Assessment plays an important part in pupils' progression across all phases and key stages. See how to use the assessment guidelines and assessment focuses, and find out more about the benefits of using APP.
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Assessing Pupils' Progress (APP)
Assessment plays an important part in pupils' progression across all phases and key stages. See how to use the assessment guidelines and assessment focuses, and find out more about the benefits of using APP.

About Assessing Pupils' Progress (APP)
Find out about Assessing Pupils' Progress (APP), a structured approach to periodic assessment which can help you assess and track pupils' performance across different key stages.

About assessment focuses
Use the assessment focuses (AFs) to help you make a judgement (subject assessment) during Assessing Pupils’ Progress (APP).

Using the assessment guidelines
Learn about how the assessment guidelines are organised, and find out how to use them when you are making a judgement/subject assessment.

Making judgements in APP
Use these suggested processes to help you make an assessment focus judgement and an overall judgement (high, secure, low) in reading, writing, speaking and listening, mathematics, and science. This is part of Assessing Pupils Progress (APP).


Assessing Pupils' Progress (APP) in English
Assessing Pupils’ Progress (APP) is an approach to your periodic assessment of pupils’ reading, writing, speaking and listening skills. It supports teachers and departments in tracking pupils’ progress. It also helps you use diagnostic information to improve planning, teaching, learning and pupils’ progress.

Making APP work in English
Find out how local authorities (LAs) and English departments in schools are successfully implementing Assessing Pupils’ Progress (APP) in English. See how LAs maintain consistency in school assessment standards using strategic plans, monitoring and support networks, while English departments use APP to address gaps in the curriculum and inform teaching.

Speaking and listening materials
Materials to help teachers support and assess pupils with special educational needs (SEN) or English as an additional language (EAL) in speaking and listening activities. This information is part of Assessing Pupils’ Progress (APP) in Key Stage 3.


APP in Mathematics

Pupil M  Year 7  High level 3
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Pupil M's attainment is best described as high level 3. His performance is between secure and high in all attainment targets.

Assessment focus1

Assessment focus2

Assessment focus3

What the teacher knows about Pupil M's attainment in number and algebra

Summarising Pupil M's attainment in number and algebra

Assessment focus4

Assessment focus5

What the teacher knows about Pupil M's attainment in shape, space and measures

Summarising Pupil M's attainment in shape, space and measures

Assessment focus6

Assessment focus7

What the teacher knows about Pupil M's attainment in handling data

Summarising Pupil M's attainment in handling data

What the teacher knows about Pupil M's attainment in using and applying mathematics

Summarising Pupil M's attainment in using and applying mathematics


Pupil B  Year 7  Secure level 4
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Pupil B's attainment across mathematics is judged to be secure level 4. Her performance is strongest in number and algebra, although it is still securely within level 4 in the other attainment targets.

Assessment focus1

Assessment focus2

Assessment focus3

What the teacher knows about Pupil B's attainment in number and algebra

Summarising Pupil B's attainment in number and algebra

Assessment focus4

Assessment focus5

Assessment focus6

What the teacher knows about Pupil B's attainment in shape, space and measures

Summarising Pupil B's attainment in shape, space and measures

Assessment focus7

Assessment focus8

What the teacher knows about Pupil B's attainment in handling data

Summarising Pupil B's attainment in handling data

What the teacher knows about Pupil B's attainment in using and applying mathematics

Summarising Pupil B's attainment in using and applying mathematics


Pupil W  Year 7  Secure level 4
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Pupil W's attainment in mathematics overall is best described as secure 4. His performance is stronger in number and algebra and weaker in using and applying mathematics.

Assessment focus1

Assessment focus2

Assessment focus3

Assessment focus4

Assessment focus5

What the teacher knows about Pupil W's attainment in number and algebra

Summarising Pupil W's attainment in number and algebra

Assessment focus6

Assessment focus7

What the teacher knows about Pupil W's attainment in shape, space and measures

Summarising Pupil V's attainment in handling data

Assessment focus8

Assessment focus9

What the teacher knows about Pupil W's attainment in handling data

Summarising Pupil W's attainment in handling data

Summarising Pupil W's attainment in using and applying mathematics

What the teacher knows about Pupil W's attainment in using and applying mathematics


Pupil A  Year 7  Low level 5
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Pupil A's teacher judges that her attainment in mathematics overall is best described as low level 5. Pupil A's performance is strongest in shape, space and measures and there is evidence that she is working at level 5 in some aspects of using and applying mathematics, number, algebra and handling data.

Assessment focus1

Assessment focus2

Assessment focus3

Assessment focus4

Assessment focus5

What the teacher knows about Pupil A's attainment in number and algebra

Summarising Pupil A's attainment in number and algebra

Assessment focus6

Assessment focus7

What the teacher knows about Pupil A's attainment in shape, space and measures

Summarising Pupil A's attainment in shape, space and measures

Assessment focus8

Assessment focus9

What the teacher knows about Pupil A's attainment in handling data

Summarising Pupil A's attainment in handling data

What the teacher knows about Pupil A's attainment in using and applying mathematics

Summarising Pupil A's attainment in using and applying mathematics


Pupil C  Year 8  Secure level 5
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Pupil C's attainment in each attainment target and in mathematics overall is best described as secure level 5.

Assessment focus1

Assessment focus2

Assessment focus3

Assessment focus4

What the teacher knows about Pupil C's attainment in number and algebra

Summarising Pupil C's attainment in number and algebra

Assessment focus5

Assessment focus6

What the teacher knows about Pupil C's attainment in shape, space and measures

Summarising Pupil C's attainment in shape, space and measures

Assessment focus7

Assessment focus8

Assessment focus9

What the teacher knows about Pupil C's attainment in handling data

Summarising Pupil C's attainment in handling data

Assessment focus10

What the teacher knows about Pupil C's attainment in using and applying mathematics

Summarising Pupil C's attainment in using and applying mathematics


Pupil J  Year 8  Low level 6
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Although his attainment in using and applying mathematics and handling data is within level 5, his performance in significant aspects of number and algebra is within level 6. Since number and algebra carries the greatest weighting and Pupil J also demonstrates level 6 performance in shape, space and measures, his subject level is calculated at level 6. Pupil J is best described as low level 6.

Assessment focus1

Assessment focus2

Assessment focus3

Assessment focus4

What the teacher knows about Pupil J's attainment in number and algebra

Summarising Pupil J's attainment in number and algebra

Assessment focus5

Assessment focus6

What the teacher knows about Pupil J's attainment in shape, space and measures

Summarising Pupil J's attainment in shape, space and measures

Assessment focus7

Assessment focus8

What the teacher knows about Pupil J's attainment in handling data

Summarising Pupil J's attainment in handling data

What the teacher knows about Pupil J's attainment in using and applying mathematics

Summarising Pupil J's attainment in using and applying mathematics


Pupil R  Year 8  Secure level 6
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Pupil R's overall attainment across mathematics is judged to be secure level 6. Her understanding of numbers and the number system is assessed as high level 5 and low level 6 for handling data. Her attainment is secure in all the other assessment focuses.

Assessment focus1

Assessment focus2

Assessment focus3

Assessment focus4

What the teacher knows about Pupil R's attainment in number and algebra

Summarising Pupil R's attainment in number and algebra

Assessment focus5

Assessment focus6

What the teacher knows about Pupil R's attainment in shape, space and measures

Summarising Pupil R's attainment in shape, space and measures

Assessment focus7

Assessment focus8

What the teacher knows about Pupil R's attainment in handling data

Summarising Pupil R's attainment in handling data

What the teacher knows about Pupil R's attainment in using and applying mathematics

Summarising Pupil R's attainment in using and applying mathematics


Pupil V  Year 9  Secure level 7
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Pupil V's attainment across mathematics is judged to be secure level 7. His performance is strongest in handling data, and within level 7 across the other attainment targets.

Assessment focus1

Assessment focus2

Assessment focus3

What the teacher knows about Pupil V's attainment in number and algebra

Summarising Pupil V's attainment in number and algebra

Assessment focus4

Assessment focus5

Assessment focus6

What the teacher knows about Pupil V's attainment in shape, space and measures

Summarising Pupil V's attainment in shape, space and measures

Assessment focus7

Assessment focus8

What the teacher knows about Pupil V's attainment in handling data

Summarising Pupil V's attainment in handling data

What the teacher knows about Pupil V's attainment in using and applying mathematics

Summarising Pupil V's attainment in using and applying mathematics


Pupil N  Year 9  Low level 8
Assessing pupils’ progress in mathematics at Key Stage 3 Assessment summary Pupil N's teacher judges that her attainment in mathematics overall is best described as low level 8. Her performance is strongest in algebra and geometry and measures. Her performance in using and applying data is more characteristic of level 7 with some aspects of reasoning, analysing and communicating at level 8.

Assessment focus1

Assessment focus2

Assessment focus3

Assessment focus4

Assessment focus5

What the teacher knows about Pupil N's attainment in number and algebra

Summarising Pupil N's attainment in number and algebra

Assessment focus6

Assessment focus7

What the teacher knows about Pupil N's attainment in shape, space and measures

Summarising Pupil N's attainment in geometry and measures (shape, space and measures)

Assessment focus8

Assessment focus9

What the teacher knows about Pupil N's attainment in handling data

Summarising Pupil N's attainment in handling data

What the teacher knows about Pupil N's attainment in using and applying mathematics

Summarising Pupil N's attainment in using and applying mathematics



APP: Assessment packages
These resources can support daytoday assessment covering Years 7 to 9, across levels 3 to 6 within Assessing Pupils' Progress (APP) in secondary mathematics.

Year 7: Assessment packages
Use these resources to make level judgements within Assessing Pupils’ Progress (APP) in mathematics for pupils in Year 7, from level 3 to 5. Use the timed activities across the four mathematical strands, along with teacher resource sheets and examples of pupils’ work to structure lessons.

Year 8: Assessment packages
Use these Assessing Pupils’ Progress (APP) materials to make level judgements for pupils in Year 8, from level 3 to 6. Use the timed activities across the four mathematical strands, along with teacher resource sheets and examples of pupils’ work to structure lessons.

Year 9: Assessment packages
Use these Assessing Pupils’ Progress (APP) materials to make level judgements for pupils in Year 9, from levels 3 to 6. Use the timed activities across the four mathematical strands, along with teacher resource sheets and examples of pupils’ work to structure lessons.


APP in mathematics: Case studies
These case studies evaluate how secondary schools have implemented the Assessing Pupils' Progress (APP) approach in mathematics. This includes how departments planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

APP in mathematics: Case studies
These case studies evaluate how secondary schools have implemented the Assessing Pupils' Progress (APP) approach in mathematics. This includes how departments planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.


APP in mathematics: Case studies
These case studies evaluate how secondary schools have implemented the Assessing Pupils' Progress (APP) approach in mathematics. This includes how departments planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Barnsley secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team made plans, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Brighton and Hove secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Hartlepool secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a London secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in mathematics. This includes how the mathematics team made plans, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Plymouth secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Sussex secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.

Implementing APP in mathematics in a Wiltshire secondary school
This case study evaluates how a school implemented the Assessing Pupils' Progress (APP) approach in their mathematics lessons. This includes how the mathematics team planned their approach, teachers' reflections on how a given process went, the impact of any changes and next steps for maintaining and improving their processes.


English writing standards files
This collection of standards files contains pupils' work in writing and teachers' assessments to exemplify level judgements in Assessing Pupils' Progress (APP).

Pupil 9 – Year 7 – High level 3
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at high level 3 in Year 7. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Pupil 10 – Year 7 – Secure level 4
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at a secure level 4 in Year 7. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Pupil 11  Year 8  Low level 4
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at low level 4 in Year 8. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Pupil 12 – Year 9 – Low level 4
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at low level 4 in Year 9. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Pupil 13 – Year 7 – Secure level 5
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at a secure level 5 in Year 7. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Pupil 14 – Year 8 – Low level 5
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at low level 5 in Year 8. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Pupil 15 – Year 9 – Secure level 5
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at a secure level 5 in Year 9. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Newspaper report – 'Could this be World War 3'

Dialogue/playscript  conversation between Pip and his sister

'Life' (empathetic response from perspective of First World War soldier)

An imagined description of 19thcentury/Dickensian London

Complaint/protest letter  argument for allowing bikes in school

Assessment summary


Pupil 16 – Year 8 – Low level 6
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at low level 6 in Year 8. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Pupil 20 – Year 9 – Secure level 7
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at a secure level 7 in Year 9. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.

Pupil 21 – Year 9 – Secure level 8
This collection of a pupil's work in writing and the teacher's assessment exemplifies the level judgement of a pupil working at a secure level 8 in Year 9. This standards file is part of Assessing Pupils' Progress (APP) for secondary English.


APP standards files: Speaking and listening

APP standards file: Speaking and listening – Year 1 secure level 1
Teachers can use this video of a secure level 1 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 1 high level 1
Teachers can use this video of a high level 1 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 1 low level 2
Teachers can watch this video of a low level 2 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 2 secure level 2
Teachers can watch this video of a secure level 2 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 2 high level 2
Teachers can watch this video of a high level 2 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 4 low level 3
Teachers can watch this video of a low level 3 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 5 secure level 3
Teachers can watch this video of a secure level 3 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 2 low level 4
Teachers can watch this video of a low level 4 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 5 secure level 4
Teachers can watch this video of a secure level 4 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 5 high level 4
Teachers can watch this video of a high level 4 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 5 high level 4
Teachers can watch this video of a high level 4 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 5 low level 5
Teachers can watch this video of a low level 5 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 8 secure level 5
Teachers can watch this video of a secure level 5 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 9 secure level 5
Teachers can watch this video of a secure level 5 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 5 high level 5
Teachers can watch this video of a high level 5 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 6 high level 5
Teachers can watch this video of a high level 5 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 6 low level 6
Teachers can watch this video of a low level 6 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 8 high level 6
Teachers can watch this video of a high level 6 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 9 low level 7
Teachers can watch this video of a low level 7 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.

APP standards file: Speaking and listening – Year 9 secure level 8
Teachers can watch this video of a secure level 8 pupil to support judgement when Assessing Pupils’ Progress (APP) in speaking and listening.


Teaching algebra
Mathematics teachers can use the ideas in this collection when planning to integrate key processes and problem solving into the teaching of algebra. By adopting an integrated approach, teachers enable pupils to experience mathematics as a coherent, worthwhile and engaging subject. This collection is part of the area of pedagogy in secondary mathematics, which also includes collections on number, geometry and statistics.

Standards units in algebra
These algebrabased lesson plans and activities, and links to useful computer programs, are part of ‘Teaching algebra’, which is designed to transform the teaching, training and learning of mathematics in secondary schools.

Unit A1: Interpreting algebraic expressions

Unit A2: Creating and solving equations

Unit A3: Creating and solving harder equations

Unit A4: Evaluating algebraic expressions

Unit A5: Interpreting distance–time graphs with a computer

Unit A6: Interpreting distance–time graphs

Unit A7: Interpreting functions, graphs and tables

Unit A8: Developing an exam question – Generalising patterns

Unit A9: Performing number magic

Unit A10: Connecting perpendicular lines

Unit A11: Factorising cubics

Unit A12: Exploring trigonometrical graphs



Teaching geometry
Mathematics teachers can use the ideas in this collection when planning to integrate key processes and problem solving into the teaching of geometry and measures. By adopting an integrated approach, teachers enable pupils to experience mathematics as a coherent, worthwhile and engaging subject. This collection is part of the area of pedagogy in secondary mathematics, which also includes collections on number, algebra and statistics.

Key processes in geometry and measures
Improve your understanding of the key processes relating to geometry and learn how to develop pupils’ problemsolving skills. These materials can help you plan your secondary mathematics lessons or units of work to integrate the problemsolving cycle of representing, analysing, interpreting and evaluating, and communicating and reflecting.
