Your Guide to Navigating the IGCSE Grading System
Published February 2026
Understanding IGCSE Grades
Understanding how IGCSE grades work can help make sense of your child’s progress and give useful clarity about the expectations ahead. At Brighton College (Singapore), we want parents to feel well-informed and confident when supporting their children through these important years. The IGCSE grading system is designed to be clear, consistent and fair, ensuring that pupils’ achievements are recognised accurately wherever they sit their exams.
This guide provides an overview of how the grading system works, what the different grades mean, and how examining boards decide where grade boundaries lie.
How Does the IGCSE Grading System Work?
The IGCSE is an internationally recognised qualification, used by schools and universities across the world. Grades are awarded according to a global standard, meaning a pupil’s result holds the same value wherever it was achieved.
At Brighton College (Singapore) our pupils follow the courses of two examining boards when undertaking their IGCSE study:
While each board has slight variations in structure, all follow the same principles of fairness, consistency and rigour.
The A to G Grading Scale
The traditional A* to G scale is widely used and remains a familiar indicator of academic achievement.
It provides clear measures of how securely a pupil has understood and applied the content.
| Grade | What It Means |
|---|---|
| A* | An exceptional level of mastery, demonstrating profound knowledge, intellectual agility, and a sophisticated understanding of the subject. |
| A | A high standard of excellence, indicating a strong command of the subject matter and an ability to apply knowledge with confidence. |
| B | A strong performance that reflects a solid grasp of the curriculum and a commendable level of understanding. |
| C | A secure pass that shows a fundamental understanding of the core concepts and an ability to meet the key learning objectives. |
| D | A satisfactory grade that demonstrates a basic but sufficient understanding of the subject’s core principles. |
| E | A modest achievement that indicates a basic grasp of the subject and a level of competence in the foundational skills. |
| F | A grade that shows a limited understanding of the subject, indicating that more work is needed to grasp key concepts. |
| G | The lowest passing grade, which indicates an elementary-level understanding of the curriculum. |
| U | Unclassified. This indicates that the pupil’s performance was below the minimum standard required for a G grade. |
The Numerical Scale
Some subjects use the numerical scale (1–9), which offers slightly more differentiation at the top end of performance. It mirrors the GCSE system used in the UK.
| Grade | What It Means |
|---|---|
| 9 | The highest possible grade, representing a profound and exceptional level of intellectual command. |
| 8 | A strong grade that demonstrates a superior grasp of the subject, just below the very highest level. |
| 7 | A high achievement that is equivalent to the old A grade, indicating a strong level of excellence. |
| 6 | A commendable achievement, representing a strong pass that shows a comprehensive understanding of the material. |
| 5 | A good pass that reflects a secure, solid grasp of the core concepts and a well-rounded performance. |
| 4 | The minimum standard for a pass, which indicates a fundamental and sufficient understanding of the subject. |
| 3 | A grade that shows a foundational, but not yet solid, understanding of the core content. |
| 2 | A grade that indicates an elementary understanding of the subject, requiring further development. |
| 1 | The lowest passing grade, which indicates a very basic grasp of the curriculum. |
| U | Unclassified. This indicates that the pupil’s performance was below the standard required for a grade 1. |
The table below shows how the A*–G grading scale corresponds to the numerical grading scale:
| Grades | A* | A | B | C | D | E | F | G | U |
|---|---|---|---|---|---|---|---|---|---|
| 9-1 | 9-8 | 7 | 6 | 5-4 | 3 | 2 | 1 | 1 | U |
How IGCSE Grades are Calculated
A pupil’s final grade is based on their overall mark across all assessed components (exams and coursework, where applicable). Exam boards then apply grade boundaries to ensure fairness. These boundaries change slightly each year to reflect the difficulty of the exam paper.
For example, if the exam is more challenging than usual, the boundary for a high grade may be lower. This ensures pupils are judged on the quality of their understanding rather than on the relative difficulty of that particular paper.
How Grade Boundaries are Decided
Grade boundaries are set through a careful process that balances professional judgement with statistical evidence. Exam boards consider:
- Examiner recommendations based on the difficulty of each paper
- Performance data from previous years, ensuring consistency over time
- Question-by-question analysis to identify how pupils performed across the cohort
- Comparisons between boards, so that a grade has the same meaning regardless of provider
- Any external factors that may have affected a cohort’s performance]
- Independent oversight, ensuring fairness and accuracy
This process ensures that grades are reliable, comparable and meaningful.
Achieving Excellence: Acing the IGCSE
Supporting pupils through their IGCSEs is about more than practice papers. Strong routines, good organisation and a clear understanding of expectations make a significant difference. Encouraging pupils to:
- Understand the purpose behind what they are learning
- Practice applying their knowledge in different contexts,
build resilience when faced with challenge - Maintain a healthy balance between study, rest and wider interests all contribute to successful outcomes
Our Approach to IGCSE
At Brighton College (Singapore), our approach combines high academic expectations with a culture that values kindness, confidence and curiosity. Our teachers (many with experience from leading UK independent schools) work closely with pupils in small classes, ensuring they are supported and challenged appropriately.
We want pupils not only to achieve strong results but also to develop the habits, independence and personal qualities that will prepare them well for further study and life beyond school. Pupils are encouraged to take ownership of their learning, to ask questions and to view mistakes as part of the process.
To learn more about how we support pupils through the IGCSE years, we would be delighted to welcome you for a school tour.
Join us at an Open House
The best way to experience what life is like at Brighton College (Singapore) is to join us at an Open House, where you will have the chance to talk to pupils and teachers about what makes our school such a special place, and to answer any questions you have about life here.
