A-Level Grade Boundaries Guide
How A*-E grading and UMS scoring work and what the boundaries mean for your results
A-Level grade boundaries define the minimum marks required for each grade from A* down to E. As with GCSEs, these boundaries are not pre-determined — they are set after each exam session based on the difficulty of the papers and the performance of the cohort. This ensures that grading standards remain consistent from year to year, even when papers differ in difficulty.
A-Level grades follow the letter scale of A*, A, B, C, D, and E. To achieve an A*, a student typically needs a high A grade overall combined with a particularly strong performance on the A2 papers. Many A-Level subjects use a Uniform Mark Scale (UMS) system, which converts raw marks from individual papers into a standardised scale. This allows marks from different papers and exam sessions to be compared fairly.
Understanding how UMS works is particularly important for modular A-Levels or subjects with optional units. Your raw marks on each paper are converted to UMS marks using a formula that adjusts for paper difficulty. The grade boundaries are then applied to your total UMS score. This means a raw mark of 50 on a harder paper could translate to the same UMS score as a raw mark of 60 on an easier paper.
The A*-E Grading Scale
Exceptional performance
Requires a high A grade overall plus strong A2 paper performance. Needed for the most competitive university courses.
Excellent performance
Demonstrates strong understanding and application. Typically required for Russell Group university offers.
Good performance
Shows solid understanding across the specification. A common requirement in university offers.
Satisfactory performance
Adequate understanding of the subject. Accepted by many university courses and employers.
Below average performance
Demonstrates basic understanding but with significant gaps. Limited options for university progression.
Minimum pass
The lowest passing grade at A-Level. Demonstrates limited understanding of the subject content.
A-Level Subjects
Grade boundaries are set separately for each subject. Browse all A-Level subjects to start revising.
Official A-Level Grade Boundaries
Access official A-Level grade boundary documents directly from each exam board.
A-Level Grade Boundaries FAQ
How is the A* grade awarded at A-Level?
The A* grade requires a high overall mark (usually an A overall) combined with a strong performance on the A2 component papers specifically. This means a student needs to demonstrate particularly strong ability on the more advanced content examined in the second year. The exact threshold varies by subject and exam board.
What is UMS and why does it matter?
UMS (Uniform Mark Scale) is a standardised scoring system that converts your raw exam marks into a consistent scale. It exists to allow fair comparison between different exam sessions and optional units. If one paper is harder than another, the conversion formula adjusts so that students are not disadvantaged. Your grade is determined by your total UMS score, not your raw marks.
Do A-Level grade boundaries affect university offers?
University offers are based on grades (e.g. ABB), not on specific marks or grade boundaries. As long as you achieve the required grades, it does not matter whether you were just above or well above the boundary. However, for contextual offers or borderline cases, universities may look at UMS scores to make more nuanced decisions.
Are AS-Level grade boundaries different from A-Level boundaries?
Yes, AS-Level and A-Level have separate grade boundaries because they are different qualifications with different papers. AS-Level grades run from A to E (no A*) and are based only on first-year content. A-Level boundaries are set for the full two-year course. Since AS-Levels were decoupled from A-Levels in most subjects from 2015, they are assessed independently.
Why might grade boundaries be higher or lower than last year?
Grade boundaries reflect paper difficulty. If examiners write a paper that turns out to be more challenging than the previous year, boundaries will typically fall so that students are not penalised. If the paper is more accessible, boundaries rise. The aim is to maintain the same standards year on year regardless of paper difficulty.
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