ks1 grades, ie, 1a, 1b, 1c, 2a, 2b, 2c, etc. Which way does it work.

[pepsi]

having had parents evening this week, my ds was graded at 2c for reading (he is year 2). After speaking other Mums Im now confused as to which way they work. Am I right in think that, after 1a it would be 2c, 2b 2a, therefore 2a being below a 2b being expected average and 2c being above average. I know it doesnt change things but would be keen to know which way around it works. Thanks.

Message withdrawn

See, no wonder Im confused, I should have written 2c below average and 2a above average, I think!

cod is right

Message withdrawn

In our school the lowest would be 1c then 1b, 1a, 2c tec.....but then again that's secondary

Great thanks, my little boy was 1a for writing, 2b for Maths and 2c for reading, another Mum said to me this morning her little boy was 2c and said that was above average, my sister in law then said the same so I thought I might have got it wrong. Ta.

Your son is doing ok. 2c is below 2b and 2a is above 2b. So A is above average, B is average and c is just below average. My son is in Year2 and is doing his sat's this year. When he does them his target is 2b or above in maths and english. As long as your son hits these targets (which it looks like he will) when he does sat's in year2 then you have nothing to worry about.

it's not really about being above average, below average etc etc
they were introduced to show progression within any given level - a student might start off the year as a Level 2 in a given subject, and by the end of the year still be working within that level and it would appear that he hasn't progressed - - whereas with the a b c , progression can be measured.

so really they're a useful tool for teachers to measure progression and less of a tool for parents as they are widely misunderstood

Message withdrawn

And don't forget that it is in the school's interest to show as much progression as possible....we were warned by a friend who is a headteacher that upon the move to middle school, it was likely that the children would be 'regraded' somewhat lower than on leaving infant. This is in order for the middle school to show progression.

Frankly I'm not sure that SATS are worth worrying about - I have certainly told my kids that if they do well that's great, but I'm not having them panicking about it.

mmm at least you get told these things to be confused!

I haven't got a clue how dd1 (year 2)is doing, apart from 'fine'

My son was a level 2c in october. I have a parents evening in March, so will find out then what improvements he has made and what level he may get in his sat's

Went out with two teacher friends t'other night and they were talking about this. When did it start? My DS1 is Year2 and DS2 Year1 and I know nothing. (And I used to be a teacher.)

they were introduced initially for children with special needs, as these frequently stay within a level for a long time indeed, or even were working below level 1, and nothing existed to show wcactly where these students were in terms of progress and acheivement. There are numbered levels for children working below level 1 of the NC for most NC subjects. It's a good thing, but v time consuming in terms of assessment. It's all tick boxes now

And don't forget those with summer birthdays do less well than the older ones too (as a group - not necessarily as individuals of course). So average for them would be lower than the overall average.

Not sure that is true, my children had an age adjusted score.....see what they got in tests, compare to chart for age, that gave the 2a/b/c mark

Message withdrawn

That's right, there is a threshold for each level eg 10-15 marks, 2c, 16-24 marks 2b, 25 plus 2a. Doesn't matter how old the child is.

Don't think ages come into the sat's score. My son is a summer child and he is doing better than most if the kids older than him. (only 2 kids younger then him in the class).

So in some classes the yougest one do just as well as the older ones

Message withdrawn

Thank you snorkie for your comments. I am just trying to make sure he does well at school, which he is.