Media folder check

KCO

folders

• Consistent, uniform• Assessment sticker in corner• Book & revision book (not assessed)• Plastic folder (to take sheets home)• Assessment record – tracking progress• Dividers to organise work correctly

Folder evidence

Revision/exam support• Examiners

report• Mark schemes• Grade

monitoring• Key terms sheet• Past papers• Exemplar

answers• Consistent

design and structure for all sides of course

• All in 1 package!

Kept in folder in relative section

blogs

• Students record all c/w on blog• Posts • Embedded powerpoints (tasks)• Videos• Assessment (self/teacher/peer) – using a

template (track progress)

Student blog

Self, peer, teacher assessment

Records targets

Organised!!!

Embeds work on blog

Blogs record work chronologically

Embed their videos

Class blog• Teacher to student

messages• All work/task

instructions posted• All powerpoints in class

are embedded• Model answers• Tips• Helpul videos/links etc• checklists

• 2500 views = they use it and they like it

Peer assessment & self assessment stamp

On all e-assessment forms too

Green pen

1. Evidence of detail written feedback

MARKING SHOWS:

• Using attached templates• WWW & EBI• Level/grade (tick boxes)• Literacy in mind (common – sp, p, g, exp)• Comments on work

1 evidence

1 evidence• Answers posted on blog (to self assess & revise)• Powerpoints on blog with instructions how to improve

Powerpoint with details of how to improve, photos of student examples(annotated)

Answers are posted on blog Student example

Next slides, annotations(Discuss in class)

1 evidence – model examples

Model answer they match up (putting in correct order)

Full model, discuss in class, they annotate

1 evidence - models• Powerpoint discussed

in class of how to improve in drafting process

• Errors (usually to identify where most students went wrong)

• Posted on blog

1 evidence - models• Student examples, annotated

2. Students to respond

• Opportunities for drafting (respond to feedback)

• Allow improvement • Usually 3 drafts – for some 4• Some tasks are quite specific targets, others

are open ended for questioning

2 Evidence

2 Evidence

2 evidence

• Test resit

• (test are slightly different)

3 literacy skills

• Taught and explained school policy• Annotate work in line with s policy (sp, p, g)• Word breakdown (understand terms – JO)• Taught how to write paragraphs (PEAL)– Templates (with sentence starters)– Models

3 evidence

Taught PEAL structure for writing paragraphs

Connectives etc

Differentiation:-PEAL Structure provided-sentence starters

Literacy marking

3 evidence

• Before starting exam topic – supporting literacy but understanding new/complex terminology by analysis of words/meanings/synonms etc

4 activities to stretch all abilities

• Common colour system– RED – all must (C/D)– YELLOW – most should (C/B)– GREEN – some could (B/A)– They choose their level but know the grade limits

• Tasks by ability groups (genre partner)• Tasks with mixed ability (ideology)

4 evidence

5. Groups making progress

• Assessment records• Drafting• Plan of action/support systems– Re-sit/redraft or reports

5 evidence – overall grades

All abilities making excellent progress

5 evidence – improvement in grades