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Ahead of the 2017 GCSEs the Government changed the grading system from A* to G to a numerical system of 9 to 1, with 9 being the top grade and 1 being the lowest.

Given that it’s now a few years since the format was introduced, Year 11 pupils will no doubt be familiar with it – but the same might not be true of their parents.

Here’s everything you need to know about how the grades translate to the “old money” letter system ahead of results day, which falls on Thursday 25 August.

What are the letter equivalents to GCSE grades?
As per the guide below, issued by the exams regulator Ofqual, the numerical system essentially boils down to the following:

9 = High A* grade
8 = Lower A* or high A
7 = Lower A grade
6 = High B grade
5 = Lower B or high C
4 = Lower C grade
3 = D or high E
2 = Lower E or high F
1 = Lower F or G
U = U remains the same

The numerical system means that, while a pass used to be a simple C grade, there are now two marks considered a “pass” for GCSE students.
Schools are judged by the proportion of its pupils that achieve a “standard” pass and above, which is denoted by a grade 4.
This means that anybody achieving a grade 4 or above in English and maths will not have to resit these qualifications under regulations introduced in 2015/16.
Slightly confusingly, schools are also held to account for the proportion of pupils that gain a “strong” pass or above which is a grade 5.

Why was the numerical grading system introduced?
The numerical system was introduced to bring in more differentiation at the top end of the grading scale, allowing sixth forms, colleges, universities and employers to better understand what level young people are working to.

It was part of a complete overhaul of the GCSE system, which was carried out to bring England closer in line with the top performing education jurisdictions around the world.

While grading is no harsher than under the previous system, the GCSE curriculum is now designed to have more content and some of the questions in exam papers are intended to be harder, to identify students on course to gain a grade 9.

A 9 grade isn’t exactly the same as an old money A*: essentially it’s better, as an 8 is also roughly equivalent to the lower half of the A* band and a higher A.

Under the numerical system relatively few students should be achieving grade 9s in normal years, as they will effectively be rationed.

The national qualification frameworks in the United Kingdom are qualifications frameworks that define and link the levels and credit values of different qualifications.

The current frameworks are:

The Regulated Qualifications Framework (RQF) for general and vocational qualifications regulated by Ofqual in England and the Council for the Curriculum, Examinations and Assessment (CCEA) in Northern Ireland;
The Credit and Qualifications Framework for Wales (CQFW) for all qualifications in Wales regulated by Qualifications Wales;
The Scottish Credit and Qualifications Framework (SCQF) for all qualifications in Scotland;
The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) for qualifications awarded by bodies across the United Kingdom with degree-awarding powers.
Credit frameworks use the UK credit pioneered by the Credit Accumulation and Transfer Scheme, where 1 credit = 10 hours of nominal learning.

The RQF (England and Northern Ireland) is split into nine levels: entry level (further subdivided into sub-levels one to three) and levels one to eight; the CQFW (Wales) has the same nine levels as the RQF and has adopted the same level descriptors for regulated (non-degree) qualifications. The FHEQ in England, Wales and Northern Ireland has five levels, numbered four to eight to match the RQF/CQFW levels.

The descriptors for the RQF are as follows:

Holder develops original practical, conceptual or technological understanding to create ways forward in contexts that lack definition and where there are many complex, interacting factors. Holder critically analyses, interprets and evaluates complex information, concepts and theories to produce new knowledge and theories. Holder understands and reconceptualises the wider contexts in which the field of knowledge or work is located. Holder extends a field of knowledge or work by contributing original knowledge and thinking. Holder exercises critical understanding of different theoretical and methodological perspectives and how they affect the field of knowledge or work.
AND/OR
Holder can use advanced and specialised skills and techniques to conceptualise and address problematic situations that involve many complex, interacting factors. Holder can formulate and use appropriate methodologies and approaches. Holder can initiate, design and undertake research, development or strategic activities that extend or produce significant change in the field of work or study. Holder can critically evaluate actions, methods and results and their short- and long-term implications for the field of work or knowledge and its wider context.