Contents include: ‘Glam-Sci’ at Landrover BAR Roadshow, Year 7s Electric Car Challenge, Art & Design trip to QE Country Park, International Women’s Day and students discuss apprenticeship schemes on local radio Bourne Weekly News 16 March 2018
Expected / Forecast Grades
Key Stage 4
|Old GCSE Grading Structure||A* A||B C||D E F G||U|
|BTEC Equivalence||D* D||M P||L1||F|
|New GCSE Grading Structure||9 8 7||6 5 4||3 2 1||U|
Key Stage 3
Years 7 & 8
We will use Quintiles to provide 5 measures of attainment.
End of Key Stage Targets will be based on our internal cognitive ability tests.
Q5 – High; the top 20% performance in the subject
Q4 – Above; Above average performance in the subject
Q3 – Average; Average attainment in the subject
Q2 – Below; Below average attainment in the subject
Q1 – Low; The bottom 20% attainment in the subject
We have used the range of National Curriculum levels 3-8 for this report.
What do these levels represent?
Levels 4 and below represent achievement below nationally expected standard for most 14-year-olds.
Levels 5 and 6 represent achievement at the nationally expected standards for most 14-year-olds.
Levels 7 and above represent achievement above the nationally expected standard for most 14-year-olds.
* From the start of Year 9 Science will be using the new GCSE grading structure.
Attitude to Learning
|1. Outstanding||a. Demonstrates a zest for learning. Celebrates their success and that of other learners.|
|b. Learns from criticism and persists in the face of setbacks.|
|c. Homeworks always completed to a high standard and on-time.|
|d. Behaves in a way that encourages outstanding learning. Smartly presented.|
|2. Good||a. Keeps going when things get tough and embraces learning challenges.|
|b. Acts on feedback given to improve their learning.|
|c. Consistent effort with homework completed to a good standard.|
|d. Behaves appropriately to support learning. Smartly presented.|
|3. Inconsistent||a. Varying effort with learning, may avoid learning challenges.|
|b. Inconsistent response to feedback to improve own learning.|
|c. Homework is unreliable and often does not show best effort.|
|d. Behaviour does not always support learning.|
|4. Unacceptable||a. Low level effort with own learning.|
|b. Difficulty embracing challenges or learning from feedback.|
|c. Homework not always completed.|
|d. Behaviour often disruptive to own and others learning.|