Thames British School
Caring today | Shaping tomorrow
Reporting period 1
Mokotow High Year 10
Egor Furs Attendance: 86%
Attendance Late: 6
Tutor Learning Behaviour Grade Engaged
Demonstrated During Reporting Period
Subject Target
Academic Proficiency Learning Behaviour
Computer Science IGCSE Exceeding Exceeding Impactful
Coordinated Science Core
Proficient Proficient Reluctant
IGCSE
English 1 Proficient Proficient Ambitious
German Int IGCSE Emerging Emerging Reluctant
Global Perspectives IGCSE Proficient Competent Ambitious
Math IGCSE Exceeding Exceeding Engaged
Physical Education Proficient Ambitious
Polish Language Competent Ambitious
Decoding Academic Descriptive Grades in the Thames British School Universal Grading Scale :
At Thames British School, we cater for students from 2.5 to 19 years and, as students progress along their chosen
pathway, they may encounter various programmes and grading systems. For this reason we have developed the
Thames Universal Grading System so that we have a common understanding of the academic performance a student is
demonstrating to facilitate meaningful conversations about learning.
Primary /
Cambridge
IB Lower Early Years Our descriptive grade Family Friendly Polish Grade
Letter Grade
Secondary
Working at
A / A* 7,6 Outstanding Exceeding I’ve got this like a boss 6
greater depths
B 5 High Proficient I‘ve got this 5
Working at age I can do most of this
C 4 Good Competent 4
expectations most of the time
I can do some of this
D 3 Aspiring Developing 3
some or most of the time
I don’t get this yet but I
E 2 Basic Working towards Emerging 2
am working on it
FCU 1 Ungraded Not evident I don’t get this 1
Insufficient Evidence / Not yet covered
Band / level Description, Evidence shows that: Polish Grade
In addition to being an Ambitious Learner, I regularly engage in behaviour and optional
Impactful Learner activities that enhance the learning for others and extend my own learning both in the 6
classroom and beyond.
I am consistently fully engaged in lessons and learning activities, and actively listen at
all times. I consistently complete all of my work to the best of my ability and I am
determined to try the most challenging tasks. I am consistently trying to improve my
Ambitious Learner 5
work by listening to teacher feedback and applying improvements independently and
to the best of my abilities. I have a positive influence on the learning of others, and
actively engage in discussions.
I am engaged in the majority of lessons and learning activities, and actively listen. I am
focused on learning in my lessons and complete my work to a standard consistent with
my ability most of the time. I want to improve my work, and will listen to teacher
Engaged Learner 4
feedback and make improvements when prompted. I usually have a positive attitude in
lessons and am determined even when tasks get challenging. I am enthusiastic most
of the time and engage in discussions.
I am sometimes disengaged in lessons and learning activities but do try to listen. I can
focus on learning in lessons but my work isn't always to my best ability. When
prompted by the teacher, I want to improve my work, and respond to feedback but this
Passive Learner 3
may not be in as much detail as I'm capable of. I sometimes give up when tasks get
hard or I get stuck, and at times I can show a lack of effort though I can engage in
discussion if prompted.
I am regularly disengaged and do not always try to listen. I frequently lack focus in
lessons, am often off-task or produce work which is below my ability level. The teacher
Reluctant Learner 2
may have to regularly prompt me to improve my work. I don't always respond to
feedback. I often give up if I find a task hard or I get stuck.
My behaviour regularly impacts others ability to learn or I endanger myself or others. I
Disruptive Learner 1
do not show respect for myself or others.
I have not yet covered this area during this academic year, have not been present for
Insufficient Evidence sufficient time to demonstrate learning behaviour or I have been withdrawn for NC
interventions. (Timetables have been shared by our SEN department).
What comes next?
Please book a time with teachers and have an in depth Learning Conversation with them about the contents of this
report. At Thames, we see report cards are the beginning of a conversation about learning and student development, not
an endpoint. We look forward to the opportunity to engage with your family about learning.
