4th grade essay requirements

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The Guide to 4th Grade: Reading and Writing

Review reading and writing curricula for 4th grade, including what to expect and resources to support learning..

Congratulations: Your child is officially a member of the “upper” grades! As fourth graders, students deepen their skills to prepare for middle school. That being said, they still learn like elementary school students do. Most fourth graders are developmentally very much still children — they enjoy and learn from play, and they thrive in nurturing and warm environments. However, the content of most 4th grade curricula pushes students to think, analyze, and learn in more sophisticated and structured ways than they did in the “lower” grades.

In 4th grade, students learn how to deeply think about and make connections in new material, and grasp more complex concepts across all subjects. They also write with clarity, flow, and structure similar to that of traditional essays. Fourth graders are encouraged to be more independent in how they learn, and depend less on their teacher's guidance. They research, plan, and revise their work more by themselves — setting the foundation to be lifelong, self-starting learners.

Read on for what to expect this year, and shop all books and resources for 4th grade at The Scholastic Store . 

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Reading in 4th Grade

Much of the 4th grade reading curriculum teaches students how to analyze the books they read. Rather than just understand the plot and information given in a text, students are encouraged to think about the messages and how they relate to their own lives. They also compare texts to each other and make connections both within one text and across multiple texts.

In short, 4th graders begin to learn how to think and talk about a text to find deeper meanings and messages. This is done both with texts students read independently and those read by the whole class or smaller groups of students. Teachers may often use a class read-aloud to show students strategies for thinking about and analyzing what they read, encouraging them to do this in their own reading. Students also do this as they write in more detail about the texts they read. 

To build reading skills, your 4th grader :

• Uses specific examples from the text to explain characters’ motivations, main events, central themes, or ideas about a text.
• Uses the context of a text to determine the meaning of a word.
• Understands and can explain the differences between narrative prose, drama, and poetry.
• Identifies and refers to the different parts of poems and plays, such as verses, settings, and characters.
• Interprets and connects information from illustrations, graphs, charts, or other sources related to the text.
• Identifies, compares, and contrasts different perspectives from which texts are written (for example, first and third person).
• Compares and contrasts the way different texts address the same issue, theme, or topic.
• Makes connections between people, events, or important ideas in a text.
• Uses previous knowledge to read unfamiliar multi-syllable words.
• Reads grade-level texts with accurate comprehension, pacing, and expression.

Fourth Grade Reading Activities

Read and Research Together : Read the same book as your child independently, together, or a combination of both. Talk about the book as you read it, reviewing main ideas and plots and expressing your opinions. Then read an additional book or books on the same subject and compare and contrast how they dealt with the same issue. 

Compare Perspectives : Read two texts — one written in first person and one in third person — about the same event. Talk with your child about the differences and why they thinks these differences exist. Or, try it yourself! After sharing an experience with your child, each of you can write about it from your own perspective. Talk about the differences between what you wrote to gain a better understanding of perspective.

Read magazine and newspaper articles. Focus on the illustrations, graphs, or charts. Point out to your child what they show, ask them to help you interpret them, and discuss how they help explain or elaborate on the text. 

Writing in 4th Grade

Much of the 4th grade writing curriculum focuses on developing writing that has clarity and structure, and that uses reasons, facts, and details to support and strengthen arguments. Fourth graders are taught to organize their writing, ensure that it flows well, and group together related components. As students learn to think more deeply about concepts they are taught, they are encouraged to write in deeper ways as well. They do this by going beyond simply stating the facts — they express ideas, make connections, and provide details and emotions when appropriate.

To build writing skills, your 4th grader :

• Writes opinion pieces that express a point of view; have an introduction, a conclusion, reasons, and facts to support the opinion; and group together related ideas.
• Writes informative/explanatory pieces that present information on a topic, use facts and details, and group together related topics; provides introductions and conclusions in these pieces.
• Writes narrative pieces that use specific details, descriptions, and dialogue to convey a real event; includes an introduction and conclusion in each piece.
• Plans, revises, and edits their writing.
• Uses technology to publish, research, and communicate with others under the proper guidance of an adult or teacher.
• Types with a beginner’s accuracy and ability (for example, types one page of text within one sitting).
• Completes research projects by taking notes, organizing them, and presenting them; lists the texts and resources used.
• Writes for both long (over weeks) and shorter (one sitting or a couple of days) periods of time.

Fourth Grade Writing Activities

Ask Why : When your child expresses their opinion about something, ask them why they think that or how they know it is true. This will help them learn to support their opinion with reasons and/or facts. Do the same when you express your opinion or ideas about something.

Email with your Child : Set up an email account for your child and write emails describing your days to each other. Include details, conversations, thoughts, and emotions you had. This can be done in addition to generally encouraging (and supervising) your child’s use of technology — helping them use it for research, writing, and communicating with others. As always, be cautious of your child’s technology use by monitoring and supervising how much it is used and with whom they communicate.

Practice Note Taking : When you and your child go somewhere like a museum or a new city, pretend to be reporters and take notes (give them a journal they'll love to take notes in, like the Klutz: Decorate This Journal ). Later on, use those notes to describe what you learned. You can even relay your “reports” like a newscaster would.

Shop the best resources for fourth grade below! You can find all books and activities at  The Scholastic Store . 

Explore other grade guides: 

• Kindergarten
• First Grade
• Second Grade
• Third Grade
• Fifth Grade
• Sixth Grade
• Seventh Grade
• Eighth Grade

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How to Write a Fourth Grade Essay

Karen hollowell.

If you are a fourth grade student, you are just beginning to learn about composing an essay. You began writing words and short sentences in kindergarten and first grade, and learned how to combine sentences into a paragraph in second and third grade. In fourth grade, you will learn how to combine paragraphs into a composition. A basic essay is made of five paragraphs that discuss one topic. These paragraphs introduce, support, and conclude your information, but should do so in a way that another reader can easily understand.

Explore this article

• How To Write A Fourth Grade Essay
• Choose a topic
• Write the introduction
• Write the body of the essay
• Write the conclusion
• Proofread your essay

1 How To Write A Fourth Grade Essay

2 choose a topic.

Choose a topic. Sometimes the teacher may give you a list of topics, or you may have to brainstorm ideas. When deciding on a topic, focus on a specific subject. For example, if you want to write about dogs, choose one breed of dog or discuss characteristics of dogs that make them good pets.

3 Write the introduction

Write the introduction. This is the first paragraph of your essay. It will contain two or three sentences that tell the reader what you will be discussing in your composition. (Ref. 1.)

4 Write the body of the essay

Write the body of the essay. The body is usually three paragraphs that include details supporting your topic. For example, if your essay is about your favorite character in a novel, each paragraph should discuss one aspect of the character that relates to why he or she is your favorite.

5 Write the conclusion

Write the conclusion. The ending paragraph is similar to the introduction, but you do not use the same words. The conclusion needs to summarize the main point of your essay. For example, a conclusion for an essay about your favorite character in "Huckleberry Finn" might be written like this: "Jim is my favorite character in this novel because he remained brave even though he faced many dangers. He was also a good friend to Huck and helped him to see how bad slavery was."

6 Proofread your essay

Proofread your essay. Your teacher will probably guide you through this process until you know the procedure. Usually you will read your essay after you have written it to be sure the sentences support the topic. Delete or add details as necessary at this time. Then check for grammar mistakes like subject/verb agreement and spelling errors. It is also a good idea to get a classmate or someone at home to read your essay. They may be able to see things that you missed. They can also tell you if your writing was easy to understand.

• 1 Sample Five Paragraph Essay

About the Author

Karen Hollowell has been teaching since 1994. She has taught English/literature and social studies in grades 7-12 and taught kindergarten for nine years. She currently teaches fourth grade reading/language and social studies. Hollowell earned her Bachelor of Arts in English from the University of Mississippi and her Master of Arts in elementary education from Alcorn State University.

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Common Core State Standards Initiative

English Language Arts Standards » Writing » Grade 4 » 4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• Key Design Consideration
• Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language
• How to Read the Standards
• College and Career Readiness Anchor Standards for Reading
• College and Career Readiness Anchor Standards for Writing
• College and Career Readiness Anchor Standards for Speaking and Listening
• College and Career Readiness Anchor Standards for Language
• Introduction for K-5
• Kindergarten
• Introduction for 6-12
• Grade 11-12
• Introduction
• Language Progressive Skills
• Measuring Text Complexity: Three Factors
• Range of Text Types for K-5
• Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
• Staying on Topic Within a Grade & Across Grades
• Range of Text Types for 6-12
• Texts Illustrating the Complexity, Quality, & Range of Student Reading 6-12
• English Language Arts Appendix A
• English Language Arts Appendix B
• English Language Arts Appendix C

4th Grade Writing Prompts

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Students in fourth grade need varied practice in developing their writing skills. According to the Common Core State Standards Initiative, fourth-grade writing should consist of opinion pieces, informative or explanatory texts, narratives about real or imagined experiences, and short research projects. 

The following writing prompts offer diverse forms of inspiration for every student.

Opinion Essay Writing Prompts

In an opinion essay , students must state an opinion and back it up with facts and reasons . Ideas should be organized logically and supported by details.

Here are some great topics for writing an opinion essay.

• Best Friends Forever. Write an essay explaining what makes your best friend the best best friend. 
• Awesomeness.  Describe the most awesome thing about being in fourth grade.
• New Worlds. Would you rather help start a colony on a new planet or a city under the ocean? Why?
• School Food. Name one thing you would like to change about your school’s menu and explain why.
• Someday. If you could be a race car driver, an astronaut, or president of a country, which would you choose and why?
• Cityscapes . If you had a friend visit from another state, what is the one place in your city you would insist he or she had to see? What makes this place so special?
• Shipwrecked. You find yourself stranded on a deserted island with only three items in your backpack. What would you want those items to be and why?
• Flat Earth. Some people still believe that the Earth is flat . Do you agree or disagree? Include supporting facts.
• Extra! Extra! Name one class, sport, or club you wish your school offered and explain why it should be available.
• Seasons. Which season is your favorite and why?
• One-star . What is the worst book you have ever read and what made it so terrible?
• Fandom. Who is your favorite TV, movie, or music star? What makes him or her the best?
• Progress.  Identify a way in which you would like to improve as a student this school year. Explain why you would like to get better and list some steps you can take to make it happen.

Informative Essay Writing Prompts

When writing an informative or explanatory essay, students should introduce the topic clearly, and then develop the topic with facts and details. When explaining a process, prompt students to outline the steps in a logical order.

Encourage your fourth graders to build their essay-writing skills using these topic ideas.

• Bullied. Explain how you would handle being bullied and the steps you would take to stop a bully.
• Mad Skills. Describe an unusual talent, hobby, or skill that you possess.
• Cuisine. Describe a food that is unique to your family or area of the world to someone who has never tasted it.
• Role Model. Think of a person who has made an impact on your life and describe the role they have played.
• Pay It Forward. What is one thing you would like to do—either now or in the future—to make the world a better place?
• Packing. Explain the most effective way to pack for a trip to ensure that you have everything you need.
• Wild Kingdom. Of all the animals wild or domesticated, write about your favorite. Include interesting facts about this animal in your essay.
• Gaming. Explain how to play your favorite video or board game to someone who has never played it before.
• Problematic. Describe a problem you are facing and three ways you could possibly solve it.
• Extreme Weather. Choose an extreme weather condition or a natural disaster , such as a tornado or a volcanic eruption. Explain its causes and effects.
• Sweet Treats. Explain the process of making your favorite dessert.
• Learning Styles. Think of the way you prefer to learn, such as by reading, listening, or doing. Explain why you think you learn best that way.
• Edison. Thomas Edison said that he did not make mistakes, he just learned 10,000 ways not to make a light bulb. Describe a mistake you made and the lesson you learned from it.

Narrative Essay Writing Prompts

When writing narrative essays about real or imagined experiences, students should use descriptive details and logical sequence. They can incorporate dialogue and sensory details to develop their essay .

The following are some writing prompts for narrative essays.

• Microscopic Details. Imagine being microscopic. Describe an adventurous trip through your body.
• Alone. You find yourself locked in your favorite store alone overnight. Where are you and what do you do?
• Homeless. A friendly stray dog follows you home from school. What happens next?
• Time Travel. Imagine you could travel back in time to when your mom or dad was your age. Write an essay about your relationship with your fourth-grade parent.
• Mismatched. Write a story about someone your age. The story must include a giraffe, a mouse, a flying carpet, and a large birdcage.
• Pet Peeve.  Recount a moment when something really got on your nerves. Describe the experience and why it irritated you so much.
• Surprise! Think of a time your teacher surprised your class. Describe what happened and how the class reacted.
• Special Moments. Think of a specific day or event that you will always remember. What made it so special?
• Travel Through History. Imagine you could travel back in time to live through one event from history . Describe the event and write about your experience.
• The Most Terrible Day. Write an essay about a day when everything went wrong. How did the day start and end, describe the experience.
• Road Trip. Write about a favorite family vacation or road trip. Where did you go? What made it special?
• Funny Pet Tricks.  Can your pet do a funny or unusual trick? Describe it.
• President. If you could be president for a day (or the principal of your school), what would you do?

Research Project Essay Writing Prompts

Fourth-grade students should also complete short research projects using books, magazines, and online sources . Ask students to take notes and provide a list of the sources they used in their research.

Below are several research project prompts to give your students inspiration for a narrative essay.

• New Puppy. You want a new puppy. Do some research to determine the best breed for your family and write about it.
• Battles . Research and write about what you consider the most significant or famous battle in history.
• Famous People. Choose a famous person from history or science and write about his or her life and contributions.
• Animal Kingdom. Select an animal to research. Include facts about its behavior, habitat, and diet.
• Countries. Choose a country. Investigate its culture and holidays, and find out what life there is like for kids your age.
• States. Pick a state you have never visited. Learn three to five unique facts about the state to include in your essay.
• Inventions. What do you think is the greatest or most useful invention of all time? Find out who invented it and how and why it was invented.
• Native Americans. Choose a Native American tribe. Learn about where its members lived, its culture, and its use of natural resources in their area.
• Endangered Species. Research and write about an animal that is endangered. Include facts about why it is endangered and any changes that people can make to help increase its population.
• Fine Arts. Learn more about an artist or composer. Include facts about his or her life and death and details about the artist's most well-known works.
• Authors. Research an author whose books you enjoy. Include facts about what inspired him or her to start writing.
• Dig Deeper.  Research something you have studied in history, science, or literature but would like to know more about.
• State Standouts. Choose a famous person from your state. Learn about his or her life and contributions.
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115 Exciting 4th Grade Writing Prompts for 2024 (Free Slides!)

Journal writing, essay topics, story starters, and much more!

Fourth grade is a time for students to continue to hone their writing chops as they put to use the skills they’ve learned and gain confidence in their abilities. All writers can have a little trouble getting started, though, which is why you need this big collection of 4th grade writing prompts. They include essay writing prompts, creative writing story starters, journal prompts, and much more. Sharpen your pencils and get ready to write!

You can get 50 of these 4th grade writing prompts in a free Google Slideshow bundle! They make it easy to share these writing ideas with your students. Grab your free slideshow bundle by filling out the form on this page.

• Journal Writing Prompts
• Funny Writing Prompts
• Persuasive and Opinion Writing Prompts
• Descriptive Writing Prompts
• Narrative Writing Prompts
• Creative Writing Prompts
• Story Starters
• Current Events Writing Prompts

4th Grade Journal Writing Prompts

1. what’s the best book you’ve read recently what was it about, and why did you like it.

2. What is the worst book you ever read?

3. Write five rules for staying organized.

4. What’s the best gift you’ve ever gotten? How did it make you feel?

5. One of your little cousins is very nervous about starting kindergarten. What would you tell them to make them feel better?

6. There’s an old saying: “The squeaky wheel gets the grease.” What do you think this saying means?

7. Write about an adult you look up to.

8. What’s the nicest thing anybody has ever done for you?

9. If you could change one thing about yourself, what would it be?

10. What makes your family unique?

11. What would you say is your greatest strength? Greatest weakness?

12. Are you a patient person? Why or why not?

13. What is something you’ve never done that you would like to try?

14. What is the weirdest thing that has ever happened to you?

15. What’s your favorite holiday? What makes it so special?

Funny Writing Prompts for 4th Grade

16. what is the funniest thing that has ever happened to you.

17. Imagine you came to school one day and found your teacher had turned into an animal. What animal would it be, and what would happen?

18. Write a poem where most of the words start with the letter K.

19. Imagine you and your pet switched bodies for a day, and tell the story of what would happen.

20. Who is the funniest person you know? Describe them, and explain why they’re funny.

21. When was the last time you laughed so much you couldn’t stop? What happened?

22. What is something adults do that you think is funny or strange?

23. Write a review of a restaurant that serves the worst food in the world.

24. What is the funniest thing that someone could become famous for? Tell the story of how it happened.

25. Write a story about someone who could never lie, no matter what.

Persuasive and Opinion 4th Grade Writing Prompts

26. are 4th graders ready to stay home alone why or why not.

27. Would you rather be good at sports or good in school? Why?

28. Would you rather have lots of money or lots of friends? Why?

29. What is your favorite subject in school? Why?

30. Name two characters from different books that you think might be good friends. Why?

31. Which is more important for success, skill or luck?

32. Should kids be paid an allowance to do chores around the house? Why or why not?

33. Why are classroom rules important?

34. If you had a time machine, what era of history would you visit?

35. Why is math important?

36. Which would you rather read: a scary story that gives you goosebumps or a funny story that cracks you up? Why?

37. Why is science important?

38. Should 4th graders have cell phones? Why or why not?

39. If you could open a store, what type of store would it be and why?

40. What is the hardest thing about being a 4th grader?

41. If I were the ruler of the world, the first law I would pass would be … because …

42. Is it ever OK to tell secrets? Why or why not?

43. What animal makes the best pet? Why?

44. Is it better to spend an hour a day reading or an hour a day exercising? Why?

45. Do you like nonfiction books or fiction books better? Why?

Descriptive 4th Grade Writing Prompts

46. if you won a million dollars, how would you spend the money.

47. If you had a YouTube channel, what would you talk about?

48. Describe what you think of as perfect weather.

49. Describe how to build a birdhouse step-by-step.

50. Imagine you are in a hot-air balloon above your house. Describe everything you can see.

51. Describe the physical appearance of someone in your family in detail.

52. Describe how to play your favorite board game.

53. Explain the right way to do one of your household chores, like making your bed or cleaning your room.

54. Describe your perfect day.

55. Imagine you are an adult and describe your dream job.

56. Explain your morning routine in detail, from waking up to arriving at school.

57. Describe the perfect meal, including what you’d eat and where you’d dine.

58. Share what you do on a typical non-school day.

59. Describe your favorite room at home in detail.

60. How do you prepare for a big test? Describe the ways you study or practice.

Narrative Writing Prompts for 4th Grade

61. share one of the stories your family has told you about when you were a baby..

62. If you found a backpack filled with dollar bills, what would you do?

63. Write about a time when you felt proud of yourself.

64. Imagine your parents let you plan your next family vacation. Tell about what you’d do, and how your family would react.

65. Write about a time you felt like quitting but didn’t. How did you keep yourself going?

66. Tell about an event that happened recently at your school or in your town.

67. Start a story in the middle, and use “flashbacks” to fill in what happened earlier.

68. Describe the most exciting game or sports event you ever saw or participated in.

69. What is your earliest memory? Describe it in detail.

70. Write about a time you tried something new and how you felt before, during, and after.

71. Tell a story that a family member loves to share over and over again.

72. Tell the story of your favorite field trip of all time.

73. If you could relive any day in your life, what would it be? Would you want it to be the same or different?

74. Write about a time you visited a haunted house or other scary place.

75. Tell a story about a time you visited someplace new.

Creative Writing Prompts for 4th Grade

76. pretend you ate a magic pill that made you as tall as a redwood tree. where would you go and what would you do.

77. If you met an alien, what three questions would you ask them?

78. Pretend you drank a magic potion that made you as tiny as an ant. Where would you go and what would you do?

79. What would the world be like if dinosaurs still existed?

80. If you could invent something new the world really needs, what would it be? How would it work?

81. Describe a world where it rains fruit juice and snows M&Ms.

82. Come up with the most ridiculous excuse possible for why you are unable to turn in your homework today.

83. Describe a world where all the adults are robots, but kids are still human kids.

84. Imagine a conversation between yourself and a talking animal.

85. Describe the kind of creature you’d create if you were a mad scientist. Would it be scary and mean? Nice and friendly?

86. Invent a new kind of candy. Give it a name, and write a commercial jingle for it.

4th Grade Story Starters

87. retell a classic story, making the villain the hero instead..

88. Write a story that includes these five words: keys, spaghetti, uncle, jellyfish, spaceship.

89. Imagine that one day you woke up and found everyone in the world could no longer talk. What would happen next?

90. Write about a day where kids are in charge instead of grown-ups.

91. Imagine you’re lost in a haunted wood, and tell the story of your escape.

92. Describe a night in the life of the tooth fairy.

93. Tell a story that ends with these words: “… and that’s how we all learned to fly.”

94. Use these words to start a story: “When I opened the box that came in the mail, I never expected to find …”

95. Write a new chapter of your favorite book, with yourself as a new character.

96. Imagine you woke up one morning with a superpower, like invisibility or the ability to fly. Describe your experiences learning how to use that power.

Current Events Writing Prompts for 4th Grade

97. learn about an endangered animal, and describe what we can do to help it..

98. If you made a time capsule for this year, what would you put in it?

99. Describe something that you saw in the news recently and how it made you feel.

100. What do you think is one of the world’s biggest problems right now, and how would you solve it?

101. Read a news story about something happening in another country and summarize it.

102. Write a news article about something important that happened to you this week.

103. Create a poem about something in the local news right now.

104. Write a letter to the editor about a current issue, explaining your opinion.

105. Find a “good news” story, and share why it makes you happy.

106. What living famous person do you most admire and why?

107. What do you think kids today can do about climate change and global warming?

108. What does the word “racism” mean to you?

109. What is one thing you would do to make your school or town a better place?

110. Choose an upcoming sports event, and explain who you think will win.

111. Describe a current fashion trend or something that’s very popular in your school right now and how you feel about it.

112. What can we do to help people with different opinions get along with one another better?

113. Interview a grown-up you know, and write a news article about them.

114. What do you think is the best new song right now? The worst? Why?

115. Describe an event that’s happening in the world right now that you don’t understand. What questions would you ask a grown-up about it?

Looking for more? Check out 150 Inspiring Picture Writing Prompts To Spark Creativity !

How do you use writing prompts with your students come share your ideas and ask for advice in the we are teachers helpline group on facebook ., you might also like.

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Fourth-Grade Writing Checklist

What Are the Characteristics of Traditional Grammar?

Fourth-grade students write independently for a variety of purposes. The third step in the writing process, after prewriting and drafting, is revising and editing. In order to edit their own work accurately, students often use a checklist before rewriting their work. This checklist helps students review their work for common mistakes. Fourth graders also use checklists when peer editing with classmates. The exact information on a writing checklist may vary according to school and state standards.

Capitalization

Capitalization refers to the proper use of capital and lowercase letters in sentences and when using proper and common nouns.

1. I used uppercase letters for the first word in each sentence. 2. I have capitalized the personal pronoun “I.” 3. I have capitalized the first word in dialogue. 4. I capitalized proper nouns. (Example: Jamison, Kansas, McDonald's)

By the time students are in fourth grade, they have learned many of the foundational rules necessary for conventional spelling. Basic sight words have become intuitive, and they are skilled at spelling short vowel words, long vowel words and words that follow familiar patterns and start or end with common blends and digraphs.

1. I have circled the words I think I misspelled and tried writing them other ways. 2. I have checked for commonly misspelled and misused words including its/it's, there/their/they're, where/we're/were, you/you're/your, here/hear, a/an, our/are, a lot and accept/except.

Punctuation

Fourth-grade students have moved beyond the use of simple end punctuation marks. They punctuate writing to express emotion, convey ideas and enhance the understanding and reading experience of their audience.

1. I have included a period, a question mark or an exclamation point at the end of every sentence. 2. I have used commas correctly in dates, when listing items in a series, to separate a city and a state, and after an introductory statement. 3. I have used apostrophes in contractions and to show possession. 4. I used a semi-colon to join two very short, related sentences. ___ 5. I used quotation marks correctly: He said, “I like cheese.” OR “I like cheese,” he said.

Conventions

Writing conventions are the genearlly accepted rules for proper writing in English.

1. I indented at the start of each paragraph. 2. I used quotation marks when someone is speaking. 3. I underlined titles of books and magazines. 4. I used conjunctions (and, but) to combine sentences. 5. I included a title and put my name on my work. 6. All of my sentences have a subject and predicate.

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• Editing Checklist for Self and Peer Editing
• English Language Arts Standards: Language: Grade 4
• English Language Arts Standards: Writing: Grade 4

A lifetime resident of New York, Christi O'Donnell has been writing about education since 2003. O'Donnell is a dual-certified educator with experience writing curriculum and teaching grades preK through 12. She holds a Bachelors Degree from Sarah Lawrence College and a Masters Degree in education from Mercy College.

What your 4th grader should have learned

by: The GreatSchools Editorial Team | Updated: May 5, 2024

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Did your child master the skills they need to be ready for next year? Here’s a rough idea of the academic and social skills that kids acquire in fourth grade. If your child hasn’t mastered some of these skills, don’t worry. No two kids are alike, especially when it comes to hitting developmental benchmarks. Choose a few to practice this summer, but be sure to keep things low key, both for you and for your child. The most important outcomes of summer learning are that your child enjoy learning and taking on new challenges.

By the end of 4th grade, kids should be able to:

• Show increasing ability to participate in group decisions.
• Memorize and recall facts.
• Take notes on what they read.
• Incorporate research from books, articles, or the internet into their projects.
• Write a paragraph with an introductory topic sentence, three supporting details, and a closing sentence that wraps up the main idea of the paragraph.
• Type one page (or more) in one sitting.
• Name all 50 states and their capitals. (Check out this song for help .)
• Read and interpret maps.
• Know key facts about their home state, including historical and cultural information about the Native American tribes have lived in that region. (Check out our History books for 4th graders .)
• Add and subtract decimals, and compare decimals and fractions. ( Get some practice working with fractions. )
• Multiply a multiple-digit number by a one-digit number and multiply two two-digit numbers. ( Get some extra multiplication practice. )
• Divide a multiple-digit number by one-digit number to get whole number answers with remainders. ( Get extra practice doing division with remainders. )
• Find the area of two-dimensional shapes. ( Get extra practice finding the area of squares and rectangles. )

Find out more about your fourth grader and reading , writing , math , science , social studies , the arts , and physical education .

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Video: How fourth graders do research for an essay

By The Understood Team

In fourth grade, kids usually start to think more deeply about the essays they write. You’ll see this in the ways they investigate a topic and organize their thoughts about it. Watch this video from Understood founding partner GreatSchools to find out what methods they’re likely to use.

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• How long is an essay? Guidelines for different types of essay

How Long is an Essay? Guidelines for Different Types of Essay

Published on January 28, 2019 by Shona McCombes . Revised on July 23, 2023.

The length of an academic essay varies depending on your level and subject of study, departmental guidelines, and specific course requirements. In general, an essay is a shorter piece of writing than a research paper  or thesis .

In most cases, your assignment will include clear guidelines on the number of words or pages you are expected to write. Often this will be a range rather than an exact number (for example, 2500–3000 words, or 10–12 pages). If you’re not sure, always check with your instructor.

In this article you’ll find some general guidelines for the length of different types of essay. But keep in mind that quality is more important than quantity – focus on making a strong argument or analysis, not on hitting a specific word count.

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Table of contents

Essay length guidelines, how long is each part of an essay, using length as a guide to topic and complexity, can i go under the suggested length, can i go over the suggested length, other interesting articles.

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In an academic essay, the main body should always take up the most space. This is where you make your arguments, give your evidence, and develop your ideas.

The introduction should be proportional to the essay’s length. In an essay under 3000 words, the introduction is usually just one paragraph. In longer and more complex essays, you might need to lay out the background and introduce your argument over two or three paragraphs.

The conclusion of an essay is often a single paragraph, even in longer essays. It doesn’t have to summarize every step of your essay, but should tie together your main points in a concise, convincing way.

The suggested word count doesn’t only tell you how long your essay should be – it also helps you work out how much information and complexity you can fit into the given space. This should guide the development of your thesis statement , which identifies the main topic of your essay and sets the boundaries of your overall argument.

A short essay will need a focused, specific topic and a clear, straightforward line of argument. A longer essay should still be focused, but it might call for a broader approach to the topic or a more complex, ambitious argument.

As you make an outline of your essay , make sure you have a clear idea of how much evidence, detail and argumentation will be needed to support your thesis. If you find that you don’t have enough ideas to fill out the word count, or that you need more space to make a convincing case, then consider revising your thesis to be more general or more specific.

The length of the essay also influences how much time you will need to spend on editing and proofreading .

You should always aim to meet the minimum length given in your assignment. If you are struggling to reach the word count:

• Add more evidence and examples to each paragraph to clarify or strengthen your points.
• Make sure you have fully explained or analyzed each example, and try to develop your points in more detail.
• Address a different aspect of your topic in a new paragraph. This might involve revising your thesis statement to make a more ambitious argument.
• Don’t use filler. Adding unnecessary words or complicated sentences will make your essay weaker and your argument less clear.
• Don’t fixate on an exact number. Your marker probably won’t care about 50 or 100 words – it’s more important that your argument is convincing and adequately developed for an essay of the suggested length.

In some cases, you are allowed to exceed the upper word limit by 10% – so for an assignment of 2500–3000 words, you could write an absolute maximum of 3300 words. However, the rules depend on your course and institution, so always check with your instructor if you’re unsure.

Only exceed the word count if it’s really necessary to complete your argument. Longer essays take longer to grade, so avoid annoying your marker with extra work! If you are struggling to edit down:

• Check that every paragraph is relevant to your argument, and cut out irrelevant or out-of-place information.
• Make sure each paragraph focuses on one point and doesn’t meander.
• Cut out filler words and make sure each sentence is clear, concise, and related to the paragraph’s point.
• Don’t cut anything that is necessary to the logic of your argument. If you remove a paragraph, make sure to revise your transitions and fit all your points together.
• Don’t sacrifice the introduction or conclusion . These paragraphs are crucial to an effective essay –make sure you leave enough space to thoroughly introduce your topic and decisively wrap up your argument.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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Jacobs School of Music Bulletin 2024-2025

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Undergraduate Division

Indiana university bloomington requirements for incoming freshmen.

The standards listed below represent the minimum levels of preparation and achievement necessary to be considered for admission. Most admitted students exceed these minimum levels. Each application is reviewed individually. When making admission decisions, the university is primarily concerned with the breadth and depth of the college-preparatory program including the student’s cumulative grade point average, SAT/ACT scores, academic curriculum and the grades received in those academic courses, grade trends in college-preparatory subjects, class rank, and other additional factors.

High School Graduation

Applicants must earn a diploma from an accredited high school (or must have completed the Indiana High School Equivalency Diploma) to be eligible for admission consideration. Students who are homeschooled or attend an alternative school should submit credentials that demonstrate equivalent levels of achievement and ability.

Academic Preparation

Applicants should complete at least 34 credits of college-preparatory courses, advanced placement courses, and/or college courses in high school, including:

• 8 credits of English , such as literature, grammar, composition, and journalism
• 7 credits of mathematics , including 4 credits of algebra and 2 credits of geometry (or an equivalent 6 credits of integrated algebra and geometry), and 1 credit of pre-calculus, trigonometry, or calculus
• 6 credits of social sciences , including 2 credits of U.S. history, 2 credits of world history/civilization/geography, and 2 additional credits in government, economics, sociology, history, or similar topics
• 6 credits of sciences , including at least 4 credits of laboratory sciences - biology, chemistry, or physics
• 4 credits of world languages
• 3 or more credits of additional college-preparatory courses. Additional mathematics credits are recommended for students intending to pursue a science degree and additional world language credits are recommended for all students.

Alternative college-preparatory courses may be substituted for courses that are not available in the applicant's high school.

Grades in Academic Classes

Cumulative GPA, as well as the grades earned in the 34 courses required for admission, is an important part of the application review process. Weighted GPA is also part of the review, if included on transcript.

Application Essay

An IU-specific essay of 200-400 words is required.

Standardized Test Scores

ACT or SAT scores are accepted as either official or self-reported scores. Self-reported scores can be entered in the Indiana University application. If offered admission, the offer will be contingent upon receipt of official test scores from testing agencies, which must match or be higher than those self-reported during the admissions process. IU's test-optional admissions policy allows students (both domestic and international) to choose at the point of application whether to have SAT or ACT test scores considered as part of the admissions review. For applicants who choose not to have test scores considered, a greater emphasis will be placed on grades in academic courses and grade trends in the admissions review. Applicants receive equal consideration for admission and scholarship to the Jacobs School of Music, regardless of whether or not they applied under the test-optional policy. There are several groups of students who will be required to provide SAT or ACT scores. Homeschooled students, students who have attended a school with non-traditional evaluation methods where traditional alpha or numerical grades are not assigned, and student athletes subject to NCAA eligibility standards will be required to submit a standardized test score. Applicants who are at least 21 years old or have been out of high school for three or more years may be considered for admission without standardized SAT and/or ACT test scores.

Information

For additional information, contact the Office of Admissions, Indiana University, Bloomington, IN 47405; (812) 855-0661; [email protected].  

International Students

To be admitted, international students must complete above-average work in their supporting programs. International applicants whose native language is not English must meet the English Proficiency requirements of Indiana University for undergraduate degree-seeking students. A complete description of options to complete the English Proficiency requirement is available at the Office of International Services (OIS) website.

Admitted undergraduate international students are also required to take the Indiana Academic English Test (IAET) and must register for any supplemental English courses prescribed based on the results of this examination or, if necessary, enroll in the intensive English language program.

For additional information, contact the Office of International Services, Indiana University, Ferguson International Center, 330 N. Eagleson Avenue, Bloomington, IN 47405; [email protected] ; (812) 855-9086; http://ois.iu.edu/admissions/index.html .

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PARALYMPIC CLASSIFICATION

The Paralympic system of classification intends to guarantee fair competition between all athletes. Athletes go through the classification process before taking part in a Paralympic competition, during which they are assessed and allocated a sport class in accordance with the degree and nature of their eligible impairments. This classification is carried out by a panel of medical and technical experts responsible for evaluating the impact of their impairment(s) on specific tasks and activities fundamental to the sport and the athlete’s sporting performance. There is no single classification system that applies to all sports due to their history and the way they are played, which is why each discipline has its own system.

Paralympic classification is a functional classification system, in which all athletes who compete in the same category are sure to have similar functional abilities in terms of movement, coordination and balance. This is why athletes with different impairments may be allocated the same sport class and compete against one another. 

The classifications below are designated by a letter, typically the sport's initial (for example, S for swimming) and a number. The lower the figure, the greater the impairment—though this is not always the case.

Blind football

Outfield players must be classified B1 (very low visual acuity and/or no light perception). However, to ensure fair competition, all outfield players must wear eyeshades.

The goalkeeper can be fully sighted or partially sighted (B2 or B3).

'B' stands for 'Blind.'

Find out more about the blind football events at the Paris 2024 Games.

Boccia is split into four classes. BC1 and BC3 athletes may have assistance (BC1 are typically dependent on a powered wheelchair, BC3 can use a ramp), while BC2 and BC4 athletes compete independently.

Sports assistants for BC3 players keep their backs to the game during all innings. They are only present to carry out the player’s commands; they are not allowed to turn around to watch the game, nor are they allowed to advise the player. There is therefore a strong connection between the player and his or her assistant during a match. BC1 player’s assistants can see the pitch because they are positioned behind the playing area and intervene at the players’ request.

'BC' stands for 'Boccia'.

Find out more about the boccia events at the Paris 2024 Games.

To be eligible, athletes must have less than 10 per cent visual acuity.

Athletes are divided into three categories ('B' = 'Blind'):

• B1 : No light perception or inability to recognise a shape.
• B2 : Visual acuity not exceeding 1/30th after correction or visual field not exceeding 5°.
• B3 : Visual acuity not exceeding 1/10th after correction or visual field not exceeding 20°.

Each player must wear an opaque mask as well as an eye patch to ensure fair competition.

Find out more about the goalball events at the Paris 2024 Games.

Para archery

• Open class (recurve bows): archers shoot from a standing position at a distance of 70m at a 122cm target made up of 10 concentric circles scoring from 10 points down to 1 point from the centre outwards.
• Open class (compound bows, for archers with little strength in the arms): archers shoot from a sitting position at a distance of 50m at an 80cm five-ring target made up of the 10-6 point bands.
• W1 (compound bow limited to 45lbs in draw weight and without magnifying sights): quadriplegic archers with an impairment in the lower limbs, trunk and one arm shoot from 50m at a 10-band 80cm target.

Find out more about the Para archery events at the Paris 2024 Games.

Para athletics

Athlete classification is defined by a letter and a number: 'T' for track and jump events and 'F' for field events. Figures represent impairments as follows:

• 11-13: vision impairment
• 20: intellectual impairment
• 31-38 : co-ordination impairments 
• 40-47 : short stature, upper limb competing with prosthesis or equivalent, lower limb competing with prosthesis or equivalent 
• T51-54: wheelchair races
• F51-58: seated throws
• 61-64 : lower limb competing with prosthesis

Find out more about the Para athletics at the Paris 2024 Games.

Para badminton

"WH" stands for “Wheelchair”:

• WH1 : athletes using a wheelchair with severely impaired leg and trunk function. 
• WH2 : athletes using a wheelchair with minor impairments to leg and trunk function. 

"SL" stands for "Standing / Lower":

• SL3 : athletes competing standing with a lower limb impairment and balance problems walking or running. 
• SL4 : athletes competing standing with less severe impairment than in SL3. Athletes demonstrate lower limb impairment and minor balance problems walking or running. 

"SU" stands for "Standing / Upper":

• SU5 : athletes in this class have impairment of the upper limbs. The impairment could be on the playing or non-playing hand. 

"SH" stands for "Standing / Short stature":

• SH6 : short stature and standing athletes

Find out more about the Para badminton events at the Paris 2024 Games.

'KL' corresponds to a kayak and double paddle and 'VL' corresponds to a pirogue (Va’a) and single paddle.

• KL1-VL1 : athletes with no or extremely limited trunk function and no function in the legs. 
• KL2-VL2 : athletes with partial leg and trunk function, able to sit up straight in the kayak but may require a high-backed seat. 
• KL3-VL3 : athletes with full function of their trunk and partial function in the legs, able to sit with the trunk bent forwards in the kayak and use at least one leg.

Find out more about the Paracanoe events at the Paris 2024 Games.

Para cycling

'C” stands for 'cycling', 'H' for 'handbike', 'T' for 'tricycle' and 'B' for 'blind' (for tandems).

• Solo: five categories, from C1 to C5, practised by athletes competing with prosthesis or limited movement of upper or lower limbs.
• Handcycling: five categories, from H1 to H5, practised by athletes with spinal cord injuries or competing with prosthesis in one or both lower limbs.
• Tricycle: T1 and T2, for athletes with locomotor dysfunction and balance issues (such as cerebral palsy or hemiplegia).
• Tandem: VI, for athletes who are blind or vision impaired who compete with a sighted pilot.

Find out more about the Para track cycling events at the Paris 2024 Games.

Find out more about the Para road cycling events at the Paris 2024 Games.

Para equestrian

• Grade I: athletes have severe impairments affecting all limbs and the trunk.
• Grade II: athletes have either a severe impairment of the trunk and minimal impairment of the arms or moderate impairment of the trunk, arms, and legs.
• Grade III: athletes have severe impairments in both legs with minimal or no impairment of the trunk or moderate impairment of the arms and legs and trunk.
• Grade IV: athletes have a severe impairment or deficiency of both arms or a moderate impairment of all four limbs or short stature.
• Grade V: athletes have vision impairment, complete blindness, a mildly impaired range of movement or muscle strength, or a deficiency of one limb or mild deficiency of two limbs.

Find out more about the Para equestrian (dressage) events at the Paris 2024 Games.

The Games programme concerns visually impaired athletes, divided into two categories:

• B1 : complete blindness.
• B2-B3 : vision impairment.

The judokas are then divided into weight classes.

Find out more about the Para judo events at the Paris 2024 Games.

Para powerlifting

All athletes with a functional limitation of the lower limbs or hips that prevents them from practising standing weightlifting compete together in different bodyweight categories.

These functional limitations include:

• Orthopedic disability
• Cerebral palsy
• Neurological disability
• Paraplegia and tetraplegia
• Progressive neurological disability

There are 20 weight categories: 10 each for men and women.

Find out more about the Para powerlifting events at the Paris 2024 Games.

Para rowing

Athletes are divided into three categories ('PR' is the abbreviation for Para rowing):

• PR1 : single sculls (for individual men and women)—reserved for rowers without trunk or leg function using two oars. 
• PR2 : double sculls (mixed)—a team of two rowers (male and female) each of whom has two oars. Reserved for rowers who can only use their upper body to row and their seat is fixed so their legs remain straight.
• PR3 : coxed four (mixed)—a team of four rowers (two women and two men) and a coxswain, with each rower using one oar. Category for people using their arms, trunk, and legs, with a maximum of two visually impaired people in the boat.

Find out more about the Para rowing events at the Paris 2024 Games.

Para swimming

S1-S10 / SB1-SB9 / SM1-SM10: physical impairment

The greater the number, the less severe the athlete’s limitation(s).

Athletes with different impairments may compete against one other as sport classes are allocated based on the impact the impairment has on swimming, rather than on the impairment itself.

S / SB / SM11-13: vision impairment

• 11 : athletes with extremely low visual acuity and/or no light perception. Swimmers must wear blackened goggles during races to ensure fair competition. 
• 12 : athletes with a higher visual acuity than athletes competing in the S/SB11 sport class and/or a visual field of less than 10 degrees.
• 13 : athletes with the least severe vision impairment eligible for Paralympic sport. They have the highest visual acuity and/or a visual field of less than 40 degrees.

In order to ensure a fair competition athletes in the S/SB11 sport class are required to wear blackened goggles.

S / SB / SM14: intellectual impairment

Swimmers with an intellectual impairment, which typically leads to athletes having difficulties with pattern recognition, sequencing, and memory, or having a slower reaction time which impacts sport performance in general.

The letters correspond to the swimming style:

• 'S' (Swimming): butterfly, backstroke, crawl
• 'SB' (Swimming breaststroke): breaststroke
• 'SM (Swimming Multi): multi-swimming events.

Find out more about the Para swimming events at the Paris 2024 Games.

Para table tennis

There are 11 classes in total (five sitting, six standing): TT1-5 are for wheelchair athletes, TT6-10 are for standing athletes and TT11 is for athletes with intellectual impairments. Table tennis players who have difficulty gripping the racket may use orthotics to attach the racket to the hand or use strapping to maintain their grip of the racket handle only.

Find out more about the Para table tennis events at the Paris 2024 Games.

Para taekwondo

Athletes are divided into two categories ('K' for Kyorugi, the Korean word for sparring):

• K43 includes athletes with bilateral amputation below the elbow, or equivalent loss of function in both upper limbs. 
• K44 includes athletes with unilateral arm amputation (or equivalent loss of function), or loss of toes which impact the ability to lift the heel properly.

Para athletes in the K43 and K44 categories compete together in different bodyweight categories.

Find out more about the Para taekwondo events at the Paris 2024 Games.

Para triathlon

The classification is based on the letters 'PT' for 'Para triathlon' plus the disability category:

• ‘WC’ for ‘Wheelchair’
• 'S' for 'Standing'
• 'VI' for 'Visual impairment'

Triathlon has nine classes.

• PTWC 1-2: athletes with limitations in lower and upper limbs, using a handcycle for the cycling segment and a racing chair for the running segment. PTWC1 and PTWC2 compete in combined events, with an interval start system per sport class to ensure a level playing field.
• PTS 2-5: athletes with limitations in lower and/or upper limbs who do not require a handcycle for the cycling segment or a racing chair for the running segment. Assistive devices such as prosthetic legs and/or bike modifications are allowed.
• PTVI 1-3 : athletes with vision impairment. Interval starts ensure a level playing field between partially sighted triathletes and blind triathletes competing with a guide.

Find out more about the Para triathlon events at the Paris 2024 Games.

Shooting Para sport

• SH1 : athletes able to hold their gun without difficulty and shoot from a standing or sitting position (in a wheelchair or chair). SH1 athletes may use a pistol or a rifle.  
• SH2 : athletes are unable to hold their rifle independently, so use a stand, but can aim by themselves and control the rifle when they shoot. Certain athletes may have an assistant to reload their gun.

'SH' stands for 'Shooting'.

Find out more about the shooting Para sport events at the Paris 2024 Games.

Sitting volleyball

Sitting volleyball has two classes: VS1 and VS2 (athletes with a less severe impairment). Sitting volleyball players demonstrate a physical impairment in one or several upper or lower limbs. Athletes must be able to move around easily and safely in a seated position. Only two VS2 athletes can be on a team’s roster.

Find out more about the sitting volleyball events at the Paris 2024 Games.

Wheelchair basketball

Wheelchair basketball players are classified on a points system according to the degree of their impairment(s). Points range from 1 to 4.5, with 1 representing the most severe impairment. At the Paralympic Games, the sum of points for the five players on court for each team must not exceed 14.

Find out more about the wheelchair basketball events at the Paris 2024 Games.

Wheelchair fencing

Wheelchair fencing is split into two Paralympic categories:

• Category A : fencers in this category must have a disability affecting at least one lower limb.
• Category B : fencers in this category have a disability that prevents voluntary movement of the trunk.

Find out more about the wheelchair fencing events at the Paris 2024 Games.

Wheelchair rugby

Every player is assigned a points value based on their functional ability, from 0.5 for a player with the least physical function through to 3.5 for the most physical function. The total on-court value for each team of four cannot exceed 8 points (8.5 points if a female athlete is on the court). Players with the most limited mobility (between 0.5 and 1.5 points) due to their impairment (quadriplegia or equivalent) occupy a primarily defensive position in the game.

Find out more about the wheelchair rugby events at the Paris 2024 Games.

Wheelchair tennis

Athletes are divided into two categories:

• 'Open' : athletes with a lower limb impairment(s).
• 'Quad' : athletes with both upper and lower limb impairments.

Find out more about the wheelchair tennis events at the Paris 2024 Games.

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https://educationhub.blog.gov.uk/2024/08/20/gcse-results-day-2024-number-grading-system/

GCSE results day 2024: Everything you need to know including the number grading system

Thousands of students across the country will soon be finding out their GCSE results and thinking about the next steps in their education.   

Here we explain everything you need to know about the big day, from when results day is, to the current 9-1 grading scale, to what your options are if your results aren’t what you’re expecting.  

When is GCSE results day 2024?  

GCSE results day will be taking place on Thursday the 22 August.     

The results will be made available to schools on Wednesday and available to pick up from your school by 8am on Thursday morning.  

Schools will issue their own instructions on how and when to collect your results.   

When did we change to a number grading scale?  

The shift to the numerical grading system was introduced in England in 2017 firstly in English language, English literature, and maths.  

By 2020 all subjects were shifted to number grades. This means anyone with GCSE results from 2017-2020 will have a combination of both letters and numbers.  

The numerical grading system was to signal more challenging GCSEs and to better differentiate between students’ abilities - particularly at higher grades between the A *-C grades. There only used to be 4 grades between A* and C, now with the numerical grading scale there are 6.  

What do the number grades mean?  

The grades are ranked from 1, the lowest, to 9, the highest.  

The grades don’t exactly translate, but the two grading scales meet at three points as illustrated below.  

The bottom of grade 7 is aligned with the bottom of grade A, while the bottom of grade 4 is aligned to the bottom of grade C.    

Meanwhile, the bottom of grade 1 is aligned to the bottom of grade G.  

What to do if your results weren’t what you were expecting?  

If your results weren’t what you were expecting, firstly don’t panic. You have options.  

First things first, speak to your school or college – they could be flexible on entry requirements if you’ve just missed your grades.   

They’ll also be able to give you the best tailored advice on whether re-sitting while studying for your next qualifications is a possibility.   

If you’re really unhappy with your results you can enter to resit all GCSE subjects in summer 2025. You can also take autumn exams in GCSE English language and maths.  

Speak to your sixth form or college to decide when it’s the best time for you to resit a GCSE exam.  

Look for other courses with different grade requirements     

Entry requirements vary depending on the college and course. Ask your school for advice, and call your college or another one in your area to see if there’s a space on a course you’re interested in.    

Consider an apprenticeship    

Apprenticeships combine a practical training job with study too. They’re open to you if you’re 16 or over, living in England, and not in full time education.  

As an apprentice you’ll be a paid employee, have the opportunity to work alongside experienced staff, gain job-specific skills, and get time set aside for training and study related to your role.   

You can find out more about how to apply here .  

Talk to a National Careers Service (NCS) adviser    

The National Career Service is a free resource that can help you with your career planning. Give them a call to discuss potential routes into higher education, further education, or the workplace.   

Whatever your results, if you want to find out more about all your education and training options, as well as get practical advice about your exam results, visit the  National Careers Service page  and Skills for Careers to explore your study and work choices.   

You may also be interested in:

• Results day 2024: What's next after picking up your A level, T level and VTQ results?
• When is results day 2024? GCSEs, A levels, T Levels and VTQs

Tags: GCSE grade equivalent , gcse number grades , GCSE results , gcse results day 2024 , gsce grades old and new , new gcse grades

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