Automotive Studies

Arts and Creative Technology

KS3

KS4

Verbal dialogue

Teachers circulate with purpose, checking pupils’ work and collecting information on whole-class strengths, skill development, errors, misconceptions, knowledge gaps etc. The teacher adjusts their lesson accordingly.

Teachers circulate with purpose, checking pupils’ work, providing feedback if appropriate and collecting information on whole-class strengths, errors, misconceptions, knowledge gaps etc. The teacher adjusts their lesson (or SOW) accordingly.

Self/peer assessment

Verbal or written feedback through strengths/targets and annotations. If written, peer and self-assessment should be completed in blue pen.

Verbal or written feedback through strengths/targets and annotations. If written, peer and self-assessment should be completed in blue pen.

Whole Class Feedback

When pupils complete extended pieces of work, teachers will look through a sample of work from each class they teach and note pupils’ strengths and targets. Teachers will then use this information to provide whole class feedback on what pupils are doing well and how pupils can improve their work further.

As this type of marking involves the teacher looking at a sample of work, the teacher will use a rotation system to ensure that the work of all pupils is looked at on a regular basis. Where books are not used, verbal responses from pupils or video evidence can be used.

When pupils complete extended pieces of writing, teachers will read through a sample of books from each class they teach and note pupils’ strengths and targets. Teachers will then use this information to provide whole class feedback on what pupils are doing well and how pupils can improve their work further.

As this type of marking involves the teacher looking at a sample of books, the teacher will use a rotation system to ensure that the books of all pupils are looked at on a regular basis. Where books are not used, verbal responses from pupils or video evidence can be used.

Written comments

Teachers within the department will either:

1. Check through the work of all pupils and use a marking code to indicate the strengths and targets of the work. The marking code will be shared with all pupils and pupils will be given precise instruction about how to improve their work.

OR

2. Read through the work of all pupils and write a strength comment and target comment at the end of the piece of work.

OR

3. Record evidence of work through suitable media, providing pupils with a strength and target comment relevant to the piece of work.

SPAG

Teachers will identify where pupils make errors in their spelling, punctuation and grammar and pupils will be given time in lessons to make corrections (by circling errors where SPAG mistakes appear).

If several pupils in a class are making the same spelling, punctuation or grammar error then the teacher will address this with the class.

Teachers within the department will either: 1. Read through the work of all pupils and use a marking code to indicate the strengths and targets of the work. The marking code will be shared with all pupils and pupils will be given precise instruction about how to improve their work.

OR

2. Read through the work of all pupils and write a strength comment and target comment at the end of the piece of work.

OR

3. Record evidence of work through suitable media, providing pupils with a strength and target comment relevant to the piece of work.

SPAG

Teachers will identify where pupils make errors in their spelling, punctuation and grammar and pupils will be given time in lessons to make corrections (by circling errors where SPAG mistakes appear).

If several pupils in a class are making the same spelling, punctuation or grammar error then the teacher will address this with the class.

Written feedback forms part of the module feedback process in vocational courses. This is intended to be summative for that unit/module but formative toward improvement in the following unit/module.

Frequency of feedback

Live feedback and responsive teaching will take place in most lessons where pupils have been asked to complete extended pieces of work. *

Whole-class feedback will take place once a week.

Peer/self-assessment

When deemed to be the most effective method of assessing work produced in lessons

Written comments will take place after between 10 and 15 lessons (around twice per term), as appropriate for the pace of the class.

OR

Once per module/rotation.

Live feedback and responsive teaching will take place in most lessons where pupils have been asked to complete extended pieces of writing. *

Whole-class feedback will take place once a week.

Peer/self-assessment

When deemed to be the most effective method of assessing work produced in lessons 

Written comments will take place after between 10 and 15 lessons (around twice per term), as appropriate for the pace of the class.

There may be several lessons where pupils do not write extensively. Instead lesson time will be used to: (for example) read and discuss the musical scores; annotate the text/diagrams; make notes about the set-works; complete short comprehension activities.

Response to feedback

When directed after marking/whole class feedback, pupils will be expected to make a response in blue pen

OR

Make media application of their feedback in their ongoing work.

In some instances, pupils will be expected to put the title DIRT and either re-draft an entire piece of work or a section of the piece of work according to the teacher’s instructions.

In other instances, pupils will be expected to apply their feedback in the form of transferable skills applied in a new task. This would be done in blue pen when relevant.

In further instances, pupils may be asked to answer questions posed by the teacher.

Responses to spelling mistakes include writing out misspelled words such as subject specific vocabulary or key words.

When directed after marking/whole class feedback, pupils will be expected to make a response in blue pen

OR

Make media application of their feedback in their ongoing work.

In some instances, pupils will be expected to put the title DIRT and either re-draft an entire piece of work or a section of the piece of work according to the teacher’s instructions.

In other instances, pupils will be expected to apply their feedback in the form of transferable skills applied in a new task. This would be done in blue pen when relevant.

In further instances, pupils may be asked to answer questions posed by the teacher.

Responses to spelling mistakes include writing out misspelled words and listening to explicit teaching of spelling (etymology etc.).

Summative assessment

1 x formal assessment each half term or module rotation. A piece of extended work which is marked using comparative judgement on the No More Marking platform. Band boundaries are applied to the assessments once judged, as stated in the SOW.

1 x formal assessment each half term. A piece of extended writing which is marked using comparative judgement on the No More Marking platform. Band boundaries are applied to the assessments once judged. This might be a practical piece or some written work, as stated in the SOW.