Marking Codes that Make a Difference
A visual scaffold for feedback, reflection, and pupil response
💡 The Big Idea
When we think about feedback, we often picture written comments – kind, encouraging, but time-consuming. What if there was a more efficient, more effective way to support pupil progress?
Marking codes aren’t about shortcuts. They’re about clarity. They give children a shared language for understanding feedback – one they can respond to and act on.
Rather than a sea of red pen or a vague “try harder next time,” we use a simple set of visual symbols that help children understand what needs improving. More importantly, they help children do something about it.
👀 A Closer Look
We use a shared Learning Feedback code that children get to know over time. It’s visible in classrooms, modelled in lessons, and used consistently in books.
But it’s not about proving feedback. It’s about acting on it. That’s where our pink pen of power comes in. When children receive feedback via a symbol – whether live during the lesson or in their books – they grab their pink pen and:
Edit spelling or punctuation
Add a word or sentence
Improve a phrase
Extend an answer
Reflect on teacher questions
🖍️ This visual layer of response – in a different colour – helps children see the progress they’re making. It makes improvement visible.
🔁 Built to Be Progressive
The beauty of marking codes is that they grow with the children. In EYFS and KS1, we might start with three or four simple symbols: SP (spelling), ✓ (well done), and a simple correction circle. But as children progress, we introduce:
Grammar and punctuation symbols
Strengths and EBI tags
More ambiguous prompts (e.g. circled errors for the pupil to spot and fix themselves)
Not all codes are used every time. It’s a menu, not a checklist. It helps pupils focus on what matters most.
🤝 Feedback, Not a Monologue
Some symbols, like “Does this make sense?” or “Add more detail”, invite thinking. They’re intentionally open-ended. But these work best alongside verbal feedback or a quick model on the board. Codes aren’t replacements for conversations, they’re catalysts.
They also empower peer and self-assessment. Children can use the same code set when reviewing their own work or supporting a partner, reinforcing the same shared language and expectations.
💬 Example:
“Can you spot any SP codes in your partner’s writing?”
“Give an EBI to go with your WWW.”
“Add your pink pen corrections where the teacher circled.”
📚 What the Research Says
The EEF’s Teacher Feedback to Improve Learning report highlights the importance of:
Actionable feedback
Student response
Reducing teacher workload
Marking codes hit all three. They’re quick, targeted, and – when embedded into classroom routines – lead to improved pupil outcomes without adding hours of teacher marking time.
This also aligns with UK DfE workload guidance, which urges schools to reduce written marking and focus on impact, not quantity. Symbols offer that middle ground – visible feedback that promotes action, but keeps marking manageable.
🎯 The Bits That Stick
✅ Marking codes provide a shared language for feedback and response
✅ They help pupils make visible improvements using pink pen edits
✅ Codes are progressive and flexible, not one-size-fits-all
✅ They support peer and self-assessment, not just teacher feedback
✅ When paired with modelling or verbal clarification, they deepen understanding
✅ They reduce teacher workload while improving pupil ownership of feedback
In a bit,
Coops 😎
