At St John XXIII, we measure the impact of our curriculum through the following methods:
We understand that feedback is linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensure it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs. We use ‘hot marking,’ whereby the pupil receives immediate feedback and is able to respond to marking during the lesson.
All marking in writing books follows the school’s marking and feedback policy. All teachers provide next steps during the writing process and this feedback may be delivered verbally (VF) or as written feedback. ‘Hot marking’ is encouraged whereby teachers mark work with the pupil and provide them with immediate feedback. Hot marking addresses any misconceptions during the lesson, however if a pupil has not met the learning question there is timely support so that they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant or in small groups during the lesson. The misconceptions may also be addressed through in class marking, conferencing, and verbal feedback or with the use of mini plenaries.
All teachers must be aware of the pupil’s prior attainment. Where possible, the Teaching Assistants support teachers and complete pre-learning activities or activities in lessons which are tailored to address the learning gap. This might be re visiting vocabulary or basic skills needed to access the age related objective.
Teachers engage parents through September welcome meetings. Fortnightly newsletters and Parent Consultation Days ensure an effective partnership to ensure children meet their age related expectations.
Writing is moderated internally to ensure we make robust judgements, particularly on transfer between key stages. Teachers also take part in external moderation at a Local Authority and Deanery level. Every term, teachers meet to moderate writing and ensure that teacher assessments are accurate.
School reports are issued at the end of the school year. Pupils are given a grade and targets for the following academic year for English.
The main intended impact of our delivery of Writing is that all pupils enjoy writing across a range of genres, can write for a range of purposes and audiences, and become confident and effective communicators. They will amass a varied vocabulary that they can use across the curriculum and can apply spelling rules and grammatical concepts in their work.
We also aim to ensure that our pupils are proud of their writing and have opportunity to see it on display and shared with others in the school and with their families.
Looking forward, we intend that by the end of Year 6 most children are meeting ARE and are ready for the secondary curriculum.