Each year pupils are set academic target grades, which are communicated to pupils and their parents/carers at the beginning of each academic year via individual Target Reports. Additionally, we advise students to identify personal goals, the pursuit of which will enable them to develop personal qualities: resilience, problem solving, determination, creativity, leadership, motivation, etc. Such personal attributes will empower them to participate confidently in a world beyond school. Following consultation with their parents/carers, pupils write their personal aims on the Target Report and return the report to form tutors for checking. The Target Report is then returned to pupils for future reference and safekeeping.
Throughout their education at Archbishop Temple School, pupils' academic target grades are based on their prior attainment at key stage 2 and reported as a GCSE grade. The grade reported at key stage 3 indicates a standard of work that demonstrates some of the skills and knowledge required for that grade at GCSE. Key stage 3 grades do not imply that, if a pupil sat his/her GCSE at that time, s/he would attain the grade stated. GCSE examinations require a broad range of skills and understanding in addition to confidence and maturity, which are gained with age.
We use a very widely adopted target-setting model created by Fischer Family Trust; this organisation uses historical national data combined with established strengths of our school to estimate the likely outcomes of pupils at Archbishop Temple School when they leave in year 11. For pupils in years 7 to 9 we set target grades that are 'stepping stones' to their GCSE target grades. By pursuing these interim grades, we hope all pupils will make the necessary progress to achieve excellent outcomes at the end of year 11.
For the core subjects of English, mathematics and science, learning ought to build on skills and knowledge acquired at primary school; hence, target grades in these subjects may be higher than in others. Similarly, many pupils join us with existing skills in RE, history and geography, and target grades may reflect this. Modern foreign languages and practical subjects start from a much lower baseline; consequently, French, Spanish, art, music, PE, computer science, product design, food and textiles may initially have lower target grades in years 7, 8 and 9. Nevertheless, attainment in these subjects catches up with the rest of the curriculum at GCSE.
We ask that parents and carers discuss both academic target and extracurricular aims, and provide the environment that will enable their child to progress and flourish.
It is our hope that all our students will strive for excellence in all that they do: academic and extracurricular, and, thus, become a confident and competent member of our school community.