We have posted to you, this week, your child’s assessment review. The format of the report has changed from last year, so for Years 8, 9 and 10, I would like to take this opportunity to recap what the document informs you about. For Year 7, this will help you understand the report for the first time.
The first table shows each subject your child studies and their performance in each subject.
This Year’s Targets have been set to reflect the 2017 national expectation data, we have only had access to this data recently and as such, these targets might be different to the ones you have had before. This is beyond our control.
We must use this data to set targets for students that are in line with achievement of similar ability students nationally.
Targets are set to motivate and inspire students to stretch and challenge themselves. They are not supposed to be ‘easy’ to reach and it is entirely normal for a student to have to work hard to meet a target. If you notice that your child’s target is lower than their current grade, please contact us as it may well be appropriate for us to increase the target in a particular subject.
Current grade refers to where a teacher believes a student’s overall achievement (their knowledge, skills and understanding) sits, so far to date. For example: this might be an average of a range of tests; quality of homework; quality of classwork; quality of participation in lessons. This combined professional knowledge of a student equates to
a currently working at level. It is not a snapshot of one test, students should understand what this grade is based upon.
If they do not, they need to speak to their subject teachers for clarity. If you have concerns about current grades, please direct your concerns in the first instance to the Head of Year or Year Managers, they can then field your concerns to the relevant teacher or Head of Department.
Learning Independence grades are a reflection of how a student responds to learning. It is not about who is ‘naughty’ or ‘nice’, although, that would influence the grade given. The descriptors can be read overleaf. Please discuss with your child the importance of aiming for good and outstanding in every subject.
Other relevant information
You may have heard about GCSE reforms,
- Your child will take the new GCSE courses in all subjects, where grades are shown as 9-1. A grade 4 is the new ‘standard pass’. A grade 5 is the new ‘good pass’. Grade 9 is the highest possible grade.
- All subjects from Year 7 are graded in grades 1 – 9, these are linked to the GCSE specifications.
Finally, it is very important to us that you understand the information in this report and that you value it. If you have feedback specifically about the report and its format, I would be pleased to hear from you. You can contact me at firstname.lastname@example.org or by telephone, if that is more convenient for you.
Learning Independence Grade Descriptors
|1. A student with outstanding learning independence is one who meets all of the good criteria and;
||2. A student with good learning independence is one who;
|3. A student with learning independence that need improvement is one who
||4. A student for whom we have serious concerns regarding their learning independence is one who;
Letters D, S or M after grades.
Grades are split into 3 so that we can tell how well within a grade a student is doing.
D (developing) means that they have only just achieved the grade. Without further improvement, there is a risk that they may drop down to the grade below.
S (securing) means that they are in the middle of the grade.
M (mastering) means that they are at the top of the grade. Further improvement could lead to achieving the next higher grade.