Assessment Results

A guide to expectations at Renaissance International School Saigon

Foundation Stage

Primary (Year 1 – Year 6) levels and expectations for students – referenced to the National Curriculum for England.


Early Years

In Early Years 1-3 (Pre-Nursery, Nursery and Reception) we use the Early Learning Goals to inform our judgments about children’s attainment and achievement.

What Do The Levels Mean?

Using level descriptors is one way that can be used to measure a student’s progress and attainment compared to students of the same age across England. For children learning English as an additional language, until they are proficient, it is not unusual for them to be working toward the level expected for children in English schools. At Renaissance we use eight curriculum levels, beginning at Level 1 and progressing to Level 8. Depending upon how long a subject has been studied, level 5 or 6 is the level of achievement expected at the end of KS3. For children working towards Level 1, Early Learning Goals are employed to record levels of attainment.

What Does This Mean for Your Child?

It is expected that the majority of 11 year-old children (Primary Year 6) will achieve level 4 by the end of Year 6. Level 4 is a higher level than level 1. Each level is divided into three sub levels, e.g. 4a, 4b and 4c. Please note: Sublevel ‘a’ is the highest e.g. 4a is a higher result than 4b; 4b is a higher result than 4c; 4c is higher than 3a; 3a is a higher result than 3b; 3b is a higher result than 3c.etc

Sub-Levels explained:

a = The student has reached the top of the level and is working towards the next level.

b = The student is working is well within the level.

c = The student has started to work at the level.


Children are expected to work their way through one level every two years (e.g. a child working at level 2B in Year 2 would be expected to reach 3B in Year 4) – so progressing approximately 1.5 sub levels every year. However, it is natural for a child’s rate of progress to vary.

Personal Achievement

When considering the final level achieved it is important that we all recognise that a particular individual may have started school below the expected level but achieved good progress throughout his/her school years. Please note that level descriptions are an approximate guide to progress. Consideration must be given to the length of time a student has studied a subject. This is particularly true for children new to a language.