Pri app sci_std_file_y4_l4

1 of 27 The National Strategies  Primary
Assessing Pupils’ Progress in primary science

APP primary science standards
file: Christopher (Year 4 low
level 4)
Child profile
Christopher is enthusiastic and articulate, and making good progress into level 4.

The evidence
1. Investigating how to keep an ice lolly cool
2. Bones
3. Investigating whether the person with the longest arms has the biggest head
4. Explaining friction
5. Forces and air resistance
6. Habitats and adaptations

QCDA 01063-2009PDF-EN-09 © Crown copyright 2009


1 Investigating how to keep an ice lolly cool
Assessment focuses
AF3, AF4, AF5

Context
The children were working on changes to materials when heated and cooled. They had measured
temperatures in the classroom using the Celsius scale, and had looked at melting and freezing. This had
led to some discussion of how to keep warm in cold weather, and the children discussed different types of
clothes and space blankets.
They were set the challenge of investigating how to keep ice lollies solid for as long as possible. The
children mentioned fridges and freezers, and what the differences were between ‘keeping cold’ and
‘keeping warm’.
Working in groups of three, the children were provided with ‘ice lollies’ (ice cubes on sticks) and a range of
appropriate equipment and insulating materials. They worked in pairs.



The evidence



Next steps
 Comparison of work from some different groups, leading to discussion of the benefit of
quantitative work (such as measuring actual time to melt).

Assessment commentary
Christopher can choose his own format for presenting data. He recognises the need for a fair test and
identifies the variables to be kept constant, and selects equipment from a range available. He shows that
he can draw an appropriate straightforward conclusion from data, and he uses a cause–effect association
when describing what he has found out.



2 Bones
Assessment focuses
AF1, AF3

Context
During the first lesson of a topic about moving and growing, the class were asked to complete the first two
columns of their KWL grid (see pupil evidence). In the first column they wrote down everything they already
knew about this topic. In the middle column they were asked to write scientific questions for which they
wanted to find answers. At the end of the topic, in the last lesson, they completed the third column to show
their new learning.
In the meantime, during literacy and science lessons based on information texts, the children were asked to
research and select information for posters on the topic of moving and growing. They were told that the
posters should be informative and understandable for other children of their age. They had an information
leaflet on the human body and they used the internet.



The evidence



Next steps
 Work with physical models of bones and muscles, emphasising the understanding of
mechanisms rather than simpler reporting of information.
 Information research on breaking bones and how the medical profession supports repair or
replacement.

Through the use of clear and concise diagrams and text boxes, Christopher chooses appropriate ways to
communicate scientific ideas. These include descriptions of the structure of the skeleton, examples of joint
types and their roles. Christopher uses scientific terminology such as cartilage, cranium, joints, femur, and
pelvis. In the KWL grid he poses interesting questions to research. He refers back to his questions to show
the increase in his knowledge. He selects appropriate information for the task.



3 Investigating whether the person with the longest arms
has the biggest head
Assessment focuses
AF2, AF3, AF4, AF5

Context
During work on moving and growing, the teacher presented children with a scenario in which problems
were occurring regarding the school’s new PE kits. The teacher presented the children with letters written
by parents complaining that the sweatshirts fitted perfectly but the hat was too tight and vice versa. They
were asked to describe how they could collect information that would allow them to find out if there was a
correlation between arm length and head size. They were asked to work together to share ideas, and then
carry out this investigation.



The evidence



Teacher’s notes
At the end of the lesson Christopher was able to tell the class:
 how his investigation answered the original question
 whether or not the results matched his predictions.
Christopher could also say that the measurements were more accurate when someone else held the tape
measure and recognised that the age labels are not always the best way of choosing clothes that will fit.



Next steps
 Use of spreadsheets to work with data sets, producing accurate scatter and line graphs, with
appropriate scales, that can be changed as measurements are taken.
 Discussion of the idea that some scientific investigations are not fair tests when there are
variables (such as genetics, diet, exact age) that cannot be controlled.

Christopher recognises the implications for clothing manufacturers when they are producing packs of
clothing for specific age ranges. He can present data clearly in more than one way – table, bar chart and
scatter graph – and uses these to identify a general pattern: ‘Stefan had the longest arm and the biggest
head’. He identifies the advantages of working with a partner. He shows that he recognises the importance
of using the tape measure correctly. Christopher identifies a straightforward pattern in making a summary
statement of his investigation findings.



4 Explaining friction
Assessment focuses
AF1, AF2, AF3

Context
The teacher introduced the topic of forces and friction and gave the children a couple of minutes
to share ideas with a partner. Each couple then fed back to the whole class. Christopher was
asked to repeat his explanations to camera.



The evidence
See the video clip of Christopher talking about friction, 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: Christopher’).

Teacher’s notes
Christopher went into great detail about his understanding of friction. He explained that friction was a force
that happened when two surfaces rubbed together. He gave the example of a stone skimming across a
pond, and the more times it touched the surface of the water, the more it slowed down. He then went on to
talk about air resistance and explained to the group that when a parachutist jumps out of a plane the gravity
pulls him down to Earth, but the air pushes up against the parachute and slows it down.

Next steps
 Consideration of how scientists and designers have worked together to make useable, safe
parachutes.

Christopher is able to explain his understanding of friction using scientific ideas and modelling. He relates
these ideas to scenarios in the world around him such as skimming stones and using a parachute. He
expresses himself clearly using appropriate scientific vocabulary to communicate his knowledge and
understanding of the subject.



5 Forces and air resistance
Assessment focuses
AF1, AF2, AF3

Context
During the work on forces and friction the class looked at the effect of air resistance on particular objects.
They were asked to produce diagrams to show the direction and strength of air resistance on a cyclist and
parachutist. They were asked to write a sentence to explain the effect of air resistance in each scenario.



The evidence



Next steps
 Investigating air resistance and how it might be decreased or increased depending on need
(as in the cases of a cyclist and a parachutist).
 Applying air resistance ideas within the animal and plant kingdoms (such as a diving kestrel
and a dispersing dandelion seed).

Christopher uses simple models to describe phenomena. His diagrams include arrows that show both the
direction and the size of the force. He can relate his understanding of scientific concepts to real life
experiences and can explain why air resistance can be helpful or not. He uses appropriate scientific forms
of language to communicate his ideas.



6 Habitats and adaptations
Assessment focuses
AF1, AF2, AF3

Context
The children were starting a unit of work based on adaptation of living things to different environments.
Christopher created a series of mind maps to identify specific animals that could be found in four habitats.
Subsequent work developed an understanding of specific adaptations that made some of the animals
suitable to their habitat.
The class then undertook a D&T task to design and make a creature adapted to an imaginary extreme
habitat. Christopher’s planning sheet includes specific adaptations for an ‘oven louse’.



The evidence



Teacher’s notes
Christopher said why he chose the animals for each of the mind maps and described specific
characteristics that allowed the animal to survive in the given habitat. When questioned he could say why
an animal could not survive in one of the other habitats.
For the oven louse, Christopher described why it was important to have eggs in order to make sure that
there are future generations of the creature.

Next steps
 Consideration of how adaptations have developed over extremely long periods of time,
looking at times in history when conditions have changed and the effect that this had on
various animals and plants.


In his explanation of the mind maps, Christopher shows that he can identify similarities and differences
relating to simple scientific ideas. Through his explanation of the adaptations of the oven louse, he is able
to show the impact of natural scientific developments and links specific characteristics to their purpose. He
uses appropriate scientific forms of expression to communicate ideas.



Assessment summary
AF1 Thinking scientifically
Christopher uses scientific ideas and simple models to describe how things happen. He uses
straightforward scientific evidence to answer questions and support findings, and can make sensible
contrasts when considering science.
AF2 Understanding the applications and implications of science
Christopher can identify and explain implications of scientific ideas on aspects of our lives. He could
discuss the effects of textures and different surfaces on the amount of friction that they created. Through
his discussion of the uses of air resistance, Christopher identifies some aspects of our lives based on
scientific ideas. When making links between habitats and environments Christopher is able to explain the
purposes of some scientific developments in the natural world.
AF3 Communicating and collaborating in science
Christopher demonstrates consistent use of appropriate scientific language and has presented data in a
wide range of forms that include the use of a table, bar graph, scatter graph, posters and labelled diagrams
as well as more conventional written work. Christopher works well collaboratively.
AF4 Using investigative approaches
Christopher is able to carry out a fair test and uses equipment appropriately and accurately. When
investigating the correlation between arm length and head circumference Christopher shows he is able to
make accurate measurements. In other investigations he is able to control variables.
AF5 Working critically with evidence
Christopher is able to draw straightforward conclusions from the data presented in various forms. He has
used a scatter graph to compare two sets of numerical data, identifying simple patterns. Further
opportunities need to be provided for him to demonstrate how he can suggest improvements to his working.

Overall assessment judgement
The evidence here, which is drawn from two terms’ work, demonstrates that Christopher is able to show
some elements of a secure level 4, especially in AF3, and is certainly working at high level 3 across the
other assessment focuses. His overall profile suggests that he is working at a low level 4.



APP primary science assessment guidelines: levels 3 and 4
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
4 practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Use scientific ideas when describing  Describe some simple positive  Select appropriate ways of  Decide when it is appropriate to carry  Identify patterns in data presented
simple processes or phenomena and negative consequences of presenting scientific data out fair tests in investigations in various formats, including line
 Use simple models to describe scientific and technological  Use appropriate scientific forms of  Select appropriate equipment or graphs
scientific ideas developments language to communicate information sources to address  Draw straightforward conclusions
 Identify scientific evidence that is  Recognise applications of specific scientific ideas, processes or specific questions or ideas under from data presented in various
being used to support or refute scientific ideas phenomena investigation formats
ideas or arguments  Identify aspects of science used  Use scientific and mathematical  Make sets of observations or  Identify scientific evidence they
within particular jobs or roles conventions when communicating measurements, identifying the ranges have used in drawing conclusions
information or ideas and intervals used  Suggest improvements to their
 Identify possible risks to themselves working methods, giving reasons
and others

  
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
3 practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Identify differences, similarities or  Explain the purposes of a variety  Present simple scientific data in  Identify one or more control variables  Identify straightforward patterns in
changes related to simple scientific of scientific or technological more than one way, including in investigations from those provided observations or in data presented
ideas, processes or phenomena developments tables and bar charts  Select equipment or information in various formats, including
 Respond to ideas given to them to  Link applications to specific  Use scientific forms of language sources from those provided to tables, pie and bar charts
answer questions or suggest characteristics or properties when communicating simple address a question or idea under  Describe what they have found out
solutions to problems  Identify aspects of our lives, or of scientific ideas, processes or investigation in experiments or investigations,
 Represent things in the real world the work that people do, which are phenomena  Make some accurate observations or linking cause and effect
using simple physical models based on scientific ideas  Identify simple advantages of whole number measurements  Suggest improvements to their
 Use straightforward scientific working together on experiments relevant to questions or ideas under working methods
evidence to answer questions, or to or investigations investigation
support their findings  Recognise obvious risks when
prompted

 
BL

IE

Overall assessment (tick one box only) Low 3 Secure 3  High 3 Low 4  Secure 4 High 4


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