APP in mathematics

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 focus-1

  • Assessment focus-2

  • Assessment focus-3

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

  • Summarising Pupil M's attainment in number and algebra

  • Assessment focus-4

  • Assessment focus-5

  • 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 focus-6

  • Assessment focus-7

  • 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 focus-1

  • Assessment focus-2

  • Assessment focus-3

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

  • Summarising Pupil B's attainment in number and algebra

  • Assessment focus-4

  • Assessment focus-5

  • Assessment focus-6

  • 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 focus-7

  • Assessment focus-8

  • 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 focus-1

  • Assessment focus-2

  • Assessment focus-3

  • Assessment focus-4

  • Assessment focus-5

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

  • Summarising Pupil W's attainment in number and algebra

  • Assessment focus-6

  • Assessment focus-7

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

  • Summarising Pupil V's attainment in handling data

  • Assessment focus-8

  • Assessment focus-9

  • 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 focus-1

  • Assessment focus-2

  • Assessment focus-3

  • Assessment focus-4

  • Assessment focus-5

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

  • Summarising Pupil A's attainment in number and algebra

  • Assessment focus-6

  • Assessment focus-7

  • 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 focus-8

  • Assessment focus-9

  • 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 focus-1

  • Assessment focus-2

  • Assessment focus-3

  • Assessment focus-4

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

  • Summarising Pupil C's attainment in number and algebra

  • Assessment focus-5

  • Assessment focus-6

  • 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 focus-7

  • Assessment focus-8

  • Assessment focus-9

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

  • Summarising Pupil C's attainment in handling data

  • Assessment focus-10

  • 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 focus-1

  • Assessment focus-2

  • Assessment focus-3

  • Assessment focus-4

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

  • Summarising Pupil J's attainment in number and algebra

  • Assessment focus-5

  • Assessment focus-6

  • 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 focus-7

  • Assessment focus-8

  • 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 focus-1

  • Assessment focus-2

  • Assessment focus-3

  • Assessment focus-4

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

  • Summarising Pupil R's attainment in number and algebra

  • Assessment focus-5

  • Assessment focus-6

  • 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 focus-7

  • Assessment focus-8

  • 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 focus-1

  • Assessment focus-2

  • Assessment focus-3

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

  • Summarising Pupil V's attainment in number and algebra

  • Assessment focus-4

  • Assessment focus-5

  • Assessment focus-6

  • 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 focus-7

  • Assessment focus-8

  • 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 focus-1

  • Assessment focus-2

  • Assessment focus-3

  • Assessment focus-4

  • Assessment focus-5

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

  • Summarising Pupil N's attainment in number and algebra

  • Assessment focus-6

  • Assessment focus-7

  • 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 focus-8

  • Assessment focus-9

  • 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: Focused assessment materials

Find out what these materials include and how they are focused on teaching rather than testing. They are part of the resources for day-to-day assessment covering levels 4 to 8 within Assessing Pupils' Progress (APP) in secondary mathematics.

• APP in mathematics: Focused assessment materials – Level 4

  These resources are based on the Assessing Pupils' Progress (APP) assessment criteria. Teachers can find out what pupils should be able to do, and use the probing questions to assess their progress.

  • Numbers and the number system

  • Calculating

  • Algebra

  • Shape, space and measures

  • Handling data

• APP in mathematics: Focused assessment materials – Level 5

  These resources are based on the Assessing Pupils' Progress (APP) assessment criteria. Teachers can find out what pupils should be able to do, and use the probing questions to assess their progress.

  • Numbers and the number system

  • Calculating

  • Algebra

  • Shape, space and measures

  • Handling data

• APP in mathematics: Focused assessment materials – Level 6

  These resources are based on the Assessing Pupils' Progress (APP) assessment criteria. Teachers can find out what pupils should be able to do, and use the probing questions to assess their progress.

  • Numbers and the number system

  • Calculating

  • Algebra

  • Shape, space and measures

  • Handling data

• APP in mathematics: Focused assessment materials – Level 7

  These resources are based on the Assessing Pupils' Progress (APP) assessment criteria. Teachers can find out what pupils should be able to do and use the probing questions to assess their progress.

  • Numbers and the number system

  • Calculating

  • Algebra

  • Shape, space and measures

  • Handling data

• APP in mathematics: Focused assessment materials – Level 8

  These resources are based on the Assessing Pupils' Progress (APP) assessment criteria. Teachers can find out what pupils should be able to do, and use the probing questions to assess their progress.

  • Numbers and the number system

  • Calculating

  • Algebra

  • Shape, space and measures

  • Handling data

APP: Assessment packages

These resources can support day-to-day 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 7: Number/Algebra task

  • Year 7: Shape, space and measures task

  • Year 7: Handling data task

  • Year 7: Number task

• 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 8: Number task

  • Year 8: Algebra task

  • Year 8: Number/Handling data task

• 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.

  • Year 9: Handling data task

  • Year 9: Number task

  • Year 9: Shape, space and measure task

  • Year 9: Algebra task

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.

  • Starting points and support

  • Teachers' reflections

  • Impact

  • Next steps

• 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.

  • Starting points and support

  • Teachers' reflections

  • Impact

  • Next steps

• 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.

  • Starting points and support

  • Teachers' reflections

  • Impact

  • Challenges and next steps

• 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.

  • Starting points and support

  • Teachers' reflections

  • Impact

  • Next steps

• 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.

  • Starting points

  • Teachers' reflections

  • Impact

  • Challenges and next steps

• 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.

  • Starting points and support

  • Teachers' reflections

  • Impact

  • Challenges and next steps

• 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.

  • Starting points and support

  • Teachers' reflections

  • Impact

  • Next steps