Group report for teachers

Transcription

1 Group report for teachers In case of enquiries please contact GL Assessment by ing Copyright 2012 GL Assessment Limited. GL Assessment is part of the GL Education Group. Report generated on 22/08/2012

2 CAT4 Group report for teachers School: Check CAT Academy Group: ST Date of test: 10/08/2012 Level: D of students: 100 What is CAT4? The Cognitive Abilities Test (CAT) is a suite of tests that assesses a student's reasoning (thinking) abilities in key areas that support educational development and academic attainment. CAT4 is the fourth edition of the test and comprises the following sections or batteries which assess different aspects of ability: Verbal Reasoning Battery thinking with words Verbal Classification Three words are presented which are similar in some way or ways. From a selection of five possible answers, the student must identify a fourth word with similar properties. The answer is snow because rain, fog and sunshine are all types of weather and snow is also a type of weather. Verbal Analogies A pair of connected words is presented alongside a single word. From a selection of five possible answers, the student must select a word to complete the second pair in the same way. The answer is window, because a carpet goes on a floor and a curtain hangs at a window. Quantitative (or Numerical) Reasoning Battery thinking with numbers Number Analogies Two pairs of related numbers are presented. From a selection of five possible answers, the student must select a number to complete a third pair. The answer is 8. Here 1 add 1 makes 2, but that doesn t work for the second pair because 5 add 1 is 6, not 10. Instead, you have to multiply by 2 to get the second part of each pair, so 4 times 2 is 8. Number Series A sequence of numbers created by a transformation rule is presented. From a selection of five possible answers, the student must identify the rule and continue the sequence. The answer is 15. There are two number patterns in this series. The first, third and fifth numbers go down by 1 at a time 18, 17 then 16. The numbers in between them go up by two at a time 5, 7 then 9. This means the next number must be 16 minus 1, giving 15. Copyright 2012 GL Assessment Limited Page 2 of 30

3 Non-verbal Reasoning Battery thinking with shapes Figure Classification Three designs are presented which are similar in some way or ways. From a selection of five possible answers, the student must identify a fourth design with similar properties. The answer is E because it is the only answer choice that is a striped semi-circle, like the first three figures. Figure Matrices Designs are presented in a grid with one empty square and, from a selection of five possible answers, the student must identify the missing design. The answer is C because in the top pair one arrow up goes to two arrows up, so in the second pair one arrow down must go to two arrows down. Spatial Ability Battery thinking with shape and space Figure Analysis A series of diagrams shows a square being folded repeatedly, and then punched through with holes. From a selection of five possible answers, the student must identify how the paper will appear when unfolded. The answer is D. The hole is punched through both layers of paper, so as it is unfolded the holes will be a mirror image of each other, with the crease being the mirror line. Figure Recognition Several complex designs are presented along with a single target shape. From a selection of five possible answers, the student must identify the target shape within one of the complex designs. The answer is E. It isn t A because that shows the target flipped over. It isn t B or C because they have shapes that are the wrong size. Copyright 2012 GL Assessment Limited Page 3 of 30

4 Why use CAT4? CAT4 is a comprehensive and objective test of your students developed abilities those that, in part, determine attainment and can be built upon and developed to improve outcomes. For example, verbal reasoning can be developed by supporting students reading, comprehension and vocabulary. CAT4 has many uses, but the focus of this group report is to inform teachers about the abilities of a predetermined group of students whether a whole year cohort, teaching group or tutor group or a group of students who share particular characteristics, for example students with English as an additional language. CAT4 provides important information about your group of students because it is an objective measure of ability. Data from other sources such as the Fischer Family Trust, teacher assessment and key indicators such as attendance may be used alongside CAT4 data to ensure that information about students ability, attainment and any external factors affecting achievement that may impact on progress are part of the decision-making process at many levels. Furthermore, results from CAT4: provide indicators of attainment for KS2, KS3, GCSE and AS/A level which are a starting point for target setting for the group offer a comparison between performance of different groups of students in order to better identify needs and target resources identify groups of students who may be underachieving monitor trends and changes in the ability profile of the school s intake over time and, importantly, set a baseline against which to assess the value added by the school. Copyright 2012 GL Assessment Limited Page 4 of 30

5 Understanding CAT4 scores Battery In CAT4 battery is the title given to each of the four pairs of tests which assess different aspects of ability. Questions The number of questions can be important: a student may have worked very slowly but accurately and not finished the test and this will impact on his or her results. Raw Score (RS) The raw score (RS) is the total number of questions a student has answered correctly. Standard Age Score () The Standard Age Score () is the most important piece of information derived from CAT4. The is based on the student s raw score which has been adjusted for age and placed on a scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The average score is 100. The is key to benchmarking and tracking progress and is the fairest way to compare the performance of different students within a year group or across year groups. Confidence band Performance on a test like CAT4 can be influenced by a number of factors and the confidence band is an indication of the range within which a student's score lies. The narrower the band the more reliable the score. This means that 90% confidence bands are a very high level estimate. National Percentile Rank (NPR) The National Percentile Rank (NPR) relates to the and indicates the percentage of students obtaining any particular score. NPR of 50 is average. NPR of 5 means that the student s score is within the lowest 5% of the national sample; NPR of 95 means that the student s score is within the highest 5% of the national sample. Stanine (ST) The Stanine (ST) places the student s score on a scale of 1 (low) to 9 (high) and offers a broad overview of his or her performance. Group Rank () The Group Rank () shows how each student has performed in comparison to those in the defined group. The symbol = represents joint ranking with one or more other students. Relationship between CAT4 scores Copyright 2012 GL Assessment Limited Page 5 of 30

6 School: Check CAT Academy Group: ST Date of test: 10/08/2012 Level: D of students: 100 Scores for the group (by overall mean ) Verbal Quantitative Non-verbal Spatial Overall Tutor group (/48) (/36) (/48) (/36) Jacob Gordon = = = =1 141 =1 Neal Hull = = = =1 141 =1 Paige Lamb = = = =1 141 =1 Gretchen Gibson = = = =1 141 =1 Tim Quinn = = = =1 141 =1 Dean Lindsay = = = Clarence Scarborough = = =1 137 =7 Molly James = = = =9 137 =7 Harriet Johnson = = = =7 Wayne Harris = = = =1 135 =10 Peter Robinson = =10 Dorothy Ellis = = =12 Elisabeth Weber = = = =12 Paige Keller = = = =12 Kent Hicks = = = = =15 Jean Katz = = = = =15 Cheryl Yates = = = =15 Eddie Garrison = = =15 Floyd Huffman = = = = =19 Dianne Lyons = = = =19 Jason McIntyre = = = =19 Kelly Sims = = = = =22 Jordan Baldwin = = =9 130 =22 Holly Brantley = = = =22 Nina Baldwin = = =25 The Standard Age Score () is based on the student s raw score which has been adjusted for age and placed on a scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The average score is 100. The Group Rank () shows how each student has performed in comparison to those in the defined group. The symbol = represents joint ranking with one or more other students. The number of questions can be important: a student may have worked very slowly but accurately and not finished the test and this will impact on his or her results. Copyright 2012 GL Assessment Limited Page 6 of 30

7 Verbal Quantitative Non-verbal Spatial Overall Tutor group (/48) (/36) (/48) (/36) Audrey Wrenn = = = =25 Hannah Currie = = = = =27 Elaine Henderson = = =27 Jerry Coates = = = =29 Theresa Jiang = = = =29 Holly Crawford = = = =31 Grace Ford = = = =31 Benjamin Bolton = = = =33 Emma Brock = = = =33 Bill Abbott = = = Carrie Duke = = Ellen Smith = = =37 Eileen McKee = = = =37 Randall Waters = = Veronica Gonzalez = = = Betsy Hu = =41 Sue Wang = = = =41 George Webb = = = =43 Harry Wall = = =39 97 =43 Glen Kelley = =43 Brenda Burgess = = =65 96 =46 Ben Hood = = = =39 96 =46 Andrew Waller = = = Joshua Smith = = = =39 94 =49 Kelly Gray = =49 Arnold Watts = = = =49 Betty McCall = = = =51 93 =52 Jordan Blum = = =52 Sandra Hutchinson = = = =44 93 =52 Kristine Ritchie = = = =51 93 =52 Rhonda Rao = = = =56 Glenda Kenney = = = =44 92 =56 Leon Wiggins = = =77 91 =58 Norman Brantley = = =58 Copyright 2012 GL Assessment Limited Page 7 of 30

8 Verbal Quantitative Non-verbal Spatial Overall Tutor group (/48) (/36) (/48) (/36) Tamara McConnell = = = =51 90 =60 Nicholas Jenkins = = = =39 90 =60 Joyce Rosenthal = = =48 90 =60 Regina Gill = = = Dawn Moore = = = = Matthew Honeycutt = =65 Tommy Hicks = =59 87 =65 Toni Sawyer = = =67 Alan Green = = =57 86 =67 Thomas Manning = = = =77 86 =67 Christina Curtis = = = =55 86 =67 Alan Davidson = = = =65 86 =67 Joanna Kemp = = =51 85 =72 Marcus English = = =72 Vicki Freedman = = = =59 84 =74 Benjamin Hamrick = = =74 Stephen Brennan = = = =70 84 =74 Alvin Best = = = =74 Jordan Blair = = = Nancy Hayes = = = =77 82 =79 Barry Craig = = =77 82 =79 Jacob Beatty = = = =77 82 =79 Audrey Drake = = = =77 81 =82 Evelyn Dunlap = = = =77 81 =82 Gene Carter = = = =77 81 =82 Vincent Boyd = = Alice McKenzie = = =77 70 =86 Ronald Waller = = =77 70 =86 Tracy Bowling = = = Jerome Norman = = = =77 67 =89 Christina Hawkins = = =77 67 =89 Nelson Fletcher = = Carlos McMillan = = = Melanie Dickerson = = =77 61 =93 Copyright 2012 GL Assessment Limited Page 8 of 30

9 Verbal Quantitative Non-verbal Spatial Overall Tutor group (/48) (/36) (/48) (/36) Joseph Walter = = = =77 61 =93 Nicholas Hirsch = = = =77 61 =93 Jessica Little = = = =77 59 =96 Terry Swanson = = = =77 59 =96 Jay Shaffer = = = =77 59 =96 Guy Riley = = = =77 59 =96 Leo Bray = = = =77 59 =96 Copyright 2012 GL Assessment Limited Page 9 of 30

10 School: Check CAT Academy Group: ST Date of test: 10/08/2012 Level: D of students: 100 Analysis of group scores (by battery) The table below shows mean (average) scores for your group compared with those for the national sample. Verbal mean Quantitative mean Non-verbal mean Spatial mean Overall mean National average Group The table below shows the distribution of scores for your group compared with those for the national sample. In addition, the bar chart presents this information. Description Very low Below average Average Above average Very high bands National average Verbal Quantitative Non-verbal Spatial < % 7% 12% 17% 20% 17% 12% 7% 4% >126 11% 2% 11% 21% 10% 3% 3% 4% 35% 12% 6% 15% 18% 13% 8% 12% 5% 11% 14% 6% 18% 18% 2% 0% 28% 9% 9% 16% 3% 0% 5% 9% 7% 2% 33% 21% Copyright 2012 GL Assessment Limited Page 10 of 30

11 School: Check CAT Academy Group: ST Date of test: 10/08/2012 Student profiles The analysis of CAT4 scores allows all students to be assigned a profile; that is they are assigned to one of seven broad descriptions of their preferences for learning. The Verbal Reasoning and Spatial Ability Batteries form the basis of this analysis and the profiles are expressed as a mild, moderate or extreme bias for verbal or spatial learning or, where no bias is discernable (that is, when scores on both batteries are similar), as an even profile. The diagram shows the distribution of students across the seven profiles which are indicated by the coloured bands. Level: D of students: 100 Extreme verbal bias Moderate verbal bias Mild verbal bias No bias Mild spatial bias Moderate spatial bias Extreme spatial bias Males Females Copyright 2012 GL Assessment Limited Page 11 of 30

12 General characteristics of each student profile It may be helpful to consider which students fall into which broad profile, but this information must be treated with caution as the descriptors are general and not individualised: students preferences for learning will be influenced by other factors. The CAT4 Individual report for teachers offers more fine detail. National Group % % of students Extreme verbal bias 2% 11% 11 Moderate verbal bias 4% 8% 8 Mild verbal bias 11% 11% 11 No bias or even profile 66% 70% 70 Mild spatial bias 11% 0% 0 Moderate spatial bias 4% 0% 0 Extreme spatial bias 2% 0% 0 Extreme verbal bias These students should excel in written work and should enjoy discussion and debate. They should prefer to learn through reading, writing and may be very competent independent learners. Students: They are likely to be high achievers in subjects that require good verbal skills such as English, modern foreign languages and humanities. They may prefer to learn step-by-step, building on prior knowledge, as their spatial skills are relatively weaker, being in the low average or below average range. Jacob Beatty Jordan Blum Norman Brantley Brenda Burgess Carrie Duke Veronica Gonzalez Kelly Gray Betsy Hu Glen Kelley Ellen Smith Leon Wiggins Moderate verbal bias Students in this group will have average to high scores for Verbal Reasoning and relatively weaker Spatial Ability with scores in the average range. These students are likely to prefer to learn through reading, writing and discussion. Step-by-step learning, which builds on prior knowledge incrementally, is likely to suit these students. Students : Barry Craig Audrey Drake Evelyn Dunlap Nancy Hayes Thomas Manning Eileen McKee Jerome Norman Toni Sawyer Mild verbal bias Some students with this profile will have low average or below average scores for Verbal Reasoning and relatively weaker Spatial Ability, but the gap between scores will be narrow. A slight bias for learning through reading, writing and discussion may be discerned in the students in this group. Students : Benjamin Bolton Vincent Boyd Emma Brock Gene Carter Holly Crawford Alan Davidson Copyright 2012 GL Assessment Limited Page 12 of 30

13 Mild verbal bias Marcus English Grace Ford Benjamin Hamrick Theresa Jiang Alice McKenzie No bias or even profile Scores for students with this profile will be very similar for both Verbal Reasoning and Spatial Ability but will be across the range from low to high. Students with high even scores will excel across the curriculum and will learn through the range of media and methods. Students with low even scores, conversely, may require significant levels of support to access the curriculum but will be open to a range of teaching and learning methods. Students : Bill Abbott Jordan Baldwin Nina Baldwin Alvin Best Jordan Blair Tracy Bowling Holly Brantley Leo Bray Stephen Brennan Jerry Coates Hannah Currie Christina Curtis Melanie Dickerson Dorothy Ellis Nelson Fletcher Vicki Freedman Eddie Garrison Gretchen Gibson Regina Gill Jacob Gordon Alan Green Wayne Harris Christina Hawkins Elaine Henderson Kent Hicks Tommy Hicks Nicholas Hirsch Matthew Honeycutt Ben Hood Floyd Huffman Neal Hull Sandra Hutchinson Molly James Nicholas Jenkins Harriet Johnson Jean Katz Paige Keller Joanna Kemp Glenda Kenney Paige Lamb Dean Lindsay Jessica Little Dianne Lyons Betty McCall Tamara McConnell Jason McIntyre Carlos McMillan Dawn Moore Tim Quinn Rhonda Rao Guy Riley Kristine Ritchie Peter Robinson Joyce Rosenthal Clarence Scarborough Jay Shaffer Kelly Sims Joshua Smith Terry Swanson Harry Wall Andrew Waller Ronald Waller Joseph Walter Sue Wang Randall Waters Arnold Watts George Webb Elisabeth Weber Audrey Wrenn Cheryl Yates Mild spatial bias Some students with this profile will have low average or below average scores for Spatial Ability and relatively weaker Verbal Reasoning skills, but the gap between scores will be narrow. A slight bias for learning through visual media may be discerned in the students in this group. Students : None Copyright 2012 GL Assessment Limited Page 13 of 30

14 Moderate spatial bias Students in this group will have average to high scores for Spatial Ability and relatively weaker Verbal Reasoning with scores in the average range. These students are likely to prefer to learn through visual and kinaesthetic media and will need to use diagrams, pictures, videos and objects to learn best. Students with above average or high Spatial Ability are often characterised as intuitive or big picture learners: attention to detail may be a weakness. Owing to a relative weakness in verbal skills, attainment may be uneven and they are likely to need support in subjects where the emphasis is on the written word. Students : None Extreme spatial bias These students should excel in problem solving and will grasp concepts quickly and intuitively. They will not enjoy rote learning and may arrive at a correct solution to a task without demonstrating the steps along the way. They are likely to be high achievers in subjects that require good visual-spatial skills such as maths, physics and technology. Owing to a relative weakness in verbal skills, attainment may be uneven and they may need support in subjects where the emphasis is on the written word. Students : None Copyright 2012 GL Assessment Limited Page 14 of 30

15 School: Check CAT Academy Group: ST Date of test: 10/08/2012 Level: D of students: 100 Retrospective KS2 indicators There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student s scores on reasoning tests such as CAT4 and his or her performance in national tests and examinations. CAT4 Level D scores and KS2 results from the previous year are collected from a large sample of schools and students. The retrospective KS2 indicators are derived from the statistical relationship between CAT4 scores and the KS2 results. An adjustment is made for gender as, for example, girls achieve higher English levels than boys even when they achieve the same CAT4 scores. CAT4 indicators may be used to triangulate with results from the national KS2 tests, teacher assessment or with other data sets, for example, that provided by the Fischer Family Trust (which combines both KS2 results and TA). Large differences between the three measures can prompt particular diagnostic questions about the student s performance. You may be able to identify underperforming students e.g. those students with National Curriculum test results that are much lower than the indicated levels from CAT4. The indicators in this report are shown as National Curriculum levels. Retrospective indicative end of KS2 level Tutor group English Maths Science Gretchen Gibson a 5a 5a Tim Quinn a 5a 5a Jacob Gordon a 5a 5a Neal Hull a 5a 5a Paige Lamb a 5a 5a Dean Lindsay a 5a 5a Molly James a 5a 5a Harriet Johnson a 5a 5a Clarence Scarborough a 5a 5a Peter Robinson a 5a 5a Wayne Harris a 5a 5b Paige Keller a 5a 5b Dorothy Ellis a 5a 5a Elisabeth Weber a 5a 5b Eddie Garrison a 5a 5b Cheryl Yates a 5a 5a Kent Hicks a 5a 5b Jean Katz a 5a 5b Floyd Huffman a 5a 5b Dianne Lyons a 5a 5b Jason McIntyre a 5a 5b Holly Brantley a 5a 5b Kelly Sims a 5a 5b Copyright 2012 GL Assessment Limited Page 15 of 30

16 Retrospective indicative end of KS2 level Tutor group English Maths Science Jordan Baldwin a 5a 5b Audrey Wrenn a 5b 5b Nina Baldwin a 5b 5b Hannah Currie a 5b 5b Elaine Henderson a 5b 5b Jerry Coates a 5b 5b Theresa Jiang a 5b 5b Grace Ford a 5b 5b Holly Crawford a 5b 5b Benjamin Bolton a 5b 5b Emma Brock a 5b 5b Bill Abbott a 5b 5b Carrie Duke c 4a 4a Eileen McKee c 4a 4a Ellen Smith c 4a 4a Randall Waters b 4a 4a Veronica Gonzalez c 4a 4a Sue Wang b 4b 4a Betsy Hu c 4a 4a Harry Wall a 4b 4a Glen Kelley c 4b 4a George Webb b 4b 4a Ben Hood b 4b 4b Brenda Burgess c 4b 4a Andrew Waller b 4b 4b Kelly Gray a 4b 4a Arnold Watts b 4b 4b Joshua Smith b 4b 4b Jordan Blum a 4b 4b Sandra Hutchinson b 4b 4b Kristine Ritchie b 4b 4b Betty McCall b 4b 4b Rhonda Rao c 4b 4b Glenda Kenney b 4b 4b Norman Brantley a 4b 4b Leon Wiggins a 4b 4a Joyce Rosenthal c 4c 4b Nicholas Jenkins b 4c 4b Tamara McConnell b 4c 4b Regina Gill b 4c 4b Dawn Moore c 4c 4b Copyright 2012 GL Assessment Limited Page 16 of 30

17 Retrospective indicative end of KS2 level Tutor group English Maths Science Tommy Hicks c 3a 4b Matthew Honeycutt a 3a 4b Alan Green c 3a 4b Thomas Manning c 4c 4b Christina Curtis a 3a 4b Toni Sawyer b 4c 4b Alan Davidson c 3a 4b Joanna Kemp b 3a 4c Marcus English b 3a 4c Alvin Best a 3a 4c Stephen Brennan c 3a 4c Benjamin Hamrick c 3a 4c Vicki Freedman a 3a 4c Jordan Blair c 3a 4c Jacob Beatty b 3a 4b Nancy Hayes b 3a 4b Barry Craig b 3a 4b Gene Carter a 3a 4c Audrey Drake c 3a 4c Evelyn Dunlap c 3a 4c Vincent Boyd a 3b 4c Alice McKenzie c 3c 3a Ronald Waller b Tracy Bowling c 2 3b Christina Hawkins b Jerome Norman c 2 3b Nelson Fletcher b 2 3c Carlos McMillan b 2 3c Melanie Dickerson Nicholas Hirsch Joseph Walter Jay Shaffer Jessica Little Terry Swanson Guy Riley Leo Bray Copyright 2012 GL Assessment Limited Page 17 of 30

18 School: Check CAT Academy Group: Unknown Date of test: 10/08/2012 KS3 indicators Level: D of students: 100 There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student s scores on reasoning tests such as CAT4 and his or her performance in national tests and examinations. CAT4 provides a range of indicators of future attainment which can form the basis of discussion with an individual about targets for learning or help set realistic but challenging targets for national tests and examinations. External factors will affect a student s eventual attainment not least effort and motivation but CAT4 results demonstrate what can be achieved because the test is established as a good predictor of subsequent attainment. CAT4 scores and subsequent KS3 results (or teacher assessments) are collected from a large sample of schools and students. The KS3 indicators are derived from the statistical relationship between CAT4 scores and the end of KS3 results. The indicators are updated regularly to reflect changes in national KS3 attainment. Indicators for maths and science are calculated from the mean CAT4 Standard Age Score (). The for Verbal Reasoning has been found to give more accurate results for English so, when available, this is used as the basis for the indicators for English. Should scores for one of more batteries be missing, indicators will be based on scores for those batteries administered to the student. The indicators in this report are shown as National Curriculum levels. Indicated KS3 level (most likely level followed by 'if challenged' level in bold) Tutor group English Maths Science Art D&T Geography History ICT MFL Music PE Gretchen Gibson b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Tim Quinn b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Jacob Gordon b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Neal Hull b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Paige Lamb b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Dean Lindsay b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Molly James b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Harriet Johnson b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Clarence Scarborough b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Peter Robinson b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Copyright 2012 GL Assessment Limited Page 18 of 30

19 Indicated KS3 level (most likely level followed by 'if challenged' level in bold) Tutor group English Maths Science Art D&T Geography History ICT MFL Music PE Wayne Harris b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Paige Keller b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Dorothy Ellis b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Elisabeth Weber b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Eddie Garrison b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Cheryl Yates b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Kent Hicks b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jean Katz b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Floyd Huffman b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Dianne Lyons b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Jason McIntyre b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Holly Brantley b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Kelly Sims b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jordan Baldwin b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Audrey Wrenn b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Nina Baldwin b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Hannah Currie b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Elaine Henderson b 7a 8 8 7b 7a 6a 7c 7c 7b 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jerry Coates b 7a 8 8 7b 7a 6a 7c 7c 7b 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Theresa Jiang b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Grace Ford b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6c 6b Holly Crawford b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Benjamin Bolton b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a 6c 6b Emma Brock b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a 6c 6b Bill Abbott b 7a 8 8 7c 7b 6b 6a 6a 7c 7c 7b 6a 7c 6a 7c 6b 6a 6b 6a 6c 6b Carrie Duke a 7c 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Eileen McKee b 6a 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Ellen Smith a 7c 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Randall Waters a 6c 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Veronica Gonzalez a 7c 6a 7c 6c 6b 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Sue Wang b 5a 6c 6b 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Betsy Hu b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Harry Wall a 6c 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Glen Kelley b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Copyright 2012 GL Assessment Limited Page 19 of 30

20 Indicated KS3 level (most likely level followed by 'if challenged' level in bold) Tutor group English Maths Science Art D&T Geography History ICT MFL Music PE George Webb b 5a 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Ben Hood b 5a 6c 6b 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Brenda Burgess b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Andrew Waller b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Kelly Gray c 6b 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Arnold Watts b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Joshua Smith b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Jordan Blum c 6b 6c 6b 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Sandra Hutchinson b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Kristine Ritchie b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Betty McCall b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Rhonda Rao c 5b 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Glenda Kenney b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Norman Brantley a 6c 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Leon Wiggins c 6b 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Joyce Rosenthal c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Nicholas Jenkins c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Tamara McConnell b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 4a 5c 5b 5a 5b 5a Regina Gill b 5a 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Dawn Moore a 5c 5c 5b 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Tommy Hicks c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Matthew Honeycutt a 5c 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Alan Green c 5b 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Thomas Manning c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Christina Curtis b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Toni Sawyer c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Alan Davidson c 5b 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Joanna Kemp b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Marcus English c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Alvin Best b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Stephen Brennan a 5c 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Benjamin Hamrick c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Vicki Freedman b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Jordan Blair a 5c 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Copyright 2012 GL Assessment Limited Page 20 of 30

21 Indicated KS3 level (most likely level followed by 'if challenged' level in bold) Tutor group English Maths Science Art D&T Geography History ICT MFL Music PE Jacob Beatty b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Nancy Hayes b 5a 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Barry Craig b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Gene Carter b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Audrey Drake c 5b 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Evelyn Dunlap c 5b 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Vincent Boyd a 5c 4b 4a 4b 4a 5c 5b 4a 5c 4b 4a 4b 4a 4b 4a 4c 4b 4a 5c 5b 5a Alice McKenzie c 5b 3 4c 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4b 4a 3 4c 4a 5c 5c 5b Ronald Waller c c 4a 5c 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Tracy Bowling c c 4a 5c 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Christina Hawkins c 4b 4a 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Jerome Norman c 5b c 4b 4a 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Nelson Fletcher c 4b c 4b 4a 4b 4a 3 4c 3 4c 4c 4b 3 4c 4b 4a 5c 5b Carlos McMillan b 4a c 4b 4a 4b 4a 3 4c 3 4c 4c 4b 3 4c 4b 4a 5c 5b Melanie Dickerson b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 5c 5b Nicholas Hirsch b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 4a 5c Joseph Walter c b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 5c 5b Jay Shaffer c 4b 4c 4b c 4b 4a 5c Jessica Little c 4b 4c 4b c 4b 4a 5c Terry Swanson c 4b 4c 4b c 4b 4a 5c Guy Riley c 4b 4c 4b c 4b 4a 5c Leo Bray c 4b 4c 4b c 4b 4a 5c Copyright 2012 GL Assessment Limited Page 21 of 30

22 School: Check CAT Academy Group: ST Date of test: 10/08/2012 GCSE indicators Level: D of students: 100 There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student s scores on reasoning tests such as CAT4 and his or her performance in national tests and examinations. CAT4 provides a range of indicators of future attainment which can form the basis of discussion with an individual about targets for learning or help set realistic but challenging targets for national tests and examinations. External factors will affect a student s eventual attainment not least effort and motivation but CAT4 results demonstrate what can be achieved because the test is established as a good predictor of subsequent attainment. CAT4 scores and subsequent GCSE results are collected from a large sample of schools and students. The GCSE indicators are derived from the statistical relationship between CAT4 scores and GCSE results. The indicators are updated regularly to reflect changes in national GCSE attainment. The indicated subject grades are given either as whole grades or where CAT4 scores indicate performance may be at the boundary between grades, as split grades (A/B, B/C, etc). The summary indicators include the overall probability of attaining 5 A* C including English and Maths; GCSE points scores; and the Best 8 GCSE points score. Indicators are calculated from the mean CAT4 Standard Age Score () apart from those for English and English Literature where the for Verbal Reasoning is found to give more accurate results, so this is used when available. Copyright 2012 GL Assessment Limited Page 22 of 30

23 Indicated GCSE grades, subjects A H (most likely grade followed by if challenged grade in bold) Tutor group Art & Design Business Studies Electronics Food Graphics Gretchen Gibson A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Tim Quinn A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Jacob Gordon A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Neal Hull A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Paige Lamb A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Dean Lindsay A A* A A* A*/A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Molly James A A* A A* A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A* Harriet Johnson A A* A A* A*/A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Clarence Scarborough A A* A A* A A* A A* A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A* Peter Robinson A A* A A* A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A* Wayne Harris A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Paige Keller A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Dorothy Ellis A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A A* A A* Elisabeth Weber A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Eddie Garrison A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Cheryl Yates A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A A* A A* Kent Hicks A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Jean Katz A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Floyd Huffman A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Dianne Lyons A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Jason McIntyre A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Holly Brantley A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Kelly Sims A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Jordan Baldwin A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Audrey Wrenn A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Nina Baldwin A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Hannah Currie A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Elaine Henderson A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Jerry Coates A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Resistant materials Systems control Textiles Drama English English Literature French Geography German History Home Economics Copyright 2012 GL Assessment Limited Page 23 of 30

24 Tutor group Information Technology Maths Indicated GCSE grades, subjects I Z (most likely grades followed by if challenged grade in bold) Media Studies Music Physical Education Gretchen Gibson A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Tim Quinn A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Jacob Gordon A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Neal Hull A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Paige Lamb A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Dean Lindsay A*/A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Molly James A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* Harriet Johnson A*/A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* Clarence Scarborough A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* Peter Robinson A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* Wayne Harris A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Paige Keller A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Dorothy Ellis A A* A*/A A* A A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* Elisabeth Weber A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Eddie Garrison A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Cheryl Yates A A* A*/A A* A A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* Kent Hicks A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Jean Katz A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Floyd Huffman A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Dianne Lyons A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Jason McIntyre A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Holly Brantley A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Kelly Sims A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Jordan Baldwin A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* Audrey Wrenn A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* Nina Baldwin A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* Hannah Currie A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* Elaine Henderson A A* A*/A A* A/B A A A* A/B A A A* A A* A A* A A* A A* A A* A A* A/B A A A* Jerry Coates A A* A*/A A* A/B A A A* A/B A A A* A A* A A* A A* A A* A A* A A* A/B A A A* Religious Education Additional Biology Chemistry Core Physics Sociology Spanish Statistiics % probability of 5+ A* C (inc. English and maths) GCSE Total points score 'Best 8' GCSE points score Copyright 2012 GL Assessment Limited Page 24 of 30

25 Indicated GCSE grades, subjects A H (most likely grade followed by if challenged grade in bold) Tutor group Art & Design Business Studies Electronics Food Graphics Theresa Jiang A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Grace Ford A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Holly Crawford A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Benjamin Bolton A/B A A/B A A/B A A/B A A/B A B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Emma Brock A/B A A/B A A/B A A/B A A/B A B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Bill Abbott A/B A A/B A A/B A A/B A A/B A B A A/B A A A* B A A* A* A*/A A* A/B A A A* A/B A A/B A A/B A Carrie Duke B/C B C B C B B/C B C B C B C B B A B/C B A A* A/B A C B B/C B C B B/C B C B Eileen McKee B/C B C B C B B/C B C B C B C B B A B/C B A/B A A/B A C B B/C B C B B/C B C B Ellen Smith B/C B C B C B B/C B C B C B C B B A B/C B A/B A A/B A C B B/C B C B B/C B C B Randall Waters B/C B C B C/D C B/C B C B C B C B B/C B B/C B C B B/C B C B C B C B C B C/D C Veronica Gonzalez 2 99 B/C B C B C B B/C B C B C B C B B A B/C B A A* A/B A C B C B C B C B C B Sue Wang 3 98 B/C B C/D C C/D C C B C B C/D C C/D C B/C B B/C B C B B/C B C/D C C/D C C/D C C/D C C/D C Betsy Hu 2 98 B/C B C B C/D C B/C B C B C B C B B/C B B/C B A/B A B A C B C B C B C B C/D C Harry Wall 3 97 C B C/D C D C C B C/D C C/D C C/D C B/C B C B B/C B B/C B C/D C C/D C C/D C C/D C C/D C Glen Kelley 2 97 B/C B C B C/D C C B C B C B C B B/C B B/C B A/B A A/B A C/D C C B C/D C C B C/D C George Webb 3 97 C B C/D C D C C B C/D C C/D C C/D C B/C B C B C B C B C/D C C/D C C/D C C/D C C/D C Ben Hood 2 96 C B C/D C D C C B C/D C C/D C C/D C C B C B C B B/C B C/D C C/D C C/D C C/D C C/D C Brenda Burgess 1 96 B/C B C B C/D C C B C B C B C B B/C B B/C B A/B A A/B A C/D C C B C/D C C B C/D C Andrew Waller 3 95 C B C/D C D C C B C/D C C/D C C/D C C B C B C/D C C B D C C/D C D C D C D C Kelly Gray 2 94 C B C/D C D C C B C/D C C/D C C/D C B/C B C B B/C B B/C B C/D C C/D C C/D C C/D C C/D C Arnold Watts 3 94 C B D C D C C/D C C/D C C/D C D C C B C B C B C B D C D C D C D C D C Joshua Smith 3 94 C B C/D C D C C B C/D C C/D C C/D C C B C B C/D C C B D C C/D C D C D C D C Jordan Blum 1 93 C B C/D C D C C B C/D C C/D C C/D C C B C B B A B A C/D C C/D C C/D C C/D C C/D C Sandra Hutchinson 2 93 C B D C D C C/D C C/D C C/D C D C C B C B C B C B D C D C D C D C D C Kristine Ritchie 3 93 C B C/D C D C C B C/D C C/D C C/D C C B C B C B C B D C C/D C D C D C D C Betty McCall 3 93 C B C/D C D C C B C/D C C/D C C/D C C B C B C B B/C B C/D C C/D C C/D C C/D C D C Rhonda Rao 3 92 C B D C D C C/D C C/D C C/D C D C C B C B C/D C C/D C D C D C D C D C D C Glenda Kenney 2 92 C B D C D C C/D C C/D C C/D C D C C B C B C B B/C B D C D C D C D C D C Norman Brantley 1 91 C B D C D C C/D C C/D C C/D C D C C B C B B/C B B/C B D C D C D C D C D C Resistant materials Systems control Textiles Drama English English Literature French Geography German History Home Economics Copyright 2012 GL Assessment Limited Page 25 of 30

26 Tutor group Information Technology Maths Indicated GCSE grades, subjects I Z (most likely grades followed by if challenged grade in bold) Media Studies Music Physical Education Theresa Jiang A A* A*/A A* A/B A A/B A A/B A A A* A A* A A* A A* A A* A A* A/B A A/B A A A* Grace Ford A A* A*/A A* A/B A A/B A A/B A A A* A/B A A A* A A* A A* A A* A/B A A/B A A/B A Holly Crawford A A* A*/A A* A/B A A/B A A/B A A A* A A* A A* A A* A A* A A* A/B A A/B A A A* Benjamin Bolton A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A Emma Brock A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A Bill Abbott A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A Carrie Duke B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B Eileen McKee B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B Ellen Smith B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B Randall Waters B/C B C B C B C B B/C B B/C B C B B/C B B/C B C B B/C B C B C B C B Veronica Gonzalez 2 99 B/C B B/C B B/C B B/C B B/C B B/C B C B B/C B B/C B C B B/C B B/C B C B C B Sue Wang 3 98 C B C B C B C B C B C B C/D C B/C B B/C B C/D C B/C B C B C/D C C/D C Betsy Hu 2 98 B/C B C B C B C B B/C B B/C B C B B/C B B/C B C B B/C B C B C B C B Harry Wall 3 97 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C Glen Kelley 2 97 B/C B C B C B C B C B C B C B B/C B B/C B C B B/C B C B C B C B George Webb 3 97 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C Ben Hood 2 96 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C Brenda Burgess 1 96 B/C B C B C B C B C B C B C B B/C B B/C B C B B/C B C B C B C B Andrew Waller 3 95 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C Kelly Gray 2 94 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C Arnold Watts 3 94 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C Joshua Smith 3 94 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C Jordan Blum 1 93 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C Sandra Hutchinson 2 93 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C Kristine Ritchie 3 93 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C Betty McCall 3 93 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C/D C C/D C C/D C Rhonda Rao 3 92 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C Glenda Kenney 2 92 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C Norman Brantley 1 91 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C Religious Education Additional Biology Chemistry Core Physics Sociology Spanish Statistiics % probability of 5+ A* C (inc. English and maths) GCSE Total points score 'Best 8' GCSE points score Copyright 2012 GL Assessment Limited Page 26 of 30