Marking. Encouraging and evidencing dialogue.

In order to make judgements of quality of teaching and progress over time, Ofsted inspectors are looking for high quality feedback which crucially is acted on by the student. Too often what is seen is feedback without any response. Having made a conscious effort to make sure questions were being asked in feedback, and students were being given time to respond, I found that this was not always being picked up through book scrutinies. Good practice was there, it just wasn’t being seen.

Inspired by the practice of @keeping18, marking plasters by @ASTsupportAAli and @ListerKev, and blog posts from @MaryMyatt, @HuntingEnglish, @learningspy and @shaun_allison

I created a set of stickers that take on the characteristics of mobile text bubbles.

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Click here to download from the TES.

Stickers are now used during feedback to ask questions by staff or peers. The two colours highlight dialogue making both questions and responses highly visible. Objective achieved.

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Recommended blogs for further reading on Marking.

Marking Matters from @shaun_allison

Should I be marking every piece of work from @MaryMyatt

Dirty work from @HuntingEnglish

Marking with impact From Blogsync offer a collection of Blogs that focus on Marking

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What do Ofsted want to see in a display?

This Blog is summary of an article published by the Key and includes Ofsted comments on school displays.

Firstly it is important that pupils have a real engagement and involvement in the production of displays, which is unlikely to be the case if they have been produced specifically with an inspection in mind.

The Ofsted report on Oakfield Primary School in Essex says:

Stunning displays throughout the school stimulate and support pupils and show their engagement in their learning. Displays illustrate the richness of the curriculum and show that all groups of learners have equal access to learning.

Classrooms display.  

Bernard Abrams, one of The Key’s associate education experts suggests that class displays of work should showcase the personal best produced by pupils of differing abilities, as well as pieces that exemplify the best progress and attainment.

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Central Displays (The purpose of these displays is to generate pupil interest.)

Displays around the school should be part of an overall stimulating learning environment. As well as pupils’ work, they might include teacher-generated content (demonstrating quality of teaching) and Commercially produced material. They are also an opportunity to  provide evidence of pupils’ spiritual, moral, social and cultural development, an area that Ofsted inspectors will consider when evaluating the school.

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At E P Collier Primary School in Reading:

Displays celebrate pupils’ achievements as well as work on literacy, numeracy, art, geography and cultures from around the world. These help to reinforce learning and extend pupils’ knowledge and understanding of multicultural Britain.

In an article in Education Plus, Paul Noble, a former headteacher and education adviser, outlines ideas for developing displays. He says:

‘When a visitor surveys your classroom they will learn just as much about you as they do when they first use your bathroom at home.’

Paul says a good display will “inform, educate, engage and brighten up the classroom walls”. He advises teachers to follow their own instincts about whether the arrangement is ordered or more random, suggesting that there are opposing views on which is better.

The Link below takes you to examples of dissplays

http://www.twinkl.co.uk/classroom-display-photos