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Uxbridge High School

GCSE Grade Descriptors

9  or 9-9

The student displays comprehensive knowledge of detailed information in the syllabus and a thorough command of concepts and principles. Independently selects and applies relevant information, concepts and principles in a wide variety of contexts. Analyses and evaluates quantitative and/or qualitative data thoroughly. Leads peers in constructing detailed explanations of complex phenomena and makes appropriate predictions. Solves most quantitative and/or qualitative problems proficiently. Communicates logically and concisely using appropriate terminology and conventions. Shows insight or originality. Displays competence in a wide range of investigative techniques, pays considerable attention to safety, and is fully capable of working independently. 

8  or

8-8 

The student displays excellent knowledge of factual information in the syllabus and a thorough command of concepts and principles. Independently selects and applies relevant information, concepts and principles in a wide variety of contexts. Analyses and evaluates quantitative and/or qualitative data thoroughly. Constructs detailed explanations of complex phenomena and makes appropriate predictions. Solves most quantitative and/or qualitative problems proficiently. Communicates logically and concisely using appropriate terminology and conventions. Works very well within a team and approaches investigations in an ethical manner, pays considerable attention to safety, and is fully capable of working independently. 

7  or  7-7

The student displays comprehensive knowledge of factual information in the syllabus and a thorough command of concepts and principles. Selects and applies relevant information, concepts and principles in a wide variety of contexts. Analyses and evaluates quantitative and/or qualitative data thoroughly. Constructs detailed explanations of complex phenomena and makes appropriate predictions. Solves most quantitative and/or qualitative problems proficiently. Communicates logically and concisely using appropriate terminology and conventions. Works very well within a team and approaches investigations in an ethical manner, paying full attention to safety.

6 or

6-6

The student displays a very broad knowledge of factual information in the syllabus and a thorough understanding of concepts and principles. Selects and applies relevant information, concepts and principles in most contexts. Analyses and evaluates quantitative and/or qualitative data with a high level of competence. Constructs explanations of complex phenomena and makes appropriate predictions. Solves basic or familiar problems and most new or difficult quantitative and/or qualitative problems. Communicates effectively using appropriate terminology and conventions. Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative activities in a very consistent manner. Works well within a team and approaches investigations in an ethical manner, paying due attention to environmental impact and safety.

5  or 5-5

The student displays a broad knowledge of factual information in the syllabus. Shows sound understanding of most concepts and principles and applies them in some contexts. Analyses and evaluates quantitative and/or qualitative data competently. Constructs explanations of simple phenomena. Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative problems. Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities in a fairly consistent manner. Generally, works well within a team and displays competence in a range of investigative techniques, pays attention to safety and is sometimes capable of working independently. 

4  or 4-4

The student displays reasonable knowledge of factual information in the syllabus, though possibly with some gaps. Shows adequate comprehension of most basic concepts and principles. Demonstrates some analysis or evaluation of quantitative or qualitative data. Solves some basic or routine problems, and shows some ability to deal with new or difficult situations. Communicates adequately although responses may lack clarity and include some repetitive or irrelevant material. Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities. Works within a team and generally approaches investigations in an ethical manner, with some attention to environmental impact.  

3  or 3-3

The student displays some knowledge of factual information in the syllabus. Shows a partial comprehension of basic concepts and principles and some ability to apply them. Shows some ability to

 

 manipulate data and solve basic or routine problems. Demonstrates personal skills, perseverance and responsibility in some investigative activities. Works within a team and  approaches investigations in an ethical manner, with some attention to environmental impact. 

2  or 2-2

The student displays some recall of factual information in the syllabus. Shows some comprehension of basic concepts and principles with some evidence of application. Exhibits some ability to manipulate data and working towards solving problems. The student is working towards demonstrating personal skills, perseverance or responsibility in investigative activities.  

1  or  1-1  

The student recalls fragments of factual information in the syllabus and shows some understanding of concepts or principles. The student is working towards demonstrating personal skills, perseverance or responsibility in investigative activities, and approaching investigations in an ethical manner. Displays some competence in investigative techniques. 

SSA  

The student has remembered and understood some of the content and concepts explored in the Year 7 curriculum. With some support, the student can apply understanding to new situations and make predictions. As well as demonstrating some of the practical skills from the Foundation Years Curriculum, the student is now beginning to use the correct terminology to evaluate scientific investigations with teacher help. 

SSB  

The student has remembered and understood a few key concepts from the Foundation Years curriculum. The student can recall some ideas using key vocabulary and can make simple predictions about what is expected to happen in scientific investigations. The student’s explanations are not always complete. 

SSC  

The student is starting to remember some of the key content explored in the Foundation Years  curriculum. The student can describe some of the scientific ideas such as the structure of cells and the difference between elements and compounds, but is not yet able to use understanding to explain observations.