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
mathematics
Level 3 • select the
mathematics they use
in a wider range of
classroom activities
• try different
approaches and find
Numbers and the number
system
• understand place value in
numbers to 1000
• use place value to make
approximations
• recognise negative numbers in
contexts such as temperature
Calculating
• derive associated division facts
from known multiplication facts
• add and subtract two-digit
numbers mentally
• add and subtract three digit
numbers using written method
Algebra Shape, space and measure Handling data
• recognise a wider • classify 3-D and 2-D shapes in various • gather information
range of sequences ways using mathematical properties such construct bar charts and
• begin to understand as reflective symmetry for
• pictograms, where the symbol
the role of ‘=’ (the 2-D shapes represents a group of units
‘equals’ sign)
•
• begin to recognise nets of familiar 3-D • use Venn and Carroll diagrams
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
mathematics
Level 4 • develop own strategies
for solving problems
• use their own strategies
within mathematics and
Numbers and the number
system
• recognise and describe
number patterns
• recognise and describe
number relationships
Calculating
• use a range of mental methods
of computation with all
operations
recall multiplication facts up
Algebra
• begin to use simple
formulae expressed in
words
use and interpret
Shape, space and measures
• use the properties of 2-D and 3-D
shapes
• make 3-D models by linking given
faces or edges and draw common
Handling data
• collect and record discrete data
group data, where appropriate,
• in equal class intervals
continue to use Venn and

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

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

     
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
use logical argument to construct functions arising
• establish the truth of a
• from real-life problems and
statement plot their corresponding
graphs;
interpret graphs arising from
• real situations
• standard constructions
• know that the sum of probabilities of all
• deduce and use formulae for the area mutually exclusive outcomes is 1 and
of a triangle and parallelogram, and the use this when solving problems
volume of a cuboid; calculate volumes communicate interpretations and
and surface areas of cuboids
• results of a statistical survey using
• know and use the formulae for the selected tables, graphs and diagrams
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
through substantial
tasks by breaking them
into smaller, more
manageable tasks, using
a range of efficient
techniques, methods
and resources, including
ICT; give solutions to an
appropriate degree of
accuracy
interpret, discuss and
• objects
synthesise information
presented in a variety of
mathematical forms
present a concise,
• reasoned argument,
using symbols, diagrams,
graphs and related
explanatory texts
use logical argument to
• establish the truth of a
statement
 
• calculate percentages
equivalence and find the outcome of a
of fractions, given percentage increase
decimals and or decrease
percentages divide a quantity into two
to compare
• or more parts in a given
proportions ratio and solve problems
involving ratio and direct
proportion
use proportional
• ----
reasoning to solve a
problem, choosing the
correct numbers to take as
100%, or as a whole
add and subtract fractions
• know that translations, rotations and reflections
by writing them with a
common denominator,
calculate fractions of
quantities (fraction
answers), multiply and
divide an integer by a
fraction
• use systematic trial and
improvement methods and ICT
tools to find approximate solutions
to equations such as x³ + x = 20
construct and solve linear equations
• with integer coefficients, using an
appropriate method
generate terms of a sequence using
• term-to-term and position-to-
term definitions of the sequence,
on paper and using ICT; write an
expression to describe the nth term
of an arithmetic sequence.
plot the graphs of linear functions,
• and a positive whole-number scale factor
where y is given explicitly in terms
of x; recognise that equations of
the form y = mx + c correspond to
straight-line graphs
construct functions arising from
• constructions
real-life problems and plot their
corresponding graphs;
interpret graphs arising from real
• calculate volumes and surface areas of cuboids
situations
 
• classify quadrilaterals by their geometric
properties
solve geometrical problems using properties of
• angles, of parallel and intersecting lines, and of
triangles and other polygons
identify alternate and corresponding angles;
• understand a proof that the sum of the angles of a
triangle is 180° and of a quadrilateral is 360°
devise instructions for a computer to generate
• and transform shapes and paths
visualise and use 2-D representations of 3-D
•
enlarge 2-D shapes, given a centre of enlargement
• ----
•
preserve length and angle and map objects onto
congruent images
use straight edge and compasses to do standard
•
• deduce and use formulae for the area of a triangle
and parallelogram, and the volume of a cuboid;
know and use the formulae for the circumference
• design a survey or experiment to capture the
necessary data from one or more sources; design,
trial and, if necessary, refine data collection sheets;
construct tables for large discrete and continuous
sets of raw data, choosing suitable class intervals;
design and use two-way tables
select, construct and modify, on paper and using
• ICT:
pie charts for categorical data
bar charts and frequency diagrams for
discrete and continuous data
simple time graphs for time series
scatter graphs
• and identify which are most useful in the context
of the problem
find and record all possible mutually exclusive
•
outcomes for single events and two successive
events in a systematic way
know that the sum of probabilities of all mutually
•
exclusive outcomes is 1 and use this when solving
problems
communicate interpretations and results of a
•
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
Level 8 • develop and follow alternative
methods and approaches
reflect on lines of enquiry when
• exploring mathematical tasks
select and combine known facts
• and problem-solving strategies
00730-2008BKT-EN
to solve problems of increasing
complexity
convey mathematical meaning
• through precise and consistent
use of symbols
examine generalisations or
• form, above bullet should
solutions reached in an activity,
commenting constructively on the
reasoning and logic or the process
employed, or the results obtained
• distinguish between practical
demonstration and proof;
know underlying assumptions,
recognising their importance
and limitations, and the effect of
varying them
 
Level 7 • solve increasingly demanding
problems and evaluate
solutions; explore connections
in mathematics across a range
of contexts: number, algebra,
shape, space and measures, and
handling data; refine or extend
the mathematics used to generate
fuller solutions
• give reasons for choice of
presentation, explaining selected
features and showing insight into
the problems structure
• justify generalisations, arguments
or solutions
• appreciate the difference between
mathematical explanation and
experimental evidence
 
BL
 
IE
 
© Crown copyright 2008
Key: BL-Below Level IE-Insufficient Evidence
Overall assessment (tick one box only)
Numbers and the Calculating
number system
• understand the • use fractions or
equivalence percentages to solve
between problems involving
recurring repeated proportional
decimals and changes or the calculation
fractions of the original quantity
given the result of a
proportional change
• solve problems involving
calculating with powers,
roots and numbers
expressed in standard
be highlighted to here
checking for correct order
of magnitude and using a
calculator as appropriate
 
• understand • calculate the result of any
and use proportional change using
proportionality multiplicative methods
understand the effects of
• multiplying and dividing by
numbers between 0 and 1,
add, subtract, multiply and
divide fractions
make and justify estimates
• and approximations of
calculations; estimate
calculations by rounding
numbers to one significant
figure and multiplying and
dividing mentally
• use a calculator efficiently
and appropriately
to perform complex
calculations with numbers
of any size, knowing not to
round during intermediate
steps of a calculation
 
 
 
Low 7  Secure 7  High 7
Algebra
• factorise quadratic expressions
including the difference of two
squares, e.g.: x² – 9 = (x + 3) (x – 3)
• manipulate algebraic formulae,
equations and expressions, finding
common factors and multiplying two
linear expressions
derive and use more complex formulae
• and change the subject of a formula
evaluate algebraic formulae,
• substituting fractions, decimals and
negative numbers
solve inequalities in two variables and
•
find the solution set
sketch, interpret and identify graphs of
•
linear, quadratic, cubic and reciprocal
functions, and graphs that model real
situations
understand the effect on a graph of
• addition of (or multiplication by)
a constant
• square a linear expression, and expand
and simplify the product of two linear
expressions of the form (x ± n) and
simplify the corresponding quadratic
expression
use algebraic and graphical methods
• to solve simultaneous linear equations
in two variables
solve inequalities in one variable and
• represent the solution set on a number
line
use formulae from mathematics and
• other subjects; substitute numbers
into expressions and formulae; derive
a formula and, in simple cases, change
its subject
find the next term and nth term of
• quadratic sequences and functions
and explore their properties
plot graphs of simple quadratic and
• cubic functions, e.g. y = x², y = 3x² +
4, y = x³
 Low 8
Shape, space and measure
• understand and use congruence
and mathematical similarity
understand and use
• trigonometrical relationships
in right-angled triangles, and
use these to solve problems,
including those involving
bearings
• understand the difference
between formulae for perimeter,
area and volume in simple
contexts by considering
dimensions
 
• understand and apply
Pythagoras’ theorem when
solving problems in 2-D
calculate lengths, areas and
• volumes in plane shapes and
right prisms
enlarge 2-D shapes, given a
• centre of enlargement and a
fractional scale factor, on paper
and using ICT; recognise the
similarity of the resulting shapes
find the locus of a point that
• moves according to a given rule,
both by reasoning and using ICT
• recognise that measurements
given to the nearest whole unit
may be inaccurate by up to one-
half of the unit in either direction
understand and use measures
• of speed (and other compound
measures such as density or
pressure) to solve problems
 
 
 
 Secure 8  High 8
Handling data
6
• estimate and find the median, quartiles
and interquartile range for large data sets,
including using a cumulative frequency
diagram
compare two or more distributions and
• make inferences, using the shape of the
distributions and measures of average and
spread including median and quartiles
• know when to add or multiply two
probabilities
use tree diagrams to calculate probabilities
• of combinations of independent events
The National Strategies | Secondary
• suggest a problem to explore using
statistical methods, frame questions and
raise conjectures; identify possible sources
of bias and plan how to minimise it
• select, construct and modify, on paper and
using ICT suitable graphical representation
to progress an enquiry including frequency
polygons and lines of best fit on scatter
graphs
estimate the mean, median and range of
Assessing Pupil Progress at Key Stage 3: Assessment guidelines
• a set of grouped data and determine the
modal class, selecting the statistic most
appropriate to the line of enquiry
compare two or more distributions and
• make inferences, using the shape of the
distributions and measures of average and
range
• understand relative frequency as an
estimate of probability and use this to
compare outcomes of an experiment
examine critically the results of a statistical
• enquiry, and justify the choice of statistical
representation in written presentation

Audience: Secondary subject leaders
Date of issue: 12-2008
Ref: 00730-2008BKT-EN

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