Methods of reporting in Primary English

Reporting is carried out for all the 4 skill areas (listening, reading, writing, speaking) at every year in both the Foundation Years and the Transition Years in terms of the Attainment Targets. This is performed informally and formally in both the Foundation Years and the Transition Years.  Informal reporting in all year groups includes regular and frequent student- teaching conferencing, parent-teacher conferencing, mini progress reports and self-assessments. Informal reporting is for the benefit of the students, their parents and the teacher for tracking purposes. It gives all parties a fair opportunity to adjust teaching and learning strategies and processes to optimise language learning in all the skill areas in preparation for formal assessments especially in Reading & Responding and Writing in the Transition Years. Through regular and frequent informal reporting, students’ attention is drawn towards the Attainment Target Descriptors and they are held more accountable for their own learning and performance in formal assessments.  Formal reporting is carried out twice a year at the end of the first and second academic terms. Students receive a report card on which their overall performance at each point is documented. For Foundation Year students, a brief comment on the student’s linguistic abilities in all the skill areas is provided free of value judgement. For Transition Year students, Level performance in each skill area according to the Attainment Targets is individually reported without value judgement. Performance achieved beyond the range of levels specified for the corresponding year and ability group is recognised as Exceptional Performance in the report card. Depending on the method of reporting stipulated by the governing body of the current academic year, the level indicators for all skill areas may be converted to value judgement grades according to the guidelines in the following conversion table:

Year 3 Starters  

Performance above Level 3 – Exceptional Performance

Level 3 – Grade 1

Level 2 – Grade 2

Level 1 – Grade 3

Pre-level performance – Grades 4, 5 or 6 according to the teacher’s discretion  

 

Year 3 Rollers  

Performance above Level 4 – Exceptional Performance

Level 4 – Grade 1

Level 3 – Grade 2

Level 2 – Grade 3

Level 1 – Grade 4

Pre-level performance – Grades 5 or 6 according to the teacher’s discretion  

 

Year 3 Movers  

Performance above Level 5 – Exceptional Performance Level 5 – Grade 1

Level 4 – Grade 2

Level 3 – Grade 3

Level 2 – Grade 4

Level 1 – Grade 5

Pre-level Performance – Grade 6  

 

Year 3 Flyers  

Performance above Level 6 – Exceptional Performance

Level 6 – Grade 1

Level 5 – Grade 2

Level 4 – Grade 3

Level 3 – Grade 4

Level 2 – Grade 5

Level 1 and below – Grade 6  

 

Year 4 Starters  

Performance above Level 4 – Exceptional Performance

Level 4 – Grade 1

Level 3 – Grade 2

Level 2 – Grade 3

Level 1 – Grade 4

Pre-level performance – Grade 5 or 6 according to the teacher’s discretion  

 

Year 4 Rollers  

Performance above Level 6 – Exceptional Performance

Level 6 – Grade 1

Level 5 – Grade 2

Level 4 – Grade 3

Level 3 – Grade 4

Level 2 – Grade 5

Level 1 and below – Grade 6  

 

Year 4 Movers  

Performance above Level 7 – Exceptional Performance

Level 7 – Grade 1

Level 6 – Grade 2

Level 5 – Grade 3

Level 4 – Grade 4

Level 3 – Grade 5

Level 2 and below – Grade 6  

 

Year 4 Flyers  

Performance above Level 8 – Exceptional Performance

Level 8 – Grade 1

Level 7 – Grade 2

Level 6 – Grade 3

Level 5 – Grade 4

Level 4 – Grade 5

Level 3 and below – Grade 6