Senior School | ST2024 | Week 7

Dear Parents,  


I will use this newsletter throughout the year to keep you informed of activities, trips and other events that are happening around the College.  It is worth all parents bookmarking the news page of the website, as this is where you will see more detail and some photos of these items.  I have no doubt that next week photos and reports on the Shell Bronze expedition, which most of Shell are undertaking now, will be found there.


As we come towards the end of the examination season, with the last Lower Sixth examinations taking place tomorrow morning, I would like to update you about the reporting system that we use in Senior School so that you can more easily interpret your child’s end of year reports.


In Shell we do not have achievement grades on the whole, but this report will inform you of your child’s examination grade for those subjects which offer an exam.  The effort grade is based on the matrix given at the end of this newsletter and is the beak’s overall impression of the pupil’s performance across the criteria.


In Remove, the examination grade will be reported, but this will be different depending on the subject.  This is due to the fact that we use two different examination boards for IGCSE. The Cambridge board, which uses the more traditional A* – G grades, and the EdExcel board, which uses the updated 9 – 1 grades.  I have put a chart explaining the grade equivalences below.  In addition pupils will be given a target grade for each subject.  This target grade is an “optimistically realistic” grade for the final IGCSE based on all the evidence the beak has collected through the course – this should give you an idea of what their final results will look like if they work well from now to the exam. The Target Grade Indicator on the report is the professional judgement of the Beak whether the pupil’s current work habits mean they are likely to achieve their target grade in that subject.


In Lower Sixth the examination grade, target grade and target indicator are awarded as for Remove, except all grades are based on a 7 – 1 scale, as this is the IB Diploma scale.

In addition to the grades above there will be a long comment from each beak that will outline areas of strength and weakness, together with giving the pupil targets for improvement.


To give a couple of examples for Remove:

  • A pupil achieves an examination grade 5, has target grade 7 and a target grade indicator “Yes”.  This would mean the pupil underperformed in the examination, but that the beak believes he will gain a 7 in the IGCSE  if he keeps working in the way he has been.
  • A pupil gains an examination grade of 5, has target grade 7 and a target grade indicator “No”.  This means that the pupil has underperformed in the examination and the beak has some concerns about her work habits.  Parents should read the comment to see how beak believes she could improve. 


A polite reminder to all Hundred pupils that full uniform must still be worn on site during the school day, whether they are in to sit exams or study.  Hoodies are not normal uniform, so should not be worn around school, but may be worn in the exam hall.


Yours sincerely,

David Glynn

Head of Senior School

Available for all IGCSE/IB and IB only
@ 1.20pm
Week A/BHistory (SA14)

Maths (BE22)


Economics and Business (SA2)


Global Politics (SA14)

Maths Week B (BE21)


Physics (ME9) 


Economics and Business (SA2)


Maths (BE27)

Chemistry for Hundred (ME8)


DT (MO12) 


Economics and Business (SA2)


Maths (BE28)

Economics and Business (SA2)


History (SA11) 


Physics (ME7) 

After SchoolWeek A/BArt 


Biology for Hundred (ME2)


Maths (Marlburian)


French (LRC8)

Maths (BE 11)


Biology (ME2)


Physics (ME3)


DT (MO12)

IB Chemistry (Marlburian)

IGCSE Grade equivalences – EdExcel on the left, Cambridge on the right.

Effort Grade Descriptors

DescriptorWell above expectationAbove expectationMeeting expectationBelow expectationWell below expectation
PrepAdditional effort evident in prep well beyond expectations. Regular completion of extension workAll prep fully completed to the best of their ability with obvious extra effort.Nearly all preps completed to the standard of which they are capable.Three or more preps not completed or completed to a standard below that of which they are capable.A consistent record of not attempting prep.
BehaviourAlways follows agreed class rules and models excellent behaviour to peers at all timesPositive in class and always follows agreed class rules.Positive in class and usually follows agreed class rules.Does follow agreed class rules in the main, but notable incidents have occuredHas struggled to followed agreed class rules. Is a negative influence on the rest of the class.
Self Motivation to workEvidence of work completed beyond the scope of work covered in class

News articles /books are read and discussed with class/ beak

Will complete extra work to address identified targetsTries their best to complete all work set in class.Needs some beak supervision in order to complete required workOnly completes work when supervised closely or rarely completes work at all.
Resilience/ ReflectionAlways takes a positive attitude towards study. Consistently identifies targets for own learning and plans on how to address themGenerally has a positive attitude to the subject. Responds well to setbacks and finds ways to overcome them.Is prepared to identify areas for improvement and make some effort to address them.Is generally unaware of how s/he can make improvements in the subject and does not reflect on ways of improving.Has a negative attitude to the subject and doesn’t believe that s/he can improve
Helping othersTakes it upon themselves to give assistance to other pupils in the class in an appropriate manner. Aids the positive dynamic of the set.Willing to help others in the subject when directed by the beak and occasionally is willing to offer assistance without being asked.Willing to share ideas to help others improve, either in a class or small group situation. Listens to others in class.Occasionally shares ideas with class or small group.Makes little or no contributions to help others learn
Consistently willing to step outside her/ his comfort zone in pursuit of enhanced learning.Occasionally willing to step outside her/ his comfort zone in pursuit of enhanced learning.Has demonstrated some willingness to take risks in pursuit of enhanced learningIs only prepared to do work that is familiar to her/him.Consciously shys away from new experiences.


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