Reporting in the Middle Years Diploma

MYD – Assessment Recording and Reporting Processes

One to ten subject specific attainment scales

One-to-ten subject specific attainment scales are used for the purpose of all assessment and reporting. Each attainment level is based upon subject-specific objectives and is criteria related. At the top end of the attainment scales, criteria explicitly reflects (I)GCSE requirements for each individual subject. At the lower and mid range of the scales, level of attainment descriptors reflect the required skills and concept development required in specific subjects. All subject specific scales reflect the MYD’s emphasis upon inquiry and critical thinking skills and are developmentally appropriate. Levels cater for the full ability range and are sufficiently challenging at all levels to raise expectations, particularly of pupils of middling achievement, as well as stretching and stimulating the most able.

Levels of attainment scales within each subject are tied to specific learning outcomes for each year group. The one-to-ten attainment scales in each subject are age independent rather than age specific, allowing individual students to progress at a different pace. Progression bands are used as an indication of students’ expected rate of progress in each year group, there will of course be exceptions. The following table provides an illustration of the expected progress students in each year group of the MYD will make and the levels to be awarded.

FARM – Feedback, Assessment, Reflection, Markbook

The FARM is the system used to share evidence, student reflections, teacher feedback and assessment grades with parents.

In years 7 to 9 MYD levels are reported in the student’s FARM Overview. This represents the student’s overall current best fit level for each subject, based on the MYD one-to-ten scales.

In Year 10 & 11, (I)GCSE and BTEC Current Predicted Grades (CPG) grades are reported in the student’s summary in the FARM rather than MYD levels. These CPGs represent the grade that the teachers believe your child will achieve if they maintain their current rate of progress. In addition you will see Ability Baseline Grades, which are the most likely grades that a student with a similar ‘ability’ to your child would achieve. Ability is calculated using your child’s Yellis test score. Parents are sent detailed information about Yellis baseline test along with their child’s scores at the start of Year 10. Baseline grades are used as indicators of ability to measure progress against. They are not reported in transcripts or used in external applications to other educational establishments. Some (I)GCSE grades range from A* to G, whilst others range from 9-1, with 9 being the highest grade achievable. BTEC grades range from Distinction* to Pass. The website explaining the changes to the UK GCSE grading can be found on this link: Understanding GCSE 9-1 marks and grades

Attitudes to Learning and Descriptors

As part of the Middle Years Diploma, Students will receive feedback relating to their attitudes to learning. Subject teachers give feedback to students on unit assessments via the FARM. The table below provides an explanation of the criteria for feedback on students’ attitude to learning.  

Excellent A highly motivated student, who takes full responsibility for his/her learning. A reflective learner, who recognises areas for development and is committed to personal improvement, a highly organised learner. A student who always completes class work and homework to a very high standard.
Very Good A committed student, who demonstrates a keen interest in his/her work and who is determined to achieve. He/she is developing the skills to advance his/her own learning. He/she will always aim to complete work to the best of his/her ability.
Good A hard working student who completes all work to a standard that reflects his/her ability. He/she demonstrates some initiative and will seek assistance when required. He/she completes class work and homework to a good standard.
Satisfactory A student who completes the work to a standard in line with his/her ability but does not show real commitment to his/her studies. He/she completes all tasks presented to them, but lacks the initiative or motivation to develop their own learning further.
Unsatisfactory A student with the potential to achieve more, but whose lack of commitment is hindering his/her progress. He/she is capable of distinguishing what he/she needs to do to enhance his/her learning but often chooses not to do so. Class work and homework are completed to a basic standard.