At the beginning of the year, all students are given target grades in each subject they take. The target grade is based on national data combined with a student’s GCSE results. Target grades are just a guide. Students are encouraged to use these grades as an indication of what they could achieve but are encouraged to be ambitious and to aim for higher grades than the ones that are predicted.
Underpinning Performance Grades
At each grade card, subject teachers will award students with a numbered grade in each of the following key areas. Teachers will use the criteria cited below in which to grade students with 5 being the highest grade.
We want all of our students to be successful learners and would expect students to achieve a grade 4 or 5 for each area. If students achieve less than a grade 4, it could signal that the student is underachieving.
Effort (This includes class tasks and presentation of work)
5. Excellent (exceptional effort, completing work above and beyond).
4. Good (doing all that is expected and doing it well).
3. Requires improvement (improvement needed – rushed and unfinished work).
2. Poor (bare minimum. Cause for concern).
1. Very poor not even the bare minimum. Significant cause for concern).
0. Unable to comment. The student has attended less than 3 lessons this half term.
Meeting Homework Deadlines (including the quality of the work submitted or the quality of revision completed if appropriate).
5. Meets deadlines on time and the work is always of a high quality.
4. Meets deadlines on time but the quality of the work could be improved.
3. Occasionally meets deadlines late. Has missed 3 or more homework deadlines and / or the quality of the work often needs to be improved.
2. Frequently meets deadlines late. Has missed 3 or more homework deadlines and /or the quality of the work is usually to an unsatisfactory standard.
1. Always meets deadlines late and/or work is always completed to an unsatisfactory standard.
0. Unable to comment. The students has attended less than 3 lessons this half term.
5. Always makes a valid contribution in class (a key player in class discussion).
4. Usually makes a valid contribution in class (contributes to class discussion).
3. Occasionally contributes in class, with encouragement.
2. Generally passive in class but is attentive to the teacher.
1. Generally passive in class and can be disengaged or inattentive.
0. Unable to comment. The student has attended fewer than 3 lessons this half term.
Responding to Teachers’ Feedback
Students will receive feedback from their teachers on their work which will include comments regarding strengths, areas for improvement and guidance on how these might be achieved.
Students must acknowledge and act upon the advice given by:
Making corrections to their work.
Respond to follow up questions by writing a new answer.
Finish any work that is missing.
Redraft pieces of work that require improvement.
Inside of the students’ planners there is a guide to the different marking codes teachers may use when assessing work. Students must use this guide to ensure they are aware of what it is they need to improve upon. If they are uncertain, students must ask their teacher for clarification and guidance.
If a student is absent, it is their responsibility to get the necessary work to enable them to catch up.