What do the Grades mean?
The grade descriptors for the First Year to Fifth Year cohorts are given below:
Grade Descriptors (2017)
7 Exceptional - Consistently outstanding understanding of the subject. Shows insight, flair and exhibits a scholarly attitude to work. Relatively few pupils would be expected to reach this level of attainment.
6 Well above expected - Excellent understanding of all material. Produces work of a consistently excellent standard. This level is well above the expected level of progress for the majority of pupils at King Edward’s.
5 Very good grasp of the subject. Whilst some work will be excellent, consistent excellence has
yet to be achieved.
4 Expected - Consistent, secure grasp of material with rare instances of weakness but has yet to develop excellence. For the majority of pupils at King Edward’s this is the level of progress they would be expected to be achieving. Pupils should be satisfied to have reached this level
3 Sound Grasp of the subject generally, but minor weaknesses and some unreliability in certain
2 Concern - Work can reach the level expected but there are areas of concern. Needs a high level of guidance to achieve a modest outcome. This level of progress is well below the expected level for the majority of pupil’s at King Edward’s
1 Serious Concern - Work rarely reaches the level expected and there are areas of major concern. Lacks purpose and needs constant direction. It would be exceptionally rare to see a pupil at King Edward’s at this level.
N Grade not applicable to this Reporting Period.
A Exceptional - Positive and strives to produce improvements in standard or to maintain excellence. Uses initiative to work independently when appropriate. This level is well above the expected level of effort for pupils at King Edward’s.
B Expected - Displays the approach expected of a typical student at King Edward VI School. Attentive and aims to produce work reflecting level of ability. Will occasionally use initiative to learn independently. For pupils at King Edward’s this is the level of effort they would be expected to be demonstrating.
C Concern - Needing a more consistent approach or working steadily at a level that doesn't reflect true ability or attitude, on occasions, causes some concern. This is below the expected level of effort for pupils at King Edward’s.
D Unacceptable - Failing to apply himself/herself to tasks on a regular basis. Clear signs of underachievement or disruptive behaviour. This falls significantly short of an acceptable level of effort for pupils at King Edward’s
N Grade not applicable to this Reporting Period.
Half-Term Grades for Fourth to Upper Sixth cohorts
Half-Term grades are made up of an Initial Expected Grade and a Progress Grade.
They are prepared for pupils in the Fourth Year and above in their examined subjects at the following times:
- Autumn Half-term – 5 & UVI
- End of Autumn Term – 4, 5, LVI, & UVI
- Spring Half-term – 4, 5, LVI, & UVI
- End of Spring Term – 4, LVI, & UVI
- Summer Half-term – 4 & LVI
- End of Summer term – 4 & LVI
Each report contains at the outset of an initial expected grade, and every half-term a progress grade. They are designed to give you an indication of the progress being made towards A level or iGCSE / GCSEs. They are an indication of the work and evidence produced in class during the last half term only and should not be seen as a final predicted grade. As they are indicative of only the last half term’s work, they may well differ from published UCAS grades and other reports.
Initial Expected Grade
This grade should not be viewed as the maximum or minimum final A level or GCSE grade achievable by a student, rather a benchmark of what grade the pupil should likely be aiming for at the start of the academic year. It is based on the professional judgement of the subject teacher using statistical data such as the MidYis and Alis score. This grade will not change during the course of an academic year.
The grades will be equivalent to the exam grades available for that. These may be single grades or split, ie A/B, but will not have a range of more than two.
The ‘Progress Grade’ is a professional judgement based on the evidence seen in class and homework during the recent half term only. It is an estimate of the grade that is most likely to be achieved if a student continues to perform at the current level demonstrated during that particular half term. Although this is not a final prediction or target grade, it will give an idea of the trajectory the student is currently on if they continue to work at the level shown in that half term. Performance can and often will change each half term over the two year course, and so this grade is may change each half term.
It is important to note that this grade is not:
1. A prediction of what the pupil is likely to achieve if they were to work harder etc. for the remainder of the course. It is not an ‘aspirational grade’ in the same way that UCAS grades are given to universities, for example.
2. An indicator of the result if a pupil attempted to sit the final exam at that point in time.
The grades will be equivalent to the exam grades available for that subject (9-1 or A*-G for GCSE, and A*-E for A level). Unfortunately the two GCSE scales are not directly comparable to one another – for example an A* on the old system could be either an 8 or 9 on the new system, whilst a new grade 8 could either be an A* or A on the current system. In an attempt to reduce some confusion the following table published by Ofqual may be of use:
Written Reports Each subject report includes targets for the individual pupil to work towards over the next reporting period. Similarly, the tutor’s report includes a general comment about the pupil, a comment on any co-curricular activities undertaken and targets for the next reporting period.