Is this right - Year 8 science sets determined by progress rather levels?

[Ihatemakingpackedlunches]

In year 7 my dd was placed in the top science group at her state comp. At the beginning of year 7 my dd was set a science target of 4a. It was immediately clear that this was too low and in January her target was revised to 6a. A mix of level 7s and 6s throughout year 7 led her to score an average of a 6a at the and of year 7, meeting her target. However she messed up her end of term exam and scored a 5a.

There are 2 top science sets at her school - and this year in year 8 she has been not been put in either of the top 2 sets, but is in the set (below, which is sort of the 3rd one really, but the school calls it the 2nd set - if that makes sense!?)

I contacted the school as her motivation has massively plummeted and their response was that it's not a huge deal that she scored a 5a at her end of year exam - its more that she didn't exceed her target of 6a. (Though of course she did exceed the initial 4a target). The top 2 sets now comprise of children whose average year 7 levels range from a 7b down to a 6c. Though she got a 6a average, and achieved her target, and is higher than many children in the top 2 sets, because the children with the 6bs and 6cs exceeded their targets they are in the top sets. I presume they were set lower targets in the first place, but my dd's 6a target was pretty high and I imagine pretty hard to exceed!

So now she's in the 3rd set with a 6a average working with children with much lower grades because she only achieved her target and did not exceed it! Yes, she messed up her end of year exam, but really is this right? I have told the school she has lost motivation but they say she just has to work her way back up!

Views please!

Thanks pensionerpeep. Still seems odd that the top sets will have children on lower grades. Also finding it hard to motivate a child who has worked hard to achieve a very high target and been "rewarded" by moving down sets.

What was her SATs level in year 6? She should make two sub sets progress in one year. Although in year 7, progress can be slower because the primary school result might be too generous. Was the 4a reasonable or the 6a far too high. This is a huge difference!!! Did you not think to question it earlier? If she was a 5a at the end of year 7, then 6b would be a reasonable target this year. I would argue that she should be taught with other children who are aiming for this target. Children do not progress at the same rate, however, and because some children accelerate and others are more sedate, rate of progress is not always a good way to set children, particularly if inaccurate targets were set in the first place! I would get to the bottom of what progress she has actually made, irrespective of targets, why the target changed so dramatically, and why exam success, as opposed to teacher assessment, made such a difference?

Hi Milly, Her year 6 level was a 5 (no idea if it was an a, b or c) so yes I did question the 4a the beginning of year 7 and they said to wait a bit and then yes, they did put it up to a 6a, so whether or not it was a mistake I don't know.
At the end of year 7 her average mark for the year was a 6a, so she achieved her target. It was her actual end of year 7 exam where she scored a 5a. I have spoken to the school about it but they seem adamant even though she is on a 6a that she should be in the 2nd set because she only achieved not exceed her target. I may try and make an appointment to go up to the school or not sure whether I should just leave it and let her go back up (hopefully) by herself!?

I think probably at the beginning of Y7 they set on sats grades because they had nothing better to go on and these will be very dependant on the quality of teaching in their primary
A year on they have a better feel for those with potential in the subject The year end exam might have been designed to pull this out and make the children apply scientific thinking to new situations, whereas the end of unit tests were more on what they had learned perhaps?

No expert & new to this whole senior school thing - but just wondering if the thinking behind this may be that your DD is inconsistent - great on homework/ coursework prepared at home - but doesn't do as well on in-class quizzes/ questions/ group work/ exams.

I think the levels thing is confusing - and agree you'd be less concerned if all 6a and higher were all in the group. But it may be that some 6b pupils have improved beyond belief over the last year and their trajectory is steadily improving - whereas your DD1's end of year exam was a serious drop in performance.

I suspect the set she's in now will be fine and that nothing is set in stone - i.e. she can return to top set. But the issue is why did she do so poorly on the exam. I think that needs addressing - she needs to learn from those mistakes:

was it revising too little/ too late
overstudy - feeling she had to know everything
was she unprepared for the structure of the exam?
Did she forget terminology at the critical point?
Did she get muddled?
Did she get flustered? If so why?

Did she use practice tests - i.e. BBC Bitesize KS3? In her science book?

If she hasn't seen her exam script - she should try to get it and review what went wrong.

I know DD1 (Y7) doesn't get the value of reading the chapters in her science book and tends to just skim it & rely on class notes when looking for answers for her homework. We gave her a pop-quiz last night to prove our point (further reading/ doing extra work pays dividends) and she did appallingly - as predicted - she didn't remember terms and didn't remember what things did, despite having had homework on this.

I think this will be upsetting for your DD - but she can use this constructively. Set herself a goal to return to top set - put in the time to not just do the homework, but properly review class notes and the relevant pages/ chapter in the text book that class was based on. Use BBC Bitesize/ Channel 4's Homework High to review concepts and quiz herself.

The frustrating thing about school work at this level is that some kids just seem to get it/ learn terms/ facts/ techniques instantly - and others really have to work on it. The reality is that's life - some things will come easily to you and others won't. My advice to your DD is make this year about learning what works for you (in terms of quiz/exam results) and steadily improving as a student - odds are it will get your DD back into top set.

HTH