Assessment Grade Structure
From September 2017, we will be using the new GCSE Grading Structure which uses a 9-1 number scale rather than the A* to G scale to show progress, attainement and targets.
You can see how the new 9-1 scale relates to both the A*-G scale and the previous KS3 National Curriculum levels here.
Key Stage 3 (Years 7-9)
Progress in all subjects will be reported using the new 9-1 scale from September 2017.
Students will receive regular information and reports about their progress thoughout Key Stage 3. Progress is monitored by comparing actual grades in each subject with milestones and targets that are set in Year 7 based on the SATS scores provided by a child's primary school.
Key Stage 4 (Years 10 and 11)
Predicted GCSE grades for students who start their GCSE programme in September 2017 will be reported using the 9-1 scale
Students who started their GCSE programme in 2016 will see their grades reported using the 9-1 scale in all subject EXCEPT DT Resistant Materials and DT Electronic Products.
Other vocation qualifications (BTEC, NCFE and DiDa) continue to be graded are graded Distinction*, Distinction, Merit and Pass.
Note for Parents and Students
The majority of GCSE courses have been revised and a new grading system has been introduced that grades GCSEs from 9-1 (9 being the top grade).
The new Government threshold for success is Grade 5 (strong pass), although at present most FE colleges are accepting a minium of Grade 4 in English and Maths for the majority of Level 3 courses. However, this is likely to change over the next 2 years and we expect the threshold for entry to college will become Grade 5 in the near future.
Criteria set by the Government, which is likely to become the benchmark for FE and HE courses in the future, expects student to achieve good grades in:
In 2017 we reviewed and published a new Feedback Policy. Click here to view the Feedback Policy.
Regular teacher feedback checks must be spread out throughout a half term and are likely to involve a mixture of these elements:
Teacher feedback of assessments/end of unit tests must be acknowledged and this will usually take place at least once a half term. Assessment feedback should be clearly connected to the success criteria (usually linked to mark schemes) provided prior to completing an assessment and should enable students to understand what went well [WWW] and what they need to do to improve (Even Better If [EBI]). The aim of this is to move progress on by closing a learning gap identified or to excel their learning when all criteria has been met. Aseessment feedback must be dated and initialled.
Core Subjects (Maths, English and Science)
A minimum of 3 feedback checks should happen each half term (at least one of which will be an assessment check).
The feedback should enable students to see if they are progressing and actions they need to take to improve their progress. The feedback must be dated and initialled, this will be on average on average every 2 weeks.
This document will help you understand the abbreviations and codes used as part of our feedback process.