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# Uxbridge High School

• • • • • • • • #### GCSE Grade Descriptors

 9 The student is consistently exceeding the standards set out in the Maths programme of study. Performs procedures accurately, interprets and communicates complex information accurately. Makes deductions and inferences and draws conclusions. Constructs substantial chains of reasoning, including convincing arguments and formal proof. Generates efficient strategies to solve complex mathematical/nonmathematical problems by conversion into a series of mathematical processes. Makes and uses connections, which may not be immediately obvious, between different parts of mathematics. Interprets results in the context of the given problem. Critically evaluates methods, arguments, results and the assumptions made. Recalls accurately all elements of Mathematics as set out by the programme of study for GCSE and uses terminology to an exceedingly high level. Defines terms and interprets notation accurately. Carries out multi-step solutions and presents coherent arguments and proofs where necessary. Critically evaluates ways of presenting information. 8 The student is mostly exceeding the standards set out in the Maths programme of study. Performs procedures accurately, interprets and communicates complex information accurately. Makes deductions and inferences and draws conclusions. Constructs substantial chains of reasoning, including convincing arguments and formal proof. Generates efficient strategies to solve complex mathematical/nonmathematical problems by conversion into a series of mathematical processes. Makes and uses connections, which may not be immediately obvious, between different parts of mathematics. Interprets results in the context of the given problem. Critically evaluates methods, arguments, results and the assumptions made. Recalls accurately all elements of Mathematics as set out by the programme of study for GCSE and use terminology to an exceedingly high level. Define terms and interpret notation accurately. Carries out multi-step solutions and presents coherent arguments and proofs where necessary. Critically evaluates ways of presenting information. 7 The student is consistently advancing beyond the standards set out in Maths programme of study. Recalls accurately all elements of Mathematics as set out by the programme of study for GCSE and uses terminology to an exceedingly high level. Defines terms and interprets notation accurately. Makes reasoned deductions, inferences and draws conclusions. Evaluates methods or results in the context of a non -mathematical problem. Identifies potential strategies for solving multi-step problems. Solves problems that contain two different parts of mathematics. Presents arguments and proofs to a high standard. Evaluates the way in which information is presented. 6 The student is mostly advancing beyond the standards set out in Maths programme of study. Recalls accurately all elements of Mathematics as set out by the programme of study for GCSE and uses terminology to an exceedingly high level. Defines terms and interprets notation accurately. Makes reasoned deductions, inferences and draw conclusions. Evaluates methods or results in the context of a non -mathematical problem. Identifies potential strategies for solving multi-step problems. Solves problems that contain two different parts of mathematics. Presents arguments and proofs to a high standard. Evaluates the way in which information is presented. 5 The student is consistently working at the expected standards set out in Maths programme of study. Performs routine single and multi-step procedures effectively by recalling, applying and interpreting notation, terminology, facts, definitions and formulae. Interprets and communicates information effectively. Makes deductions, inferences and draws conclusions. Constructs chains of reasoning, including arguments. Generates strategies to solve mathematical and non-mathematical problems by translating them into mathematical processes, realising connections between different parts of mathematics. Interprets results in the context of the given problem. Recalls all elements of Mathematics as set out by the programme of study for GCSE and uses terminology correctly. Evaluates methods or results and interprets and communicates information effectively. 4 The student is mostly working at the expected standards set out in Maths programme of study. Performs routine single and multi-step procedures effectively by recalling, applying and interpreting notation, terminology, facts, definitions and formulae. Interprets and communicates information effectively. Makes deductions, inferences and draw conclusions. Constructs chains of reasoning, including arguments. Generates strategies to solve mathematical and non-mathematical problems by translating them into mathematical processes, realising connections between different parts of mathematics, interprets results in the context of the given problem. Recalls all elements of Mathematics as set out by the programme of study for GCSE and uses terminology correctly. Evaluates methods or results and interprets and communicates information effectively. 3 The student is approaching the standards set out in the Maths programme of study. Recalls and uses notation, terminology, facts and definitions; performs routine procedures, including some multi-step procedures. Interprets and communicates basic information; makes deductions and uses reasoning to obtain results. Solves problems by translating simple mathematical and non-mathematical problems into mathematical processes.  Provides basic evaluation of methods or results. Interprets results in the context of the given problem. Starts to explain the mathematics used to solve non-mathematical problems. Recalls a given method for a problem. 2 The student is building on working towards the standards set out in the Maths programme of study. Recalls and uses notation, terminology, facts and definitions; performs routine procedures, including some multi-step procedures. Interprets and communicates basic information; makes deductions and uses reasoning to obtain results. Solves problems by translating simple mathematical and non-mathematical problems into mathematical processes.  Provides basic evaluation of methods or results. Interprets results in the context of the given problem. Starts to explain the mathematics used to solve non-mathematical problems. Recalls a given method for a problem. 1 The student is working towards the standards set out in the Maths programme of study. Recalls and uses notation, terminology, facts and definitions; performs routine procedures, including single-step procedures. Interprets and communicates basic information; makes deductions and uses reasoning to obtain results. Solves problems by translating simple mathematical and non-mathematical problems into mathematical processes. SSA The student is working towards the numeracy skills. Recalls basic number facts, including number bonds and simple calculations. Can mostly confidently carry out calculations showing simple written methods. SSB The student is working towards their numeracy skills. Recalls basic number facts, including number bonds and simple calculations. Can mostly calculate basic calculations showing simple written methods. SSC The student is working towards their numeracy skills. Recalls basic number facts, including number bonds and simple calculations.