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Royal School

Str. Henri Barbusse nr. 44-46, Cluj-Napoca

08:30 - 16:00

Monday to Friday

Admission and Progress 2018-2019

In a bid to establish clear transparency and a protection for the integrity of admission processes, please note the following requirements for admission and progression through Royal School in Transylvania:

Age of Child
(Years)
Year Group
for Admission
Process
Key Stage 1
4.5-5ReceptionDay at Royal School; Assessment by class teacher.
5-61Day at Royal School; Assessment by class teacher
6-72Day at Royal School; Assessment by class teacher.
Key Stage 2
7-83Day at Royal School; Assessment by class teacher
8-94Day at Royal School; Assessment by class teacher; English & Mathematics
Assessment Tests.
9-105Day at Royal School; Assessment by class teacher; English & Mathematics
Assessment Tests
10-116Day at Royal School; Assessment by class teacher; English & Mathematics
Assessment Tests.
Key Stage 3
11-127Day at Royal School; Assessment by subject teachers; English & Mathematics
Assessment Tests & Previous School Reports.
12-138Day at Royal School; Assessment by subject teachers; English & Mathematics
Assessment Tests & Previous School Reports
13-149Day at Royal School; Assessment by subject teachers; English & Mathematics
Assessment Tests & Previous School Reports.
Key Stage 4
14-1510Day at Royal School; Assessment by subject teachers; English & Mathematics
Assessment Tests & Previous School Reports.
15-1611No admittance into Y11 unless under very special circumstances
Key Stage 5
16-1712IGCSE Certificates of results; Interview by KS Manager/Head of Secondary
17-1813No admittance into Y13 unless under very special circumstances.


Progression Criteria
*These admission criteria apply to all students new to Royal School in Transylvania.

At Royal School we have, in place, rigorous assessment practices which enable a child, parents and teaching staff to identify areas of strength and weakness in a child.  Data is used from across a whole host of assessments to improve the learning experience of each individual child.  With this in mind, Royal School in Transylvania also imposes Progression Criteria to ensure that students meet the basic requirements for continuation on the Cambridge Programme.  The following assessment and progression criteria rules apply:

Age (Years)Year GroupProgression Criteria
4.5-5Receptionnone
5-111-6none
11-1271 other, passed at 50%+
Allowed to Progress = 4 subjects (not necessarily including
Mathematics, English & Science) + 1 other, passed at 50%+
Repeat = failure to pass a sufficient amount of any subjects at 50% and
above
12-1381 other, passed at 50%+
Allowed to Progress = 4 subjects (not necessarily including
Mathematics, English & Science) + 1 other, passed at 50%+
Repeat = failure to pass a sufficient amount of any subjects at 50% and
above
13-1491 other, passed at 50%+
Allowed to Progress = 4 subjects (not necessarily including
Mathematics, English & Science) + 1 other, passed at 50%+
Repeat = failure to pass a sufficient amount of any subjects at 50% and
above
14-1510Promotion = 4 subjects (including Mathematics, English & Science) +
2 other, passed at 60%+
Allowed to Progress = 5 subjects (not necessarily including
Mathematics, English & Science) + 2 other, passed at 60%+
Repeat = failure to pass a sufficient amount of any subjects at 60% and
above
15-1611No Progression Criteria (middle of the IGCSE course)
16-1712Access to AS level study = 5 subjects (including Mathematics, English
and a minimum of 1 Science) passed at grade 'C' or above.
Subjects taken at IGCSE and onto AS level must have been taken at
extended level.
Mathematics, Chemistry, Biology and Physics require a grade 'B' IGCSE
for study at AS/A-Level
17-1813No Progression Criteria (middle of the A-Level course)

Primary Grading and Progression

Students at Primary level are graded using the following markers:

  Year 3 Year 4 Year 5 Year 6 % Range
Highest 3.6 4.6 5.6 6.6 90-100%
  3.5 4.5 5.5 6.5 80-89%
  3.4 4.4 5.4 6.4 70-79%
  3.3 4.3 5.3 6.3 60-69%
  3.2 4.2 5.2 6.2 50-59%
Lowest 3.1 4.1 5.1 6.1 0-49%

Progression through the Primary Year groups is fairly simple – if a child is focused and completes her or his work to an acceptable standard, in accordance with her or his ability, then they will hit their markers on a yearly basis.

For example, a child scoring 3.4 is expected to reach 4.4, 5.4 and finally 6.4 by then of Year 6.  If the child does not reach the marker than there are causes for concern immediately noted.  Conversely, if a child exceeds her or his marker then they have performed beyond expectation.

Finally, baseline assessment allows us, with the National Curriculum and Cambridge Primary, to generate fairly accurate predictors for future performance, at IGCSE.  For example, a student gaining 3.3 (60-69%) would be expected to gain a minimum of a grade ‘C’ at IGCSE level; 3.4 (70-79%) a grade ‘B’ and so on.

Cambridge Assessment International Examinations (CAIE) – Primary Checkpoint

Towards the end of Year 6 all students, regardless of ability noted throughout the academic year, will sit a series of examinations in English (2 papers), Mathematics (2 papers) and Science (2 papers).  Checkpoint examinations are designed as a diagnostic tool for each individual student.  The examinations are sent from Cambridge Assessment International Examinations (CAIE); they are sat across a series of five mornings and afternoons and all completed papers are returned to CAIE for marking and moderation.  Results from the tests are normally received within two months, post-sitting.  There is a fee for the Primary Checkpoint Examinations which includes the Cambridge fee as well as administrative fees from Royal School (covering the cost of despatching completed papers back to Cambridge for marking) – the fee will be paid by the parents of each respective child.

 

Lower Secondary Assessment

Assessment at Lower Secondary (Years 7 to 9) remains similar to Primary – cumulative assessment is used to gain a ‘whole’ picture, across a range of skills in a wider range of subjects.  Scores gained in assessment are also used to form the basis of reports.  Where there are dips in performance, this is easily noticed and communicated to parents as soon as possible.  Strategies are then put in place for immediate improvement.

Lower Secondary Progression

At the end of each academic year all students will be tested using Cambridge Progression Tests in English, Mathematics and Science.  These tests are downloaded from CAIE, administered and marked internally.  The marks are then recorded on the CAIE Secondary 1 website and analysed externally.  The analysis results highlight areas of both strength and weakness and allow teachers, students and parents to both celebrate the success of the child and/or support where necessary.

Progression is important at this stage because without core knowledge a student will not succeed at the next Key Stage of her or his education (IGCSE).  Therefore at Royal School, students need to achieve the following, in order to be promoted to the following academic year:

Year Group No. Subjects & List % Pass Decision
7, 8 & 9 4 subjects including:

· English

· Mathematics

· Science

· One other subject

50% Promotion (Certificate)

(P)

7, 8 & 9 4 subjects from whole range 50% Allowed to Progress

(ATP)

7, 8 & 9 63%+ Subjects below Pass Mark (Including English, Maths & Science) 50% Repeat

(R)

At the end of each academic term, all students’ performances in Lower Secondary are discussed in an academic meeting.  Where there is concern, this will be conveyed to parents with immediate effect.  By the same token, where there is above-expected performance, this too will be conveyed to parents with immediate effect.

The final decision on progression through to the next academic year is discussed at the beginning of June in any academic year.  Thereafter a child will be issued with a Certificate of Progression, be Allowed to Progress or, in extremis, be asked to Repeat the academic year.  Students asked to repeat can only do so once in their academic lifetime at Royal School – if a child fails to meet the required standards, he/she will be informed that there is no further place at Royal School.  We will endeavour to have no surprises for both child and parents and will always approach problems in a professional and fair manner.

Cambridge Assessment International Examinations – Secondary 1 Checkpoint

Towards the end of Year 9 all students, regardless of ability noted throughout the academic year, will sit a series of examinations in English (2 papers), Mathematics (3 papers) and Science (2 papers).  Checkpoint examinations are designed as a diagnostic tool for each individual student.  The examinations are sent from Cambridge Assessment International Examinations (CAIE); they are sat across a series of five days (normally two examinations maximum on any given day) and all completed papers are returned to CIE for marking and moderation.  Results from the tests are normally received within two months, post-sitting.  There is a fee for the Secondary 1 Checkpoint Examinations which includes the Cambridge fee as well as administrative fees from Royal School (covering the cost of despatching completed papers back to Cambridge for marking) – the fee will be paid by the parents of each respective child.

 

Cambridge Upper Secondary (IGCSE) Curriculum

Two-thirds of the way through Year 9, students and parents will be invited in for an extra consultation based on potential ‘optional’ subjects to be undertaken at Year 10.  During this information evening, teachers will be available for a short presentation about their respective subjects.  They will also be available for one-to-one discussion after the close of the meeting.  This meeting (scheduled for end of February) starts the process of choosing subjects which will underpin future careers and study at tertiary level – indeed, this time is very important.  From here it is essential that Royal School students make sensible choices based upon research and data.  Students must play to their respective strengths and elect subjects to suit their learning abilities and styles.

There are a ‘core’ group of subjects taken at Year 10, these include:

  • English
  • English Literature
  • Mathematics and
  • One Modern Foreign Language (French, Spanish or German)

 

A minimum of one Science (Students can take either Biology, Chemistry or Physics – or a combination of two or all three) must be selected from the options list below:

 

– Biology                               – Business Studies

– Chemistry                         – Art & Design

– Physics                               – Physical Education

– History                               – Music

– Geography                       – ICT

– Drama                                – Music

Students should have a total of eight subjects (including the core subjects) selected for study through to IGCSE level.  Once an initial selection has been made then a ‘sanity’ check is made with every student interviewed to review their subject selection and combination.  It is advisable at this stage to have a selection which can be carried through to AS and A-Level (Year 12 to 13).

Upper Secondary Assessment

All subjects offered in Years 10 and 11 are CAIE subjects.  Syllabuses and assessment are all in line with CIE criteria and are cumulative throughout the year.

Year 10

In May of the academic year, students in Year 10 will write examinations across all optional and core subjects.  The End of Year Examination is based on topics covered during the course of the academic year and is in line with CIE assessment criteria.  Grade boundaries are as follows:

Grade %
A* 90-100
A 80-89
B 70-79
C 60-69
D 50-59
E 40-49
F 30-39
G 20-29
U 0-19

It is anticipated that a student who has achieved 3:3-6:3 consistently at Primary level will achieve Grade ‘C’ or above in Year 10 and at IGCSE level.  A ‘pass’ mark in Year 10 is 60% and above.

Upper Secondary Progression

It is important to note that IGCSE is a two-year course and is designed to be delivered over the course of two academic years.  With this in mind the vast majority of students will be allowed to progress through to the end of the course unless data and assessment indicate consistent under-achievement.  If under-achievement is noted then a meeting will be called between the School Head and the parents of the child to discuss pathways forward (where possible).

Year 11

Year 11 represents the final year of the IGCSE programme.  This culminates in external examinations in May/June of this academic year.  All syllabuses for all subjects will be completed no later than April of the year in which the examination is being written.  Mock examinations will be scheduled for all Year 11 students, two weeks prior to the Easter vacation.  Mock Examinations will be marked internally and feedback (informing revision strategies) will be given to all students on a one-to-one basis.

Cumulative assessment is used throughout the year to track progress and in early February, all Year 11 students will be asked to make their respective examination entries for the forthcoming May/June series.  Please note that all examination fees for Year 11 are to be paid by the respective families of the students and examination entry is compulsory.

 

Advanced Supplementary (AS) and Advanced (A) Level Curriculum

Cambridge A-Levels represent the ‘Gold’ Standard’ in education and are regarded as such in universities throughout the world.  Any student who undertakes study at AS and A-Level should be aware that, whilst the end qualifications are very attractive, they are not easy to achieve.  For some students, A-Levels are the most difficult elements on the road to success and require a very swift maturing and understanding of learning which many student s find difficult initially.  However, with the right support and dedication this is overcome and the respective subjects come alive in the same way the neurons fire in the brain!

Entry Requirements

In order for a student to gain access to AS and A-Level study she or he must ensure that they have a minimum of five A*-C grades at IGCSE (or equivalent).  These must include Mathematics, English and a minimum of one Science (plus any other two subjects).

In order for a prospective student to study a particular subject, she/he must have passed the subject at extended level at IGCSE – no student who has sat for a particular subject (English, Mathematics, Biology, Chemistry or Physics) at Core level will be allowed to undertake AS/A-Level in the respective subject.

Entry is assessed on an individual basis.  Upon receipt of results, prospective students undertake an interview with the School Head and Heads of Subjects in order to assess the viability of subject combination.  At this point not only are results taken into account but pastoral aspects such as character, diligence, organisation, dedication and previous interactions.  The successful combination of all of these elements equates to access to Advanced Supplementary and  Advanced level.  Where there are areas of concern, this will be discussed at interview and, if necessary, clear caveats and undertakings made on the part of the student.

Advanced Supplementary (AS) level

At AS level students typically select four subjects which they intend to study over a two-year period.  Combination is key here and the advice of professionals in the school needs to be listened to and absorbed so that there are no ‘grey’ areas or misunderstandings.

It is essential that post-IGCSE examination, a student undertakes extensive research to discover the requirements for entry at university level.  It is anticipated that the majority of students will see progression through Royal School in a linear fashion: Primary-Lower Secondary-Upper secondary-Advanced-University – but this is not always the norm and many students choose perfectly valid alternative pathways to success.

AS level Assessment

Students are continuously assessed in accordance with CIE criteria.  At AS level grade boundaries are as follows:

Grade % Range
A 80-100
B 70-79
C 60-69
D 50-59
E 40-49
U 0-39
  1. Grade ‘D’ (50-59%) is regarded as a ‘pass’ at AS level.

Students at AS level can expect to be tested on a much more regular basis to ensure progression at this high level.  Students, like Year 11 students, will write Mock Examinations in the two weeks prior to the Easter break.  Information from Mock Examinations should be used to formulate research, revision and time-management strategies, in preparation for AS level examinations.

Cambridge AS level examinations take place in May/June and for many subjects the marks gained here can be rolled over into the final assessment at the end of Year 13 (A-Level).  Therefore it is imperative that students are very well prepared for the AS level examinations.  Failure at this stage, or garnering results which are not favourable, will mean that a student needs to write the complete series of examinations at the end of Year 13.  Please note that all examination fees for Year 12 and 13 are to be paid by the respective families of the students and examination entry is compulsory.

Study at AS level

It is vital that each student develops a new, more developed set of study skills at AS level.  She or he needs to not only manage their time well but constantly review notes and read ahead for forthcoming lessons.  Lesson time intensifies, but so too does ‘free’ time.  It is during this free time that a student is expected to complete research on their chosen subjects and to go beyond what is being taught in the classroom.  In this regard the teacher becomes much more of a facilitator, than a pedagogue.  Independence of thought is key to the overall success at both AS and A-Level.

Finally, progression here is guaranteed as the Advanced course is designed to be delivered over a two-year period (at AS level the student is, effectively, half way through the course).

Advanced (A) Level

CIE Advanced Level (A-Level) is essentially the equivalent of first-year degree study.  Students entering into A-Level typically ‘drop’ a subject from AS level and continue with three subjects.  The three remaining subjects are studied at great depth and one should feel passionate and enjoy the study of one’s respective subjects.  Also, the combination of subjects should match the requirements of the faculty/university to which one wishes to apply (again research is key here).

At A-Level, teacher input drops to base knowledge level (around 10-15%) with the remaining 85-90% being self-directed study.  This is in preparation for academic study at university and is designed to emulate this.  If a teacher ‘spoon-feeds’ a student at this, or any other level (IGCSE to A-Level) then the likelihood is that a student will either fail the course with a grade ‘U’ or, at best, achieve a grade ‘E’.

A-Level Assessment

Similar to AS level, students are consistently tested throughout the school year.  Testing, once again, becomes more intense and a lot of emphasis is placed upon preparation and research.  At A-Level grade boundaries are as follows:

Grade % Range
A* 90-100
A 80-89
B 70-79
C 60-69
D 50-59
E 40-49
U 0-39

Students at A-Level will undertake Mock Examinations at the same time as AS and IGCSE students.  Again, feedback is essential in formulating strategies for preparation towards the final examinations, in May/June.

Upcoming Events
  1. Community Assembly

    September 21
  2. Annual RS Community Meeting

    September 27
  3. Un Day

    October 19
  4. Community Assembly

    October 19
  5. Half Term Break

    October 22 - October 29