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Marking Policy

All Saints Catholic College has a variety of marking practices in different curricular areas. This is appropriate given the range of different skills, understanding and competencies being assessed. Nonetheless All Saints Catholic College has a variety of marking practices in different curricular areas. This is appropriate given the range of different skills, understanding and competencies being assessed. Nonetheless it is essential that the basis for all marking should be clearly stated, commonly understood (both within and between departments) and consistently applied. 


  • Marking of students' work in all subjects should be regarded as a regular means of communication with students about their individual progress.
  • This communication must be in a form that is comprehensible and clearly able to be understood by the individual student.
  • The feedback on progress that this represents should inform the next step in a student's learning. 


Purposes of Marking 
Each department should establish a Marking Policy which reflects the need of the individual subject, but which does not conflict with the College's overall policy. 
Each individual marking policy must take into account differentiation and should wherever possible include the following aims: 

  • To encourage and stimulate students by praising current achievement.
  • To assist students by the setting of clear targets to focus on aspects of work where further development is needed.
  • To provide the teacher with feedback on how well students have understood the current work and enable him/her to plan the next stage of teaching and learning.
  • To enable the teacher to make judgements about student attainments, particularly with regard to the assessment criteria at GCSE. 

Guidelines for Marking  
In order to provide a degree of consistency across departments, the following guidelines must be adhered to: 

  • Work should be collected in regularly and returned as quickly as is practicable; departmental policy should establish the frequency of collection and return.
  • Written comments should be predominantly constructive, acknowledging what has been achieved as well as highlighting areas for improvement. 
  • A specific comment on learning should be made at the end of a piece of work. The aim should be to summarise achievement and to set a further target.
  • Students should have access to the marking criteria and understand the meaning of the marks/grades they receive.
  • Marking should usually recognise achievement and attainment but should not confuse the two.
  • Student self and peer-assessment should be encouraged.
  • Marking practices and procedures should be consistently applied and should be in keeping with the College's overall policy on assessment. 

Some examples of useful comments
Strengths of work:


You have shown some/good/excellent understanding of …

You have shown some/good/excellent knowledge of …

This has good detail and will provide a good base for the future

Keep up the good work

You have put a lot of effort into this

You started well and showed/demonstrated … however …

You have shown … and therefore reached your target, well done

Targets for improvement:






To improve/progress further you should …

Perhaps you could add …

Could you have …

Have you considered …

Can you compare/link to …

Add more knowledge/examples to improve/progress.

Add connectives to extend your answers (therefore, as a result, this led to, etc.)


Other possible comments:

Check spellings carefully

Explain in more detail

Check grammar carefully

Use evidence to aid explanation

Write in full sentences

Add greater reasoning to answers

Plan more effectively

Work is too descriptive rather than explanatory

Read the question more carefully

Write in a more extended style

Write a clear introduction

Analyse more thoroughly

Conclusion is too brief/lacking …

Evaluate work/decisions made

Refer to diagram/picture more carefully

Justify answers/decisions more thoroughly

Work incomplete/unfinished

Develop your ideas more fully

Organise your work more effectively

Describe in greater detail

Improve layout and presentation

Be more inventive/display more initiative

Improve your pace of working

Include diagrams/maps in work

Take more care when drawing diagrams

Use diagrams/maps/ comment on them

Label diagrams

Refer more to case studies in answers

Annotate diagrams/sketches more extensively

Research more thoroughly

Practice 4-figure grid references more carefully

Interpret source material (e.g. photos) more carefully

Practice 6-figure grid references more carefully

Collect data more effectively

Draw maps more carefully

Plagiarism – select and put work in own words

Use compass directions to help explanation/description

Ask for help when in trouble

Use correct geographical terminology

Interact more effectively in group work

Take more care when drawing graphs

Listen more carefully to instructions

Weigh up evidence more effectively

Show more evidence of other peoples’ views

Label graphs carefully

Display more awareness of the environment

Aim to solve problems as well as identify them

Include statistics


When a piece of work is marked there must be an indicator to the pupil regarding the appropriateness of the quality of the work produced.  Each piece of marked work should, therefore, include a colour coded dot.  This indicates clearly to the pupil, other teachers, inspectors and parents whether that piece of work is at a level expected by that pupil.  This can run alongside a mark, if required, or it may stand alone if verbal feedback is given.  Red indicates work is of very poor quality, yellow (or amber) indicates most aspects have been successfully reached, but some aspects require improvement.  Green indicates that the student has successfully achieved all areas that they should reach according to their own targets.


For each key stage 3 student one piece of marked work per half-term should also include two comments.  One comment should indicate an area of strength in the work, whereas the second comment should indicate a target to improve.  These comments should be used by pupils and staff to bring about gradual and sustained improvements.
For Key Stage 4 this should be for two pieces of work per half-term.  This is in addition to the formal assessments.



It is the responsibility of the Head of Department: 

  • To ensure that the Department has an effective Marking Policy which is fully understood by all department members and that the policy is regularly reviewed.
  • To ensure that the Department's policy is in keeping with the College's overall policy on assessment.
  • To ensure the implementation of the Department's marking policy.
  • To establish a centralised system of recording marks and assessments made by individual teachers within the department.
  • To ensure that these marks and assessments are standardised so that meaningful grades are recorded and communicated to students.


It is the responsibility of all classroom teachers:

  • To ensure that all class work and homework is marked regularly according to the Department's marking policy.
  • To ensure that when marking takes place any unfinished student work is subsequently completed.
  • To keep a record of marks and assessments achieved in accordance with the agreed procedures within the department.
  • To explain the marking and assessment grading system to the students.
  • To ensure that assessment information informs further curriculum planning.