Understanding Progress Grade Sheets
Understanding the KS3 Progress Grade Sheet
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 in the end of Key Stage 2 Standard Attainment Tests (SATs).
There are 7 levels (except in Mathematics and RE where they are 8). 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. You can read these at www.ncaction.org.uk
2. The Progress Indicator
The sub-levels in the core subjects will indicate the amount of progress being made but in order to show progress in the foundation subjects a progress indicator is used as follows:
+ Good progress towards target level (improving)
= Satisfactory progress towards target level (constant)
- Unsatisfactory progress towards target level (slipping)
3. The Target Level
This is based on information given to us by the Qualification and Curriculum Authority (QCA) and represents the average level your child can be expected to achieve based upon their performance in the KS2 SATs in English, Mathematics and Science. We show you the End of Key Stage (Year 9) target and also an end of year target in Year 7 and (from September 2009) Year 8.
4. Effort 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 for effort grades which are in the Student Planner, in exercise books and on the website.
5. Behaviour and Rewards points
A common points system is used across the college. For rewards, 1 point is given for a credit and 5 points for a Certificate of Achievement. 50 points are given for an award presented at the annual Awards Ceremony.
For behaviour, this is related to our Consequences System. A C3 (evening detention) generates 1 point and a C4 (removed from lesson) generates 2 points. An exclusion generates 3 points for each day.
Opportunities to review the progress of your child
We hold Parents’ Consultation Evenings and Progress Review Days. Parents are welcome to attend both. Dates are on the calendar.
Key Stage 4
In Key Stage 4, 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 their previous performance in the end of Key Stage 3 Standard Attainment Tests (SATs).
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 10.
1. 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). The Preparation for Working Life examination is reported as either a Level 1 (half a GCSE grade E) or Level 2 (half a GCSE grade B).
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. In Year 11 however we do indicate a predicted grade based on current performance, attitude and behaviour.
2. The Progress Indicator
+ Good progress towards target level (improving)
= Satisfactory progress towards target level (constant)
- Unsatisfactory progress towards target level (slipping)
3. The Target Grade
This is based on information given to us by the Qualification and Curriculum Authority (QCA) and represents the grade a student can be expected to achieve based upon their performance in the KS3 SATs in English, Mathematics and Science. It is based on the historic performance of students who have gone on to follow each subject on offer. We show you the Year 11 target for students taking 2 year courses.
4. Effort 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 for effort grades which are in the Student Planner, in exercise books and on the website.
5. Behaviour and Rewards points
A common points system is used across the college. For rewards, 1 point is given for a credit and 5 points for a Certificate of Achievement. 50 points are given for an award presented at the annual Awards Ceremony.
For behaviour, this is related to our Consequences System. A C3 (evening detention) generates 1 point and a C4 (removed from lesson) generates 2 points. An exclusion generates 3 points for each day.
Opportunities to review the progress of your child
We hold Parents’ Consultation Evenings and Progress Review Days. Parents are welcome to attend both. 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.
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 12.
1. The Target Grade
This is based on information given to us by the Local Authority recommended “A level Performance Systems” (ALPS) and represents the average level your son or daughter can be expected to achieve based upon their performance in the GCSE exams. We expect that many of our students will exceed this target and teachers may raise the target grade during the course if the progress of your son or daughter suggests that they will do this.
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. Effort 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 for effort grades which are in the Student Planner and on the website.
4. The Progress Indicator
+ Good progress towards target level (improving)
= Satisfactory progress towards target level (constant)
- Unsatisfactory progress towards target level (slipping)
Opportunities to review the progress of your son or daughter
We hold a Parents’ Consultation Evenings 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.
Effort Grade Criteria
a (excellent)
• You are hard-working and present a very positive attitude to work.
• You are always willing and cooperative.
• You take a pride in the presentation of work.
• You ensure that deadlines are met.
• You are always well prepared for lessons.
b (good)
• You work to the best of your ability.
• You are cooperative with staff and other students.
• You ensure that work is well presented.
• You meet deadlines.
• You are usually well prepared for lessons.
c (satisfactory)
• 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 the presentation of work.
• You do not always meet deadlines.
• You are sometimes not well prepared for lessons.
d (unsatisfactory)
• 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 and its presentation.
• You regularly do not meet deadlines.
• You are often not well prepared for lessons.
e (poor)
• 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.
• You seldom meet deadlines.
• You are rarely well prepared for lessons.
