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

Transcription

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

2 Assessing pupils progress in mathematics at Key Stage 3: Assessment guidelines First published in 2008 Ref: BKT-EN

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4 The National Strategies Secondary 1 Mathematics assessment guidelines: levels 2 and 3 Pupil name.class/group..date Level 3 Using and applying mathematics Level 2 select the mathematics they use in a wider range of classroom activities try different approaches and find ways of overcoming difficulties that arise when they are solving problems begin to organise their work and check results use and interpret mathematical symbols and diagrams understand a general statement by finding particular examples that match it review their work and reasoning select the mathematics they use in some classroom activities discuss their work using mathematical language begin to represent their work using symbols and simple diagrams predict what comes next in a simple number, shape or spatial pattern or sequence and give reasons for their opinions explain why an answer is correct 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 use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent begin to use decimal notation in contexts such as money Calculating Algebra Shape, space and measure Handling data derive associated division facts recognise a wider classify 3-D and 2-D shapes in various add and subtract two-digit begin to understand as reflective symmetry for 2-D shapes from known multiplication facts range of sequences ways using mathematical properties such numbers mentally the role of = (the begin to recognise nets of familiar 3-D add and subtract three digit equals sign) shapes, e.g. cube, cuboid, triangular prism, multiply and divide two digit recognise shapes in different orientations numbers using written method square-based pyramid numbers by 2, 3, 4 or 5 as well as and reflect shapes, presented on a grid, in 10 with whole number answers a vertical or horizontal mirror line and remainders describe position and movement use mental recall of addition use a wider range of measures including and subtraction facts to 20 in solving problems involving larger numbers solve whole number problems including those involving multiplication or division that may give rise to remainders non-standard units and standard metric units of length, capacity and mass in a range of contexts use standard units of time gather information construct bar charts and pictograms, where the symbol represents a group of units use Venn and Carroll diagrams to record their sorting and classifying of information extract and interpret information presented in simple tables, lists, bar charts and pictograms count sets of objects reliably use the knowledge that recognise recognise use mathematical names for common sort objects and classify them begin to understand the place subtraction is the inverse of sequences of 3-D and 2-D shapes using more than one criterion value of each digit; use this to addition and understand halving numbers, including describe their properties, including understand vocabulary relating begin to use halves and and vice versa numbers describe the position of objects collect and sort data to test a order numbers up to 100 as a way of undoing doubling odd and even numbers of sides and corners to handling data quarters and relate the concept use mental recall of addition and distinguish between straight and turning simple hypothesis of half of a small quantity to the subtraction facts to 10 movements, recognise right angles record results in simple lists, concept of half of a shape use mental calculation strategies in turns and understand angle as a tables, pictograms and block to solve number problems measurement of turn graphs including those involving money begin to use a wider range of measures communicate their findings, record their work in writing and standard units to measure length pictograms and block graphs and measures including to use everyday non-standard using the simple lists, tables, choose the appropriate and mass they have recorded operation when solving addition begin to understand that numbers and subtraction problems can be used not only to count discrete objects but also to describe continuous measures Key: -Below Level -Insufficient Evidence Overall assessment (tick one box only) Low 2 Secure 2 High 2 Low 3 Secure 3 High 3 Crown copyright BKT-EN

5 2 The National Strategies Secondary Mathematics assessment guidelines: levels 3 and 4 Pupil name.class/group..date Using and applying mathematics Level 4 develop own strategies for solving problems Level 3 use their own strategies within mathematics and in applying mathematics to practical contexts present information and results in a clear and organised way search for a solution by trying out ideas of their own select the mathematics they use in a wider range of classroom activities try different approaches and find ways of overcoming difficulties that arise when they are solving problems begin to organise their work and check results use and interpret mathematical symbols and diagrams understand a general statement by finding particular examples that match it review their work and reasoning Numbers and the number system recognise and describe number patterns recognise and describe number relationships including multiple, factor and square use place value to multiply and divide whole numbers by 10 or 100 recognise approximate proportions of a whole and use simple fractions and percentages to describe these order decimals to three decimal places begin to understand simple ratio Calculating Algebra Shape, space and measures Handling data use a range of mental methods begin to use simple use the properties of 2-D and 3-D of computation with all formulae expressed in shapes recall multiplication facts up use and interpret faces or edges and draw common operations words make 3-D models by linking given to and quickly derive coordinates in the first 2-D shapes in different orientations use efficient written methods of reflect simple shapes in a mirror corresponding division facts quadrant on grids addition and subtraction and of line, translate shapes horizontally or multiply a simple decimal by a shape or object about its centre or a short multiplication and division vertically and begin to rotate a simple solve problems with or without choose and use appropriate units and single digit vertex check the reasonableness of interpret, with appropriate accuracy, a calculator instruments data results with reference to the numbers on a range of measuring context or size of numbers instruments find perimeters of simple shapes and find areas by counting squares collect and record discrete data group data, where appropriate, in equal class intervals continue to use Venn and Carroll diagrams to record their sorting and classifying of information construct and interpret frequency diagrams and simple line graphs understand and use the mode and range to describe sets of understand place value in derive associated division facts recognise a wider range of classify 3-D and 2-D shapes in various gather information 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 numbers to 1000 from known multiplication facts sequences ways using mathematical properties construct bar charts and recognise negative add and subtract three-digit begin to recognise nets of familiar 3-D use Venn and Carroll diagrams approximations numbers mentally role of = (the equals sign) shapes represents a group of units numbers in contexts such numbers using written method shapes, e.g. cube, cuboid, triangular to record their sorting and use simple fractions numbers by 2, 3, 4 or 5 as well as recognise shapes in different extract and interpret as temperature multiply and divide two-digit prism, square-based pyramid classifying of information that are several parts of 10 with whole number answers orientations and reflect shapes, information presented in a whole and recognise and remainders presented on a grid, in a vertical or simple tables, lists, bar charts when two simple use mental recall of addition and horizontal mirror line and pictograms fractions are equivalent subtraction facts to 20 in solving describe position and movement begin to use decimal problems involving larger use a wider range of measures notation in contexts such 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 Key: -Below Level -Insufficient Evidence Overall assessment (tick one box only) Low 3 Secure 3 High 3 Low 4 Secure 4 High BKT-EN Crown copyright 2008

6 The National Strategies Secondary 3 Mathematics assessment guidelines: levels 4 and 5 Pupil name.class/group..date Level 5 Using and applying mathematics Level 4 identify and obtain necessary information to carry through a task and solve mathematical problems check results, considering whether these are reasonable solve word problems and investigations from a range of contexts show understanding of situations by describing them mathematically using symbols, words and diagrams draw simple conclusions of their own and give an explanation of their reasoning Numbers and the number system Calculating Algebra Shape, space and measure Handling data use understanding of place value use known facts, place value, construct, express use a wider range of properties of 2-D and to multiply and divide whole knowledge of operations and in symbolic 3-D shapes and identify all the symmetries numbers and decimals by 10, 100 brackets to calculate including using form, and use of 2-D shapes and 1000 and explain the effect all four operations with decimals to simple formulae use language associated with angle and round decimals to the nearest two places involving one or know and use the angle sum of a triangle decimal place and order negative use a calculator where appropriate two operations and that of angles at a point numbers in context to calculate fractions/percentages of use and interpret reason about position and movement and recognise and use number quantities/measurements coordinates in all transform shapes patterns and relationships understand and use an appropriate four quadrants measure and draw angles to the nearest use equivalence between non-calculator method for solving degree, when constructing models and fractions and order fractions and problems that involve multiplying drawing or using shapes reduce a fraction to its simplest by any two-digit number measuring instruments, explaining what decimals and dividing any three-digit number read and interpret scales on a range of form by cancelling common solve simple problems involving each labelled division represents understand simple ratio negative numbers in context of units and make sensible estimates of a factors ordering, adding, subtracting solve problems involving the conversion solve simple problems involving range of measures in relation to everyday apply inverse operations and understand and use the formula for the ratio and direct proportion situations approximate to check answers area of a rectangle and distinguish area to problems are of the correct from perimeter magnitude ask questions, plan how to answer them and collect the data required in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate understand and use the probability scale from 0 to 1 understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean understand that different outcomes may result from repeating an experiment interpret graphs and diagrams, including pie charts, and draw conclusions create and interpret line graphs where the intermediate values have meaning 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 strategies for solving patterns computation with all operations simple formulae problems recognise and describe number collect and record discrete data make 3-D models by linking given faces group data, where appropriate, 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 strategies within factor and square division facts mathematics and in use place value to multiply and use and interpret continue to use Venn and reflect simple shapes in a mirror line, Carroll diagrams to record 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 present information recognise approximate multiply a simple decimal by a single construct and interpret 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 their own check the reasonableness of results instruments data places with reference to the context or size find perimeters of simple shapes and find begin to understand simple ratio of numbers areas by counting squares Key: -Below Level -Insufficient Evidence Overall assessment (tick one box only) Low 4 Secure 4 High 4 Low 5 Secure 5 High 5 Crown copyright BKT-EN

7 4 The National Strategies Secondary Mathematics assessment guidelines: levels 5 and 6 levels 5 and 6 Pupil name.class/group..date Level 6 Using and applying mathematics Level 5 solve problems and carry 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 Numbers and the number system use the equivalence of fractions, decimals and percentages to compare proportions Calculating Algebra Shape, space and measure Handling data calculate percentages and find the use systematic trial and classify quadrilaterals by their geometric outcome of a given percentage improvement methods and properties divide a quantity into two or more solutions to equations such as properties of angles, of parallel and increase or decrease ICT tools to find approximate solve geometrical problems using parts in a given ratio and solve x³ + x = 20 intersecting lines, and of triangles and problems involving ratio and direct construct and solve linear other polygons use proportional reasoning to solve coefficients, using an angles; understand a proof that the sum proportion equations with integer identify alternate and corresponding a problem, choosing the correct appropriate method of the angles of a triangle is 180 and of a numbers to take as 100%, or as a generate terms of a sequence quadrilateral is 360 whole using term-to-term and devise instructions for a computer to add and subtract fractions by writing position-to-term definitions generate and transform shapes and paths them with a common denominator, of the sequence, on paper and calculate fractions of quantities using ICT; write an expression - - visualise and use 2-D representations of 3-D objects (fraction answers), multiply and divide to describe the nth term of an an integer by a fraction arithmetic sequence. enlarge 2-D shapes, given a centre of - - enlargement and a positive wholenumber plot the graphs of linear scale factor functions, where y is given explicitly in terms of x; know that translations, rotations and reflections preserve length and angle and recognise that equations map objects onto congruent images of the form y = mx + c correspond to straight-line use straight edge and compasses to do construct functions arising deduce and use formulae for the area graphs standard constructions from real-life problems and of a triangle and parallelogram, and the plot their corresponding volume of a cuboid; calculate volumes interpret graphs arising from know and use the formulae for the graphs; and surface areas of cuboids 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 select, construct and modify, on paper two-way tables pie charts for categorical data and using ICT: accuracy bar charts and frequency diagrams for discrete and continuous data interpret, discuss and synthesise information simple time graphs for time series presented in a variety scatter graphs present a concise, the context of the problem of mathematical forms and identify which are most useful in reasoned argument, find and record all possible mutually using symbols, exclusive outcomes for single events diagrams, graphs and and two successive events in a related explanatory systematic way texts know that the sum of probabilities of all use logical argument to mutually exclusive outcomes is 1 and establish the truth of a use this when solving problems statement communicate interpretations and results of a statistical survey using selected tables, graphs and diagrams real situations circumference and area of a circle in support 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 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 solve word problems order negative numbers understand and use an appropriate measure and draw angles to the nearest discrete data and compare two simple these are reasonable nearest decimal place and quantities/measurements transform shapes understand and use the mean of 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, draw simple reduce a fraction to solve simple problems involving ratio range of measures in relation to everyday conclusions and diagrams fractions and decimals numbers in context of units and make sensible estimates of a including pie charts, and draw 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 Key: -Below Level -Insufficient Evidence Overall assessment (tick one box only) Low 5 Secure 5 High 5 Low 6 Secure 6 High BKT-EN Crown copyright 2008

8 The National Strategies Secondary 5 Mathematics assessment guidelines: levels 6 and 7 levels 6 and 7 Pupil name.class/group..date Level 7 Using and applying mathematics Level 6 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 Numbers and the number system understand and use proportionality Calculating Algebra Shape, space and measure Handling data calculate the result of any proportional change using 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 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 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 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 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 solve problems and carry use the calculate percentages use systematic trial and classify quadrilaterals by their geometric design a survey or experiment to capture the through substantial equivalence and find the outcome of a improvement methods and ICT properties necessary data from one or more sources; design, tasks by breaking them of fractions, given percentage increase tools to find approximate solutions solve geometrical problems using properties of trial and, if necessary, refine data collection sheets; into smaller, more decimals and or decrease to equations such as x³ + x = 20 angles, of parallel and intersecting lines, and of construct tables for large discrete and continuous manageable tasks, using percentages divide a quantity into two construct and solve linear equations triangles and other polygons sets of raw data, choosing suitable class intervals; a range of efficient to compare or more parts in a given with integer coefficients, using an identify alternate and corresponding angles; design and use two-way tables techniques, methods proportions ratio and solve problems appropriate method understand a proof that the sum of the angles of a select, construct and modify, on paper and using and resources, including involving ratio and direct ICT; give solutions to an generate terms of a sequence using triangle is 180 and of a quadrilateral is 360 ICT: proportion term-to-term and position-toterm definitions of the sequence, and transform shapes and paths appropriate degree of accuracy devise instructions for a computer to generate pie charts for categorical data use proportional reasoning to solve a on paper and using ICT; write an interpret, discuss and problem, choosing the expression to describe the nth term - - bar charts and frequency diagrams for visualise and use 2-D representations of 3-D discrete and continuous data objects synthesise information correct numbers to take as of an arithmetic sequence. presented in a variety of 100%, or as a whole mathematical forms plot the graphs of linear functions, simple time graphs for time series enlarge 2-D shapes, given a centre of enlargement - - scatter graphs and a positive whole-number scale factor and identify which are most useful in the context add and subtract fractions where y is given explicitly in terms present a concise, by writing them with a of x; recognise that equations of know that translations, rotations and reflections of the problem reasoned argument, preserve length and angle and map objects onto common denominator, the form y = mx + c correspond to find and record all possible mutually exclusive using symbols, diagrams, congruent images calculate fractions of straight-line graphs outcomes for single events and two successive graphs and related quantities (fraction explanatory texts construct functions arising from use straight edge and compasses to do standard events in a systematic way answers), multiply and constructions real-life problems and plot their know that the sum of probabilities of all mutually use logical argument to divide an integer by a corresponding graphs; deduce and use formulae for the area of a triangle exclusive outcomes is 1 and use this when solving establish the truth of a fraction and parallelogram, and the volume of a cuboid; problems statement interpret graphs arising from real calculate volumes and surface areas of cuboids situations communicate interpretations and results of a know and use the formulae for the circumference statistical survey using selected tables, graphs and and area of a circle diagrams in support Key: -Below level -Insufficient evidence Overall assessment (tick one box only) Low 6 Secure 6 High 6 Low 7 Secure 7 High 7 Crown copyright BKT-EN

9 6 The National Strategies Secondary Mathematics assessment guidelines: levels 7 and 8 Pupil name.class/group..date Using and applying mathematics Numbers and the number system Level 8 develop and follow alternative understand the reflect on lines of enquiry when between methods and approaches equivalence select and combine known facts decimals and exploring mathematical tasks recurring and problem-solving strategies fractions to solve problems of increasing convey mathematical meaning complexity through precise and consistent examine generalisations or use of symbols solutions reached in an activity, commenting constructively on the reasoning and logic or the process distinguish between practical employed, or the results obtained 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 Calculating Algebra Shape, space and measure Handling data use fractions or factorise quadratic expressions understand and use congruence percentages to solve including the difference of two and mathematical similarity repeated proportional manipulate algebraic formulae, trigonometrical relationships diagram problems involving squares, e.g.: x² 9 = (x + 3) (x 3) understand and use changes or the calculation equations and expressions, finding in right-angled triangles, and of the original quantity common factors and multiplying two use these to solve problems, given the result of a linear expressions including those involving proportional change derive and use more complex formulae bearings solve problems involving and change the subject of a formula understand the difference calculating with powers, evaluate algebraic formulae, between formulae for perimeter, roots and numbers substituting fractions, decimals and area and volume in simple expressed in standard form, negative numbers contexts by considering checking for correct order of magnitude and using a solve inequalities in two variables and dimensions find the solution set calculator as appropriate 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 estimate and find the median, quartiles and interquartile range for large data sets, including using a cumulative frequency 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 understand understand calculate the result of any square a linear expression, and expand understand and apply suggest a problem to explore using and use proportional change using and simplify the product of two linear Pythagoras theorem when statistical methods, frame questions and proportionality multiplicative methods expressions of the form (x ± n) and solving problems in 2-D raise conjectures; identify possible sources understand the effects of simplify the corresponding quadratic calculate lengths, areas and of bias and plan how to minimise it multiplying and dividing by expression volumes in plane shapes and select, construct and modify, on paper and numbers between 0 and 1, use algebraic and graphical methods right prisms using ICT suitable graphical representation add, subtract, multiply and to solve simultaneous linear equations enlarge 2-D shapes, given a to progress an enquiry including frequency make and justify estimates solve inequalities in one variable and fractional scale factor, on paper graphs divide fractions in two variables centre of enlargement and a polygons and lines of best fit on scatter and approximations of represent the solution set on a number and using ICT; recognise the estimate the mean, median and range of calculations; estimate line similarity of the resulting shapes a set of grouped data and determine the calculations by rounding use formulae from mathematics and find the locus of a point that modal class, selecting the statistic most numbers to one significant other subjects; substitute numbers moves according to a given rule, appropriate to the line of enquiry figure and multiplying and into expressions and formulae; derive both by reasoning and using ICT compare two or more distributions and dividing mentally a formula and, in simple cases, change recognise that measurements make inferences, using the shape of the use a calculator efficiently its subject given to the nearest whole unit distributions and measures of average and and appropriately find the next term and nth term of may be inaccurate by up to onehalf range to perform complex quadratic sequences and functions of the unit in either direction understand relative frequency as an calculations with numbers and explore their properties understand and use measures estimate of probability and use this to of any size, knowing not to plot graphs of simple quadratic and of speed (and other compound compare outcomes of an experiment round during intermediate cubic functions, e.g. y = x², y = 3x² + measures such as density or examine critically the results of a statistical steps of a calculation 4, y = x³ pressure) to solve problems enquiry, and justify the choice of statistical representation in written presentation Key: -Below Level -Insufficient Evidence Overall assessment (tick one box only) Low 7 Secure 7 High 7 Low 8 Secure 8 High BKT-EN Crown copyright 2008

10 Audience: Secondary subject leaders Date of issue: Ref: BKT-EN Copies of this publication may be available from: You can download this publication and obtain further information at: Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel Fax Textphone Crown copyright 2008 Published by the Department for Children, Schools and Families Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. For any other use please contact licensing@opsi.gov.uk 80% This publication is printed on 80% recycled paper When you have finished with this publication please recycle it