Teachers complete three interim reports per year at KS3. In each interim report teachers record three grades: a grade for Attitude to Learning, a grade for Behaviour and a grade for Aptitude in Subject.
The Aptitude in Subject captures where your child currently is on their learning journey in each subject they study. Each term your child will be presented with new knowledge and skills that they will have to become proficient in; sometimes they will be successful and grasp these concepts and ideas with relative ease, at other times it will be more challenging and they will not be successful straight away and further work and study will be required. This is a perfectly normal part of the learning journey and we ask you and your child to embrace this. We encourage you to discuss with your child about how they have performed in each subject area and to encourage them to reflect on their successes but also their areas for development.
- Below. Your child has been working below their pathway. During this stage of their learning they have not yet grasped the skills and subject knowledge to the level of proficiency which their teacher believes they are capable.
- Expected. Your child has been working within their pathway. At this stage of their learning in this subject they have demonstrated some proficiency in the level of skills and some of the knowledge which their teacher believes they are capable.
- Strong. Your child has been working confidently within their pathway. At this stage in their learning they have demonstrated proficiency in the skills and knowledge which their teacher believes they are capable.
- Exceptional. Your child has been working significantly above their pathway. At this stage in their learning they have demonstrated knowledge and skills that are beyond the level of proficiency which their teacher believes they are capable. Sustained and continued work at this level will result in your child having their pathway adjusted upwards.
Each term a student will make progress, well planned Schemes of Work in each subject area ensure that students are constantly presented with new knowledge and skills; sometimes students are successful and grasp these concepts and ideas with relative ease, at other times the work will be more challenging and the students will not be successful straight away and further work and study will be required. However, we are vigilant in identifying the students who are not making the required progress within their pathway. Using the Aptitude in Subject and Attitude to Learning grades we work closely with subject leaders to identify students who may require further support to ensure that they do make the required progress and to ensure that the appropriate interventions are put in place. We also identify the students who are performing exceptionally well within their pathway and adjust it accordingly.
Attitude to Learning
To ensure that we have successful learners we promote the development of a ‘Growth Mind-set’ within our students, successful learners show reliance when faced with new challenges; the Attitude to Learning grade is a measure of this. This can only be done effectively if it is an integral part of our teaching, as well as our day to day interactions with students.
How we ensure that students develop a Growth Mind-set:
- Expect excellence – developing a belief that everybody can improve and reach for excellence, we ensure that expectations and levels of challenge are high.
- Resilience – we develop in students an understanding that learning requires hard work, effort, deliberate practice and learning from our mistakes – but that with the right approach, we can all overcome obstacles.
- Respond to feedback – give good quality and specific feedback, as well as the opportunity for students to respond to this feedback.
- Inspired by others – use the success and excellence of others to inspire students to go on and improve their own work.
Attitude To Learning Descriptor:
|In this lesson you have …
shown resilience and independence.
|In this lesson you have behaved in an exemplary manner.
|In this lesson you have…
shown some resilience and independence.
|In this lesson you have behaved in an appropriate manner.
|Requires Improvement (RI)||In this lesson you may not have…
you have not shown enough resilience and independence YET.
|In this lesson your behaviour has required improvement. It might be that…
|Cause for concern
|In this lesson you may not have…
completed work to the best of your ability and have given up too easily
you have shown little or no resilience and independence.
|In this lesson your behaviour has not been acceptable and has disrupted the learning of others.|