Ciaran is a student performing at a high level 4 to low level 5 in primary science. The document provides an assessment of Ciaran's performance across 6 practical investigations involving light reflection, healthy eating, filtering, air resistance, friction, and scientific viewpoints. For each investigation, evidence of Ciaran's work and the teacher's analysis is presented. Overall, Ciaran is able to think scientifically, understand applications of science, communicate collaboratively, use investigative approaches, and work critically with evidence at a level between 4 and 5.
This document contains information about a student named Luke and assessments of his work in a primary science class. The assessments describe five activities:
1. Luke helped identify that water evaporates when heated and struggled to verbally explain reversible state changes, but understood hazards during demonstrations.
2. In an experiment on evaporation, Luke's group changed their method after observing others and concluded faster airflow dried paper towels more quickly.
3. Luke made a prediction about saltier water and recorded data in a table, linking his reasoning to observations.
4. Luke solved a challenge to remove air from a test tube by observing another student's method using water displacement.
5. Luke interpreted rainfall data to make a
Joshua is a Year 2 student being assessed in primary science. He showed the following abilities:
1. Joshua could identify sounds he heard from far away like traffic and dog barking. He suggested ways to investigate how sounds carry over distance.
2. When investigating materials to make a raft, Joshua predicted metal would sink and selected materials like fabric and styrofoam to test. He observed which materials floated.
3. In exploring "ice balloons", Joshua knew they came from the freezer. He observed salt made cracks in the ice and heard it crackling.
So in summary, Joshua demonstrated skills in making observations, suggestions investigations, and reporting results, though he sometimes needed support applying
Zoe is a high-achieving student who excels in literacy and mathematics. The document provides examples of six assessments of Zoe's work in primary science. The assessments show that Zoe is able to explain scientific concepts using evidence and appropriate terminology. She can design investigations and analyze data. Zoe requires some development in fully explaining phenomena and considering all variables in investigations. Overall, the assessments demonstrate Zoe's strong science skills and understanding beyond her year level.
Christopher is making good progress in level 4 of primary science. Evidence of his work includes investigations into keeping ice lollies cool, bones, the relationship between arm length and head size, friction, and habitats and adaptations. He can design investigations, collect and present data, draw conclusions, and explain scientific concepts clearly. Next steps suggest extending his work with data analysis and considering how scientists and designers collaborate.
Manushree investigated different materials to see which would make the best curtains to block light. She tested samples with torches and screens and found that multiple layers blocked more light than single layers. In her news report presentation, Manushree explained that thicker and darker materials like blackout curtains allowed less light to pass through. She recommended these for the Buckingham Palace security guard's bedroom to help him sleep during the day. Manushree's investigation showed she could plan a fair test, make observations, and present her conclusions to answer a real-world problem.
Ciaran is a student performing at a high level 4 to low level 5 in primary science. The document provides an assessment of Ciaran's performance across 6 practical investigations involving light reflection, healthy eating, filtering, air resistance, friction, and scientific viewpoints. For each investigation, evidence of Ciaran's work and the teacher's analysis is presented. Overall, Ciaran is able to think scientifically, understand applications of science, communicate collaboratively, use investigative approaches, and work critically with evidence at a level between 4 and 5.
This document contains information about a student named Luke and assessments of his work in a primary science class. The assessments describe five activities:
1. Luke helped identify that water evaporates when heated and struggled to verbally explain reversible state changes, but understood hazards during demonstrations.
2. In an experiment on evaporation, Luke's group changed their method after observing others and concluded faster airflow dried paper towels more quickly.
3. Luke made a prediction about saltier water and recorded data in a table, linking his reasoning to observations.
4. Luke solved a challenge to remove air from a test tube by observing another student's method using water displacement.
5. Luke interpreted rainfall data to make a
Joshua is a Year 2 student being assessed in primary science. He showed the following abilities:
1. Joshua could identify sounds he heard from far away like traffic and dog barking. He suggested ways to investigate how sounds carry over distance.
2. When investigating materials to make a raft, Joshua predicted metal would sink and selected materials like fabric and styrofoam to test. He observed which materials floated.
3. In exploring "ice balloons", Joshua knew they came from the freezer. He observed salt made cracks in the ice and heard it crackling.
So in summary, Joshua demonstrated skills in making observations, suggestions investigations, and reporting results, though he sometimes needed support applying
Zoe is a high-achieving student who excels in literacy and mathematics. The document provides examples of six assessments of Zoe's work in primary science. The assessments show that Zoe is able to explain scientific concepts using evidence and appropriate terminology. She can design investigations and analyze data. Zoe requires some development in fully explaining phenomena and considering all variables in investigations. Overall, the assessments demonstrate Zoe's strong science skills and understanding beyond her year level.
Christopher is making good progress in level 4 of primary science. Evidence of his work includes investigations into keeping ice lollies cool, bones, the relationship between arm length and head size, friction, and habitats and adaptations. He can design investigations, collect and present data, draw conclusions, and explain scientific concepts clearly. Next steps suggest extending his work with data analysis and considering how scientists and designers collaborate.
Manushree investigated different materials to see which would make the best curtains to block light. She tested samples with torches and screens and found that multiple layers blocked more light than single layers. In her news report presentation, Manushree explained that thicker and darker materials like blackout curtains allowed less light to pass through. She recommended these for the Buckingham Palace security guard's bedroom to help him sleep during the day. Manushree's investigation showed she could plan a fair test, make observations, and present her conclusions to answer a real-world problem.
The document discusses the design inspiration for the Burj Khalifa tower. The base of the world's tallest building was inspired by a specific flower. The document asks readers to identify parts of a flower like the leaf, petal, stem and root, and to choose a flower that inspires their own design ideas.
Luke is able to plan and conduct simple science investigations independently. He can identify variables, make observations, and draw basic conclusions from data. Luke requires scaffolding such as writing frames to fully communicate methods and results in writing. He understands key science concepts like life cycles and the importance of dental hygiene. Further practice with data presentation and comparing results would strengthen Luke's investigative skills.
Emma showed progress from level 1 to level 2 in primary science. She was able to describe and sort materials using scientific vocabulary. She planned and conducted investigations into waterproof materials and magnetic materials, recording her observations and drawing conclusions. Emma was able to work collaboratively, contributing ideas and ensuring others participated. She displayed developing skills in observing, comparing, predicting and explaining.
Trenyce, a Year 1 student, is assessed over a period of two terms in primary science. Evidence is provided from six activities covering light and dark, life cycles of humans and butterflies, properties of materials, investigating how to keep things dry, and growing plants. Trenyce makes progress from low level 1 to secure level 1. She asks questions, describes observations, and communicates findings. With support, Trenyce makes suggestions for investigations and recognizes changes in living things. Overall, the evidence shows development in Trenyce's scientific thinking and skills over the assessment period.
This document provides an overview of Assessing Pupils' Progress (APP), a structured approach used by teachers in England to periodically assess pupils' progress in key subjects like mathematics, reading, writing, and science. APP aims to help teachers track pupil progress, identify strengths and weaknesses, and make reliable judgements about attainment levels. It is based on assessment focuses derived from the National Curriculum and uses pupil work exemplars and assessment guidelines. Teachers report benefits like a clearer picture of progress, opportunities for professional development, and information to directly inform teaching and learning. The document discusses key aspects of APP including assessment focuses, planning, making judgements, and securing those judgements.
Holly is a high-achieving student working at level 4 in primary science. Evidence shows her ability to:
1) Thoughtfully investigate coastal erosion and suggest methods to protect coastlines.
2) Relate scientific ideas to everyday contexts like cola cans and fridges.
3) Conduct an independent experiment on parachutes that identified patterns in data to reach a valid conclusion.
4) Apply knowledge of materials and friction to design an absorbent, non-slip bath mat and plan a fair test to compare mat samples.
5) Explain circuit diagrams and whether they would work based on understanding of electricity.
This document provides assessment guidelines for levels 4 and 5 of the APP Primary Science assessment framework. It outlines the key assessment focuses (AFs) in science including thinking scientifically, understanding applications and implications, communicating and collaborating, using investigative approaches, and working critically with evidence. For each AF, it describes the skills and knowledge pupils should demonstrate at levels 4 and 5.
This document outlines the assessment framework for primary science in the UK. It describes 5 attainment frameworks (AF1-AF5) that cover key science skills such as thinking scientifically, understanding applications of science, communicating ideas, using investigative approaches, and working critically with evidence. Each framework is described in more detail for pupils operating at Level 2 and Level 3.
This document outlines the assessment framework for primary science in the UK. It describes 5 attainment frameworks (AF1-AF5) that cover different science skills. For each framework, it lists the types of skills and knowledge students should demonstrate at different levels (Level 1 and Level 2) across various contexts and practical situations. The frameworks focus on skills like thinking scientifically, understanding applications of science, communicating collaborating, using investigative approaches, and working critically with evidence.
This document outlines assessment criteria for science across five attainment frameworks (AF1-AF5). Each framework describes skills pupils should demonstrate at different levels, including describing processes, evaluating evidence, choosing investigation methods, and communicating ideas. The highest level involves skills like critically analyzing theories, judging developments, and suggesting improvements to experiments.
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.
The document discusses the design inspiration for the Burj Khalifa tower. The base of the world's tallest building was inspired by a specific flower. The document asks readers to identify parts of a flower like the leaf, petal, stem and root, and to choose a flower that inspires their own design ideas.
Luke is able to plan and conduct simple science investigations independently. He can identify variables, make observations, and draw basic conclusions from data. Luke requires scaffolding such as writing frames to fully communicate methods and results in writing. He understands key science concepts like life cycles and the importance of dental hygiene. Further practice with data presentation and comparing results would strengthen Luke's investigative skills.
Emma showed progress from level 1 to level 2 in primary science. She was able to describe and sort materials using scientific vocabulary. She planned and conducted investigations into waterproof materials and magnetic materials, recording her observations and drawing conclusions. Emma was able to work collaboratively, contributing ideas and ensuring others participated. She displayed developing skills in observing, comparing, predicting and explaining.
Trenyce, a Year 1 student, is assessed over a period of two terms in primary science. Evidence is provided from six activities covering light and dark, life cycles of humans and butterflies, properties of materials, investigating how to keep things dry, and growing plants. Trenyce makes progress from low level 1 to secure level 1. She asks questions, describes observations, and communicates findings. With support, Trenyce makes suggestions for investigations and recognizes changes in living things. Overall, the evidence shows development in Trenyce's scientific thinking and skills over the assessment period.
This document provides an overview of Assessing Pupils' Progress (APP), a structured approach used by teachers in England to periodically assess pupils' progress in key subjects like mathematics, reading, writing, and science. APP aims to help teachers track pupil progress, identify strengths and weaknesses, and make reliable judgements about attainment levels. It is based on assessment focuses derived from the National Curriculum and uses pupil work exemplars and assessment guidelines. Teachers report benefits like a clearer picture of progress, opportunities for professional development, and information to directly inform teaching and learning. The document discusses key aspects of APP including assessment focuses, planning, making judgements, and securing those judgements.
Holly is a high-achieving student working at level 4 in primary science. Evidence shows her ability to:
1) Thoughtfully investigate coastal erosion and suggest methods to protect coastlines.
2) Relate scientific ideas to everyday contexts like cola cans and fridges.
3) Conduct an independent experiment on parachutes that identified patterns in data to reach a valid conclusion.
4) Apply knowledge of materials and friction to design an absorbent, non-slip bath mat and plan a fair test to compare mat samples.
5) Explain circuit diagrams and whether they would work based on understanding of electricity.
This document provides assessment guidelines for levels 4 and 5 of the APP Primary Science assessment framework. It outlines the key assessment focuses (AFs) in science including thinking scientifically, understanding applications and implications, communicating and collaborating, using investigative approaches, and working critically with evidence. For each AF, it describes the skills and knowledge pupils should demonstrate at levels 4 and 5.
This document outlines the assessment framework for primary science in the UK. It describes 5 attainment frameworks (AF1-AF5) that cover key science skills such as thinking scientifically, understanding applications of science, communicating ideas, using investigative approaches, and working critically with evidence. Each framework is described in more detail for pupils operating at Level 2 and Level 3.
This document outlines the assessment framework for primary science in the UK. It describes 5 attainment frameworks (AF1-AF5) that cover different science skills. For each framework, it lists the types of skills and knowledge students should demonstrate at different levels (Level 1 and Level 2) across various contexts and practical situations. The frameworks focus on skills like thinking scientifically, understanding applications of science, communicating collaborating, using investigative approaches, and working critically with evidence.
This document outlines assessment criteria for science across five attainment frameworks (AF1-AF5). Each framework describes skills pupils should demonstrate at different levels, including describing processes, evaluating evidence, choosing investigation methods, and communicating ideas. The highest level involves skills like critically analyzing theories, judging developments, and suggesting improvements to experiments.
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.