The termly report cards have been designed to the most simple and functional format possible. They contain the essential information that you need to know as a parent along with suggestions as to how you can support your son/daughter from home.
The report cards for terms 1 and 2 are designed to inform of where your son/daughter is now and plan for progression over the terms ahead. The term 3 report card is more summative in nature at the end of the school year.
Attainment is very carefully graded using the BCG assessment system. The school uses a bespoke system it created based on the new British National Curriculum released in 2014 along with the Edexcel Examination Board ‘Progression Scale’. In creating this tailored system the specific needs of the children that attend The British College of Gavá have been taken into account.
Assessments are made using creative and innovative strategies rather than the traditional ‘exam’ method. The modern strategies applied enable teachers to determine a much more accurate level of attainment. Parents of students aged from Reception to Year 9 should not expect ‘end of term exams’ as these do not exist. Naturally Year 10-11 students completing GCSEs and A Levels sit more formal exams in order to prepare for external examinations at the end of their courses.
Attainment is judged by AGE RELATED EXPECTATION (ARE). This is based on the year group your son/daughter is placed in. Expectations are set reasonably high at BCG reflecting the goal of high academic standards. If you son/daughter is judged as ‘Meeting ARE’ you know that they are at the correct level for their year group.
This is a hugely important indicator for parents. There are 3 categories; outstanding, good and slow. If your son/daughter is making ‘good’ progress you can be pleased as they have increased their attainment by the expected amount over the term.
If your son/daughter has a level of attainment lower than ARE at present it is essential to note that they are at least making ‘good’ progress in order to ‘catch up’.
Another useful indicator as to whether your son/daughter’s progress can be accelerated further or not. Students graded as ‘improvement needed’ can make much quicker progress if they apply themselves better next term.
These are useful objectives that the students should be aware of going into next term. These targets are personalised for each child and are not general class targets. The targets have been derived from the assessment data that the teachers have collected for each student.
The targets may give you as parents possibilities to play a supporting role from home. Learning is more effective when there is a strong home-school partnership. If you are unsure about how to support your son/daughter from home, do ask the tutor who will be happy to advise.
The school reports to parents in writing 3 times a year and verbally twice a year in the form of parent- teacher meetings. Parent-Teacher meetings take place at the end of term 1 and end of term 2 in order to review learning and plan for the term ahead. If, however, you
are immediately concerned about something you are always welcome to speak to your son/daughter’s tutor by appointment.
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