• Teachers should only set work that is sufficiently challenging and which is designed to move students forward in their learning as part of a scheme of learning.
  • Teachers should encourage high standards of presentation.
  • When providing written comments on students’ work the comments must be presented in a way that is meaningful to students so that the comments help to move the students forward in their learning.
  • Students value verbal feedback because its impact is immediate. Teachers should aim to seek opportunities within lessons to provide effective verbal feedback when it is appropriate to do so.
  • At times it may be appropriate to give students quality time in lessons to respond to feedback. In the case of written work, this may involve creating opportunities to re-draft.
  • When giving a grade, or reporting a grade within a Pathway teachers should consider the impact of giving it after the written feedback so that students can first of all engage with the written feedback.
  • Peer and self-assessment can be used at appropriate times during a sequence of learning but only when its use will have noticeable impact on progress.