pupil then writes the comment down. This ensured the pupil reads the comment (in the past, comments have been ignored which wastes teachers efforts) and can initiate metacognition. (See Example 1 below)

• Differentiated next steps can be shown using folds on Exit Tickets (see Example 2 below)

• Given on Wholeclass Feedback Sheets – often, pupils will improve understanding from other peoples mistakes, this is where Whole Class Feedback Sheets are invaluable (See Example 3 below)

• These processes are quicker than handwriting writing 30 www and 30 ebi comments per class, the time saved is to be invested in planning lessons taking into account what they know.

EBI response / next step from pupils to be written in a different colour to their work and teachers marking (preferably green pen so that reflection on an error / misconception / knowledge gap stands out when pupil is revising) Teacher can check EBI response – this can be done in the following ways

• Quick Glance - pupils hold up work to teacher for teacher to see – this gives a reasonable estimate of quantity of work but not quality.

• Deep Check – books handed in open on www/ebi page for teachers to have amore in depth look.

• Feedback of response to feedback – it is not a Mathematics department expectation that every pupil response is responded to, signed or extended as, more often than not, this is not an effective use of time.

Other forms of Marking

• Self assessment – self assessment can enhance learning by informing metacognition and

• Peer marking - pupils can mark each others work, when doing so they are to initial their marking, green pen preferred.

• Live marking – instant feedback / response to work can be done on mini whiteboards, via circulation, via multiple choice questions via simultaneous verbal response (chanting – e.g. answer on 3… 1,2,3 ANSWER) and should be used in every lesson.

• Evidence of verbal feedback – there is no requirement for evidence of verbal feedback to be recorded, “Verbal Feedback Given” stamps serve no purpose. It may be appropriate for a pupil to record some verbal feedback in their book when it is pertinent.

Frequency

Frequency of marking is as flows –

• In depth marking – once per fortnight

• Lighter touch marking – twice per week (pro rata for part timers / during bank holiday / INSET weeks)

• High volume marking (such as exam marking) supersedes this policy, e.g. if a book has not been marked in depth as the teacher has been marking mock GCSE papers for that class, then mock exam marking counts as in depth marking).

• Live feedback is to be used regularly.

Computer Science – Marking and Feedback expectations

1. With the nature of the subject being predominately practical, regular verbal feedback will form a significant part of this department’s feedback policy. 2. General feedback conducted using exemplar examples to provide discussion for WWW and EBI. 3. Detailed feedback will be given at the end of each project and will consist of progress and effort grading in line with whole school data entries. This will be in the form of: five projects in each year group from Year 7 to year 9. This may change to suit cohort. 4. ‘What went well’ and ‘even better if’ will be clearly identified for all KS3 projects with projects marked at least twice per term. Literacy symbols used as per whole school policy. 5. Students will undertake peer assessment at least once per term. Students will be scaffolded through this process to build confidence and introduce pupils to subject specific vocabulary. 6. Homework will be planned to support work done on projects. There will be some differentiation with extra homework set as necessary. 7. Literacy to be marked as per school policy.

KS4 NB* some of Key Stage 4 will be focused on Non Exam Assessment (NEA). 1. Regular verbal feedback given in all KS4 lessons through general advice in line with NEA regulations. 2. Detailed written and verbal feedback will be given to work other than NEA as applicable. 3. Peer feedback will be used for Year 10 NEA practise projects to encourage evaluation and analysis of skills and techniques. This will be scaffolded and can then feed into self-assessment/ evaluation for GCSE NEA. 4. Major aspects of Key Stage 4 will be conducted under NEA conditions using exam board criteria; generic feedback will be given at a general level. Teachers must not provide detailed and specific advice on how to improve work. 5. Students will complete routine notes, answer questions, complete activities in preparation for the exam assessed element. 6. “Maintenance marking” identifying presentation concerns, correcting subject specific spelling errors, and checking for completion will take place once every three weeks as a minimum. 7. Verbal feedback, through one-to-one conversations will be given as appropriate. 8. Summative assessment will take place at the end of each topic. Students will complete assessments under exam papers using exam style questions. 9. Summative assessment will be marked by the teacher and provide the students with an GCSE equivalent grade and use WWW/EBI as a feedback tool. 10. Literacy to be marked as per school policy.