PE GCSE Marking Policy

Policy for marking of Y10 and Y11 GCSE theory work

Rationale

The Department is committed to ensuring that all students achieve their best possible grade at GCSE Level. This means not only a high level of practical performance, but also ensuring each student fulfil their potential with regards to learning the theoretical elements of the course, in order to sit the final examination at the end of Year 11.

The following policy has been created through discussion between all department members, to ensure marking impacts positively upon the pupils’ learning and is a valuable tool for monitoring progress for staff.

The GCSE PE students benefit from the structured system of knowing exactly what is expected of them in terms of how they must respond to the marking of the books once they are returned to the students’. This process is made clear to all students’ at the beginning of Year 10 and is carried through to the end of Year 11.

Marking Guidelines of books

The following has been devised in line with whole school policy on feedback:

Frequency of marking

• When the timetable allows books will be taken in after every third theory lesson.
  The work created by the students is checked and marked to ensure the quality/detail matches the student’s ability. Teachers will record date of marking in the pink highlighted box.
• If pupils are absent then they must leave two blank pages in their book to catch up on any outstanding work.

Feedback

• A pink dated highlighted box is drawn underneath/alongside pupils work by the teacher. Within the pink box teachers will feedback to pupils on a range of different ways to improve their work. Using the phase “Even better if.
• Pupils will respond to this feedback by writing in the pink box their own comments on how to make the work better

Work done well

• Any examples of work that a pupil has done well, a green highlighted star will be put next to it so pupils can clearly identify it and be aware of what standard they need to aspire to.

Dedicated Independent Reflective Time (DIRT)

• After the books have being marked, at the beginning of the lesson pupils will be given DIRT time to reflect on the feedback in the pink boxes and respond to the teachers comments.

Feedback

• The following strategies are also used within theory lessons WAGGOLL, Viewers and peer-assessment strategies.

Marking Guidelines of Timed assessments

• After every section of work pupils complete a timed assessment, this allows pupils to practise exam techniques and for staff to check understanding and monitor progress. It also allows pupils to identify areas of weakness which they may need to focus on when revising.
• After pupils have peer marked the timed assessments, teachers will look through the answers and check the marking of the pupils. On the continuous pros questions teachers will use highlighters to identify the quality of the answer.
  Green – Level three answer – point has being explained in full detail
  Orange – Level two answer – point has being explained in some detail
  Pink – Level 1 answer – point has being explained in limited detail
• Once the pupils have looked at their answer then will then write in a pink highlighted box what they should have written to improve the quality of their answer.