Key Stage 3

Verbal feedback is recognised as having the greatest impact on student progress and will be at the core of our everyday teaching in Science at all key stages. 

• Students will usually receive immediate verbal feedback on their contributions, ideas and questions in class. Verbal feedback is often given whilst students are completing tasks, students will usually act on this feedback and improve their work immediately, therefore there is no need for it to be recorded. Students may also receive immediate verbal feedback on their performance on short formative tasks such as mini-quizzes. Verbal feedback can be given on an individual, small group or whole-class basis.  students are expected to act on all feedback. DIRT (Dedicated Improvement and Reflection Time) may be given in lessons for students to improve/correct/re-attempt their work or to complete tasks set in response to their identified areas of need. It should be clear that students’ work, knowledge or understanding has improved as a result of the feedback given. This will occur every lesson.

Key Assessed Tasks/Assessment Progress Documents. These documents are designed to assess a range of substantive and disciplinary knowledge.

• Staff provide detailed feedback using flash feedback and whole class feedback sheets. Pupils use the feedback sheets and any further verbal in class feedback to redraft their answers. This process will be further tested in the next assignment of the key idea. The documents should document progress over time. This will occur once in every unit.

Teacher feedback on tests/exams. In all key stages, students will be provided with detailed feedback on formal tests, end of year exams and mock exams. This feedback could take many forms, including (but not limited to):

• marking and annotations on test papers
• written feedback addressed to individuals, small groups or on a whole-class basis
• verbal feedback addressed to individuals, small groups or on a whole-class basis
• re-teaching of specific science content, in response to areas of need identified during the marking process
• use of markschemes or other written resources (e.g. model answers) which provide feedback on how to improve specific answers and/or describe common mistakes/misconceptions
• Next Steps tasks provided to check pupils understanding once reteaching has occurred.

The EOUT take place once per unit as set out by the curriculum schedule – At least one for each specialism in each term

Self-feedback:  students are asked to intrinsically reflect on their performance on a lesson-to-lesson basis. Following a degree of self-reflection students have the opportunity to act upon their self-feedback and amend their skill acquisition or strategic approach. This includes weekly homework where Carousel will demonstrate the areas for improvement.

Key Stage 4

Verbal feedback is recognised as having the greatest impact on student progress and will be at the core of our everyday teaching in Science at all key stages. 

• Students will usually receive immediate verbal feedback on their contributions, ideas and questions in class. Verbal feedback is often given whilst students are completing tasks, students will usually act on this feedback and improve their work immediately, therefore there is no need for it to be recorded. Students may also receive immediate verbal feedback on their performance on short formative tasks such as mini-quizzes. Verbal feedback can be given on an individual, small group or whole-class basis.  students are expected to act on all feedback. DIRT (Dedicated Improvement and Reflection Time) may be given in lessons for students to improve/correct/re-attempt their work or to complete tasks set in response to their identified areas of need. It should be clear that students’ work, knowledge or understanding has improved as a result of the feedback given. This will occur every lesson.

Key Assessed Tasks/Assessment Progress Documents. These documents are designed to assess a range of substantive and disciplinary knowledge.

Staff provide detailed feedback using flash feedback and whole class feedback sheets. Pupils use the feedback sheets and any further verbal in class feedback to redraft their answers. This process will be further tested in the next assignment of the key idea. The documents should document progress over time. This will occur once in every unit.

Teacher feedback on tests/exams. In all key stages, students will be provided with detailed feedback on formal tests, end of year exams and mock exams. This feedback could take many forms, including (but not limited to):

• marking and annotations on test papers
• written feedback addressed to individuals, small groups or on a whole-class basis
• verbal feedback addressed to individuals, small groups or on a whole-class basis
• re-teaching of specific science content, in response to areas of need identified during the marking process
• use of markschemes or other written resources (e.g. model answers) which provide feedback on how to improve specific answers and/or describe common mistakes/misconceptions
• Next Steps tasks provided to check pupils understanding once reteaching has occurred.

The EOUT take place once per unit as set out by the curriculum schedule – At least one for each specialism in each term

Self-feedback:  students are asked to intrinsically reflect on their performance on a lesson-to-lesson basis. Following a degree of self-reflection students have the opportunity to act upon their self-feedback and amend their skill acquisition or strategic approach. This includes weekly homework where Carousel will demonstrate the areas for improvement.

Key Stage 5

Verbal feedback is recognised as having the greatest impact on student progress and will be at the core of our everyday teaching in Science at all key stages. 

• Students will usually receive immediate verbal feedback on their contributions, ideas and questions in class. Verbal feedback is often given whilst students are completing tasks, students will usually act on this feedback and improve their work immediately, therefore there is no need for it to be recorded. Students may also receive immediate verbal feedback on their performance on short formative tasks such as mini-quizzes. Verbal feedback can be given on an individual, small group or whole-class basis.  students are expected to act on all feedback. DIRT (Dedicated Improvement and Reflection Time) may be given in lessons for students to improve/correct/re-attempt their work or to complete tasks set in response to their identified areas of need. It should be clear that students’ work, knowledge or understanding has improved as a result of the feedback given. This will occur every lesson.

In lesson Feedback students will receive feedback on short activities/tasks/quizzes/their Extended Learning (homework) frequently from lesson to lesson. Frequent use will be made of self- or peer- marking as an efficient method of students receiving immediate feedback and improving their work/knowledge/understanding.  

Teacher feedback on tests/exams. In all key stages, students will be provided with detailed feedback on formal tests, end of year exams and mock exams. This feedback could take many forms, including (but not limited to):

• marking and annotations on test papers
• written feedback addressed to individuals, small groups or on a whole-class basis
• verbal feedback addressed to individuals, small groups or on a whole-class basis
• re-teaching of specific science content, in response to areas of need identified during the marking process
• use of markschemes or other written resources (e.g. model answers) which provide feedback on how to improve specific answers and/or describe common mistakes/misconceptions
• Next Steps tasks provided to check pupils understanding once reteaching has occurred.

The EOUT take place once per unit as set out by the curriculum schedule – At least one for each specialism in each term

Self-feedback:  students are asked to intrinsically reflect on their performance on a lesson-to-lesson basis. Following a degree of self-reflection students have the opportunity to act upon their self-feedback and amend their skill acquisition or strategic approach. This includes weekly homework where Carousel will demonstrate the areas for improvement.