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Guide to writing grades and reports at RGS

Guidance: What to include in a Grades/ Full Report

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Fully Engaged (5) You are genuinely curious about the subject and demonstrate real enthusiasm. You show good self-awareness of your learning and the determination to improve it. You reflect well on your learning and adapt your strategies accordingly. You have well-developed independent learning skills.

Actively Engaged or Quietly Engaged (4)Actively – You are showing good signs of being curious about the subject and are beginning to demonstrate real enthusiasm. You show good self-awareness of your learning and the determination to improve it. You reflect well on your learning and adapt your strategies accordingly. You may already be showing good independent learning skills. Quietly – You may not join in with class discussion in an active way, but you listen attentively and answer well when asked directly. You will ask questions and are willing to answer questions in class when prompted. You would benefit from showing greater initiation and anticipation of learning.

These are not intended to precisely describe a student, but will describe certain behaviours. They should be treated as bands into which students will fit.

Engagement with Learning 5-1

Inadequately Engaged (1) You wilfully avoid engagement and resist learning. You are yet to be responsive to teaching or curious about the subject. You are a long way from developing independence.

Insufficiently Engaged (2) You are yet to show initiative in, or anticipation of, learning. You show some awareness of developing strategies to solve problems but are too prepared to give up in the face of difficulty. You have yet to show that you are really curious about your learning in the subject.

Intermittently Engaged (3) You can show signs of being curious as well as being self-aware on occasion. But this is not consistent.

These are not intended to precisely describe a student, but will describe certain behaviours. They should be treated as bands into which students will fit.

Engagement with Learning 5-1

These grades do not reflect any school-wide percentages but must be interpreted within each department and referenced to a student's ability.

Exceptional – Acquisition of knowledge and understanding is exceptional.Very Good – You demonstrate high proficiency in knowledge and understanding. Good – You demonstrate good proficiency in knowledge and understanding. Satisfactory - You demonstrate good proficiency in knowledge and understanding.Developing - You demonstrate some knowledge and understanding but it lacks depth and needs development.

Knowledge & Understanding (Y7 & Y8)

From Y9 upwards, Knowledge and Understanding grades are replaced by an attainment grade that is referenced to an external standard which equates to that at GCSE, AS or A Level. In Y9, grades will be from 7-1, with grades 8 and 9 reserved for exceptional performance. In Y10 and Y11 grades will be from 9-1 where grade 4/5 is equivalent to a pass at GCSE. In sixth form, grades will be from A to E (A* for Upper Sixth). A student given a grade B, for example, would reflect work that has been produced at grade B standard in the relevant external exam adjusted for maturation. At Upper Sixth, the attainment grades will include a current predicted grade.Grades are not predictions but reflect the standard of the work produced over that half-term.

Attainment (Y9 Upwards)

These grades do not reflect any school-wide percentages but must be interpreted within each department and referenced to a student's ability.

General Comments should contain a brief summary of what the set has covered each term. You should limit this to between 400-600 characters. An example of a good General Comment is as below:

Writing a General Comment

(Minimum 500 characters, maximum 1200 characters) There should be a comment identifying what the student does well, what they could do to improve, along with any concerns that need to be addressed. It is very important to flag any concerns so that parents are aware and to help with collectively finding solutions to allow for an uplift in performance. Bulk cut and pasted comments which described course content should not be used here – this can be provided in the General Comment. Commonly worded phrases are acceptable providing they relate to an individual student's performance, for example, "to build a good body of knowledge Rebecca must ensure continued wider reading around the subject." Single line comments are to be discouraged, even when expressing delight in a student's exceptional performance and should aim to expand to provide some detail. Reports should not focus excessively on the negative. They should be capable of being supported by examples and evidence. Any comment should be long enough to convey a meaningful and formative message and yet not so long as to provide too much information and an excessive burden on the author. As a guide: Y7-Y9 reports tend to be between 3 and 5 lines of text in totalY10-Y11 between 5 and 7 linesSixth form between 5 and 10 lines in total.

Writing a Teacher Comment

Write a Form Supervisor Comment Form Supervisors should comment on the student's engagement with the form, with contribution to general ethos of the school, appearance, punctuality and support of others in the form as well as role-modelling for peers and younger students. Write a Pastoral Tutor Comment Subject reports and form supervisor reports are written and then checked by the tutor for errors. Tutors should check for spelling and errors of content and feedback to individual teacher? HoY?Tutors should then provide a comment that summarises the academic as well as providing comment on the co-curricular engagement of the student. Write a HoY Comment

Writing a Teacher Comment