This page is our info centre and is designed to help you understand some of the concepts we mention on other pages. Whenever we think that the described context needs some deeper explanation, we link to this page. On the right column, you find a menu which will take you straight to the information you’re looking for. If you can’t find what you’re looking for, please feel free and use the form on the right column to let us know. We will do our best to answer your questions.
Most countries in Europe have their own grading system to assess the level at which a student has passed his exams. Here at EA, we are looking at the European grading based on the ECTS Grading Scale
The ECTS grading scale is a grading system defined by the European Commission. Since most countries in Europe and the rest of the world have their own grading system, the Commission set out to streamline all grading systems into a translatable system. This is what the ECTS Grading Scale is setting out to do.
At EA we are using a point system for scoring the progress and work of our students. Our point system translates directly to the ECTS Grading Scale. Using the ECTS Grading Scale should make it easy for our students to translate this into the grading scales of their perspective countries.
You can read more about the ECTS Grading Scale here: https://en.wikipedia.org/wiki/ECTS_grading_scale
ECTS to EA Scoring Table
|ECTS Grade||EA Points||Definition|
|A||10||Outstanding performance without errors|
|B||8-9||Above the average standard but with minor errors|
|C||7||Generally sound work with some errors|
|D||6||Fair but with significant shortcomings|
|E||5||Performance meets the minimum criteria|
|FX||3-4||Fail – some more work required before the credit can be awarded|
|F||<3||Fail – considerable further work is required|
EA Scoring and Testing
|Step||Level||Max. Points||Min. Points||Training Type|
EA Grading Methodology
|Final Exam||This relates to the final test in each skill group and comprises of a written essay and Q&A tests||70%|
|Research-based Project||This relates to the homework and results of tasks completed between training||20%|
|Activity||This relates to how active a student participated in the training||10%|
Language Grades Explained
Our Language levels are aligned with the Common European Framework of Reference for Languages (CEFR) and are listed below. If you want to dig deeper into this subject, have a look here.
A1 – Breakthrough
- Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
- Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have.
- Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2 – Waystage
- Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).
- Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
- Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need.
B1 – Threshold
- Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
- Can deal with most situations likely to arise while travelling in an area where the language is spoken.
- Can produce simple connected text on topics that are familiar or of personal interest.
- Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
B2 – Vantage
- Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialisation.
- Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C1 – Advanced
- Can understand a wide range of demanding, longer clauses and recognise implicit meaning.
- Can express ideas fluently and spontaneously without much obvious searching for expressions.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
C2 – Mastery
- Can understand with ease virtually everything heard or read.
- Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
- Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
Training Levels Explained
All our skills are divided into 8 levels. Each level is based on the previous.
1 – Discover
Under direct supervision.
Level 1 focuses mainly on discovering your qualities, potential, interests and wishes. It also focuses on recognising different problems and needs that can be solved creatively and developing individual skills and attitudes.
2 – Explore
With reduced support from others, some autonomy and together with my peers.
Level 2 focuses on exploring different approaches to problems, concentrating on diversity and developing social skills and attitudes.
3 – Experiment
On my own and together with my peers
Level 3 focuses on critical thinking and on experimenting with creating value, for instance, through practical entrepreneurial experiences.
4 – Dare
Taking and sharing some responsibilities.
Level 4 focuses on turning ideas into action in ‘real life’ and on taking responsibility for this.
5 – Improve
With some guidance and together with others.
Level 5 focuses on improving your skills for turning ideas into action, increasing responsibility for creating value, and developing knowledge about entrepreneurship.
6 – Reinforce
Taking responsibility for making decisions and working with others.
Level 6 focuses on working with others, using your knowledge to generate value, and dealing with increasingly complex challenges.
7 – Expand
Taking responsibility for contributing to complex developments in a specific field.
Level 7 focuses on the competencies needed to deal with complex challenges, handling a constantly changing environment where the degree of uncertainty is high.
8 – Transform
Contributing substantially to the development of a specific field.
Level 8 focuses on emerging challenges by developing new knowledge through research and development and innovation capabilities to achieve excellence and transform the ways things are done.
Our Teaching Principles
Our teaching principles are based on the research done by Sir Ken Robinson. In his book “Creative Schools – Revolutionising Education from the Ground Up”. We invite you to read this book if you want to find out more details about those principles.
Because we are mainly using online tools to teach, communicate and collaborate, we are always looking for ways to improve our processes. We will keep you up-to-date on any changes.
*Source: Ken Robinson – Creative Schools – Revolutionising Education From The Ground Up
- Curiosity: The ability to ask questions and explore how the world works
- Creativity: The ability to generate new ideas and apply them in practice
- Criticism: The ability to analyse information and ideas and to form reasoned arguments and judgements
- Communication: The ability to express thoughts and feelings clearly and confidently in a range of media and forms
- Collaboration: The ability to work constructively with others
- Compassion: The ability to empathise with others and to act accordingly
- Composure: The ability to connect with the inner life of feeling and develop a sense of personal harmony and balance
- Citizenship: The ability to engage constructively with society and to participate in the processes that sustain it