Curriculum & Assessment Reference

See the rules behind every ScanMarkUK judgement.

Check the Key Stage framework, subject requirements and Evaluation Logic used by the Automated Marking Engine. Each section links to the official source so you can verify the result.

Important: National Curriculum programmes apply to maintained schools in England. Academies may follow a different curriculum, and GCSE marking must follow your school’s chosen specification and the live question paper mark scheme.

Key Stage

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Key Stage 2

Years 3–6

Primary National Curriculum statutory programmes of study, applied at the age-appropriate year-group expectation.

Apply Years 3–4 and Years 5–6 statutory spelling requirements where relevant.
Use supportive, pupil-friendly Standard English without weakening the curriculum expectation.
Judge only the knowledge and skills visible in the pupil’s work and the teacher’s stated objectives.

Subject requirements

14 of 14

Science

Scientific knowledge, conceptual understanding, enquiry and precise Working Scientifically practice.

Statutory curriculum

What the framework requires

Build knowledge across biology, chemistry and physics through the year-specific programme of study.
Ask relevant questions; plan comparative and fair tests; take accurate measurements; record, classify and present data.
Use results to draw conclusions, make predictions, identify improvements and report findings.

How ScanMarkUK checks the page

Check variables, fair testing, method order, measurement, units, results and conclusions.
Flag explanations that use everyday colloquialisms instead of the statutory scientific model.

DfE / GOV.UK

Mathematics

Fluency, mathematical reasoning and problem solving, with visible methods and accurate units.

Statutory curriculum

What the framework requires

Become fluent in number, calculation, fractions, decimals and percentages at the relevant year expectation.
Reason mathematically using relationships, conjectures, justification and proof appropriate to primary study.
Solve problems across number, measurement, geometry and statistics by applying mathematics in varied contexts.

How ScanMarkUK checks the page

Inspect line-by-line working and identify the exact point of error.
Distinguish a sound method with an arithmetic slip from an incorrect method.

DfE / GOV.UK DfE / GOV.UK

English Language

Reading comprehension and analysis, purposeful writing, spoken language and technical accuracy.

Statutory curriculum

What the framework requires

Read accurately, fluently and with understanding; retrieve, infer, predict, summarise and discuss language choices.
Plan, draft, evaluate and edit writing for purpose and audience using appropriate vocabulary, grammar and cohesion.
Apply statutory spelling, handwriting, vocabulary, grammar and punctuation requirements for the pupil’s year group.

How ScanMarkUK checks the page

Verify evidence and quotations against the visible page.
Match SPaG corrections to the relevant Years 3–4 or Years 5–6 statutory expectation.

DfE / GOV.UK DfE / GOV.UK DfE / GOV.UK

English Literature

Informed responses to texts, analysis of writers’ methods, context and relevant textual evidence.

Statutory curriculum

What the framework requires

Read and discuss a wide range of fiction, poetry, plays, myths and traditional stories.
Identify themes and conventions, discuss words and phrases, make inferences and support views with evidence.
Prepare poems and plays for performance and compare books within and across themes.

How ScanMarkUK checks the page

Treat Literature as part of the statutory English reading programme, not as a separate primary qualification.
Distinguish evidence-based inference from plot retelling.

DfE / GOV.UK DfE / GOV.UK

Physical Education (PE)

Physical competence, tactics, healthy participation and, at GCSE, applied theoretical knowledge and performance analysis.

Statutory curriculum

What the framework requires

Develop competence in running, jumping, throwing and catching and apply these in competitive games.
Develop flexibility, strength, technique, control and balance through athletics and gymnastics.
Perform dances, take part in outdoor and adventurous activity, compare performances and swim competently and safely.

How ScanMarkUK checks the page

Link evaluation to observable technique, control, tactics or safety.
Do not infer practical performance from written theory alone.

DfE / GOV.UK

History

Chronology, historical concepts, evidence, interpretations and substantiated judgement.

Statutory curriculum

What the framework requires

Develop chronologically secure knowledge of British, local and world history within the required study areas.
Address change, cause, similarity, difference and significance using historical terms.
Construct informed responses by selecting and organising relevant historical information from sources.

How ScanMarkUK checks the page

Separate description from explanation.
Check chronology and whether evidence actually supports the claim.

DfE / GOV.UK

Geography

Place, space, physical and human processes, fieldwork, data and geographical decision-making.

Statutory curriculum

What the framework requires

Locate countries, cities and key physical and human features using maps, atlases, globes and digital mapping.
Understand similarities, differences and links between places and key aspects of physical and human geography.
Use fieldwork to observe, measure, record and present features of the local area.

How ScanMarkUK checks the page

Check place knowledge, process sequence, compass/map use and units.
Require named examples only when the objective asks for them.

DfE / GOV.UK

French

Communication, comprehension, grammar and cultural understanding in French.

Statutory curriculum

What the framework requires

Understand and respond to spoken and written language from authentic sources.
Speak with increasing confidence, fluency and spontaneity, including through discussion and questions.
Write at varying length for different purposes, using learned grammar and vocabulary.

How ScanMarkUK checks the page

Check tense formation, gender and number agreement, word order, syntax, accents and false friends.
Flag anglicisms without inventing evidence from an unseen listening or reading task.

DfE / GOV.UK

Spanish

Communication, comprehension, grammar and cultural understanding in Spanish.

Statutory curriculum

What the framework requires

Understand and respond to spoken and written language from authentic sources.
Speak with increasing confidence, fluency and spontaneity, including through discussion and questions.
Write at varying length for different purposes, using learned grammar and vocabulary.

How ScanMarkUK checks the page

Check tense formation, gender and number agreement, word order, syntax, accents and false friends.
Flag anglicisms without inventing evidence from an unseen listening or reading task.

DfE / GOV.UK

German

Communication, comprehension, grammar and cultural understanding in German.

Statutory curriculum

What the framework requires

Understand and respond to spoken and written language from authentic sources.
Speak with increasing confidence, fluency and spontaneity, including through discussion and questions.
Write at varying length for different purposes, using learned grammar and vocabulary.

How ScanMarkUK checks the page

Check tense formation, gender and number agreement, word order, syntax, accents and false friends.
Flag anglicisms without inventing evidence from an unseen listening or reading task.

DfE / GOV.UK

Computer Science

Computational thinking, programming, data, systems, networks and responsible digital practice.

Statutory curriculum

What the framework requires

Design, write and debug programs that accomplish specific goals, using sequence, selection and repetition.
Use logical reasoning to explain simple algorithms and detect and correct errors.
Understand networks and internet services; collect, analyse and present data; use technology safely and responsibly.

How ScanMarkUK checks the page

Trace algorithms and variable state step by step.
Check that safety and privacy explanations identify an action and reason.

DfE / GOV.UK

Design & Technology

Iterative design, technical knowledge, materials, making, evaluation and responsible innovation.

Statutory curriculum

What the framework requires

Research users, develop design criteria and communicate innovative, functional and appealing ideas.
Select and use tools, equipment, materials and components accurately and safely.
Evaluate ideas and products; understand structures, mechanisms, electrical systems, computing and nutrition where relevant.

How ScanMarkUK checks the page

Link design decisions to the user and specification.
Check material choice, process, accuracy, safety and evaluation evidence.

DfE / GOV.UK

Religious Studies

Accurate knowledge of religions and worldviews, interpretation, reasoned evaluation and respectful dialogue.

ScanMarkUK marking check

Requirements vary by locally agreed syllabus and school designation.

What the framework requires

Follow the school’s locally agreed syllabus or the relevant faith-school arrangements; RE is compulsory but is not part of the National Curriculum.
Develop knowledge of beliefs, teachings, practices and sources of authority represented in the agreed syllabus.
Compare ideas respectfully and give reasons for views using appropriate evidence.

How ScanMarkUK checks the page

Check the school’s stated objective rather than claiming one national programme of study.
Distinguish an accurate source of wisdom or authority from unsupported assertion.

DfE / GOV.UK

Art & Design

Creative development, experimentation, recording, critical understanding and personal outcomes.

Statutory curriculum

What the framework requires

Create sketchbooks to record observations and review and revisit ideas.
Improve mastery of drawing, painting, sculpture and other techniques using a range of materials.
Learn about great artists, architects and designers and describe connections with their own work.

How ScanMarkUK checks the page

Check purposeful use of line, tone, colour, texture, form, scale and composition.
Link annotation to observation, experimentation or a creative decision.

DfE / GOV.UK

Transparent by design

How ScanMarkUK applies these rules

The same curriculum layers shown on this page are combined with the class subject, Key Stage, objectives and chosen feedback type before a page is marked.

1Read only evidence visible on the exercise-book page; never invent missing answers, names or teacher annotations.
2Treat each lesson objective independently as mastered, struggled with or not attempted.
3Link WWW to an achieved objective and every EBI to a struggled or omitted objective with a specific green-pen action.
4Cite the relevant Key Stage, statutory programme or shared GCSE Assessment Objective in each misconception and EBI.
5Use a named exam board only when the task identifies it; otherwise apply requirements common across specifications.

Official source library

These links open the publisher’s current pages. For GCSE work, always select the exact specification, series and question-paper mark scheme used by your school.

Reference reviewed 3 October 2026. ScanMarkUK summarises these sources for checking purposes; the official documents and your school’s selected specification remain authoritative.