Current Working Grade
This grade reflects the skills currently being demonstrated by the pupil. It is an average of the student’s performance over time. Evidence is drawn from both classwork and homework.
The table below highlights how Key Stage 3 levels convert into Key Stage 4 grades.
GCSE Grade |
KS3 Level |
A*1 |
10a |
A*2 |
10b |
A*3 |
10c |
A1 |
9a |
A2 |
9b |
A3 |
9c |
B1 |
8a |
B2 |
8b |
B3 |
8c |
C1 |
7a |
C2 |
7b |
C3 |
7c |
D1 |
6a |
D2 |
6b |
D3 |
6c |
E1 |
5a |
E2 |
5b |
E3 |
5c |
F1 |
4a |
F2 |
4b |
F3 |
4c |
G1 |
3a |
G2 |
3b |
G3 |
3c |
Fail |
2a |
Fail |
2b |
Fail |
2c |
Fail |
B |
Predicted Grade
This grade represents what teachers feel, in their professional judgement, the student will achieve at the end of Year 11 if they maintain their current working level and effort.
Personalised Target
This target is for the end of this academic year only. It is set in consultation with the student and represents an ambitious target. Where the MEG is considered to be an ambitious target this will also be set as the personalised target.
Subgrade Descriptors
If the pupil is working at a grade B, the following should be applied:
B1
Student is securely working within this grade with some elements of the next grade above.
B2
Student is securely working within this grade.
B3
Student is not secure in this grade but is demonstrating some skills at this ability level.
MEG Targets
KS2 – KS4 (Year 6 to Year 11) = 3 levels of progress
Minimum Expected Progress
Year 7 = 2 sublevels from KS2 SAT result
Year 8 = 4 sublevels from KS2 SAT result
Year 9 = 5 sublevels from KS2 SAT result
Year 10 = 7 sublevels from KS2 SAT result
Year 11 = 9 sublevels from KS2 SAT result
MEG – ‘Talent’ subjects – PE / Art / Drama / Music / DT / French
In order to accommodate for the fact that students have often not had formal tutoring in these subjects prior to attending secondary school, we adjust the Key Stage 2 starting point by 6 sublevels. The expectation is that students will have ‘caught-up’ by the end of year 9 putting them on the same trajectory as all other subjects.
i.e.
Reducing the Key Stage 2 Average score by 6 sublevels on entry:
Sublevel Increase |
|||
End of KS2 Average |
4a |
||
6 sublevel adjustment |
|||
Adjusted Level |
2a |
||
End of Year 7 MEG |
4c |
4 |
|
End of Year 8 MEG |
5b |
4 |
|
End of Year 9 MEG |
6b (D2) |
3 |
|
End of Year 10 MEG |
C3 |
2 |
|
End of Year 11 MEG |
C1 |
2 |
|
Total Sublevels of progress |
15 |
||
Colour Coding
Autumn Term
Number of sublevels away from the end of year MEG
Year 7 |
Year 8 |
Year 9 |
Year 10 |
Year 11 |
|
Blue |
0 |
0 |
0 |
0 |
0 |
Green |
-1 |
-1 |
-1 |
-1 |
-1 |
Orange |
-2 |
-2 |
-2 |
-2 |
-2 |
Red |
-3 |
-3 |
-3 |
-3 |
-3 |
Spring Term
Number of sublevels away from the end of year MEG
Year 7 |
Year 8 |
Year 9 |
Year 10 |
Year 11 |
|
Blue |
+1 |
+1 |
+1 |
+1 |
+1 |
Green |
0 |
0 |
0 |
0 |
0 |
Orange |
-1 |
-1 |
-1 |
-1 |
-1 |
Red |
-2 |
-2 |
-2 |
-2 |
-2 |
Summer Term
Number of sublevels away from the end of year MEG
Year 7 |
Year 8 |
Year 9 |
Year 10 |
Year 11 |
|
Blue |
+1 |
+1 |
+1 |
+1 |
|
Green |
0 |
0 |
0 |
0 |
|
Orange |
-1 |
-1 |
-1 |
-1 |
|
Red |
-2 |
-2 |
-2 |
-2 |
PE / ART / Drama / Music / DT / French
Autumn Term
Number of sublevels away from the end of year MEG
Year 7 |
Year 8 |
Year 9 |
Year 10 |
Year 11 |
|
Blue |
-2 |
-2 |
-1 |
0 |
0 |
Green |
-3 |
-3 |
-2 |
-1 |
-1 |
Orange |
-4 |
-4 |
-3 |
-2 |
-2 |
Red |
-5 |
-5 |
-4 |
-3 |
-3 |
Spring Term
Number of sublevels away from the end of year MEG
Year 7 |
Year 8 |
Year 9 |
Year 10 |
Year 11 |
|
Blue |
-1 |
-1 |
0 |
+1 |
+1 |
Green |
-2 |
-2 |
-1 |
0 |
0 |
Orange |
-3 |
-3 |
-2 |
-1 |
-1 |
Red |
-4 |
-4 |
-3 |
-2 |
-2 |
Summer Term
Number of sublevels away from the end of year MEG
Year 7 |
Year 8 |
Year 9 |
Year 10 |
Year 11 |
|
Blue |
+1 |
+1 |
+1 |
+1 |
|
Green |
0 |
0 |
0 |
0 |
|
Orange |
-1 |
-1 |
-1 |
-1 |
|
Red |
-2 |
-2 |
-2 |
-2 |
Behaviour / Effort / Homework Grades
For each of behaviour, effort and homework staff must give the student a grade. Please refer to the descriptors below for the ‘best fit’ for the student’s performance in each area. Ensure that the grade given does not contradict the assessment data.
Behaviour
1. Outstanding
A pupil is outstanding if they demonstrate mature and thoughtful behaviour that promotes a positive working environment.
2. Good
A pupil’s behaviour is good if they contribute to making a good working environment. They are reliable, often show maturity and set high standards for others to follow equally well.
3. Requires Improvement
A pupil’s behaviour requires improvement if they are reasonable and responsive to the support provided by the teacher. On a few occasions, however, a pupil can demonstrate behaviour that may have a negative impact on their own and others learning. When challenged, a pupil responds appropriately to sanctions that have been imposed.
4. Inadequate
A pupil is inadequate when their behaviour is disappointing. This has a sustained negative impact on their progress and the learning of others and they do not respond to appropriate sanctions applied by the teacher.
Homework
1. Outstanding
A pupil is outstanding if they record all homework in their planner and always submit it at the set time. Homework is neatly presented and completed to a high standard. They bring all necessary equipment to lessons.
2. Good
A pupil is good if they record most of their homework tasks in their planner and usually submit them at the set time. Homework is completed to a good standard. They bring the necessary equipment to most lessons.
3. Requires Improvement
A pupil requires improvement if they record some homework in their planner but on occasions fail to submit this at the set time. Homework is completed to a fair standard and they respond well to the appropriate sanctions set by the school. They sometimes forget to bring the necessary equipment to lessons.
4. Inadequate
A pupil is inadequate if they fail to record homework in their planner and rarely submit it at the set time. Homework is completed to a poor standard and they do not respond to the appropriate sanctions set by the school. They do not bring the necessary equipment to lessons.
Effort
1. Outstanding
A pupil is outstanding for their effort when their attitude to learning is exemplary in all aspects of their work. They engage positively in all lessons and, in line with their ability, demonstrate consistently outstanding levels of commitment and dedication to the learning process.
2. Good
A pupil’s effort is good when they make a consistently positive contribution during all lessons. They participate fully and engage readily both in independent and group work. They set a positive example for others to follow.
3. Requires Improvement
A pupil’s effort requires improvement when they generally show acceptable levels of application during lessons. They are responsive to the support given by the class teacher which encourages engagement and the promotion of a positive working environment.
4. Inadequate
A pupil’s effort is inadequate when their engagement in lessons is minimal, despite positive teacher intervention, thus compromising the learning environment in the class.