I can find the mathematical I can introduce different

1.1 Representing ("Modelling A
Problem")
1.2 Analysing and reasoning
1.4 Interpreting and evaluating
1.5 Communicating and
reflecting
Attacking a mathematical
problem
Communicating my working
Choosing the right tools
Specialising
Finding a rule
Justifying a rule
Recognising the limitations of a
rule
Making sense of the findings
Evaluating my approach
Learning from others
Relating my problem to other
things
I can identify the information I features I need to solve a I can break a problem down into techniques to solve and
need to solve a problem problem smaller tasks in order to solve it communicate the same problem
I use symbols, words, tables,
diagrams and/or graphs in a I try out different ways of I combine different ways of I compare and evaluate the
sensible way communicating a problem communicating a problem methods I used
I move from one method to
I correctly use methods given to I correctly choose and use another to see the problem in
me methods Ianother way
systematically generate I justify my choice of method
I systematically generate different sets of examples by
I generate data related to the examples to help me to see a altering what I change/keep the
problem pattern same
I use a different approach to I consider how I can extend the
I make conjectures to find come up with more insightful problem and look for further
I work out simple rules general rules rules rules I prove my rule using proof as
I use logical reasoning to justify I prove my rule using part of a larger chain of
I explain how I found a rule I test my rule using examples why my rule works mathematics reasoning
I recognise how I vary constraints and
I know how a counter-example I can find counter-examples or assumptions/constraints I have assumptions to develop my
could be used Ispecial cases
logically interpret my findings made can limit my findings problem further
in relation to the original
I can relate my findings to the problem to establish the truth of
original context a statement
I can identify advantages and I can identify advantages and I recognise when I am stuck and
disadvantages of my approach disadvantages of other reflect on new ways to continue
and recognise other approaches approaches with the problem
I establish a routine for I can look for more elegant ways
I learn from mistakes and from I can refine my findings by I can refine my approach by reviewing and refining my of communicating and solving a
feedback discussing with others discussing with others findings and approach problem
I compare the strategy used in
I can communicate my findings I relate my problem to previous I use previous experience to I seek out problems with a my problem to strategies used
orally and in writing situations build or extend my problem similar structure to mine in similar problems

1.3 - Using mathematical procedures

make accurate mathematical diagrams, graphs and constructions on paper and on screen;
calculate accurately, selecting mental methods or calculating devices as appropriate;
manipulate numbers, algebraic expressions and equations, and apply routine algorithms;
use accurate notation, including correct syntax when using ICT;
record methods, solutions and conclusions;
estimate, approximate and check working
 Year 7

identify the necessary

information to understand
and/or simplify a context or
1.1 Representing problem

represent problems making

correct use of symbols, words,
diagrams, tables, and graphs

use appropriate procedures or

tools, including ICT

1.2 Analysing - using classify and visualise properties

mathematical reasoning and patterns

generalise in simple cases by

working logically

draw simple conclusions and

explain reasoning
understand the significance of a
counter-example

take account of feedback and

learn from mistakes
1.3 Analysing - using appropriate
mathematical procedures

interpret information from a

mathematical representation or
1.4 Interpreting and evaluating context

relate findings to the original

context

check the accuracy of the

solution

explain and justify methods and

conclusions
compare and evaluate
approaches
 communicate own findings
effectively, orally and in writing,
and discuss and compare
1.5 Communicating and approaches and results with
reflecting others

recognise equivalent
approaches
Year 8 Year 9

identify the mathematical break down substantial tasks to

features of a context or problem make them more manageable
represent problems and
synthesize information in
try out and compare algebraic, geometrical or
mathematical representations graphical form

move from one form to another

select appropriate procedures to gain a different perspective
and tools, including ICT on a problem

visualise and manipulate

dynamic images
use connections with related
contexts to improve the analysis
conjecture and generalise of a situation or problem

move between the general and pose questions and make

the particular to test the logic of convincing arguments to justify
an argument generalisations or solutions
identify exceptional cases or recognise the impact of
counter-examples constraints or assumptions

make connections with related

contexts

use logical argument to interpret

the mathematics in a given justify the mathematical
context or to establish the truth features drawn from a context
of a statement and the choice of approach
generate fuller solutions by
presenting a concise, reasoned
give accurate solutions argument using symbols,
appropriate to the context or diagrams, graphs and related
problem explanations

evaluate the efficiency of

alternative strategies and
approaches
refine own findings and review and refine own findings
approaches on the basis of and approaches on the basis of
discussions with others discussions with others

recognise efficiency in an
approach

look for and reflect on other

approaches and build on
relate the current problem and previous experience of similar
structure to previous situations situations and outcomes
Year 10 Year 11
introduce a range of
mathematical techniques, the
most efficient for analysis and
the most effective for
communication

choose and combine

compare and evaluate representations from a range of
representations perspectives
explain the features selected
and justify the choice of
representation in relation to the
context
make progress by exploring
identify a range of strategies mathematical tasks, developing
and appreciate that more than and following alternative
one approach may be necessary approaches

examine and refine arguments, examine and extend

conclusions and generalisations generalisations
support assumptions by clear
argument and follow through a
sustained chain of reasoning,
produce simple proofs including proof

explore the effects of varying

values and look for invariance
and covariance in models and
representations

show insight into the

mathematical connections in the
context or problem

make sense of, and judge the

value of, own findings and those
presented by others

consider the assumptions in the

judge the strength of empirical
evidence and distinguish
between evidence and proof
justify generalisations,
arguments or solutions
model and recognise limitations
in the accuracy of results and
conclusions
critically examine strategies
adopted and arguments
presented
 routinely review and refine
findings and approaches

identify how other contexts were

different from, or similar to, the
review findings and look for current situation and explain
equivalence to different how and why the same or
problems with similar structure different strategies were used
use a range of forms to
communicate findings
effectively to different audiences
Extension
systematically model contexts or
problems through precise and
consistent use of symbols and
representations, and sustain this
throughout the work

present rigorous and sustained

arguments

reason inductively, deduce and

prove
explain and justify assumptions
and constraints

justify and explain solutions to

problems involving an unfamiliar
context or a number of features
or variables

comment constructively on
reasoning, logic, process, results
and conclusions
search for and appreciate more
elegant forms of communicating
approaches and solutions
consider the efficiency of
alternative lines of enquiry or
procedures

critically reflect on own lines of

enquiry when exploring
use mathematical language and
symbols effectively in
presenting convincing
conclusions or findings
1.1 Representing

Attacking a mathematical
problem

Communicating my working

Choosing the right tools

1.2 Analysing - using

mathematical reasoning

Finding a rule

Explaining a rule

Recognising the limitations

of a rule
 Developing an internal
monitor
1.3 Analysing - using appropriate
mathematical procedures

1.4 Interpreting and evaluating

Making sense of the findings

Checking my answer

Evaluating my approach

1.5 Communicating and

reflecting

Communicating my findings

Establishing different
approaches
Relating my problem to other
things
Year 7
identify the necessary
information to understand
and/or simplify a context or
problem
I can identify the information features I need to solve a
I need to solve a problem
represent problems making
correct use of symbols, words,
diagrams, tables, and graphs
I use symbols, words, tables,
diagrams and/or graphs in a
sensible way
use appropriate procedures or
tools, including ICT
I correctly use methods
given to me
classify and visualise properties visualise and manipulate
and patterns
generalise in simple cases by
working logically
I work out simple rules
draw simple conclusions and
explain reasoning
I explain how I found a rule
understand the significance of a identify exceptional cases or
counter-example
I know how a counter-
example could be used
take account of feedback and
learn from mistakes
Year 8
identify the mathematical
features of a context or problem
I can find the mathematical
problem
try out and compare
mathematical representations
I try out different ways of
communicating a problem
select appropriate procedures
and tools, including ICT
I correctly choose and use
methods
dynamic images
conjecture and generalise
I make conjectures to find
general rules
move between the general and
the particular to test the logic of
an argument
I test my rule using
examples
counter-examples
I can find counter-examples
or special cases
make connections with related
contexts

I learn from mistakes and
from feedback
interpret information from a
mathematical representation or
context
relate findings to the original
context
I can relate my findings to
the original context
check the accuracy of the
solution
I can check the accuracy of
my solution
explain and justify methods and
conclusions
compare and evaluate
approaches
I can identify advantages
and disadvantages of my
approach
communicate own findings
effectively, orally and in writing,
and discuss and compare
approaches and results with
others
I can communicate my
findings orally and in writing discussing with others
recognise equivalent
approaches
I recognise equivalent
approaches
I make connections outside
the immediate problem I am
investigating
use logical argument to interpret
the mathematics in a given
context or to establish the truth
of a statement
I logically interpret my
findings in relation to the
original problem to establish
the truth of a statement
give accurate solutions
appropriate to the context or
Iproblem
can give an accurate
solution that relates to the
problem
evaluate the efficiency of
alternative strategies and
approaches
I can identify advantages
and disadvantages of other
approaches
refine own findings and
approaches on the basis of
discussions with others
I can refine my findings by
recognise efficiency in an
approach
I recognise how an approach
may be more efficient
relate the current problem and
structure to previous situations
I relate my problem to
previous situations
Year 9 Year 10

break down substantial tasks to

make them more manageable

I can break a problem down

into smaller tasks in order to
solve it
represent problems and
synthesize information in
algebraic, geometrical or
graphical form
I can introduce different techniques to solve and
communicate the same problem
compare and evaluate
representations

I combine different ways of I compare and evaluate the

communicating a problem methods I used
explain the features selected
move from one form to another and justify the choice of
to gain a different perspective representation in relation to the
on a problem context
I move from one method to
another to see the problem
in another way I justify my choice of method

identify a range of strategies

and appreciate that more than
one approach may be necessary

use connections with related

contexts to improve the analysis examine and refine arguments,
of a situation or problem conclusions and generalisations
I use a different approach to
come up with more insightful
rules

pose questions and make

convincing arguments to justify
generalisations or solutions produce simple proofs

I use logical reasoning to I prove my rule using

justify why my rule works
recognise the impact of
constraints or assumptions
I recognise how
assumptions/constraints I
have made can limit my
findings
mathematics
explore the effects of varying
values and look for invariance
and covariance in models and
representations
I vary constraints and
assumptions to develop my
problem further
justify the mathematical make sense of, and judge the
features drawn from a context value of, own findings and those
and the choice of approach presented by others

generate fuller solutions by

presenting a concise, reasoned
argument using symbols, judge the strength of empirical
diagrams, graphs and related evidence and distinguish
explanations between evidence and proof

justify generalisations,
arguments or solutions

review and refine own findings

and approaches on the basis of
discussions with others

I can refine my approach by

discussing with others

look for and reflect on other

approaches and build on review findings and look for
previous experience of similar equivalence to different
situations and outcomes problems with similar structure
I use previous experience to I seek out problems with a
build or extend my problem similar structure to mine
use a range of forms to
communicate findings
effectively to different audiences
 Year 11
introduce a range of
mathematical techniques, the
most efficient for analysis and
the most effective for
communication
Extension
systematically model contexts or
problems through precise and
consistent use of symbols and
representations, and sustain this
throughout the work

ent techniques to solve and

me problem

choose and combine

representations from a range of
perspectives

make progress by exploring

mathematical tasks, developing
and following alternative
approaches

examine and extend present rigorous and sustained

generalisations arguments
I consider how I can extend
the problem and look for
further rules
support assumptions by clear
argument and follow through a
sustained chain of reasoning, reason inductively, deduce and
including proof prove
I prove my rule using proof
as part of a larger chain of I use inductive reasoning to
reasoning prove a rule

explain and justify assumptions

and constraints
show insight into the
mathematical connections in the
context or problem
justify and explain solutions to
problems involving an unfamiliar
context or a number of features
or variables

consider the assumptions in the

model and recognise limitations comment constructively on
in the accuracy of results and reasoning, logic, process, results
conclusions and conclusions

critically examine strategies

adopted and arguments
presented

search for and appreciate more

routinely review and refine
findings and approaches
I establish a routine for
reviewing and refining my
findings and approach
identify how other contexts were
different from, or similar to, the
current situation and explain
how and why the same or
different strategies were used
elegant forms of communicating
approaches and solutions
I can look for more elegant
ways of communicating and
solving a problem
consider the efficiency of
alternative lines of enquiry or
procedures
I consider alternative
approaches
critically reflect on own lines of
enquiry when exploring
I compare the strategy used
in my problem to strategies
used in similar problems use mathematical language and
symbols effectively in
presenting convincing
conclusions or findings
 Attacking a mathematical
1.1 Representing problem

Communicating my working

Choosing the right tools

1.2 Analysing and reasoning Finding a rule

Explaining a rule

Recognising the limitations

of a rule

Developing an internal
monitor

1.4 Interpreting and

evaluating Making sense of the findings

Checking my answer

Evaluating my approach

1.5 Communicating and

reflecting Communicating my findings
Establishing different
approaches

Relating my problem to other

things
Year 7 Year 8

I can find the mathematical

I can identify the information features I need to solve a
I need to solve a problem problem
I use symbols, words, tables,
diagrams and/or graphs in a I try out different ways of
sensible way communicating a problem

I correctly use methods I correctly choose and use

given to me methods

I make conjectures to find

I work out simple rules general rules

I test my rule using

I explain how I found a rule examples

I know how a counter- I can find counter-examples

example could be used or special cases
I make connections outside
I learn from mistakes and the immediate problem I am
from feedback investigating
I logically interpret my
findings in relation to the
I can relate my findings to original problem to establish
the original context the
I cantruth
giveof
anaaccurate
statement
I can check the accuracy of solution that relates to the
my solution problem
I can identify advantages I can identify advantages
and disadvantages of my and disadvantages of other
approach approaches

I can communicate my I can refine my findings by

findings orally and in writing discussing with others
I recognise equivalent I recognise how an approach
approaches may be more efficient

I relate my problem to
previous situations
Year 9 Year 10

I can break a problem down

into smaller tasks in order to I can introduce different techniques to solve and
solve it communicate the same problem

I combine different ways of I compare and evaluate the

communicating a problem methods I used
I move from one method to
another to see the problem
in another way I justify my choice of method

I use a different approach to

come up with more insightful
rules

I use logical reasoning to I prove my rule using

justify why my rule works
I recognise how
assumptions/constraints I
have made can limit my
findings
mathematics
I vary constraints and
assumptions to develop my
problem further

I can refine my approach by

discussing with others

I use previous experience to I seek out problems with a

build or extend my problem similar structure to mine
 Year 11 Extension

ent techniques to solve and

me problem

I consider how I can extend

the problem and look for
further rules
I prove my rule using proof
as part of a larger chain of I use inductive reasoning to
reasoning prove a rule

I establish a routine for I can look for more elegant

reviewing and refining my ways of communicating and
findings and approach solving a problem
I consider alternative
approaches
I compare the strategy used
in my problem to strategies
used in similar problems