What does it take to be an ‘A grade’ student at A level?
King Henry VIII School has been fortunate to educate thousands of sixth form students who have achieved ‘A grades’ and more recently ‘A* grades’ at A level over many years.
We have recently used this experience in an attempt to identify those characteristics that are common to most students who achieve the highest grades.
This booklet is an attempt to clarify the broader attributes of a sixth form student who will achieve an ‘A grade’ from an holistic perspective in their mindset and wider approach to school. The booklet also identifies attributes of an ‘A grade’ student particular to specific subjects at A level.
We hope that it will serve to explain to current students and their parents exactly what is needed to get the best grades.
One thing is certain … every ‘A grade’ and ‘A* grade’ is earned through lots of hard work. There is no magic ingredient to take, wonder dust to sprinkle, or automatic conveyer belt to ride. Simply reading this booklet won’t get you the highest grade. Working hard to analyse your own approach and improve your attainment is not easy … but then nothing ever worth having was.
Attributes of an ‘A grade’ student
There is no ‘one size fits all’ and certainly no guarantees. The following is a general description of the most common features. Whilst this model doesn’t acknowledge the individual and their own preferred learning styles, for example, it is still worthwhile.
There are five main themes that contribute to the A grade student
ACADEMIC AMBITION
POSITIVE CHARACTERISTICS
CO-CURRICULAR INTEREST
EMOTIONAL STABILITY
ORGANISATION
VISION
Plan - Goals - Research - Curiosity EFFORT
Proactive - Focus - initiative - Dedication SYSTEMS
Review - time - organise PRACTICE
Past Papers - questions - research - read - review
ATTITUDE
Positive - ask for help - motivated -high effort - I can
POSITIVE CHARACTERISTICS
‘A grade’ students
• Have a Positive Attitude
• Listen and take action
• Are Proactive – they don’t wait to be told what to do.
• Have a ‘Growth Mindset’. They don’t feel limited by any predetermined natural or innate ability. They only feel limited by their own amounts of hard work.
• Display positive ‘Intellectual Character’, as typified by the characteristics that we promote in school; focus, humility, resilience, aspiration, persistence, etc
• Ask Questions to figure out what they don’t understand, or just in an attempt to know more! Asks questions
Punctual
ORGANISATION
‘A grade’ students
Rarely misses lessons
• Prepare for lessons by making sure that they have everything they need in terms of resources but also by looking ahead to what’s coming next in the scheme of work.
• Develop good routines that mean work happens according to a well considered plan and isn’t made up as you go along.
• Rarely miss lessons.
• Use a homework diary.
• Are punctual school as well as individual lessons.
CO-CURRICULAR INTEREST
‘A grade’ students understand the need to have a ‘release’ or a distraction from the challenges of focussed academic study. To help balance the energy used through intellectual study, they make time to relax in a productive way through having an interest; music, sport, drama, reading books, chess, walking. It doesn’t really matter what it is as long as there is something to break up the monotony of constant academic study and provide something else for you to focus on and enjoy.
EMOTIONAL STABILITY
Avoids distraction
Avoids /resolves conflict
Follows school rules
EMOTIONAL STABILITY
Manages social media use
Has a vision of success
‘A grade’ students feel secure and have stability around them by:
• Following School Rules
• Managing social media use (or over use!), particularly during times when homework is being done and at bedtime.
• Has a vision of success by having targets and goals about what they want to achieve. And they share these targets with those that can help.
• Avoiding conflict or resolving it when it occurs.
• Avoiding distraction, particularly when they should be working.
ACADEMIC AMBITION
Asks Utilises peer learning
Enjoys Study
Consolidates Work
Works at least 18 hrs per week independent study Uses Specification
ACADEMIC AMBITION
Completes Extra Work
‘A grade’ students demonstrate academic ambition by:
Uses Past Paper Questions
Uses Mark Schemes
• Working at least 18 hours per week independent study, outside timetabled lessons. This includes work undertaken in study periods at school and equates, roughly, to 2 hours homework each night with 4 hours each weekend.
• Consolidating work by reading notes from lessons after the lesson has finished to check that they are still understood away from the classroom.
• Having a print out of the specification in their notes to refer to on a regular basis to create an overview of what is being studied and how it all fits together.
• Doing lots of past paper questions under the direction of the teacher but, increasingly so, independently as the exam becomes closer.
• Having mark schemes to understand how the examiner marks the work and consulting these mark schemes to ‘self mark’ after each past paper has been completed.
• Completing extra work that each department will make you aware of, but not necessarily check on.
• Enjoying what they study. An A level student has chosen just 3 subjects from the 20 or more that they could have chosen – the subject matter should be enjoyable and interesting.
• Utilises peer learning by asking a friend if they get stuck – and helping a friend if that friend is stuck.
Art
The following are in no particular order…
An ‘A grade’ student in Art:
• Listens to and takes on board advice given and also seeks guidance.
• Has a willingness to discuss ideas and intentions when developing their own work.
• Formulates a plan and sets targets for practical work.
• Maintains a focussed approach – an awareness of timescale and an awareness of the deadline.
• Consistently tries to improve their skill levels.
• Has a willingness to seek out other learning opportunities outside of the art rooms – in effect not treating the process as a ‘means to an end’ but something they genuinely have a passion for and will continue with beyond A Level, whether they undertake the study of the subject to a higher level or not.
• Uses teachers as art professionals whenever they can, as well as seeking out other art professionals
• Makes best use of the resources available in school – particularly during study periods, lunchtimes and art clubs
• Perseveres
• Presents their work in a coherent and relevant manner to their area of study and is organised in allocating the appropriate time to this area
• Has a willingness to be prepared to invest in appropriate resources to enable them to produce work beyond the art room.
• Is fully prepared for lessons and arrive with a purpose to achieve their target for that lesson. They get going quickly, they pack up when appropriate as opposed to watching the clock for the end of the lesson.
• Develops their ideas outside of lessons and uses teachers to guide them with those ideas during the lesson time. They bring something to the table for productive discussion between teacher and pupil.
• Makes choices in good time – ie. style and technique - they develop their own individual language and strive to make their work personal. They persevere to reach a high level material control in chosen media.
An ‘A grade’ student in Biology:
• Is passionate about the subject, has an excellent understanding of the material covered and is keen to learn about aspects of Biology beyond that highlighted in the specification.
• Has well developed study skills including good time management (even if many extracurricular commitments are completed).
• Reads a wide range of additional texts such as Biological Sciences Review.
• Seeks out other opportunities such as work experience placements in research facilities or attending local seminars held at universities.
• Willingly prepares for and participates in the Biology Olympiad and other opportunities as suggested by their teachers.
• Leads in the classroom and acts as a role model to other students, asks excellent questions.
• Is aware of any gaps in knowledge and actively seeks the help of teachers.
• Is punctual to lessons and will have the appropriate materials for every lesson including the correct equipment and relevant section of notes/ practical guidance.
• Always engages positively in class during both theory and practical sessions, sitting in a position that will allow for effectively learning, answering and asking questions.
• Follows verbal and written instructions.
• Always acts on the advice given by teachers.
• Reviews all work thoroughly at the time of completion, annotating notes and keeping them in a well organised folder that includes a copy of the specification outline for each topic.
• Completes assignments in full well before the deadline to allow time if there are problems that need to be resolved.
• Makes suitable revision materials and completes as many past paper questions as possible from a range of sources. These will be organised in a file and annotated with corrections along with any mark schemes.
• Gives all areas of the specification equal priority and doesn’t just focus on easy/ more enjoyable topics, working harder on those that they find more difficult.
• Applies knowledge to novel situations and makes excellent links between different areas of the specification, constantly reviewing work completed previously.
• Reads questions completed during a test carefully, noting any appropriate command or key scientific words so that a relevant response can be formed and is also aware of how much detail to give for longer answer questions.
• Critically evaluates exam technique by reviewing test questions where marks are lost and determines the reason(s) for this.
• Understands that attendance at a revision session or Biology clinic might be necessary to address any issues.
Business
An ‘A grade’ student in Business:
• Uses demanding and wide ranging business theory with purpose and selectivity.
• Accurately and efficiently manipulates and extrapolates from data from stimulus material, demonstrating selectivity and the ability to prioritise analytical points.
• Quickly, accurately and selectively extracts ‘the business context’ from stimulus material.
• Asks perceptive and progressive questions which will challenge the teacher!
• Is able to ‘read between the lines’ from brief extracts, showing inference skills.
• Will produce highly structured, examiner friendly answers which are reasonably straight forward to mark.
• Selectively questions accepted theory and makes judgments on the relative value and constraints of the numerous theoretical business models.
• Demonstrates a healthy sense of cynicism towards published business objectives/mission statements and ‘PR’ statements,
• Determines and expresses the significance of competing arguments/courses of action.
• Undertakes reading ahead in the textbook and beyond the confines of the course. This should also involve podcasts, lectures etc of a business / management nature.
• Will ‘live and breathe’ what is going on in the ‘Business world’ averaging a relevant article/report per day!
Chemistry
An ‘A grade’ student in Chemistry:
• Asks additional questions in class
• Asks for additional reading suggestions eg New Scientist
• Has a dialogue with the teacher about feedback provided including summary feelings about their performance.
• Maintains an organised folder for notes, syllabus and questions. Eg use of file dividers, labelled by topic. Everything related to that topic.
• Has the ability to proficiently use GCSE Maths level algebra eg manipulation of equations such as PV=nRT making any variable the subject of an equation.
• Can correctly use a calculator including fractions, logs and the difference between subtract and negative.
• Uses orders of magnitude correctly.
• Works out the meaning of a number in a context and uses units to correctly identify entities.
• Uses correct terminology and key words to answer questions succinctly.
• Considers an answer before starting to write, in which the number of marks and the key points are considered and possible mark scheme key points identified.
• Listens to and act upon advice given by staff.
• Completes homework on time, having asked in advance about the due date, if they are struggling.
• If a lesson is missed they copy up the required work and identify any missing pieces of homework; students will obtain work in advance for known absences.
• Completes work outside of the set work eg reading the textbook to the end of the chapter, completing Green Aple question sheets.
• Shows evidence of consolidation of topics by producing original revision materials. Eg synthetic synthesis pathways poster.
• Uses the checksheets/syllabus to tick off the syllabus as studied and revised.
Classical Civilisation
An ‘A grade’ student in Classical Civilisation
• Maintains a genuine interest in the subject – some of best students in the past have not done subject at GCSE but show real interest.
• Has well-organised notes – notes divided into topics with review sheets filled in.
• Are highly engaged in lessons – asking questions as well as answering them.
• Has excellent communication with teachers: taking responsibility for how to improve.
• Maintains written work that is well planned and has consistent engagement with the specifics of the question.
• Has a range and depth of knowledge – not just focusing on the obvious points
• Uses scholarship – basing answers around the opinion of an expert rather than just using that opinion as decoration.
• Ensures excellent factual knowledge of modules.
• Enjoys reading rather than seeing it as a chore.
• Develops very good literacy skills – being able to write fluently and intelligently in an academic tone.
• Maintains regular attendance at lessons and proactively catching up if absent
• Meets deadlines
Computer Science
An ‘A grade’ student in Computer Science:
• Maintains good attendance and is prompt to lessons. If they miss a lesson they actively catch up with work before the next lesson.
• Always has the specification to hand and uses it as a check list to recognize weaker areas and ask for support.
• Maintains a well-organised folder of work, sectioned into topic areas and teaching staff. Creating the ability to draw upon past material where necessary.
• Is fully focused in class, not distracted or distracting of others and does not to use the Internet unless asked to do so.
• Independently adds to their available computer programming language portfolio and is able to demonstrate their understanding of the same.
• Undertakes reading ahead in the text book, in advance of the next lesson and consolidates learning and knowledge of the material from the previous lesson so that learning can continue immediately.
• Conducts independent research and reading beyond the confines of the course (directed and undirected) so that quick, accurate and selective examples of context from stimulus material can be used (Handouts/newspapers articles, etc.)
• Uses the topic specific video list provided as an additional learning and revision tool.
• Asks perceptive and progressive questions and is prepared to answer questions in class.
• Looks for answers independently. Does not copy work from another student.
• Communicates clearly and accurately through number, diagrams and words (written and spoken) - produces answers that are logical, coherent, well-structured and well-organised against predetermined assessment criteria
• Utilises Computer Science theory and recognises computational thinking with purpose to be able to explain and demonstrate the links between topics.
Design Technology
An ‘A grade’ student in D.T.:
• Is not afraid to take risks and be creative.
• Writes up evaluations promptly so they can develop designs more quickly.
• Is disciplined and organised with coursework deadlines.
• Maintains interest in the subject area.
• Is proactive when looking for inspiration and researching.
• Responds positively to advice given.
• Understand that ideas fail, and then design a solution to the failure, only to fail again and design again…
• Never expects to “go back and add a bit in” – understands that ‘Non Examinable Assessment’ is a real-time evidence
Drama and Theatre Studies
An ‘A grade’ student in Drama and Theatre Studies:
What characteristics do they have?
• Punctual – punctual to lessons and punctual with deadlines, see teacher in advance if struggling or in need of assistance, not on the day the work is due
• Organised – bring relevant texts and equipment incl. highlighters
• Passion + curiosity
• Thorough awareness of your current strengths and targets, ready to act upon them
• Initiative – make decisions
• Willingness to experiment and ‘fail’ – excellent practical theatre is created through drafts and attempts – striving for perfection on a first rehearsal is not A* behaviour
• ‘When the brain gets lost, it doesn’t stop working. It tries to makes sense of things. It begins to speculate and guess, and that’s when things open up. That’s exciting.’ Simon McBurney, Complicite
• Dedicated work ethic
• Lack of entitlement – you are intelligent, but you do not know everything. Accept targets. Work on them. Enjoy finding out that you don’t know something and relish the opportunity to learn it.
• ‘The more I learn, the more I realise how much I don’t know.’ Albert Einstein
What do they do?
• Pro-actively catch up before and after absences – Ask another student about lesson ideas and notes, complete photocopies and ask teacher when needed
• Share additional research findings with the class (websites, articles, theatre etc.)
• Extend notes through further independent research/ wider reading
• Present work that is legible, detailed, named and titled
• Wider theatregoing - attending + appreciating theatre beyond the remit of the A Level trips
• Practical character research – keep a notebook – find out given circumstances – invent backstory –apply rehearsal techniques at home – research + develop characters (both devised + scripted)
• Watch recordings of your performances – analyse, don’t cringe and avoid – this is key to reflecting upon your own performance, and it does get easier
How do they act?
• Pro-active and engaged in class discussions
• Seek clarification when needed
What do their notes/files look like?
• In-depth
• Take and extend notes – Do not wait to be told by your teacher
• Well-organised folders using clear divisions and an index
• Mark schemes printed out, organised and well-used (highlighted, annotated)
• Evidence of all sheets in order e.g. essay plans, revision notes, exemplar work
• Glossaries + key terminology filed, ready to be applied
A few reputable research sources (don’t just rely on Wikipedia!): JSTOR, National Theatre (lots of videos and live theatre resources) - https://www.nationaltheatre.org.uk/learning/schools/secondary-and-fe/resources RSC website, https://scholar.google.co.uk/ - use as a search engine for reputable articles
Economics
An ‘A grade’ student in Economics:
• Utilises economic theory and mechanisms with purpose, explaining links between economic variables with significant depth.
• Accurately and efficiently manipulates and extrapolates from data sources.
• Quickly, accurately and selectively prioritises the context from stimulus material.
• Communicates clearly and accurately through numbers, diagrams and words, producing answers that are logical, coherent, well-structured and well organised. Diagrams are enhanced with the written analysis that ‘dovetail’ with one another.
• Asks perceptive and progressive questions on topics that go beyond the Specification or that have not yet been covered. Such questioning is likely to challenge the teacher!
• Selectively questions accepted theory and makes judgments of the value of theory with consideration of the constraints of inherent assumptions which are very popular in economic theory.
• Conducts their own in-depth analysis of past papers via mark schemes and exam reports, and simply does not need to ‘question spot’.
• Shows willing to take academic risk in making mistakes whilst learning, and has the ability to argue a point of view that they might vehemently disagree with.
• Shows an exceptional enthusiasm for using additional resources beyond the Specification context and text book eg TED lectures, FT online, EzyEconomics, The Economist, LSE publications and Tutor2U
An ‘A grade’ student in English:
• Has a genuine passion for the subject and a curiosity – they should come to lessons interested and wanting to know more about the character/topic/text/poem etc. They should enjoy reading and want to find out more about the author/context/writers’ method.
• Comes prepared to lessons having read and annotated the text beforehand and ready to engage with questioning.
• Maintains a positive attitude combined with a strong work ethic. Be proactive – don’t wait to be told to read….
• Asks questions/shares ideas eg. ‘Miss, when I read this chapter/verse, I thought …. so do you think that…?
• Has a folder organised into clear sections that cover the assessment objectives.
• Has copies of each mark scheme for each section of the three exams which should not be in pristine condition but instead highlighted/underlined/annotated.
• Reads the resources/articles we provide together with their own independent sourcing of material. Not Wikipedia! Use Jstor.
• Has detailed essay plans with crossing out/additions as this is evidence of reflection.
• Uses discourse markers so essays are fluent.
• Demonstrates knowledge and application of technical vocabulary.
• Responds to marking and any questions on essays/detailed completion of self-reflection sheets/ re-done paragraphs that evidence acting upon advice and feedback.
• Has examiner reports that are engaged with – evidence of highlighting, annotations.
• Prepares strong revision notes.
• Reflects upon their strengths and weaknesses and has the resilience to keep trying.
• Has enthusiasm
• Completes practice tasks and asks teachers to check them.
• Considers deep analysis of writers’ methods – evidenced in essays, essay plans and annotations of the texts
• Is proactive and asks for help/schedule some 1:1 time with teachers.
Geography
An ‘A grade’ student in Geography:
What characteristics do they have?
• Excellent ‘world’ knowledge including geographical locations, current affairs.
• Enthusiastic: They want to be in the lessons and want to learn about geography.
• Curious about how topics interact with each other. The best students can see, but also propose links between geographical topics.
• Clear goals. Geography is not restrictive in terms of post A-level options. However, the best students usually have a clear goal in terms of course or university to aim for.
What do they do?
• Read, watch and listen to material that broadens their ‘world’ knowledge. This extra knowledge aids their ability to identify linkages between case studies and topics. Geography is inherently indiscreet, and as such significant extra knowledge from outside of lessons enables these students to understand the range of factors interplaying in any geography case study.
• Reading is particularly important as it not only helps with their knowledge and ‘filling in the gaps’ between topics, but crucially it expands and contextualises the use of geographical language and terms. We provide access to a range of geofactsheets and magazines, the best students devour these.
How do they act?
• Come fully prepared to every lesson on time. This includes their textbooks, finished homework etc.
• Take leadership in group tasks, they explain the relevance of factors to other students and understand the depth of knowledge that is required.
• Challenge the teacher, resources or other students, on the validity of their point of view.
• Actively seek different perspectives, and are not restricted by their own opinions.
• Contribute: However some of A/A* students recently have been reticent to do this. We actively encourage them to partake.
What do their notes/files look like?
• Dividers. Separating units of work, assessed work, geofactsheet booklets and specs/schemes of work.
• Very often the best students just bring in a folder of their current topics, divided by teaching staff and then file older units at home.
An ‘A grade’ student in History:
• Keeps notes and assignments well-organised by unit and by topic.
• Makes positive oral contributions to lessons – asking questions, but also engaging with the discussion, responding to other views and reflecting on their own views, open to adapting their own view, but not simply sponges.
• Works well outside of lessons: knowing why they are reading something beyond their notes and using such material to reflect upon their understanding/interpretations (reading does not have to be for a particular assignment, but it does need to be reading that makes them think).
• Learns material very specifically in order to have a wide range of precise detail to use. The best historians are those who know what to leave out, because they have the confidence that what they do write is relevant and detailed.
• Is able to use their knowledge to answer specific questions, rather than just knowing a topic. This will help them to argue flexibly and in a nuanced way.
• Writes fluently and cogently, with a good use of connectives and discourse markers (rather than ‘also’!)
• Substantiates their arguments rather than simply asserting.
• Sees the ‘big picture’ of a unit and is able to draw contrasts and analyse turning points.
• Structures all types of answers in the requires ways. Essays have:
- An introduction which is direct and sets up the answer
- Good focused content paragraphs
- A substantiated conclusion, putting the answer into the wider context
• ‘Skills’ answers are not repetitive, focus on key question words and keep the source/interpretation at the forefront of the analysis.
• Is capable of doing all this in timed conditions, which comes with regular practice.
• Takes the initiative to do practice questions outside of lessons in order to progress.
• Is proactive in seeking help outside of lessons if needed.
Latin
An ‘A grade’ student in Latin:
• Has attention to detail – this will be reflected in:
• Excellent vocabulary knowledge – consistently 90% plus on vocabulary tests
• Excellent knowledge of noun and verb tables, as well as pronouns, adjectives
• Working hard to eradicate careless mistakes
• Exhibits self-reflection – looking back through past work to identify areas of weakness and improve.
• Communicates with staff – being able to say ‘I don’t understand – please could you go through this again’
• Translates written work on alternate lines to allow room for annotations and corrections
• Organises and labels Literature notes well.
• Keeps a log of new Latin words they learn – there is no set vocabulary list at A Level.
• Maintains a strong work ethic – learning the translations on a weekly basis rather than leaving it to the holidays
• Learns the basics even if perceived as boring.
• Gives (literature) answers that will always refer to the Latin directly and knowledge of the text will be outstanding.
• Maintains well organised folders in sections based on the four modules with self-review and marking included.
Law
An ‘A grade’ student in Law:
In class:
• Is punctual to lessons and get themselves ‘ready to learn’ without needing prompts.
• Asks questions to clarify or extend their learning.
• Completes tasks such as application questions in class in a comprehensive manner, including relevant case/statute authority without being told.
• Is not embarrassed to be good at the subject!
Outside of class:
• Reads the relevant chapter/section of their text book and/or Elawstudent before the lesson.
• Reviews their notes after sessions to check their understanding.
• Will re-do work, or sections of work, that have not met their target grade.
• Regularly completes additional problem or evaluation questions from past papers.
• Familiarises themselves with mark schemes and the key ‘command words’.
• Knows all of the cases and statutes that are listed on ‘Study Stack’ off by heart!
• Makes their own ‘case cards’ for all topics.
• Prints off the summary tables from Elawstudent and looks at them regularly, or makes their own diagrams/charts summarising key legal tests.
• Look for relevant articles in the newspapers and online and are able to explain their relevance to the syllabus
• Read relevant articles in the A-level Law Review and include copies or key points from these in their notes
• Read evaluative discussions on key topics in the higher-level books provided (see tutor for signposting) and note good ways of expressing arguments about the law
• Discuss key criticisms with peers to practice expressing these
• Read and discuss exemplar work from other/previous students or tutor
• Catch up on missed work when absent without being reminded
• Attend Law Clinic to extend learning through discussion of challenging topics or arguments
• Attend Law Society?!
Folders:
• Includes record sheet with marks, key topics/skills needing development and actions taken
• Organised into topics with specification or learning outcomes, marked work, handouts/notes and additional articles
Maths
An ‘A grade’ student in Maths is:
• Organised – notes ordered, accessible, contains suitable examples of challenging questions. Able to differentiate between the basic material, such as quadratics, that is second nature to them, and the topics that need serious revision.
• Inquisitive – asking questions to further knowledge. Not switching off when a more complex example is discussed or set. Weaker students are inclined to master the theory and then cross their fingers that they can tackle a more complex example on the day of the exam. A* students actively tackle those questions – marked red in the textbook.
• Helpful – willing to assist those around them, confident in their own ability at times but also willing to share ideas to come to a solution to a difficult problem as a group.
• Self-aware – they have a clear appreciation of their own strengths and weaknesses. They know which areas revision should be focussed on, rather than wasting time practising basic skills. Having the strength of mind to revise challenging topics and practise challenging questions, rather than doing pointless “easy” revision.
• Interest In The Subject – or at least an appreciation that the skills they will learn will help them in the future. It is rare than a student who is doing Maths because they had nothing better to choose from will get an A or A*
Modern Foreign Languages
An ‘A grade’ student in MFL:
• Is prepared to communicate in the target language and to make mistakes! (particularly those who have a quiet nature).
• Maintains a well organised folder – per topic, grammar notes, vocabulary per topic.
• Undertakes independent learning and research, particularly with regards vocabulary per topic / new grammar structures.
• Maintains a willingness to access departmental suggested websites to improve any of the four key skills such as news websites, youtube, on-line grammar exercises – at least once a week. (short bursts – 20-30 minutes top)
• Is prepared to be pro-active with the language assistant – seeking additional help when and if possible.
• Is really keen to spend time in his/her chosen language country, be it with the school or individually.
• Wants to know why grammar/syntax works – wants to deepen their understanding as to how a language is constructed. Wants to clarify with teacher
• Is punctual to class, to assistants and with homework.
• Will watch other films and read other literature outside of the specification.
• Spends considerable time organising their work – particularly considering the Independent Research Project for the A level oral.
• Has clear knowledge of the requirements of the specification and check list incorporated into folder for students to tick off following in-depth comprehension.
• Asks questions for greater understanding following essay feedback – pro-active response to questions of content and structure.
• Accepts and acts on professional advice from individual teachers.
• Actively enjoys the language and therefore fully-engages in the classroom. Understanding that a language is more than just an “A Level”.
An ‘A grade’ student in Music:
PERFORMANCE
• Practices … a lot …their instrument or voice in an organised routine that is focused on technical improvement.
• Understands how to practice effectively in order to improve technical skill
• Has weekly visits to an instrumental or vocal teacher
• Understands what is required to perform musically – technical control, use of all musical elements
• Knows music well enough to perform with freedom
• Is familiar with marking criteria
COMPOSITION
• Understands and has the ability to manipulate all musical elements with an awareness of how they impact each other (for example, how dynamics can help show structure).
• Knows a wide variety of music in the chosen style
• Knows the technical capacity of instruments used in a composition (range, virtuosic potential, sound, blend, dynamic potential)
• Is self-critical
• Is willing to listen and edit many times in order to refine and polish
• Is familiar with marking criteria
LISTENING and ANALYSIS
• Has a deep understanding of all musical elements and language used to describe them
• Develops the ability to hear what compositional technique is being used at any point
• Understands set works and their historic-musical context
• Is willing to engage in wider listening
• Develop a writing style which is clear, simple and articulate
• Understand what information questions are asking for
• Is familiar with marking criteria
Philosophy, Religion and Ethics
An ‘A grade’ student in PRE:
• Is proactive in terms of reading around the subject and making their own notes as they go.
• Focuses on specific information in class reading and picks out key ideas, rather than generically going through it.
• Maintains consistency and specific use of language, key terms and philosophical terminology.
• Focuses throughout on the specifics of a question and hone in on the areas the exam board is requesting.
• Focusses on grasping the fundamental concepts of a topic with clarity, then building on this central platform.
• Regularly and proactively goes over previous topics.
• Demonstrates an inquisitive nature, and has a passion for learning certain topics.
• Has clear aspirational academic goals in mind.
• Demonstrates a willingness to discuss ideas and support other students.
• Seeks support and feedback.
• Explores ideas through questioning, rather than sticking to a fixed point of view.
• Makes judgements and justifies them, rather than arbitrarily using AO2 points.
• Seeks out wider reading and extra sources of information.
• Consolidates their work consistently and proactively.
• Reads around the subject and enhance their knowledge beyond the specification on specific scholars.
• Learns the specification.
• Regularly practices essay writing and planning.
• Makes links between topics.
• Improves on previously sub-par work to a higher standard, e.g. redoing essay plans.
• Constantly asks productive questions and engages with the evaluation elements of the subject.
• They organise themselves very well, and have clear systems on how they do this, i.e. week folder then sorted to unit folders.
• Seeks out advice and support on both extending themselves and developing weaker areas.
• Shows a respect for the subject knowledge or guidance of the teacher and the arguments of their peers.
• Organises their folder and clear relation of folders to units, specific points and AO1/AO2.
• Details, both in terms of class notes but also their own reading and research.
• Consults previous essays and feedback, which are clearly filed for easy access.
Physical Education
An ‘A grade’ student in P.E.:
Outside of the classroom
• Competes at least above regional level in a sport.
• Has exceptional understanding of their sport (skills, tactics, rules, techniques).
• Works ahead – will read ahead.
• Has a wide interest in all sport and contemporary issues that affect sports.
• Is proactive in asking for help and feedback – being an independent learner.
• Uses independent/guided study time to consolidate knowledge of previous topics covered.
Inside the classroom
• Maintains excellent verbal communication and presentation skills.
• Is not ashamed to be good/interested in the subject.
• Arrives to lessons on time with the correct folder.
• Is proactive in asking for help and feedback – being an independent learner.
• Is able to answer questions synoptically bringing a range of topic areas together to show a higher level of understanding of the subject area.
• Can critically evaluate topic areas bringing in knowledge and examples from a range of sports to support their answer and point of view.
• Clearly displays working with correct units shown (biomechanics).
• Is able to answer shorter mark questions concisely – getting to the heart of the question and making points clear.
• Files.
• Is well organised with additional notes made from research articles around each topic.
• Clearly displays ‘STAR’ marking in folders and uses this to help identify areas of weakness.
An ‘A grade’ student in Physics:
• Completes additional questions beyond those set by the teacher to support their understanding.
• Has a clear passion for Physics.
• Asks questions about Physics set within a wider context.
• Identifies standard wordy questions (eg definitions, long 6 mark questions) and synthesises model answers.
• Takes time, asks questions and researches in order to fully understand the underlying framework for each section of theory before moving on.
• Has a system for information retrieval for all the topics. For example if they are asked to find information on why the Photoelectric effect supports the wave nature of matter in 5 minutes they can find this information be it from their memory, notes, revision notes or a textbook.
• Follows and interacts with corrections/marking of work to take on board key learning points.
• Has an awareness of what they need to achieve with respect to the syllabus.
• Sees mistakes/difficulties as an opportunity for learning.
• Attempts homework questions in advance of the deadline.
• Is autotelic in nature (sets their own goals).
• Sets out calculations in a step-by-step/line-by-line manner that is easy to follow and to spot mistakes.
• Sets out written explanations in a line-by-line manner that is logical and progressive and doesn’t make assumptions.
When a committed A level physics student has finished all of their set work they:
• Create flash cards of important definitions and test themselves until they can quote them.
• Practise questions in the textbook in the green boxes, mark them and check over any incorrect answers.
• Cover questions on previous topics, especially ones they’re uncomfortable with.
• Do past paper questions from the AQA website or textbook. Mark these and go to Physics clinic/ask teacher if incorrect.
• Read the section they’ve just studied/a previous section/the next section in the textbook and try to summarize this to the key points.
• Use Isaac Physics.
• Ask for a revision grid on one/several topics.
An ‘A grade’ student in Politics:
• Is proactive about reading extensively around the subject.
• Keeps up to date with current affairs, and is curious about the implications of these for the topics we study.
• Uses language precisely and consistently, with particularly emphasis on technical terms.
• Breaks down questions, showing understanding of the critical concept upon which the question hinges.
• Is adept at using specific examples to demonstrate points, resulting in well evidenced essays.
• Produces logical chains of reasoning to give fully fleshed out arguments.
• Makes astute comparisons between political systems, relating these comparative examples back to political theories.
• Evaluates thoroughly, always considering why one argument may be stronger than another.
• Produces essays with a clear line of argument from introduction to the conclusion.
• Consolidates their work on a regular basis.
• Seeks support and feedback, being always willing to improve.
• Makes synoptic links between topics.
• Maintains an inquisitive and focused approach.
• Maintains good organisation, by sorting notes and case studies or examples into relevant folders.
• Makes detailed notes from both classwork and the set introductory reading. Engages well with the opinions of peers, considering their point of view carefully whilst also providing
Psychology
An ‘A grade’ student in Psychology:
Organisation and management of learning is clearly evident:
• Has a folder with file dividers with notes highly organised by A level topic; not paper shoved in textbook.
• Work is handed in on time and is most often of a very high standard. If a deadline is a struggle to meet such a student is always proactive in seeking an extension or change in the task. Such requests are not frequent.
• Takes pride in their work and this clearly shows in the way they manage their learning for the subject.
• Is focused on academic achievement and organise their other life commitments to reflect this focus on academic attainment and the time it takes to accomplish. Make a highly sustained effort throughout the entire course.
• Revision notes are clearly structured with care and tend to be comprehensive with very well selected content. Revision is clearly enhanced.
• Is clear sighted and honest about their progress…actively look to spend time studying what they feel are weaknesses in their knowledge or skills.
Clear evidence of deeper engagement with course materials and content:
• Values course supporting materials, handouts and background reading actually read. This is often illustrated through annotated comments using effective specialist terminology.
• Looks for opportunities to extend their understanding and critical analysis through better use of resources or ask for further resources or insights to take their analysis to the next level.
• Asks clear and insightful questions in class that ‘push’ the teacher and open critical debate, or seek to confirm points lacking clarity.
• Is never expecting the argument to arrive at a definitive conclusion but seek to present the strongest arguments possible through selective and highly detailed use of scientific research study evidence.
• Centres their essay writing on developing a tennis match with a clear line of sustained critical argument through which the conclusion naturally arrives and is well evidenced. Revision notes are often shaped in a way that enables a quicker step to this while containing technically demanding content.
• Often looks to participate in class discussions, but with carefully considered comments, which show a depth of conceptual understanding. Technical language is skilfully used and vagueness avoided.
• Skilfully applies knowledge to research or case study scenarios. There is a willingness to engage imaginatively, but with practical understanding, with thought experiments, that consistently then illustrates clear understanding.
• Tries to solve problems themselves (looking through notes), before asking a peer, before asking the teacher (and doesn’t consult a mark scheme until after they have attempted to solve the question for themselves). Often go above and beyond in their efforts…
King Henry VIII School, Warwick Road, Coventry CV3 6AQ www.kinghenrys.co.uk | Email:
