APP in mathematics
Examples of marked work (standards files) that uses assessment focuses to help you make level judgements when Assessing Pupils' Progress (APP).
APP in mathematics topics
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APP in mathematics at Key Stage 3: Assessment guidelines
As part of the assessment criteria for Assessing Pupils' Progress (APP), teachers can use these guidelines to support your periodic assessments for levels 2 to 8 in mathematics. These materials cover units 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: 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 daytoday 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.

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.

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.

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.

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.


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.


Top tips from the case study schools
A collection of tips for best practice in Assessing Pupils' Progress (APP) from secondary schools involved in developing the mathematics case studies. Teachers can use these ideas to successfully implement APP in their own school. Ideas include planning a pilot, working with other subject areas, involving pupils and gaining support from their LA and senior leadership team.

Examples of Pupils' work
These examples of pupils' work can be used to support teaching assessment within Assessing Pupils' Progress (APP) at Key Stage 3 in secondary mathematics. They cover ‘Number’ at levels 3, 4, 5 and 6, and include the lessons ‘1–2–5–10’ and ‘Percentages’.

Examples of pupils’ work
These examples of pupils' work can be used to support teaching assessment within Assessing Pupils' Progress (APP) at Key Stage 3 in secondary mathematics. They cover 'Number/Handling data' at levels 3, 4, 5 and 6, and include the lessons 'How Do You Know? (Area)' and 'How Do You Know? (Angles)'.

Examples of pupils’ work
These examples of pupils' work can be used to support teaching assessment within Assessing Pupils' Progress (APP) at Key Stage 3 in secondary mathematics. They cover 'Algebra' at levels 3, 4, 5 and 6, and include the lessons 'Mind Readers' and 'What's The Trick?'.