The Big PictureThe Big Picture

Success Criteria

Quality Marking

Self / Peer Marking

Talking Partner

s

Talking PartnersTalking PartnersHow to be a successful talk partnerHow to be a successful talk partner

1.Look at your partner when they are 1.Look at your partner when they are talking.talking.

2.Look interested.2.Look interested.

3.Don’t let other things distract you.3.Don’t let other things distract you.

4.Let your partner express their views.4.Let your partner express their views.

5.Think carefully about what your partner 5.Think carefully about what your partner is saying.is saying.

6.Stay focused.6.Stay focused.

7.Try to be clear about what you mean.7.Try to be clear about what you mean.

8.Say more than one or two words.8.Say more than one or two words.

9.Be prepared to compromise or 9.Be prepared to compromise or constructively constructively

persuade using language of debate.persuade using language of debate.

How not to be a talk partnerHow not to be a talk partner

1.Avoid eye contact1.Avoid eye contact

2.Look bored.2.Look bored.

3.Fidget.3.Fidget.

4.Interrupt all the time.4.Interrupt all the time.

5.Don’t listen to what they’re saying.5.Don’t listen to what they’re saying.

6.Say only one or two words.6.Say only one or two words.

7.Let your partner do all the work.7.Let your partner do all the work.

8.Make jokes or encourage your partner to 8.Make jokes or encourage your partner to go off task.go off task.

9.Bully your partner into accepting 9.Bully your partner into accepting answers.answers.

Success CriteriaSuccess Criteria

SAT ‘s Tests

Top TipsBubble and block

Checklists

Marking Ladders

Success

Criteria

Marking laddersMarking laddersReception

Traditional Tales (orally at point of writing)

Pupil Objective Teacher

I have used traditional language

I have described the characters

I have told the reader details: who, what, where, when, how?

I have shown the problem

I used ‘Suddenly’ and something happened

I solved the problem

I used alliteration

I gave the ending a moral

What could I do to improve my traditional tale next time?

Year 6Autobiography and Diaries

Pupil

Objective Teacher

I have written a clear opening paragraph to set the scene

I have used first person pronouns

I have written in the past tense

I have included my feelings, reactions and opinions

My writing is about events that were important to me

I have used connectives and phrases to indicate time

I have included detailed description using powerful verbs and

adjectives

I have concluded with a reflection

What could I do to improve my autobiography or diary extract next time?

Quality MarkingQuality Marking

Relates to the Relates to the success criteria.success criteria.

Identifying good Identifying good features of work.features of work.

Identifying areas of Identifying areas of development.development.

Time for child to Time for child to reflect.reflect.

Self and peer markingSelf and peer marking Children taking Children taking

ownership of their own ownership of their own work.work.

Identifying strengths Identifying strengths and next steps.and next steps.

Developing Developing relationships and pride relationships and pride between children.between children.

Making marking Making marking meaningful.meaningful.

Giving the children a Giving the children a purpose.purpose.

The next stepsThe next steps

Whole school Whole school

Cross curricularCross curricular

To promote a positive lifelong learning To promote a positive lifelong learning environment.environment.

To become an advisorTo become an advisor