The Big Picture

1
The Big Picture
2
Talking Partners
How to be a successful talk partner
1.Look at your partner when they are talking. 2.Look interested. 3.Dont let other things distract you. 4.Let your partner express their views. 5.Think carefully about what your partner is saying. 6.Stay focused. 7.Try to be clear about what you mean. 8.Say more than one or two words. 9.Be prepared to compromise or constructively persuade using language of debate.
How not to be a talk partner
1.Avoid eye contact 2.Look bored. 3.Fidget. 4.Interrupt all the time. 5.Dont listen to what theyre saying. 6.Say only one or two words. 7.Let your partner do all the work. 8.Make jokes or encourage your partner to go off task. 9.Bully your partner into accepting answers.
3
Success Criteria
4
Marking ladders
Reception Traditional Tales (orally at point of writing)
Pupil Objective Teacher
I have used traditional language
I have described the characters
I have told the reader details who, what, where, when, how?
I have shown the problem
I used Suddenly and something happened
I solved the problem
I used alliteration
I gave the ending a moral
What could I do to improve my traditional tale next time? What could I do to improve my traditional tale next time? What could I do to improve my traditional tale next time?
Year 6 Autobiography and Diaries
Pupil Objective Teacher
I have written a clear opening paragraph to set the scene
I have used first person pronouns
I have written in the past tense
I have included my feelings, reactions and opinions
My writing is about events that were important to me
I have used connectives and phrases to indicate time
I have included detailed description using powerful verbs and adjectives
I have concluded with a reflection
What could I do to improve my autobiography or diary extract next time? What could I do to improve my autobiography or diary extract next time? What could I do to improve my autobiography or diary extract next time?
5
Quality Marking

• Relates to the success criteria.
• Identifying good features of work.
• Identifying areas of development.
• Time for child to reflect.

6
Self and peer marking

• Children taking ownership of their own work.
• Identifying strengths and next steps.
• Developing relationships and pride between
  children.
• Making marking meaningful.
• Giving the children a purpose.

7
The next steps

• Whole school
• Cross curricular
• To promote a positive lifelong learning
  environment.
• To become an advisor