This document provides assessment guidelines for levels 5 and 6 of the APP Primary Science assessment framework in the UK. It outlines 5 assessment focuses (AF): thinking scientifically, understanding applications and implications, communicating and collaborating, using investigative approaches, and working critically with evidence. For each level and focus, it lists several abilities pupils should demonstrate across contexts and practical situations, such as using abstract ideas to explain phenomena, recognizing ethical issues with developments, and drawing valid conclusions using evidence.

1. The National Strategies  Primary
Assessing Pupils’ Progress in primary science
APP Primary Science Assessment Guidelines: Levels 5 and 6
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 Across a range of contexts and Across a range of contexts and Across a range of contexts and
6 practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Use abstract ideas or models or  Describe how different decisions on  Identify lack of balance in the  Apply scientific knowledge and  Suggest reasons based on
multiple factors when explaining the uses of scientific and presentation of information or understanding in the planning of scientific knowledge and
processes or phenomena technological developments may evidence investigations, identifying significant understanding for any limitations or
 Identify the strengths and be made in different economic,  Choose forms to communicate variables and recognising which inconsistencies in evidence
weaknesses of particular models social or cultural contexts qualitative or quantitative data are independent and which are collected
 Explain how societies are affected appropriate to the data and the dependent  Select and manipulate data and
 Describe some scientific
evidence that supports or refutes by particular scientific applications purpose of the communication  Justify their choices of data information and use them to
particular ideas or arguments, or ideas  Distinguish between data and collection method and proposed contribute to conclusions
including those in development  Describe how particular scientific or information from primary sources, number of observations and  Draw conclusions that are
technological developments have secondary sources and simulations, measurements consistent with the evidence they
 Explain how new scientific
evidence is discussed and provided evidence to help scientists and present them in the most  Collect data choosing appropriate have collected and explain them
interpreted by the scientific pose and answer further questions appropriate form ranges, numbers and values for using scientific knowledge and
community and how this may  Describe how aspects of science measurements and observations understanding
lead to changes in scientific are applied in particular jobs or  Independently recognise a range of  Make valid comments on the
ideas roles familiar risks and take action to quality of their data
control them
L Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and
5 practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Use abstract ideas or models or  Describe different viewpoints a  Distinguish between opinion and  Recognise significant variables in  Interpret data in a variety of
more than one step when range of people may have about scientific evidence in contexts related investigations, selecting the most formats, recognising obvious
describing processes or scientific or technological to science, and use evidence rather suitable to investigate inconsistencies
phenomena developments than opinion to support or challenge  Explain why particular pieces of  Provide straightforward
 Explain processes or  Indicate how scientific or scientific arguments equipment or information sources explanations for differences in
phenomena, suggest solutions to technological developments may  Decide on the most appropriate are appropriate for the questions or repeated observations or
problems or answer questions by affect different groups of people in formats to present sets of scientific ideas under investigation measurements
drawing on abstract ideas or different ways data, such as using line graphs for  Repeat sets of observations or  Draw valid conclusions that utilise
models  Identify ethical or moral issues continuous variables measurements where appropriate, more than one piece of supporting
 Recognise scientific questions linked to scientific or technological  Use appropriate scientific and selecting suitable ranges and evidence, including numerical data
that do not yet have definitive developments mathematical conventions and intervals and line graphs
answers  Link applications of science or terminology to communicate abstract  Make, and act on, suggestions to  Evaluate the effectiveness of their
 Identify the use of evidence and technology to their underpinning ideas control obvious risks to themselves working methods, making practical
creative thinking by scientists in scientific ideas  Suggest how collaborative and others suggestions for improving them
the development of scientific approaches to specific experiments
ideas or investigations may improve the
evidence collected
BL
IE
Overall assessment (tick one box only) Low 5 Secure 5 High 5 Low 6 Secure 6 High 6
01063-2009PDF-EN-17 QCDA © Crown copyright 2009