During distance learning, teachers will provide students with feedback that promotes learning and progress.  These are examples of how work completed during distance or blended learning will be given valuable feedback.

Preparing for Feedback

  • Class teachers will provide students with submission dates for work they will use to give feedback and it is expected that students meet these deadlines to the best of their ability.
  • Class teachers will provide clear success criteria and models of good practice before students begin work.
  • Class teachers will have high expectations of literacy at all times, e.g. demanding formal language from students and correcting spelling and punctuation errors.

Written Feedback

When possible, teachers will provide feedback according to the Sharples Feedback and Marking Policy. Therefore, the minimum expectation is as follows:

Non-core subjects will complete one piece of detailed marking with written feedback every half term.
Core subjects will complete two pieces of detailed marking with written feedback every half term.

Examination subjects (GCSE / BTEC) will complete two pieces of detailed marking with written feedback every half term.

  • Comments provided by the teacher will be diagnostic, outlining WWW and EBI which are clearly linked to any predetermined success criteria.  These can be in the form of individual comments to students or whole-class feedback sheets.
  • Literacy errors will be marked when possible, e.g. by highlighting SPAG errors that students should correct themselves and providing spelling corrections.
  • More regular feedback may be given with quizzes and retrieval practice activities that can be set as homework or in live lessons.

Verbal Feedback

  • In live lessons after marking, teachers will go through common misconceptions and mistakes and encourage students to set themselves targets.
  • Pre-recorded videos may be used to provide students with feedback.
  • Teachers will aim to provide verbal feedback in every lesson, e.g. praising student answers, correcting mistakes.
  • Teachers will verbally award ACE points in live lessons to motivate students.

Peer and Self-Assessment

  • As much as possible, teachers will use peer interactions to motivate students, e.g providing feedback to a peer’s work during a live lesson.
  • Teachers may encourage students to self-assess work to ensure it is completed to a high standard.