Pri app sci_std_file_y6_h4

1 of 22 The National Strategies  Primary
Assessing Pupils’ Progress in primary science

APP primary science standards
file: Holly (Year 6 high level 4)
Child profile
Holly is a thoughtful child and has good communication skills, working at level 5 in her literacy work. Her
progress in science shows her to be working at high level 4.

The evidence
1. Coastal erosion
2. Cola can science
3. Investigating parachutes
4. Designing a bath mat
5. Electricity explanations
6. Fair-testing data

QCDA 01063-2009PDF-EN-10 © Crown copyright 2009


1 Coastal erosion
Assessment focuses
AF1, AF2, AF3

Context
After a residential trip during which the children learned about coastal erosion, they were challenged to
raise further questions that they could investigate scientifically.
 Which rocks will provide the best protection from coastal erosion?
 How can we protect the house on the cliff?
 What can we do to prevent landslips?
They discussed these, as shown here in a video, and built a model, in groups. They then each wrote a
report on protection of the coastline, and this evidence shows extracts from that.

The evidence

See the video clip of Holly’s class talking about coaastal erosion, available on the National
Strategies web area (go to www.standards.dcsf.gov.uk/nationalstrategies and browse the
primary standards files or search for ‘APP science standards file: Holly’).



Teacher’s notes
During discussion, Holly was able to say how the people working to prevent coastal erosion needed to
understand about waves and forces when they were designing protective structures.

Next steps
 Work on consideration of different viewpoints, including those of local residents who want to
be protected and of representatives of the wider community who claim that the costs are
unjustified given the expectation of rising sea levels.
 Exploration of the use of scientific modelling to predict the outcomes from possible scenarios.

Assessment commentary
The work here shows thoroughness and thoughtfulness. Holly uses a simple physical model to
communicate ideas, and recognises specific applications. She uses appropriate vocabulary in her
communication about the process of coastal erosion and preventative measures.



2 Cola can science
Assessment focuses
AF2, AF3

Context
This was a stimulus activity introducing work on states of matter and changes of state. It began with some
real cola cans, straight from the fridge, which the children passed around. They were told to be as
observant as possible.
They were then each provided with a photograph of a cola can and asked to annotate this to show
whatever science they could possibly associate with it.
The children were challenged to collect condensation and to see if they could think of:
 a safe way to find out if it was water
 where it came from.
During this, one group, including Holly, had an impromptu conversation about fridges and freezers, which
the teacher joined.



The evidence



Teacher’s notes
Holly had plenty of ideas from her observations, and she and her partner collected enough water to
examine closely, but couldn’t say how they could be sure that it was water.
The group’s discussion of fridges and freezers raised many questions about heating and cooling. The
children knew that they have motors and these work by electricity. Holly knew that old appliances have to
be specially disposed of because they harm the atmosphere, although she was not able to say how, except
that ‘they have a gas inside them.’

Next steps
 Work on changes of state of water, including open-ended investigations on freezing and
evaporation.

Holly relates scientific ideas to an everyday context, and touches on a negative consequence of
technology. She makes use of some appropriate scientific terminology.



3 Investigating parachutes
Assessment focuses
AF1, AF3, AF4, AF5

Context
The children were shown a video of a parachute drop.
They were asked to investigate how the size of the area of the parachute affects the speed that it will fall.
They were told that they had to work independently to produce their parachutes, make and record enough
measurements to try to find an answer to the question, and say whether they thought their results answered
the question as fully as possible.

The evidence



Next steps
 Discussion of justified precision in practical measurement.
 Consideration of conventional representation of quantitative data in line graphs.

Holly uses some abstract representation in her diagram, and recognises how scientific ideas are applied to
parachuting. She sensibly constructs a line graph to represent the data, although the graph does not
represent the data in the conventional way. She identifies variables to investigate and makes sets of
measurements but does not explain them fully, and does not use the mean values to plot her graph. She
identifies patterns in data and uses them to reach a valid conclusion.



4 Designing a bath mat
Assessment focuses
AF1, AF2

Context
Following work on friction, and earlier work on materials and properties, the children were asked to apply
what they knew to design a non-slip, absorbent bath mat for a family.
For continuation in a later lesson, the children looked at consumer reports and produced individual plans for
practical comparisons of friction provided by different mats when wet and dry, involving measurement of
forces. They later worked with partners, deciding together which method they would actually follow.

The evidence



Teacher’s notes
When asked about what she meant by the statement that the mat was made of rubber because ‘it produces
heat’ she explained that, ‘it makes your feet feel warm’. The class had not done specific work on energy
and energy sources, so her mistake is understandable.
In planning her practical to compare mats, Holly reported that she intended to use a forcemeter to drag a
slipper along the mats, starting from a standstill in each case and moving a set distance. She planned to
repeat this on wet and dry mats, using the same amount of water, spread evenly, for each wet mat.

Next steps
 Discussion with partner and collaborative decision making on methods to be used, followed by
the investigation of friction on different wet and dry mats.
 Investigation of absorbency of different proposed materials.

Holly uses scientific ideas in her descriptions, and recognises the application of the idea of friction. For her
planned investigation she identifies variables, makes relevant decisions about fair testing, and chooses
appropriate equipment.



5 Electricity explanations
Assessment focuses
AF1, AF2, AF3, AF5

Context
As part of a sequence of work on electricity, Holly, working alone, set up some circuits, using circuit
diagrams provided. She photographed them, adding annotations to explain why they did or did not work.



The evidence



Teacher’s notes
When asked, Holly was able to say that, in the last circuit, she had made a minor mistake, and meant to
show that the bulb would become brighter and eventually break.

Next steps
 Work on benefits and drawbacks of electrical technologies, and exploration of appropriate
technologies for use in remote locations in the world.
 Draw more accurate circuit diagrams to ensure there are no breaks in the circuit (either side of
the battery).

Holly interprets circuit diagrams, which are pictorial models that make use of established conventions. The
points she makes are conceptually valid, using abstract ideas to explain observations.



6 Fair-testing data
Assessment Focuses
AF3, AF4 and AF5

Context
As a review of the principles of fair testing, the children carried out a series of simple dissolving
investigations. They worked individually and chose questions to answer from the following list. Templates
were provided in all cases.
 Does stirring speed up dissolving?
 Does the amount of sugar make a difference to how fast it dissolves?
 Does water temperature affect speed of dissolving?
 Does speed of stirring affect how fast it dissolves?
 Does the size of a sugar granule affect the speed of dissolving?
For each question selected, children recorded which factors would have to be kept the same (see yellow
horizontal bars in the tables). They then had to carry out a fair test and write brief conclusions.



The evidence

Teacher’s notes
It was Holly’s decision to write her conclusions between the tables. She also explained that she could
extend and improve her investigations by trying different temperatures, different speeds of stirring and a
range of different sizes of sugar granules.



Next steps
 Focused investigation on one dependent variable with due consideration of an appropriate
range and intervals for the independent variable.
 Identification of possible risks in experimental and investigative work.

The work shows application of fair testing, although the prescribed format provides little opportunity for
Holly to show her own thinking on this. She does, however, calculate averages correctly and uses a
meaningful level of precision. She uses a concise format to provide conclusions.



Assessment summary
AF1 Thinking scientifically
The evidence here shows stronger progress than in other assessment focuses. Holly shows an ability to
make use of abstract ideas and models in her work on circuits and the parachute investigation.
AF2 Understanding the applications and implications of science
The evidence suggests Holly addresses all of the criteria at level 4, and further opportunities should allow
her to demonstrate performance at level 5.
AF3 Communicating and collaborating in science
Holly makes confident use of circuit diagrams and uses appropriate forms of language through her work.
Her presentation of scientific data is developing well, although she would benefit from more opportunity to
refine these skills.
AF4 Using investigative approaches
Holly shows established confidence in fair testing, and is seen to be carrying out investigations with
guidance. With greater freedom she should soon be able to make progress at level 5.
AF5 Working critically with evidence
There is clear evidence of identification of patterns and development of straightforward conclusions. Holly
needs opportunities to evaluate her working methods and to work with different pieces of evidence.

Overall assessment judgement
Holly succeeds across all assessment focuses at level 4, and fulfils some criteria at level 5. Her
work takes her to a high level 4 judgement, but not yet as far as level 5 overall. This evidence is
drawn from two terms. Over the rest of the year Holly should be provided with further opportunities to
demonstrate her skills and understanding within other areas of science, particularly attainment target 2.



APP primary science assessment guidelines: levels 4 and 5
AF1 – Thinking scientifically AF2 – Understanding the AF3 – Communicating and AF4 – Using investigative AF5 – Working critically with
applications and implications of collaborating in science approaches evidence
science
L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and Across a range of contexts and
5 practical situations pupils: situations pupils: situations pupils: practical situations pupils: practical situations pupils:
 Use abstract ideas or models or  Describe different viewpoints a range of  Distinguish between opinion and  Recognise significant variables  Interpret data in a variety of
more than one step when people may have about scientific or scientific evidence in contexts related to in investigations, selecting the formats, recognising obvious
describing processes or technological developments science, and use evidence rather than most suitable to investigate inconsistencies
phenomena  Indicate how scientific or technological opinion to support or challenge  Explain why particular pieces of  Provide straightforward
 Explain processes or developments may affect different scientific arguments equipment or information explanations for differences in
phenomena, suggest solutions to groups of people in different ways  Decide on the most appropriate formats sources are appropriate for the repeated observations or
problems or answer questions by  Identify ethical or moral issues linked to to present sets of scientific data, such questions or ideas under measurements
drawing on abstract ideas or scientific or technological developments as using line graphs for continuous investigation  Draw valid conclusions that
models variables  Repeat sets of observations or utilise more than one piece of
 Link applications of science or
 Recognise scientific questions technology to their underpinning  Use appropriate scientific and measurements where supporting evidence, including
that do not yet have definitive scientific ideas mathematical conventions and appropriate, selecting suitable numerical data and line graphs
answers terminology to communicate abstract ranges and intervals  Evaluate the effectiveness of
 Identify the use of evidence and ideas  Make, and act on, suggestions their working methods, making
creative thinking by scientists in  Suggest how collaborative approaches to control obvious risks to practical suggestions for
the development of scientific to specific experiments or investigations themselves and others improving them
ideas may improve the evidence collected

 
L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and Across a range of contexts and
4 practical situations pupils: situations pupils: situations pupils: practical situations pupils: practical situations pupils:
 Use scientific ideas when  Describe some simple positive and  Select appropriate ways of presenting  Decide when it is appropriate to  Identify patterns in data
describing simple processes or negative consequences of scientific and scientific data carry out fair tests in presented in various formats,
phenomena technological developments  Use appropriate scientific forms of investigations including line graphs
 Use simple models to describe  Recognise applications of specific language to communicate scientific  Select appropriate equipment or  Draw straightforward
scientific ideas scientific ideas ideas, processes or phenomena information sources to address conclusions from data
 Identify scientific evidence that is  Identify aspects of science used within  Use scientific and mathematical specific questions or ideas presented in various formats
being used to support or refute particular jobs or roles conventions when communicating under investigation  Identify scientific evidence they
ideas or arguments information or ideas  Make sets of observations or have used in drawing
measurements, identifying the conclusions
ranges and intervals used  Suggest improvements to their
 Identify possible risks to working methods, giving
themselves and others reasons

  
BL

IE

Overall assessment (tick one box only) Low 4 Secure 4  High 4
 Low 5 Secure 5 High 5


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