Understanding Progress Grades

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1 Understanding Progress Grades Key Stage 3 In Key Stage 3, Progress Grades are issued three times a year. The purpose is to keep you informed about the progress your child is making in relation to what can reasonably be expected, based on previous performance at the end of Key Stage 2. There are 7 levels in most subjects, 8 in some. The National Curriculum Handbook states that the average level a Year 6 child will reach is level 4 and that during Key Stage 3 (from Year 7 to Year 9), on average, students will raise their performance by two levels. So that you can make a comparison with the previous Progress Grade Sheet, data from the most recent PGS is shown. 1. The Current Working Level English, Mathematics and Science are known as the core subjects. Teachers of these subjects have experience of matching test marks to levels in such a way that each level can be divided into three sub-levels - a at the top of the level, b in the middle of the level and c at the lower end of the level. The foundation subjects, Art, Design, Geography, History, Information and Communication Technology, Modern Foreign Languages, Music, Physical Education and Religious Education assess the level based on descriptions of the skills, knowledge and understanding that each student has demonstrated over the Key Stage. Teachers will use these descriptors to assess your child s level and may include whether they are at the high medium or lower end of the level. 2 Attitude to Learning Grade A common grading system is used from Year 7 to Year 13. There is a direct link between the attitude and behaviour that students present and their attainment. The scale from a-e is used in relation to the same criteria in all subjects. We expect students to be rated a or b if they are to achieve their potential. Students who are rated d or e in a number of subjects will be monitored carefully until there is an improvement. Teachers use the criteria (see below) for reporting to parents. Students have copies in their exercise books. 3. Areas to improve While the attitude to learning gives a general overview, the areas to improve indicate specific areas that a student needs to work on in each subject. These are currently: Areas to Improve A B C E H P K Attendance &/ or punctuality Behaviour not at the expected standard Concentration in class needs to improve Essential Equipment often forgotten or incomplete( including PE kit) Homework not at an acceptable standard / deadlines not met Level of Participation in class requires improvement Please Keep up your current approach to learning. Well done The areas to improve are regularly reviewed and so may change during the course of the college year.

2 4. The Target Level Every student has a target level for each subject. This is the level we think they should aim to meet. It is important that students are aware of their potential and aim high, and our target setting helps us establish a realistic and achievable outcome for each year and the end of the key stage. Targets are decided after using several sources of information about students. These include Fisher Family Trust estimates which come from a national data base that gathers KS1 and KS2 data on every child in England, then uses this to calculate the best estimate of what a child could achieve if they continue to work at their best. We also might use a cognitive ability test taken early in year 7 which indicates future attainments. Key stage two levels are also considered when setting targets, along with teachers own assessments during the initial term in year Rewards and Behaviour Vivo credits are awarded in lessons for excellent work; achievement and behaviour. These are issued by all teachers and the totals are transferred onto student reports alongside the average awarded for the year group. Certificates of Achievement are given to students directly in class at the end of each term in an approximate proportion of one for every ten students in a class. Departments nominate students for outstanding achievement in their subject at the end of each academic year. Behaviour episodes are recorded as a behaviour point on the students sims profile. These are linked with the 'consequences' system so a student being placed in detention (C3) or an on call out of lessons (C4) generates 1 behaviour point. Exclusions from the college generates 3 points per day Opportunities to review the progress of your child We hold Parents Consultation Evenings during the year. Parents are invited to attend with their child. Dates are on the calendar available on the website. Key Stage 4 In Key Stage 4, Progress Grades are issued four times in Year 10 and three time in Year 11. The purpose is to keep you informed about the progress your child is making in relation to what can reasonably be expected, based on their previous performance in the end of Key Stage 3. Students who attend one of our partner providers, such as one of the colleges, will receive a separate Progress report direct from that provider. So that you can make a comparison with the previous Progress Grade Sheet, data from the most recent PGS is shown. The exception to this is the first Progress Grade Sheet for year The Current Working Grade The grades used in GCSE courses are A*, A, B, C, D, E, F, G and U. Grades A*- C are recognised as good grades and are necessary for students who wish to continue their education after the age of 16. Vocational courses, such as BTECs and OCRs, are usually reported as Below Pass, Pass, Merit, or Distinction. (A Pass is equivalent to a GCSE grade C).

3 Teachers are experienced in assessing the work of students according to the criteria given for each grade in external examinations. The grade given represents the grade your child is working at now and is based on assessments of classwork, homework and tests. It is not a prediction of the grade students are likely achieve in their exams; it is the grade that reflects their current standard of work given that courses are not yet completed. 2. Attitude to Learning Grade A common grading system is used from Year 7 to Year 13. There is a direct link between the attitude and behaviour that students present and their attainment. The scale from a-e is used in relation to the same criteria in all subjects. We expect students to be rated a or b if they are to achieve their potential. Students who are rated d or e in a number of subjects will be monitored carefully until there is an improvement. Teachers use the criteria (see below) for reporting to parents. Students have copies in their exercise books 3. Areas to Improve As for Key Stage 3 4. The Target Grade Like Key Stage 3 the targets are generated from a variety of sources: Key Stage 3 levels; Fisher Family Trust estimates and from teacher s prior knowledge of students. 5. Rewards and Behaviour As for Key Stage 3 Opportunities to review the progress of your child We hold Parents Consultation Evenings during the year. Parents are invited to attend with students. Dates are on the calendar. Key Stage 5 In Key Stage 5, Progress Grades are issued three times a year. The purpose is to keep you informed about the progress your son or daughter is making in relation to what can reasonably be expected, based on their previous performance, which for most students is the GCSE results. The grades used in AS and A2 courses are A, B, C, D, E, and U. Grades are converted to points and other qualifications are included in the points system. Vocational courses, such as BTECs, are usually reported as Below Pass, Pass, Merit, or Distinction.

4 So that you can make a comparison with the previous Progress Grade Sheet, data from the most recent PGS is shown. The exception to this is the first Progress Grade Sheet for year The Target Grade The targets are generated from a combination of a test taken by students in the first week or two in Year 12, Key Stage 4 results and teachers knowledge and assessment of the students during the initial term. The test, called ALIS, is a cognitive ability test set by the Centre for Evaluation and Monitoring based at Durham University and has proved to be a good indicator of future attainment. 2. The Current Working Grade Teachers are experienced in assessing the work of students according to the criteria given for each grade in external examinations. The grade given represents the grade your son or daughter is working at now and is based on assessments of classwork, homework and tests. It is not a prediction of the grade he or she may achieve at the end of the course; it is the grade that reflects their current standard of work. 3. Attitude to Learning Grade A common grading system is used from Year 7 to Year 13. There is a direct link between the attitude and behaviour that students present and their attainment. The scale from a-e is used in relation to the same criteria in all subjects. We expect students to be rated a or b if they are to achieve their potential. Students who are rated d or e in a number of subjects will be monitored carefully until there is an improvement. Teachers use the criteria (see below) for reporting to parents. 4. Areas to Improve These are reflected in a short comment. Opportunities to review the progress of your son or daughter We hold a Parents Consultation Evening for each year group during the year. Students also attend one of our Progress Review Days to talk to their tutor and set targets. Parents may wish to be present at this meeting.

5 Attitude to Learning Grades are on a five letter scale a-e: a Excellent b Good c Satisfactory d Unsatisfactory e Poor You are hard-working and present a very positive attitude to work. You are always willing and cooperative. You take full responsibility for your learning and complete work to your very best ability. You ensure that deadlines are met. You are always well prepared for lessons. You work to the best of your ability. You are cooperative with staff and other students. You complete work in line with your ability. You meet deadlines. You are usually well prepared for lessons. You have to be reminded of the need to stay on task. You sometimes need to be requested to cooperate. You show some inconsistencies in your commitment to learning. You do not always meet deadlines. You are sometimes not well prepared for lessons. You haven t the motivation or the willingness to work independently. You have not always met the expectation regarding behaviour but you respond to correction. You have a casual approach to work which has a negative impact on your learning and sometimes that of others. You regularly do not meet deadlines. You are often not well prepared for lessons. You do not work without constant prompting. You lack concentration/motivation. You do not meet the expectations regarding behaviour and your response to correction is negative. You sometimes reject support when it is offered, seem unprepared to learn and frequently stop others learning too. You seldom meet deadlines. You are rarely well prepared for lessons.

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