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It describes the GCSE target mapping with letter and number grades, the transition to the 9–1 grading system, and the meaning of fine grades such as plus and minus. The document also defines effort scores from 1 to 4, linking each level to observable evidence in lessons and independent learning.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-priory-academy-lsst-understanding-module-reports-september-2015/206940/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Lute","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"How are Year 7 targets set for students with and without Key Stage 2 scores?","Question",{"text":106,"@type":107},"Year 7 students receive rigorous targets based on Key Stage 2 performance. If students do not have Key Stage 2 scores, internal data is used to set targets, and all targets are based on at least four levels of progress.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What is the difference between GCSE letter/number targets and the new 9–1 system?",{"text":111,"@type":107},"The document explains that the A*-G system is being phased out and National Curriculum Levels are discontinued. During a four-year transition, some students receive letter grades (A*-G) and others receive number grades (9–1), and by 2019 all grades are awarded as numbers (9–1).",{"name":113,"@type":104,"acceptedAnswer":114},"What do fine grades and effort scores mean in module reporting?",{"text":115,"@type":107},"Fine grades (+/-) show whether a student is at the top or bottom end of a grade, for example 5+ indicates a high end and 5- indicates the low end. Effort is scored from 1 to 4 with descriptions and evidence such as engagement, independent learning, responsiveness to feedback, and responsibility for learning.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},206940,1788596926,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":24},137454149569,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Priory Academy LSST  \nUnderstanding Module Reports  \nAt the start of Year 7, students are set rigorous and challenging targets based on Key Stage 2 performance. For those who do not have Key Stage 2 scores we use internal data to set targets. All targets are based on at least 4 levels of progress.  \nPut simply  \n\n| Key Stage 2 level obtained | GCSE Target (Letter) | GCSE Target ( Number ) |\n| --- | --- | --- |\n| Level 3 | C/B | 4 |\n| Level 4 | B/A | 5/6 |\n| Level 5 | A/A* | 7/8 |\n| Level 6 | A* | 8/9 |\n\nThere are 6 tracking points in each Academic year – we call these module grades. Staff are asked to predict attainment for the end of Key Stage 4 based on current performance. Fine grades (9,9-,8+,8,8-,7+,7,7-,   ) are used in Year 7 and 8 and are explained in more detail below.  \nIn Year 10 and 11 staff use exact grades ( A*,A,B,C … / 9, 8, 7, 6, 5, 4,   )  \nThe GCSE grading system of A*-G is being phased out and National Curriculum Levels have been discontinued. The new grading structure will be 9-1. This is a four year phase so that some students will receive GCSE grades as letters (A*-G) and some as numbers (9-1) . By 2019 all grades will be awarded as numbers (9-1) .  \nFine grades ( + - )  \nA plus or minus is used in the lower school to indicate that a student is working at the top or bottom end of a particular grade. For example:  \n􀁸 5+ indicates that a student is at the high end of the grade and has potential to move to the grade above.  \n􀁸 5 indicates that a student is working securely at the grade.  \n􀁸 5- indicates that a student is at the low end of a grade the grade awarded is not yet secure.  \nSixth Form  \nYear 12 and 13 Targets are based on GCSE performance and are compared to national outcomes. These grades represent the minimum the student should be aiming for, but most students will set their own targets above these based on their chosen destination after the Sixth Form.  \nThe A level grades awarded are A*, A, B, C , D , E and U. BTEC grades are Di*, Di, Me and Pa.  \nEffort  \nAs well as an attainment module grade, staff will also provide an effort score in each subject. These range from 1 to 4. The below table describes each level.  \n\n|  | Description | Evidence that can be used to give a grade… |\n| --- | --- | --- |\n| 1 | Impressive effort both in and out of the classroom. | 􀁸 Engages fully in lesson tasks\u003Cbr>􀁸 Works well independently and extends own knowledge of the subject beyond homework tasks making very good progress\u003Cbr>􀁸 Responds positively to feedback and strives to improve work |\n| 2 | Good effort and committed to doing well. | 􀁸 Is engaged and contributes well in lessons\u003Cbr>􀁸 There is evidence of independent learning and good progress\u003Cbr>􀁸 Responds well to feedback and tries to improve work |\n| 3 | Inconsistent effort which could result in underachievement at the end of the Year. | 􀁸 A lack of effort in the classroom, or a lack of effort outside of the classroom\u003Cbr>􀁸 May give up a little too easily when things get difficult\u003Cbr>􀁸 There is a potential to now under-achieve |\n| 4 | Insufficient effort which, without prompt action, could lead to underachievement at the end of the Year. | 􀁸 Low levels of effort in and out of the classroom\u003Cbr>􀁸 Gives up when things get difficult\u003Cbr>􀁸 Does not take responsibility for own learning\u003Cbr>􀁸 Is now likely to be under-achieving |\n\nIf you have any further questions about the Module report, please contact the relevant Head of Year.  \nSeptember 2015","cbCainrArZ0klMHd","https://ap.wps.com/l/cbCainrArZ0klMHd","pdf",233508,"English","# Understanding Module Reports\n## Year 7 and target setting\n## GCSE target mapping and grading transition\n## Fine grades (+/-)\n## Sixth Form targets\n## Effort scores (1 to 4)","[{\"question\":\"How are Year 7 targets set for students with and without Key Stage 2 scores?\",\"answer\":\"Year 7 students receive rigorous targets based on Key Stage 2 performance. If students do not have Key Stage 2 scores, internal data is used to set targets, and all targets are based on at least four levels of progress.\"},{\"question\":\"What is the difference between GCSE letter/number targets and the new 9–1 system?\",\"answer\":\"The document explains that the A*-G system is being phased out and National Curriculum Levels are discontinued. During a four-year transition, some students receive letter grades (A*-G) and others receive number grades (9–1), and by 2019 all grades are awarded as numbers (9–1).\"},{\"question\":\"What do fine grades and effort scores mean in module reporting?\",\"answer\":\"Fine grades (+/-) show whether a student is at the top or bottom end of a grade, for example 5+ indicates a high end and 5- indicates the low end. Effort is scored from 1 to 4 with descriptions and evidence such as engagement, independent learning, responsiveness to feedback, and responsibility for learning.\"}]","The Priory Academy LSST - Understanding Module Reports - September 2015 | PDF"]