ABSTRACT
The school has a positive marking policy in place with many pieces of work being marked using a 'bubble' to celebrate achievements in a particular piece of work and a 'step' to develop their understanding further. It was clear from the survey, however, that many teachers spent a very long time marking in this way, so involvement in the project was viewed as an opportunity to explore other marking strategies. The teacher may have grouped together six children who needed to develop their understanding of capital letters and full stops. While the teacher was working with a small group, the other children were given independent activities to complete, such as handwriting practice or fine motor skills activities. The teachers in Years 2 and 6 met to discuss their views on the progress and impact of the project at regular intervals as a focus group, and used a research diary to record personal reflections.
