The Big Picture Talking Partners Self Peer Marking

The Big Picture Talking Partners Self / Peer Marking Success Criteria Quality Marking

Talking Partners How to be a successful talk partner 1. Look at your partner when they are talking. 2. Look interested. 3. Don’t let other things distract you. 4. Let your partner express their views. 5. Think carefully about what your partner is saying. 6. Stay focused. 7. Try to be clear about what you mean. 8. Say more than one or two words. 9. Be prepared to compromise or constructively persuade using language of debate. How not to be a talk partner 1. Avoid eye contact 2. Look bored. 3. Fidget. 4. Interrupt all the time. 5. Don’t listen to what they’re saying. 6. Say only one or two words. 7. Let your partner do all the work. 8. Make jokes or encourage your partner to go off task. 9. Bully your partner into accepting answers.

Success Criteria Marking Ladders SAT ‘s Tests Checklists Success Criteria Top Tips Bubble and block

Marking ladders Reception Traditional Tales (orally at point of writing) Pupil Objective Year 6 Autobiography and Diaries Teacher I have used traditional language I have described the characters 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 told the reader details: who, what, where, when, how? I have included my feelings, reactions and opinions I have shown the problem My writing is about events that were important to me I have used connectives and phrases to indicate time 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? 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 Marking n n Relates to the success criteria. Identifying good features of work. Identifying areas of development. Time for child to reflect.

Self and peer marking n n n Children taking ownership of their own work. Identifying strengths and next steps. Developing relationships and pride between children. Making marking meaningful. Giving the children a purpose.

The next steps n Whole school n Cross curricular n n To promote a positive lifelong learning environment. To become an advisor