Self-study tasks
Collectively, plan a PE session that is inclusive and develops children's physical literacy. Use the Edge Hill Primary Principles of Planning to support you.
Given what you have learned so far, what are your Professional Practice targets for next time?
Read OfSTED's "Eliminating Unnecessary Workload Around Marking" document. Answer the questions below:
According to OfSTED, what is ineffective marking?
What are the 3 principles of effective marking? Make notes on each of these
With regard to marking, what do OfSTED not expect to see?
According to OfSTED, what is ineffective marking?
It usually involves an excessive reliance on the labour intensive practices under our definition of deep marking, such as extensive written comments in different colour pens, or the indication of when verbal feedback has been given by adding ‘VF’ on a pupil’s work.
It can be disjointed from the learning process, failing to help pupils improve their understanding. This can be because work is set and marked to a false timetable, and based on a policy of following a mechanistic timetable, rather than responding to pupils’ needs.
It can be dispiriting, for both teacher and pupil, by failing to encourage and engender motivation and resilience.
It can be unmanageable for teachers, and teachers forced to mark work late at night and at weekends are unlikely to operate effectively in the classroom.
What are the 3 principles of effective marking? Make notes on each of these.
Meaningful: marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate the outcomes into subsequent planning and teaching.
Manageable: marking practice is proportionate and considers the frequency and complexity of written feedback, as well as the cost and time-effectiveness of marking in relation to the overall workload of teachers. This is written into any assessment policy.
Motivating: Marking should help to motivate pupils to progress. This does not mean always writing in-depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective. If the teacher is doing more work than their pupils, this can become a disincentive for pupils to accept challenges and take responsibility for improving their work.
With regard to marking, what do OfSTED not expect to see?
Ofsted does not expect to see a particular frequency or quantity of work in pupils’ books or folders. Ofsted recognises that the amount of work in books and folders will depend on the subject being studied and the age and ability of the pupils.
Ofsted recognises that marking and feedback to pupils, both written and oral, are important aspects of assessment. However, Ofsted does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. Marking and feedback should be consistent with that policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning.
While inspectors will consider how written and oral feedback is used to promote learning, Ofsted does not expect to see any written record of oral feedback provided to pupils by teachers.
If it is necessary for inspectors to identify marking as an area for improvement for a school, they will pay careful attention to the way recommendations are written to ensure that these do not drive unnecessary workload for teachers.