Grades/Scores on Kings’ School Reports
Assessment Grade (all reports for Years 7, 8 and 9 except Year 7 Autumn Term Interim Report)
Grades awarded range from A to T and they suggest what pupils might achieve at GCSE level at the end of Year 11 based on the work that they have produced:
A. The standard of work completed at this stage is typical of a pupil who might obtain an A or A* grade at GCSE in Year 11.
B. The standard of work completed at this stage is typical of a pupil who might obtain a B grade at GCSE in Year 11.
C. The standard of work completed at this stage is typical of a pupil who might obtain a C grade at GCSE in Year 11.
T. The standard of work completed at this stage is typical of a pupil who would need to make improvements in order to obtain a C grade at GCSE in Year 11.
For some subjects, the grades are based on an assessment completed during that term. Each term’s assessment may assess different elements and skills and, therefore, over the course of the year, a pupil’s grades may fluctuate depending on his or her strengths.
Please note the following:
- PE Attainment Grades in the lower school are based solely on pupils’ practical work but GCSE PE contains a significant written theory element.
- In order to achieve a C grade or above in GCSE Music, pupils must be working at instrumental grade 3/4 at the start of Year 10.
Predicted Grade (all reports for Years 10 and 11)
The predicted grade provides a guide to the most likely GCSE/BTEC grade that your child will attain if he/she continues to work at the same level with the same commitment to their studies that they show at the moment. GCSE grades are from A* – G or 9 – 1. BTEC grades and PE (core) grades are F = fail, P = Pass, M = Merit and D = Distinction. EL refers to Entry Level.
Subject Work Score (all reports)
The Subject Work Score is based on a 1 to 4 scale which provides an indication of how well your child has done compared to expectations for his/her teaching group/class:
1. Work completed is highly successful for this class: it is accurate, detailed and effectively presented.
2. Work completed is of a good standard for this class: it is generally accurate and detailed with attention given to presentation.
3. Work completed has some strengths but does not satisfy all requirements and improvements can be made.
4. Work completed is well below the expected standard. Work produced at this level must be re-done by the pupil.
Attitude to Learning (all reports)
Scores are awarded on a four point scale and are based on the pupil’s attitude to learning. The grades and descriptors are given below.
1 The pupil is keen/enthusiastic and interested in learning. He/she is willing to work individually, in pairs or in a group. Opportunities are actively sought to extend learning independently. New challenges are welcomed; questions are asked as well as answered and pride is taken in work. The pupil does the best that he or she can and always completes homework to a high standard.
2 The pupil is willing to learn. He/she is able to work individually, in pairs or in a group. Teacher feedback/help is used to try to improve work. The pupil joins in with lesson activities and tries hard. Homework is completed and often to a high standard.
3 The pupil is willing to improve with teacher guidance. He/she is co-operative but sometimes not actively involved in the lesson. The pupil sometimes has to be guided to stay on task and concentrate fully and sometimes comes to lessons unprepared for learning. Homework is generally completed to an acceptable standard.
4 The pupil is lacking enthusiasm or willingness to try hard. He/she is unwilling to work co-operatively. The pupil often has to be guided to stay on task and is regularly without the right books and equipment in class. Homework is often not completed.
Behaviour Grade (all reports)
Behaviour is scored on a four point scale:
1. The pupil is able to self-manage behaviour in all contexts and builds positive and effective relationships with staff and other pupils.
2. The pupil is able to self-manage behaviour in the majority of contexts and generally builds positive and effective relationships with staff and other pupils.
3. The pupil is generally able to self-manage behaviour in most contexts with the support and guidance of others. He or she can form positive and effective relationships with staff and other pupils.
4. The pupil is able to self-manage behaviour in a limited number of contexts and does require the support of others to develop positive working relationships.