Assessing pupils’ progress

in mathematics
at Key Stage 3:
Assessment guidelines
Assessing pupils’ progress
in mathematics
at Key Stage 3:
Assessment guidelines

First published in 2008

Ref: 00730-2008BKT-EN
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 Mathematics assessment guidelines: levels 2 and 3
Pupil name………………….Class/group…………………..Date…………

Using and applying Numbers and the number Calculating Algebra Shape, space and measure Handling data
mathematics system
Level 3 • select the • understand place value in • derive associated division facts • recognise a wider • classify 3-D and 2-D shapes in various • gather information
mathematics they use numbers to 1000 from known multiplication facts range of sequences ways using mathematical properties such construct bar charts and
in a wider range of
• use place value to make • add and subtract two-digit • begin to understand as reflective symmetry for
• pictograms, where the symbol
classroom activities approximations numbers mentally the role of ‘=’ (the 2-D shapes represents a group of units
• try different
• recognise negative numbers in • add and subtract three digit ‘equals’ sign)
•
• begin to recognise nets of familiar 3-D • use Venn and Carroll diagrams
approaches and find contexts such as temperature numbers using written method shapes, e.g. cube, cuboid, triangular prism, to record their sorting and

© Crown copyright 2008

ways of overcoming use simple fractions that are multiply and divide two digit square-based pyramid classifying of information
difficulties that arise • several parts of a whole and
• numbers by 2, 3, 4 or 5 as well as recognise shapes in different orientations extract and interpret
when they are solving recognise 10 with whole number answers
• and reflect shapes, presented on a grid, in
• information presented in simple
problems and remainders a vertical or horizontal mirror line tables, lists, bar charts and
when two simple fractions are
• begin to organise their • equivalent use mental recall of addition describe position and movement pictograms
work and check results • and subtraction facts to 20 in
•
begin to use decimal notation in use a wider range of measures including
• use and interpret • contexts such as money solving problems involving larger
• non-standard units and standard metric
mathematical symbols numbers units of length, capacity and mass in a
and diagrams solve whole number problems range of contexts
• understand a general
• including those involving use standard units of time
statement by finding multiplication or division that may
•
particular examples give rise to remainders
that match it
• review their work and
reasoning

     
Level 2 • select the • count sets of objects reliably • use the knowledge that • recognise • use mathematical names for common • sort objects and classify them
mathematics they use begin to understand the place subtraction is the inverse of sequences of 3-D and 2-D shapes using more than one criterion
in some classroom
• value of each digit; use this to addition and understand halving numbers, including
• describe their properties, including • understand vocabulary relating
activities order as a way of ‘undoing’ doubling odd and even numbers of sides and corners to handling data
discuss their work numbers up to 100 and vice versa numbers describe the position of objects collect and sort data to test a
• using mathematical
• begin to use halves and • use mental recall of addition and
• distinguish between straight and turning
• simple hypothesis
language • quarters and relate the concept subtraction facts to 10 • movements, recognise right angles record results in simple lists,
• begin to represent of half of a small • use mental calculation strategies in turns and understand angle as a
• tables, pictograms and block
their work using quantity to the concept of half to solve number problems measurement of turn graphs
symbols and simple • of a shape including those involving money begin to use a wider range of measures communicate their findings,
diagrams and measures • including to use everyday non-standard
• using the simple lists, tables,
• predict what comes • record their work in writing and standard units to measure length pictograms and block graphs
next in a simple choose the appropriate and mass they have recorded
number, shape or
• operation when solving addition begin to understand that numbers
spatial pattern or and subtraction problems
• can be used not only to count discrete
sequence and objects but also to describe continuous
• give reasons for their measures
opinions
• explain why an
answer is correct

     
The National Strategies | Secondary
Assessing Pupil Progress at Key Stage 3: Assessment guidelines

BL
     
IE
     
1

00730-2008BKT-EN
Key: BL-Below Level IE-Insufficient Evidence

Overall assessment (tick one box only) Low 2  Secure 2  High 2  Low 3  Secure 3  High 3 
 Mathematics assessment guidelines: levels 3 and 4
Pupil name………………….Class/group…………………..Date…………
2

Using and applying Numbers and the number Calculating Algebra Shape, space and measures Handling data
mathematics system
Level 4 • develop own strategies • recognise and describe • use a range of mental methods • begin to use simple • use the properties of 2-D and 3-D • collect and record discrete data
for solving problems number patterns of computation with all formulae expressed in shapes group data, where appropriate,
• use their own strategies • recognise and describe operations words
• make 3-D models by linking given
• in equal class intervals
within mathematics and number relationships recall multiplication facts up use and interpret faces or edges and draw common continue to use Venn and

00730-2008BKT-EN
in applying mathematics including multiple, factor
• to 10 × 10 and quickly derive
• coordinates in the first 2-D shapes in different orientations
• Carroll diagrams to record
to practical contexts and square corresponding division facts quadrant on grids their sorting and classifying of
• present information and • use place value to • use efficient written methods of • reflect simple shapes in a mirror information
results in a clear and multiply and divide whole addition and subtraction and of line, translate shapes horizontally or construct and interpret
organised way numbers by 10 or 100 short multiplication and division vertically and begin to rotate a simple
• frequency diagrams and simple
search for a solution by recognise approximate multiply a simple decimal by a shape or object about its centre or a line graphs
• trying out ideas of their
• proportions of a whole
• single digit vertex
• understand and use the mode
own and use simple fractions solve problems with or without • choose and use appropriate units and and range to describe sets of
and percentages to
• a calculator instruments data
describe these check the reasonableness of interpret, with appropriate accuracy,
• order decimals to three
• results with reference to the
• numbers on a range of measuring
decimal places context or size of numbers instruments
• begin to understand • find perimeters of simple shapes and
simple ratio find areas by counting squares
The National Strategies | Secondary

     
Level 3 • select the mathematics • understand place value in • derive associated division facts • recognise a wider range of • classify 3-D and 2-D shapes in various • gather information
they use in a wider range numbers to 1000 from known multiplication facts sequences ways using mathematical properties construct bar charts and
of classroom activities
• use place value to make • add and subtract two-digit • begin to understand the such as reflective symmetry for 2-D
• pictograms, where the symbol
try different approaches approximations numbers mentally role of ‘=’ (the ‘equals’ sign) shapes represents a group of units
• and find ways of
• recognise negative • add and subtract three-digit • begin to recognise nets of familiar 3-D
• use Venn and Carroll diagrams
overcoming difficulties numbers in contexts such numbers using written method shapes, e.g. cube, cuboid, triangular to record their sorting and
that arise when they are as temperature multiply and divide two-digit prism, square-based pyramid classifying of information
solving problems use simple fractions
• numbers by 2, 3, 4 or 5 as well as recognise shapes in different extract and interpret
• begin to organise their
• that are several parts of 10 with whole number answers
• orientations and reflect shapes,
• information presented in
work and check results a whole and recognise and remainders presented on a grid, in a vertical or simple tables, lists, bar charts
use and interpret when two simple use mental recall of addition and horizontal mirror line and pictograms
•
Assessing Pupil Progress at Key Stage 3: Assessment guidelines

mathematical symbols fractions are equivalent

• subtraction facts to 20 in solving • describe position and movement
and diagrams begin to use decimal problems involving larger use a wider range of measures
• understand a general
• notation in contexts such numbers
• including non-standard units and
statement by finding as money solve whole number problems standard metric units of length,
particular examples that
• including those involving capacity and mass in a range of
match it multiplication or division that contexts
• review their work and may give rise to remainders • use standard units of time
reasoning

     
BL
     
IE
     
Key: BL-Below Level IE-Insufficient Evidence
Overall assessment (tick one box only) Low 3  Secure 3  High 3  Low 4  Secure 4  High 4 

© Crown copyright 2008

 Mathematics assessment guidelines: levels 4 and 5
Pupil name………………….Class/group…………………..Date…………

Using and applying Numbers and the number system Calculating Algebra Shape, space and measure Handling data
mathematics
Level 5 • identify and • use understanding of place value • use known facts, place value, • construct, express • use a wider range of properties of 2-D and • ask questions, plan how to
obtain necessary to multiply and divide whole knowledge of operations and in symbolic 3-D shapes and identify all the symmetries answer them and collect the
information to carry numbers and decimals by 10, 100 brackets to calculate including using form, and use of 2-D shapes data required
through a task and and 1000 and explain the effect all four operations with decimals to simple formulae use language associated with angle and in probability, select methods
solve mathematical
• round decimals to the nearest two places involving one or
• know and use the angle sum of a triangle
• based on equally likely
problems two operations

© Crown copyright 2008

decimal place and order negative • use a calculator where appropriate and that of angles at a point outcomes and experimental
• check results, numbers in context to calculate fractions/percentages of • use and interpret reason about position and movement and evidence, as appropriate
considering whether
• recognise and use number quantities/measurements coordinates in all
• transform shapes • understand and use the
these are reasonable patterns and relationships understand and use an appropriate four quadrants measure and draw angles to the nearest probability scale from 0 to 1
• solve word problems
• use equivalence between
• non-calculator method for solving
• degree, when constructing models and • understand and use the mean
and investigations fractions and order fractions and problems that involve multiplying drawing or using shapes of discrete data and compare
from a range of decimals and dividing any three-digit number read and interpret scales on a range of two simple distributions, using
contexts reduce a fraction to its simplest by any two-digit number • measuring instruments, explaining what the range and one of mode,
• show understanding
• form by cancelling common • solve simple problems involving each labelled division represents median or mean
of situations by factors ordering, adding, subtracting solve problems involving the conversion understand that different
describing them understand simple ratio negative numbers in context • of units and make sensible estimates of a
• outcomes may result from
mathematically using • solve simple problems involving range of measures in relation to everyday repeating an experiment
symbols, words and
• ratio and direct proportion situations interpret graphs and diagrams,
diagrams apply inverse operations and
• including pie charts, and draw
• understand and use the formula for the
• draw simple approximate to check answers
• area of a rectangle and distinguish area conclusions
conclusions of their to problems are of the correct from perimeter create and interpret line graphs
own and give an magnitude
• where the intermediate values
explanation of their have meaning
reasoning

     
Level 4 • develop own • recognise and describe number • use a range of mental methods of • begin to use • use the properties of 2-D and 3-D shapes • collect and record discrete data
strategies for solving patterns computation with all operations simple formulae make 3-D models by linking given faces group data, where appropriate,
problems
• recognise and describe number • recall multiplication facts up to 10 × expressed in
• or edges and draw common 2-D shapes in
• in equal class intervals
use their own relationships including multiple, 10 and quickly derive corresponding words different orientations on grids continue to use Venn and
• strategies within factor and square division facts • use and interpret
• reflect simple shapes in a mirror line,
• Carroll diagrams to record
mathematics and in use place value to multiply and use efficient written methods of coordinates in the translate shapes horizontally or vertically their sorting and classifying of
applying mathematics
• divide whole numbers by 10 or
• addition and subtraction and of first quadrant and begin to rotate a simple shape or information
to practical contexts 100 short multiplication and division object about its centre or a vertex construct and interpret
• present information
• recognise approximate • multiply a simple decimal by a single • choose and use appropriate units and
• frequency diagrams and simple
and results in a clear proportions of a whole and use digit instruments line graphs
and organised way simple fractions and percentages solve problems with or without a interpret, with appropriate accuracy, understand and use the mode
• search for a solution to describe these
• calculator
• numbers on a range of measuring
• and range to describe sets of
by trying out ideas of order decimals to three decimal check the reasonableness of results instruments data
their own
• places
• with reference to the context or size • find perimeters of simple shapes and
• begin to understand simple ratio of numbers points and find areas by counting squares

     
BL
     
The National Strategies | Secondary
Assessing Pupil Progress at Key Stage 3: Assessment guidelines

IE
     
Key: BL-Below Level IE-Insufficient Evidence
3

00730-2008BKT-EN
Overall assessment (tick one box only) Low 4  Secure 4  High 4  Low 5  Secure 5  High 5 
 Mathematics assessment guidelines: levels 5 and 6
levels 5 and 6 Pupil name………………….Class/group…………………..Date…………

Using and applying Numbers and the number Calculating Algebra Shape, space and measure Handling data
4
mathematics system
Level 6 • solve problems • use the equivalence of • calculate percentages and find the • use systematic trial and • classify quadrilaterals by their geometric • design a survey or experiment to
and carry through fractions, decimals and outcome of a given percentage improvement methods and properties capture the necessary data from one
substantial tasks percentages to compare increase or decrease ICT tools to find approximate solve geometrical problems using or more sources; design, trial and, if
by breaking them proportions
• divide a quantity into two or more solutions to equations such as
• properties of angles, of parallel and necessary, refine data collection sheets;
into smaller, more parts in a given ratio and solve x³ + x = 20 intersecting lines, and of triangles and construct tables for large discrete and
manageable tasks, problems involving ratio and direct construct and solve linear other polygons continuous sets of raw data, choosing
using a range of proportion
• equations with integer identify alternate and corresponding suitable class intervals; design and use

00730-2008BKT-EN
efficient techniques, use proportional reasoning to solve coefficients, using an
• angles; understand a proof that the sum two-way tables
methods and • a problem, choosing the correct appropriate method of the angles of a triangle is 180° and of a select, construct and modify, on paper
resources, including numbers to take as 100%, or as a generate terms of a sequence quadrilateral is 360°
• and using ICT:
ICT; give solutions to an whole
• using term-to-term and pie charts for categorical data
devise instructions for a computer to
appropriate degree of position-to-term definitions
•
add and subtract fractions by writing generate and transform shapes and paths bar charts and frequency diagrams
accuracy • ----
them with a common denominator, of the sequence, on paper and visualise and use 2-D representations of for discrete and continuous data
interpret, discuss and calculate fractions of quantities using ICT; write an expression •
• 3-D objects simple time graphs for time series
synthesise information (fraction answers), multiply and divide to describe the nth term of an
presented in a variety enlarge 2-D shapes, given a centre of scatter graphs
an integer by a fraction arithmetic sequence. • ----
of mathematical forms enlargement and a positive whole- • and identify which are most useful in
plot the graphs of linear number scale factor
present a concise,
• the context of the problem
functions, where y is given
• reasoned argument, know that translations, rotations and find and record all possible mutually
explicitly in terms of x; • •
using symbols, reflections preserve length and angle and exclusive outcomes for single events
recognise that equations
diagrams, graphs and map objects onto congruent images and two successive events in a
of the form y = mx + c
related explanatory correspond to straight-line use straight edge and compasses to do systematic way
The National Strategies | Secondary

texts graphs
• standard constructions
• know that the sum of probabilities of all
use logical argument to construct functions arising • deduce and use formulae for the area mutually exclusive outcomes is 1 and
• establish the truth of a
• from real-life problems and of a triangle and parallelogram, and the use this when solving problems
statement plot their corresponding volume of a cuboid; calculate volumes communicate interpretations and
graphs; and surface areas of cuboids
• results of a statistical survey using
interpret graphs arising from • know and use the formulae for the selected tables, graphs and diagrams
• real situations circumference and area of a circle in support

     
Level 5 • identify and obtain • use understanding of • use known facts, place value, • construct, express in symbolic • use a wider range of properties of 2-D • ask questions, plan how to answer them
necessary information place value to multiply knowledge of operations and brackets form, and use simple and 3-D shapes and identify all the and collect the data required
to carry through a task and divide whole to calculate including using all four formulae involving one or two symmetries of 2-D shapes in probability, select methods based
and solve mathematical numbers and decimals operations with decimals to two operations
• use language associated with angle and
• on equally likely outcomes and
problems by 10, 100 and 1000 and places use and interpret coordinates know and use the angle sum of a triangle experimental evidence, as appropriate
check results, explain the effect use a calculator where appropriate
• in all four quadrants and that of angles at a point
Assessing Pupil Progress at Key Stage 3: Assessment guidelines

• • • understand and use the probability

considering whether • round decimals to the to calculate fractions/percentages of reason about position and movement and scale from 0 to 1
these are reasonable nearest decimal place and quantities/measurements
• transform shapes understand and use the mean of
solve word problems order negative numbers understand and use an appropriate measure and draw angles to the nearest
• discrete data and compare two simple
• and investigations from in context
• non-calculator method for solving
• degree, when constructing models and distributions, using the range and one
a range of contexts • recognise and use problems that involve multiplying and drawing or using shapes of mode, median or mean
show understanding of number patterns and dividing any three-digit number by read and interpret scales on a range of understand that different outcomes
• situations by describing relationships any two-digit number • measuring instruments, explaining what
• may result from repeating an
them mathematically • use equivalence between • solve simple problems involving each labelled division represents experiment
using symbols, words fractions and order ordering, adding, subtracting negative solve problems involving the conversion interpret graphs and diagrams,
and diagrams fractions and decimals numbers in context • of units and make sensible estimates of a
• including pie charts, and draw
• draw simple • reduce a fraction to • solve simple problems involving ratio range of measures in relation to everyday conclusions
conclusions of their its simplest form by and direct proportion situations create and interpret line graphs where
own and give an cancelling common apply inverse operations and understand and use the formula for the
• the intermediate values have meaning
explanation of their factors
• approximate to check answers to
• area of a rectangle and distinguish area
reasoning understand simple ratio problems are of the correct magnitude from perimeter
•
     
BL
     

© Crown copyright 2008

IE
     
Key: BL-Below Level IE-Insufficient Evidence

Overall assessment (tick one box only) Low 5  Secure 5  High 5  Low 6  Secure 6  High 6 
 Mathematics assessment guidelines: levels 6 and 7
levels 6 and 7 Pupil name………………….Class/group…………………..Date…………

Using and applying Numbers and Calculating Algebra Shape, space and measure Handling data
mathematics the number
system
Level 7 • solve increasingly • understand • calculate the result of any • square a linear expression, and • understand and apply Pythagoras’ theorem when • suggest a problem to explore using statistical
demanding problems and use proportional change using expand and simplify the product of solving problems in 2-D methods, frame questions and raise conjectures;
and evaluate solutions; proportionality multiplicative methods two linear expressions of the form (x calculate lengths, areas and volumes in plane identify possible sources of bias and plan how to
explore connections
• understand the effects of ± n) and simplify the corresponding
• shapes and right prisms minimise it
in mathematics across multiplying and dividing quadratic expression enlarge 2-D shapes, given a centre of enlargement select, construct and modify, on paper and using
a range of contexts: by numbers between • use algebraic and graphical
• and a fractional scale factor, on paper and using
• ICT suitable graphical representation to progress
number, algebra, shape, 0 and 1, add, subtract, methods to solve simultaneous ICT; recognise the similarity of the resulting an enquiry including frequency polygons and
space and measures, and multiply and divide linear equations in two variables lines of best fit on scatter graphs

© Crown copyright 2008

shapes
handling data; refine or fractions solve inequalities in one variable estimate the mean, median and range of a set
find the locus of a point that moves according to a
extend the mathematics make and justify estimates
• and represent the solution set on a
• • of grouped data and determine the modal class,
given rule, both by reasoning and using ICT
used to generate fuller • and approximations of number line selecting the statistic most appropriate to the line
solutions recognise that measurements given to the nearest
calculations; estimate use formulae from mathematics and
• whole unit may be inaccurate by up to one-half of of enquiry
give reasons for choice of calculations by rounding
• other subjects; substitute numbers compare two or more distributions and make
• the unit in either direction
presentation, explaining numbers to one significant into expressions and formulae;
• inferences, using the shape of the distributions
selected features and understand and use measures of speed (and other
figure and multiplying and derive a formula and, in simple • and measures of average and range
showing insight into the compound measures such as density or pressure)
dividing mentally cases, change its subject understand relative frequency as an estimate of
problems structure to solve problems •
• use a calculator efficiently find the next term and nth term of probability and use this to compare outcomes of
• justify generalisations, and appropriately
• quadratic sequences and functions an experiment
arguments or solutions to perform complex and explore their properties examine critically the results of a statistical
• appreciate the difference calculations with numbers plot graphs of simple quadratic and
• enquiry, and justify the choice of statistical
between mathematical of any size, knowing not to • cubic functions, e.g. y = x², y = 3x² representation in written presentation
explanation and round during intermediate + 4, y = x³
experimental evidence steps of a calculation

     
Level 6 • solve problems and carry • use the • calculate percentages • use systematic trial and • classify quadrilaterals by their geometric • design a survey or experiment to capture the
through substantial equivalence and find the outcome of a improvement methods and ICT properties necessary data from one or more sources; design,
tasks by breaking them of fractions, given percentage increase tools to find approximate solutions solve geometrical problems using properties of trial and, if necessary, refine data collection sheets;
into smaller, more decimals and or decrease to equations such as x³ + x = 20
• angles, of parallel and intersecting lines, and of construct tables for large discrete and continuous
manageable tasks, using percentages divide a quantity into two construct and solve linear equations triangles and other polygons sets of raw data, choosing suitable class intervals;
a range of efficient to compare
• or more parts in a given
• with integer coefficients, using an identify alternate and corresponding angles; design and use two-way tables
techniques, methods proportions ratio and solve problems appropriate method
• understand a proof that the sum of the angles of a select, construct and modify, on paper and using
and resources, including involving ratio and direct generate terms of a sequence using triangle is 180° and of a quadrilateral is 360°
• ICT:
ICT; give solutions to an proportion
• term-to-term and position-to- pie charts for categorical data
devise instructions for a computer to generate
appropriate degree of use proportional term definitions of the sequence,
• and transform shapes and paths bar charts and frequency diagrams for
accuracy • ----
reasoning to solve a on paper and using ICT; write an visualise and use 2-D representations of 3-D discrete and continuous data
interpret, discuss and problem, choosing the expression to describe the nth term •
• objects simple time graphs for time series
synthesise information correct numbers to take as of an arithmetic sequence.
presented in a variety of enlarge 2-D shapes, given a centre of enlargement scatter graphs
100%, or as a whole plot the graphs of linear functions, • ----
mathematical forms • and a positive whole-number scale factor • and identify which are most useful in the context
add and subtract fractions where y is given explicitly in terms
present a concise,
• know that translations, rotations and reflections of the problem
by writing them with a of x; recognise that equations of •
• reasoned argument, preserve length and angle and map objects onto find and record all possible mutually exclusive
common denominator, the form y = mx + c correspond to •
using symbols, diagrams, congruent images outcomes for single events and two successive
calculate fractions of straight-line graphs
graphs and related quantities (fraction use straight edge and compasses to do standard events in a systematic way
construct functions arising from •
explanatory texts answers), multiply and
• constructions know that the sum of probabilities of all mutually
real-life problems and plot their •
use logical argument to divide an integer by a corresponding graphs; • deduce and use formulae for the area of a triangle exclusive outcomes is 1 and use this when solving
• establish the truth of a fraction interpret graphs arising from real
and parallelogram, and the volume of a cuboid; problems
statement • calculate volumes and surface areas of cuboids communicate interpretations and results of a
situations •
know and use the formulae for the circumference statistical survey using selected tables, graphs and
The National Strategies | Secondary
Assessing Pupil Progress at Key Stage 3: Assessment guidelines

• and area of a circle diagrams in support

     
BL
5

00730-2008BKT-EN
     
IE
     
Key: BL-Below level IE-Insufficient evidence
Overall assessment (tick one box only) Low 6  Secure 6  High 6  Low 7  Secure 7  High 7 
 Mathematics assessment guidelines: levels 7 and 8
Pupil name………………….Class/group…………………..Date…………

Using and applying mathematics Numbers and the Calculating Algebra Shape, space and measure Handling data
6

number system
Level 8 • develop and follow alternative • understand the • use fractions or • factorise quadratic expressions • understand and use congruence • estimate and find the median, quartiles
methods and approaches equivalence percentages to solve including the difference of two and mathematical similarity and interquartile range for large data sets,
reflect on lines of enquiry when between problems involving squares, e.g.: x² – 9 = (x + 3) (x – 3) understand and use including using a cumulative frequency
• exploring mathematical tasks recurring repeated proportional
• manipulate algebraic formulae,
• trigonometrical relationships diagram
select and combine known facts decimals and changes or the calculation equations and expressions, finding in right-angled triangles, and compare two or more distributions and
• and problem-solving strategies fractions of the original quantity common factors and multiplying two use these to solve problems,
• make inferences, using the shape of the

00730-2008BKT-EN
to solve problems of increasing given the result of a linear expressions including those involving distributions and measures of average and
complexity proportional change derive and use more complex formulae bearings spread including median and quartiles
convey mathematical meaning • solve problems involving
• and change the subject of a formula • understand the difference • know when to add or multiply two
• through precise and consistent calculating with powers, evaluate algebraic formulae, between formulae for perimeter, probabilities
use of symbols roots and numbers • substituting fractions, decimals and area and volume in simple use tree diagrams to calculate probabilities
expressed in standard negative numbers contexts by considering
• of combinations of independent events
examine generalisations or
• form, above bullet should dimensions
solutions reached in an activity, solve inequalities in two variables and
be highlighted to here •
commenting constructively on the find the solution set
checking for correct order
reasoning and logic or the process sketch, interpret and identify graphs of
of magnitude and using a •
employed, or the results obtained linear, quadratic, cubic and reciprocal
calculator as appropriate
• distinguish between practical functions, and graphs that model real
demonstration and proof; situations
know underlying assumptions, understand the effect on a graph of
recognising their importance
• addition of (or multiplication by)
The National Strategies | Secondary

and limitations, and the effect of a constant

varying them

     
Level 7 • solve increasingly demanding • understand • calculate the result of any • square a linear expression, and expand • understand and apply • suggest a problem to explore using
problems and evaluate and use proportional change using and simplify the product of two linear Pythagoras’ theorem when statistical methods, frame questions and
solutions; explore connections proportionality multiplicative methods expressions of the form (x ± n) and solving problems in 2-D raise conjectures; identify possible sources
in mathematics across a range understand the effects of simplify the corresponding quadratic calculate lengths, areas and of bias and plan how to minimise it
of contexts: number, algebra,
• multiplying and dividing by expression
• volumes in plane shapes and • select, construct and modify, on paper and
shape, space and measures, and numbers between 0 and 1, use algebraic and graphical methods right prisms using ICT suitable graphical representation
handling data; refine or extend add, subtract, multiply and
• to solve simultaneous linear equations enlarge 2-D shapes, given a to progress an enquiry including frequency
the mathematics used to generate divide fractions in two variables
• centre of enlargement and a polygons and lines of best fit on scatter
fuller solutions make and justify estimates solve inequalities in one variable and fractional scale factor, on paper graphs
• give reasons for choice of
• and approximations of
• represent the solution set on a number and using ICT; recognise the estimate the mean, median and range of
Assessing Pupil Progress at Key Stage 3: Assessment guidelines

presentation, explaining selected calculations; estimate line similarity of the resulting shapes
• a set of grouped data and determine the
features and showing insight into calculations by rounding use formulae from mathematics and find the locus of a point that modal class, selecting the statistic most
the problems structure numbers to one significant
• other subjects; substitute numbers
• moves according to a given rule, appropriate to the line of enquiry
• justify generalisations, arguments figure and multiplying and into expressions and formulae; derive both by reasoning and using ICT compare two or more distributions and
or solutions dividing mentally a formula and, in simple cases, change
• recognise that measurements
• make inferences, using the shape of the
• appreciate the difference between • use a calculator efficiently its subject given to the nearest whole unit distributions and measures of average and
mathematical explanation and and appropriately find the next term and nth term of may be inaccurate by up to one- range
experimental evidence to perform complex
• quadratic sequences and functions half of the unit in either direction • understand relative frequency as an
calculations with numbers and explore their properties understand and use measures estimate of probability and use this to
of any size, knowing not to plot graphs of simple quadratic and
• of speed (and other compound compare outcomes of an experiment
round during intermediate • cubic functions, e.g. y = x², y = 3x² + measures such as density or examine critically the results of a statistical
steps of a calculation 4, y = x³ pressure) to solve problems
• enquiry, and justify the choice of statistical
representation in written presentation

     
BL
     
IE
     

© Crown copyright 2008

Key: BL-Below Level IE-Insufficient Evidence

Overall assessment (tick one box only) Low 7  Secure 7  High 7  Low 8  Secure 8  High 8 
Audience: Secondary subject leaders
Date of issue: 12-2008
Ref: 00730-2008BKT-EN

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