What I meant by that question was that I have failed from only 4 marks, so what would be the best thing to say to them?
Say that you fully accept the system, but politely request the panel to consider the alternative evidence you're presenting them with. (That, after all, is the purpose of the appeal.)
This leads us back to where I wrote "in so far as the content really helps your appeal
". We don't actually know what the items listed above say. For example, you mention a "letter from my school explaining my academic levels" - but we don't know what those levels are. You mention "a medical certificate from the GP" - but we don't know how it fits with a possible case for extenuating circumstances. You mention that "I am also thinking of taking my school work" - but we don't know if they're full of very high marks and/or excellent comments. This makes it difficult to assess your chances of success.
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The Q&As, to which I referred you, explain the sort of academic evidence you need. They were aimed at 11+, so clearly at 12+ it would help to be working as far above 5c standard as possible (5c being the minimum expected by the end of year 6 for grammar school).
B11. As many of the following academic indicators as possible:
* a. Respectable 11+ test scores (i.e. as close to the pass mark as possible).
* b. Very strong support from the head teacher. – It helps to have a head teacher who is both supportive and credible (i.e. whose support is not exaggerated and clearly over-optimistic); who does not write exactly the same thing for every single appeal; and who does not introduce irrelevancies (“super monitor,” “very good games player”) but keeps the focus on academic ability/extenuating circumstances. His/her words will probably be scrutinised to see whether there is some sort of reference to “very high academic ability”, and any indication of something exceptional about the case.
* c. Encouraging SATs predictions, e.g. level 5s for English & maths, or – even better – 5a’s. (Schools are under no obligation to provide sub-levels, but some will.)
* d. High standardised reasoning test scores from school (the higher the better, e.g. 90th+ percentile). – Unfortunately some schools do not do CATs or alternative reasoning tests.
* e. Good routine academic work, in the child’s own handwriting, that has not been specially selected (e.g. routine exercise books for Maths, English and Science), full of complimentary remarks by the teacher about achievement.
* f. Previous school reports (especially if there is reference to high achievement).
* g. An educational psychologist’s report (this may or may not help – See B3 . Might be useful if the other academic evidence is limited, or where there is no alternative evidence of reasoning ability).
* h. A reading age 2 years above average