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Marking is an important part of the learning culture at Rossett School.

We need to give students effective feedback that will motivate and show students how to progress. The diagram below summarises the three main feedback strategies that will form Rossett’s Marking Policy.


Detailed Written Marking and DIRT

  • When marking students’ work subject teachers are to use a purple pen.
  • The pieces of work chosen within a SOW for detailed marking, should allow students to demonstrate their own learning against clear success criteria. This work should form part of the formative assessment that is used to judge how a student is performing in your subject.
  • During their marking, subject teachers are required to make a positive comment about the successes and include a target/question/task in their next steps comment.
  • Targets should refer to the language from the 3Rs Culture of Learning (teachers can use any of the language for resilience, responsibility or reflectiveness) as well as subject-specific language.
  • Targets should be SMART (SPECIFIC, MEASURABLE, ACHIEVABLE, REALISTIC and TIMELY) and should aim to address any learning gaps in the students’ work.
  • Dedicated, Improvement and Reflection Time(DIRT) should then be built into the learning cycle to allow students to respond to their teacher’s targets/questions. Responses to teacher feedback should be written in green pen.
  • It is important that the marking is timely to ensure that it has the greatest impact on the student’s progress.  Ideally D.I.R.T would follow the next lesson.
  • At the next marking point the teacher should acknowledge the student response to the marking question/completion of the DIRT task and that the learning gap has been closed.


  • Every subject teacher should assess every student each half term in order to provide robust data ready to make progress judgements during the Termly Reporting Cycles.
  • It is not expected that every piece of work is marked, but that key pieces are chosen and marked in detail.

Please note:

  • If verbal feedback stamps are used to replace teacher written feedback students should record the target/comment next to the verbal feedback stamp in green pen.

Peer and Self Assessment

  • Opportunities for peer or self assessment should be given to encourage students to be reflective, responsible and resilient learners. Students should be guided to make their feedback kind, specific and helpful. This should allow students to gain a better understanding of where they are, where you need to be and what they need to do to get there. All peer and self-assessment will be evidenced using a green pen.


  • All students should be encouraged to take pride in their work. Any poor presentation should be addressed.


  • Written homework should have meaningful feedback for students, either through teacher marking, peer-marking or self-assessment.

Marking & Literacy

  • All students should be encouraged to proof read and check their work for spelling mistakes as part of their responsibility to check their work.
  • All teachers are expected to mark for literacy in their subject area. The following codes can be used to support teachers in giving literacy targets.
  • All teachers should use the codes in the margin and underline/highlight the errors within the text.
Mark Means….
Sp + underline Try this spelling again. Refer to your spelling rules.
P Look for punctuation errors and correct them e.g. Full stops (.) apostrophes (’) exclamation marks (!)
G Grammatical error e.g. an incomplete sentence.
WW Wrong word e.g.being/been or their/there/they’re.Try and find and correct it.
C Find the missing or misplaced capital letters and correct them.
// New paragraph; mark in where the paragraphs should be.
  • When marking a piece of work for literacy, teachers should not correct more than three spelling errors. In order to support different abilities, teachers must only correct spellings errors that students can realistically learn and correct.
  • Giving time to correct literacy errors is important so that students are encouraged to avoid repetitive errors and learn from their mistakes. Any corrections they make should be highlighted using their green pen.

Tracking and Monitoring

  • All students should have access to a tracking sheet where they are record their target grade and where they are able to track their progress towards their targets (Yearly, termly etc.).
  • Students should be involved in tracking and monitoring their progress and should be guided by staff in keeping their tracker sheets up to date.

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