Book Trawl

Book Trawl Humanities November 2011 Members Of Staff Paul Bourke Alexa Farr Emma Ainslie

Book Marking Audit Nov 2011

Outstanding (1) A All work has clear title, date and a neat lay out.

All work is complete and unfinished work has been revisited. The book or folder is well presented and work is cared for.

Concerns in the form of presentation are addressed with clear expectations of how the student can improve and followed up where necessary.

Good (2) B Title and date are evident in most pieces of work. Where they are not this is mostly picked up in the marking but not consistently. Most work is complete and up to date.

Some pieces of work are left in an incomplete state.

Presentation has been mentioned however, there seems to be inconsistencies in expectations and follow up.

Diagnostic marking Identifying areas for improvement and setting targets and helping students to move forward

The targets are very clear and concise, specific to the student and their particular needs. Next steps are achievable with attainment against them clearly defined. Students are always encouraged to respond to the targets

The targets are clear with some evidence of relevance to the student and their particular needs. Next steps are given but achievability and attainment against them is not always clear. Students are mostly encouraged to respond to the targets.

The targets are vague and generic with a lack of clarity.

Next steps are not given or are unclear and students will struggle to demonstrate measurable progress against targets set. There is limited opportunity for students to respond and little evidence of progress in areas identified.

There is a lack of achievable targets. Where targets are present they are vague and generic with a lack of clarity.

Next steps are not given or are very unclear and do not carry a realistic and meaningful level of challenge. It is difficult to see how students will respond to targets given or demonstrate progress.

Learning Journey There is a sense of a learning journey clearly communicated with students demonstrating an understanding of the journey and where they are on the journey.

A dialogue is established linked to learning aims and expectations specific to student’s individual needs.

Targets and language used clearly define the student’s progress on this journey.

Students are aware of their own successes and areas for development. They understand what is expected and how to make their next step. Students are engaged in their own targets and show progress in their learning.

There is evidence of a dialogue linked to learning aims and expectations but this is not always specific to student’s individual needs. Targets and language are not consistent enough to build a clear sense of a learning journey and where students are on this journey. Students show some awareness of their strengths and areas for development but not consistently.

Students are not always clear on how to make the next step.

There is little evidence of a dialogue linked to learning aims and expectations.

Where this is present it shows limited understanding of the individual student’s needs. Some direction is communicated at times but this is sporadic and lacks enough clarity to create a sense of journey in the students learning. Students show little understanding of their strengths and areas for development. Students show little engagement in the process of making the next step.

Language used is generic and does not link to learning aims and expectations. There seems little or no understanding of individual student’s needs.

Marking is sporadic and fails to identify any common themes or create any sense of a learning journey. Students show little direction in their own work and there is little evidence of targets moving them forward. Students seem unaware of their own learning journey.

Celebrating and recognising achievement Marking sets up a dialogue for success. Through the identification of successes and use of language students are encouraged and motivated to make improvements.

A systematic and thorough, personalised dialogue is evident. Tone and language consistently communicates high expectations and an absolute confidence in the students achieving these standards. Clear and insightful recognition of achievements supports a climate of success and builds a picture of the student’s individual strengths.

There is evidence that students are motivated to respond to targets and continue to make significant progress.

A systematic, structured approach that has some sense of a personalised dialogue. There are times when the tone and language communicates high expectations but does not always communicate a sense of confidence in the students achieving these. Marking attempts to recognise achievements but lacks insight into the specific challenge faced by individuals. Students demonstrate a commitment to their work.

There is some evidence of a personalised dialogue but marking is mostly generic.

Marking links to high expectations but this is not supported by the tone or language used. There is little recognition of student’s achievements. Students work lacks motivation or engagement.

A sporadic, un-personalised approach to marking with minimal or generic comments.

There is little or no sense of high expectations communicated through the marking. No evidence of recognition of student’s achievement. Students do not respond to marking and work shows no motivation or engagement.

Presentation High expectations are established and maintained.

Satisfactory (3) C Titles, dates and the presentation of written work is inconsistent with the expectations un clear.

Working is often incomplete with unfinished work not being revisited.

Presentation has at times been mentioned however not consistently enough to have impact with little evidence of follow up.

Students have not taken care over their work with little or no improvement following marking

Inadequate (4) D Little or no evidence of a structured layout of dates and titles.

Work is often left without being completed with no follow up in terms of feedback or expectations There is little or no reference to the presentation of work within marking. Where there is it tokenistic with no evidence of improvements or follow up. Work looks uncared for and tatty.

Book Trawl November 2011 Department: Humanities Name: Paul Bourke/Emma Ainslie/Alexa Farr

Agreed coverage •

Aim to cover 2 sets per year group

•

Ensure one set from each member of the department is covered

•

Ensure at least one group per year group

Year Group 7 7 8 8 9 9 10 10 11 11

Teaching Group 7X1

Teacher FRA

GCSE / BTEC KS3

8H1

AEE

KS3

9H1

BEP

RS GCSE

10GCSE Geography

AEE

GCSE

11GCSE History

BEP

GCSE

All books for the named groups should be brought to your department meeting on November 7 th to be reviewed by the 14th November.

Paperwork to support your review will be emailed out this week. All completed feedback should be sent to TRN by November 14th.

Book Trawl November 2011 Humanities

Department Teaching Groups Teacher

Book Trawl conducted by

Year 11 GCSE History BEP BEP

Presentation Grade Summary

B Books are generally neat. Work is stuck in and there are no loose sheets. Most student work is underlined and where it is not clear reference has been made.

There are a lot of work sheets that have been stuck in and this makes the books seem quite bulky. For GCSE students, the calibre of presentation could be better.

There is evidence that some Year 11’s have worked in pencil but the MOS has made reference to this.

Diagnostic Marking Grade Summary

B There are clear targets written for students which are not generic but personal. On the front of the GCSE boos there is clear reference to targets and predicted grades.

There is evidence that homework is monitored carefully by a clear target sheet on front of the book.

Learning Journey Grade Summary

A There is clear evidence that students have responded to objectives given and student work as a whole has improved as the year has progressed. This is evident by the mark sheet on the book and comments written in the books which refer to progress. Students are aware of where they currently are and targets are clear enough to show students where they need to go to get there.

Recognising and Celebrating Achievement Grade Summary

B RAG rating is clearly used in books and there are positive comments to student work. Where there is criticism, this is handled in a positive way where suggestions are provided to encourage a more industrious attitude.

Additional comments / strengths / areas for improvements Work is generally well presented and the MOS marks the books frequently.

There needs to be more evidence of peer assessment within the books. Students need the opportunity to respond to suggestions and record their own thoughts of how they are progressing.

More evidence of celebrating achievement for Year 11. Whilst this is evident at KS3 for the MOS, where students can work at their own pace and achieve merits for doing extra, there is little evidence that students are rewarded where recognition is deserved.

Book Trawl November 2011 Department Teaching Group Teacher

Humanities

Book Trawl conducted by

7X1 FRA

BEP

Presentation Grade Summary

A All lessons are clearly identifiable as being separate. Dates, titles and targets are generally underlined. Where there is no underlining, the MOS have made clear reference to expectations. All work is neatly stuck in, and there are no bits falling out. There are no missing pages and handwriting is in blue or black.

Diagnostic Marking Grade Summary

B Target sheets are clear and students can clearly see what they have to do to make the next step. There are individual comments relating to each student and the use of encouragement in personal comments make the student feel that analysis is not simply generic. There is evidence of student involvement and feedback within the marking of books.

Learning Journey Grade Summary

A There is clear dialogue between student and teacher relating to the learning journey. There is evidence of student feedback to the teacher regarding their learning and enjoyment of the subject. This makes it possible for both teacher and student to recognise issues that may need to be addressed, There is a marking scheme that students can refer to in every book at their leisure.

Recognising and Celebrating Achievement Grade

A

Summary

Clear personalised dialogue between students and teacher. There is evidence of positive language being used to push students further.

Additional comments / strengths / areas for improvements Where weaker students make spelling mistakes refer clearly to these (on pages where there are comments) – Especially for key History terms.

Progress – Ensure that students have the opportunity to work at a pace that suits them. Rather than just focusing on the lesson at hand, there should be an opportunity for students to complete tasks of their choice and extend their learning at home, so learning is less generic and more individual This will soon be easier with the development of TGI Space.

Book Trawl November 2011 Department Teaching Group Teacher

Humanities

Book Trawl conducted by

Year 10 Geography

Emma Ainslie (AEE)

Emma Ainslie (AEE)

Presentation Grade Summary

Good -All work has clear lesson objective, date and a neat lay out; at times titles have not been underlined but have been followed up by teacher.

-The majority of work is complete and some unfinished work has been revisited.

-The book is well presented and work is cared for.

-Concerns in the form of presentation are addressed with clear expectations of how the student can improve and followed up where necessary.

Diagnostic Marking Grade Summary

Outstanding -The targets are very clear and concise and personal to the student and their particular needs. “Wow! You’re really starting to link your ideas together wellremember to keep using the ‘so what…?’ approach to detail extended answers!’

-Both hand written and electronic marking tied to grade descriptors has been consistently used and all students have a student friendly version of the GCSE marking criteria in their books which they are encouraged to refer to.

-RAG rating has been consistently used to support whether the student is on or below target -Frequent evidence of peer, self and teacher assessment is used to monitor attainment; all evidencing frequent comments and targets for progression -Students are always encouraged to respond to the targets with the motivation of merits for success in improvement.

Learning Journey Grade Summary

Good -A dialogue is established linked to learning aims and expectations specific to student’s individual needs by highlighting specific strengths and weaknesses on students work

-Targets and language used clearly define the student’s progress on this journey by giving exact examples of the key terms and perspectives they need to explore.

-Students are aware of their own successes and areas for development through grade descriptors, frequent comments and relevant targets.

-They understand what is expected and how to make their next step but sufficient time is not always allocated in lessons for students to evidence making these corrections/ next steps

Recognising and Celebrating Achievement Grade Summary

Outstanding -A systematic and thorough, personalised dialogue is evident through frequent comments across several lessons.

-Tone and language consistently communicates high expectations of students; frequent referral to skills required for the next level allows students to understand what they need to do next -Homework tasks are clearly separated from classwork and books evidence that is regularly set and marked with personalised comments and targets to specific students needs ‘Aim to time yourself doing GCSE questions at home to see if you can improve your time management under exam conditions…’

-Clear and insightful recognition of achievements supports a climate of success through frequently giving rewards through merits and written praise

Additional comments / strengths / areas for improvements 

Marking is of a consistently high standard and a fluent dialog is evident throughout all students’ books.



Assessment is frequent and students have a very clear understanding about the areas they are doing well and how they can next improve



Frequent links to GCSE grade descriptors and recognising exceptional effort with merits is an effective strategy to motivate students on course



Inviting students to extracurricular support (period 6) allows students to feel supported in their learning journey and allows opportunity to strengthen their subject knowledge



May consider creating further opportunities for higher level activities by creating enrichment lessons on TGi-space for students to complete at home



May consider creating further opportunities for students to reflect on individual lesson

objectives by allocating further time for reflective tasks or using TGi space as a platform for students to revisit lesson after it has been taught in class.

Book Trawl November 2011 Department Teaching Group Teacher

Humanities

Book Trawl conducted by

Year 9 set 1 RE

Emma Ainslie (AEE)

Paul Bourke (BEP)

Presentation Grade Summary

Good with Outstanding -All work has clear lesson objective, date and a neat lay out.

-The majority of work is complete and some unfinished work has been revisited.

-The folder is well presented and work is cared for.

-Concerns in the form of presentation are addressed with clear expectations of how the student can improve and followed up where necessary.

Diagnostic Marking Grade Summary

Outstanding -The targets are very clear and concise, specific to the student and their particular needs.

-Both hand written and electronic marking tied to grade descriptors has been consistently used and all students have a student friendly version of the GCSE marking criteria in their folders which they are encouraged to refer to.

-RAG rating has been consistently used to support whether the student is on or below target -Next steps are achievable with attainment against them clearly defined- in areas specific examples are also given to support students with achieving this.

-Students are always encouraged to respond to the targets with the motivation of merits for success in improvement.

Learning Journey Grade Summary

Outstanding -A dialogue is established linked to learning aims and expectations specific to student’s individual needs by highlighting specific strengths and weaknesses on students work -Targets and language used clearly define the student’s progress on this journey by giving exact examples of the key terms and perspectives they need to explore.

-Students are aware of their own successes and areas for development through grade descriptors, frequent comments and relevant targets.

-They understand what is expected and how to make their next step by revisiting lessons from TGI space at home and attending R.E period 6 sessions for additional support on journey -Students are engaged in their own targets and show progress in their learning

journey by completing independent and extension learning tasks from TGI space at home

Recognising and Celebrating Achievement Grade Summary

Good with Outstanding -A systematic and thorough, personalised dialogue is evident through frequent comments across several lessons.

-Tone and language consistently communicates high expectations both in folders and online work area (TGI space) at home -Clear and insightful recognition of achievements supports a climate of success through frequently giving rewards through merits and written praise -There is evidence that students are motivated to respond to targets and continue to make significant progress through completing extension tasks online at home

Additional comments / strengths / areas for improvements       

Marking is of a consistently high standard and a fluent dialog is evident throughout all students’ folders.

Assessment is frequent and students have a very clear understanding about the areas they are doing well and how they can next improve Frequent links to GCSE grade descriptors are an accurate way of keeping students motivated and driven on course The learning journey is clear to students and parents by giving opportunity for students to complete lessons and extension tasks from home through TGI space Inviting students to extracurricular support (period 6) allows students to feel supported in their journey and motivates them to further their subject knowledge May consider creating further opportunities for students to reflect on assessment by setting their own personal comments and targets. This will help secure students when celebrating their achievement May consider varying assessment marking by increased opportunities for peer and selfassessment to allow students to personally connect with assessment criteria

Book Trawl November 2011 Department Teaching Group Teacher

Humanities

Book Trawl conducted by

8H1

FRA

AEE

Presentation Grade Summary

A The immaculate presentation indicates that students respect their books and know the teacher does also. All sheets are in place and dates/titles in order and underlined. In one book where tiniest bit of graffiti had occurred, it was clear that after the teacher’s comment on it, the student had refrained from further graffiti.

Diagnostic Marking Grade Summary

Comments and targets are very specific to piece of work and there is clarity at every stage for the student as to what they must do to improve, not just generally but specific to that skill learnt in that lesson.

Learning Journey Grade Summary

A From outset of book there is direction with sheet stating, ‘What will I be learning about in Geog in Year 8’. Teacher knows where students up to and writes comment inviting them to see her if missed work (e.g a mentoring session). Titles actively engage student in assessing their progress (e.g how have I achieved in mapping?).

H/W may not always have extensive comment but students know it has been looked at.

Recognising and Celebrating Achievement Grade Summary

A Use of praise and encouragement throughout books and from beginning of course, “Wow! You know loads already”.

Books indicate the desire for students to achieve and recognition when they do.

Very motivational.

Additional comments / strengths / areas for improvements S – organisation and learning journey AfI – n/a