Level 0 Processing and Interpreting Unable to identify any similarities or differences to reach a conclusion in simple investigations.
Level 0 Processing and Interpreting ‘I don’t ‘I can’t know’ remember’ ‘I like bread’ • I am able to talk simply about what I see. • I can talk about other things.
Level 1 Processing and InterpretingWith prompting,identifies observedsimilarities anddifferences to reachconclusions in a simpleinvestigation.
Level 1 Processing and Interpreting ‘I saw the bread get bigger.’ ‘I saw that if we didn’t put sugar with our yeast nothing happened.’ • When my teacher helps me, I can say what is the same and or what is different about what we saw. • When my teacher helps me, I can see and say what happened.
Level 2 Processing and Interpreting Reaches conclusions to simple investigations that are linked to their own understanding.
Level 2 Processing and Interpreting ‘The sugar made the yeast work.’ ‘The bread got bigger because it has got yeast and sugar in it.’ • I can think about what I have seen and use this to suggest why it has happened.
Level 3 Processing and InterpretingOrganises data to displayobvious trends andpatterns and to reachconclusions. Reachessimple conclusions andlinks them to their ownunderstandings.
Level 3 Processing and Interpreting ‘My data shows that the bread without the yeast didn’t get bigger.’ ‘My data shows you that if yeast doesn’t have sugar it won’t make the bread rise.’ • I can display my data in a way that makes sense to my classmates and me. • I can use my results to suggest a reason for what has happened.
Level 4 Processing and Interpreting Organises data to display trends, patterns and relationships. Uses findings to draw conclusions related to simple scientific ideas.
Level 4 Processing and Interpreting ‘Here are my results, I have recorded them in a tally chart.’ ‘By looking at the graph I can see that... yeast needs sugar to work when it is in bread.’• I can use this data to explain ourfindings.• I can suggest why the patterns haveoccurred.
Level 5 Processing and Interpreting Selects ways to organise data to identify trends and relationships. Reaches relevant conclusions, recognising how these relate to scientific ideas
Level 5 Processing and Interpreting ‘I set my data out like this because...’ ‘When we put the sugar with the yeast it created a gas which made the bread rise.’• I can select the best way to organisemy data.• I can tell you the scientificexplanation for what is happeningduring our investigation.
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