The information below should help you to interpret the data included within your son/ daughter’s Student Progress Report and included on the Parental Portal of the eILP.
This is given as a percentage. Evidence suggests that attendance provides the clearest indication of success in the sixth-form. Research indicates that a drop in attendance of 10% can result in under-performance by at least one grade in a course. All learners should strive for 100% attendance and anything lower than 95% is unacceptable.
These grades should reflect the overall performance of the learner, based on all assessments to date, in each of their courses. The achievement grade for a course replicate the external grading criteria used by the awarding bodies e.g. WJEC, BTEC etc.:
- AS Level: A-E grades for AS Level course (with a ‘U’ grade being ‘Unclassified’);
- A Level: A*-E grades A Level courses (with a ‘U’ grade being ‘Unclassified’)
- BTEC Level 2 and 3 courses: Pass, Merit, Distinction, *Distinction; and
- GCSE courses A*-G (with a ‘U’ grade being ‘Unclassified’).
The Student Engagement grade is a measure of the extent to which a student willingly participates in their subject activities. Engagement grades are live grades that can be updated during as assessment period, and used by tutors to set targets for improvement to help students develop their attitude to learning (e.g. how we expect our students to approach their studies).
This is provided for Upper 6 students and is based on their performance in their Lower 6.
Number of Assessments
This relates to the number of assessments per half term. All AS/A level and GCSE courses should complete at least two ‘significant’ assessments per half term. These are graded and recorded on the eILP. One assessment per unit should be included on the eILP for BTEC courses (grades are only awarded on unit completion).
‘Significant’ assessment should reflect the external requirements of the course. Most ‘significant’ assessments for AS/ A level courses should take the form of questions from past external examination papers, for example, essays or data response-type questions. Assessments for BTEC courses at Level 2 and 3 are likely to be may be more varied, including presentations, formal reports, etc. Assessment for GCSE courses are likely to be past-paper questions.