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Assessing pupils’ progress in Science : 

Assessing pupils’ progress in Science 1

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KEY 2 All text in black is quoted from the Science Big Sheet. The entire text of the Science Assessment Criteria appear in this PowerPoint.

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KEY 3 All Teacher’s notes in white are taken from the guidance on the DCSF website for primary and secondary school’s. The links (in blue as below) are to the web-pages or documents from which each example is taken, which go into more detail. Assessing pupils' progress (APP): Science: The standards files

Slide 4: 

4 LET’S BREAK THIS DOWN A LITTLE

Slide 5: 

5 NO, NOT LIKE THAT

AF1 – Thinking scientifically : 

AF1 – Thinking scientifically 6

AF1 – Thinking scientificallyLEVEL 3 : 

AF1 – Thinking scientificallyLEVEL 3 7

AF1 – Thinking scientifically: LEVEL 3 : 

AF1 – Thinking scientifically: LEVEL 3 Teacher’s notes With guidance, Pupil M linked the idea that particles move faster in hotter oil with the faster flow, and with this help he has used a model to write an explanation of a phenomenon. However, he was not yet using a particle model independently to explain observed behaviour. 8 Science APP standards file: Pupil M p.7

AF1 – Thinking scientificallyLEVEL 4 : 

AF1 – Thinking scientificallyLEVEL 4 9

AF1 – Thinking scientifically: LEVEL 4 : 

AF1 – Thinking scientifically: LEVEL 4 Teacher’s notes Pupil R demonstrated an understanding of scientific ideas in her depiction of food chains, each of which included four different organisms. The first food chain has been represented twice and, in the diagrammatic version shaped like a fish, there is a minor error in that she has drawn the chain as a cycle. She also included a shark in the second food chain, which is not a typical organism found in a rock pool. 10 Science APP standards file: Pupil R p.2

AF1 – Thinking scientificallyLEVEL 5 : 

AF1 – Thinking scientificallyLEVEL 5 11

AF1 – Thinking scientifically: LEVEL 5 : 

AF1 – Thinking scientifically: LEVEL 5 Teacher’s notes Pupil S explained disease by drawing on abstract ideas, describing microbes, and distinguishing between bacteria and viruses by their susceptibility to antibiotics, but made no indication of the important point of relative scale of different microbes. Her labels gave the sizes of bacteria and viruses as the same. Talking through the work with her, she was able to draw out some significant differences between bacteria and viruses. 12 Science APP standards file: Pupil S p.2

AF1 – Thinking scientificallyLEVEL 6 : 

AF1 – Thinking scientificallyLEVEL 6 13

AF1 – Thinking scientifically: LEVEL 6 : 

AF1 – Thinking scientifically: LEVEL 6 Teacher’s notes Pupil A uses abstract ideas when explaining the reaction process, taking more than one factor into account. The written explanation of the effect of concentration successfully uses a sophisticated particle explanation. She relates the concentration of the acid to the number of particles and to the frequency of collisions affecting the rate of reaction. Her attempt to provide a visual representation was less successful because she tried to do more than was possible in the limited time. She would have done better by drawing a pencil sketch onto a print-out of her work, rather than trying to use the computer to create graphics. 14 Science APP standards file: Pupil A p.6

AF1 – Thinking scientificallyLEVEL 7 : 

AF1 – Thinking scientificallyLEVEL 7 15

AF1 – Thinking scientifically: LEVEL 7 : 

AF1 – Thinking scientifically: LEVEL 7 Teacher’s notes Pupil D wrote a concise step-by-step account of the motion and forces acting on the sky diver. His explanation connects ideas of balanced and unbalanced forces with overall net force, and consequent acceleration or deceleration. 16 Science APP standards file: Pupil D p.5

AF1 – Thinking scientificallyLEVEL 8 : 

AF1 – Thinking scientificallyLEVEL 8 17

AF1 – Thinking scientifically: LEVEL 8 (1) : 

AF1 – Thinking scientifically: LEVEL 8 (1) 18

AF1 – Thinking scientifically: LEVEL 8 (2) : 

AF1 – Thinking scientifically: LEVEL 8 (2) 19 Science APP standards file: Pupil P p.5 Teacher’s notes Pupil P brought ideas together from different areas of science, explaining the nature of starch including its relationship to glucose, by referring to chemical structure (in non-technical but correct terms), photosynthesis, respiration and digestion.

AF2 – Understanding the applications andimplications of science : 

AF2 – Understanding the applications andimplications of science 20

AF2 – Understanding the applications andimplications of science LEVEL 3 : 

AF2 – Understanding the applications andimplications of science LEVEL 3 21

AF2 – Understanding the applications andimplications of science: LEVEL 3 : 

AF2 – Understanding the applications andimplications of science: LEVEL 3 Teacher’s notes Pupil B linked the geographical features of the school site to the requirements for each type of power station. He also identified different interest groups, relating to leisure and general local and environmental concerns, and described some implications of developments, showing awareness of positive and negative consequences. 22 Science APP standards file: Pupil B p.7

AF2 – Understanding the applications andimplications of science LEVEL 4 : 

AF2 – Understanding the applications andimplications of science LEVEL 4 23

AF2 – Understanding the applications andimplications of science : LEVEL 4 : 

AF2 – Understanding the applications andimplications of science : LEVEL 4 Teacher’s notes Pupil R was able to recognise several applications of products of distillation. She could describe some simple positive and negative consequences of the process and began to distinguish between different kinds of impact, differentiating consistently between those which were ‘social’ and ‘economic’. 24 Science APP standards file: Pupil R p.14

AF2 – Understanding the applications andimplications of science LEVEL 5 : 

AF2 – Understanding the applications andimplications of science LEVEL 5 25

AF2 – Understanding the applications andimplications of science : LEVEL 5 : 

AF2 – Understanding the applications andimplications of science : LEVEL 5 Teacher’s notes The work allows consideration of how scientific and technological developments affect different people, and how applications can have both positive and negative impacts. 26 Science APP standards file: Pupil S p.4

AF2 – Understanding the applications andimplications of scienceLEVEL 6 : 

AF2 – Understanding the applications andimplications of scienceLEVEL 6 27

AF2 – Understanding the applications andimplications of science: LEVEL 6 : 

AF2 – Understanding the applications andimplications of science: LEVEL 6 Teacher’s notes Several arguments were presented for and against legalisation and pupil J describes some ideas surrounding the use of scientific evidence from medical research as a potentially influencing factor. Through discussion, she indicated that the effect of cannabis on the brain can be researched through new technologies such as MRI scanning. 28 Science APP standards file: Pupil J p.6

AF2 – Understanding the applications andimplications of science LEVEL 7 : 

AF2 – Understanding the applications andimplications of science LEVEL 7 29

AF2 – Understanding the applications andimplications of science : LEVEL 7 : 

AF2 – Understanding the applications andimplications of science : LEVEL 7 Teacher’s notes He listed several types of impact associated with satellite technology and identified new opportunities for answering scientific questions. He also included a brief but significant statement about the impact of satellite technology on general worldview, in making ‘the world seem smaller’. He provided economic, ethical and social arguments for and against satellite use but did not present a final balanced view. 30 Science APP standards file: Pupil D p.7

AF2 – Understanding the applications andimplications of scienceLEVEL 8 : 

AF2 – Understanding the applications andimplications of scienceLEVEL 8 31

AF2 – Understanding the applications andimplications of science: LEVEL 8 (1) : 

AF2 – Understanding the applications andimplications of science: LEVEL 8 (1) 32

AF2 – Understanding the applications andimplications of science: LEVEL 8 (2) : 

AF2 – Understanding the applications andimplications of science: LEVEL 8 (2) 33 Science APP standards file: Pupil P p.11 Teacher’s notes Pupil P’s final comment provides a balanced judgement, that evidence is insufficient, following an evaluation of some of the implications of organic and conventional farming methods. She touched upon unintended consequences, such as in recognising the impact on wildlife, and wider environmental issues such as carbon dioxide and methane emissions, and nitrates in water. She examined some of the effects of the two alternative farming methods on society as a whole, including at a global level relating to food supply and climate change.

AF3 – Communicating and collaborating in science : 

AF3 – Communicating and collaborating in science 34

AF3 – Communicating and collaborating in science LEVEL 3 : 

AF3 – Communicating and collaborating in science LEVEL 3 35

AF3 – Communicating and collaborating in science : LEVEL 3 : 

AF3 – Communicating and collaborating in science : LEVEL 3 Teacher’s notes The teacher provided the formats of the table and bar chart to the pupils, and with these prompts Pupil M successfully presented data clearly in more than one way. The combination of the briefing given and the use of comic strip software allowed him to structure his work to describe how he carried out the investigation and what he found out. 36 Science APP standards file: Pupil M p.8

AF3 – Communicating and collaborating in science LEVEL 4 : 

AF3 – Communicating and collaborating in science LEVEL 4 37

AF3 – Communicating and collaborating in science : LEVEL 4 : 

AF3 – Communicating and collaborating in science : LEVEL 4 Next steps Use of word games to consolidate understanding of specific vocabulary. Observation of specialised cells and linking to their function. Consideration of the strengths and weaknesses of the jelly model as a representation of a real cell. Consideration of issues relating to the use of stem cells. 38 Science APP standards file: Pupil R p.4 Teacher’s notes Pupil R used appropriate scientific language with clear ‘keys’ and well labelled artwork for her model.

AF3 – Communicating and collaborating in science LEVEL 5 : 

AF3 – Communicating and collaborating in science LEVEL 5 39

AF3 – Communicating and collaborating in science : LEVEL 5 : 

AF3 – Communicating and collaborating in science : LEVEL 5 Teacher’s notes This was a rather awkward set of data to represent graphically and Pupil V plotted a graph of the data in a scatter graph format that she devised herself. It shows the spread of data very effectively, together with average class pulse rate and her own results. 40 Science APP standards file: Pupil V p.6

AF3 – Communicating and collaborating in science LEVEL 6 : 

AF3 – Communicating and collaborating in science LEVEL 6 41

AF3 – Communicating and collaborating in science : LEVEL 6 : 

AF3 – Communicating and collaborating in science : LEVEL 6 Teacher’s notes The information was gathered and selected from a range of sources, and presented in the pupils’ own chosen way, resulting in a concise presentation. The heading “The arguments for and against” is not well explained, relative to the list that follows it. The pupils worked collaboratively, and observation of their activity showed that they each made due contribution. 42 Science APP standards file: Pupil A p.6

AF3 – Communicating and collaborating in science LEVEL 7 : 

AF3 – Communicating and collaborating in science LEVEL 7 43

AF3 – Communicating and collaborating in science : LEVEL 7 : 

AF3 – Communicating and collaborating in science : LEVEL 7 Teacher’s notes Pupil D showed that he could produce graphs proficiently, recognising that a graph helps to reveal an overall pattern and making a thoughtful assessment of the pattern in this case. 44 Science APP standards file: Pupil D p.2

AF3 – Communicating and collaborating in science LEVEL 8 : 

AF3 – Communicating and collaborating in science LEVEL 8 45

AF2 – Thinking scientifically: LEVEL 8 : 

AF2 – Thinking scientifically: LEVEL 8 46 Science APP standards file: Pupil P p.5 Teacher’s notes Pupil P brought ideas together from different areas of science, explaining the nature of starch including its relationship to glucose, by referring to chemical structure (in non-technical but correct terms), photosynthesis, respiration and digestion.

AF4 – Using investigative approaches : 

AF4 – Using investigative approaches 47

AF4 – Using investigative approachesLEVEL 3 : 

AF4 – Using investigative approachesLEVEL 3 48

AF4 – Using investigative approaches : LEVEL 3 : 

AF4 – Using investigative approaches : LEVEL 3 Teacher’s notes He identified some but not all items of equipment from a list provided, and gave valid reasons for his selection. Pupil B, with support from the worksheet format, showed understanding of a ‘fair test’, although only two fuels were tested. Accurate and relevant whole number measurements were made. As shown in one of the typed tables, Pupil B recognised and communicated the purpose of heat mats as safety equipment. 49 Science APP standards file: Pupil B p.9

AF4 – Using investigative approachesLEVEL 4 : 

AF4 – Using investigative approachesLEVEL 4 50

AF4 – Using investigative approaches: LEVEL 4 : 

AF4 – Using investigative approaches: LEVEL 4 Teacher’s notes Pupil R made a selection from the equipment provided and she also recognised the need to use the same quantity of acid each time, thus working with the concept of a fair test. However, she stated that she would change “the different acids” and would keep the “amount of tablet” the same in each case, which is not what she actually did. She made some accurate measurements when carrying out the practical work. She also made her own initial suggestions during a discussion about controlling risk, and acted on these. 51 Science APP standards file: Pupil R p.6

AF4 – Using investigative approachesLEVEL 5 : 

AF4 – Using investigative approachesLEVEL 5 52

AF4 – Using investigative approaches: LEVEL 5 : 

AF4 – Using investigative approaches: LEVEL 5 Teacher’s notes She made a suggestion that measurements should be repeated three times ‘for accuracy’ and, given the difficulty in judging the time taken for the water samples to freeze, this is a valid suggestion, although it was not carried out. She was able to work safely by controlling obvious risk, without guidance, to remind her of standard laboratory expectations. 53 Science APP standards file: Pupil S p.7

AF4 – Using investigative approachesLEVEL 6 : 

AF4 – Using investigative approachesLEVEL 6 54

AF4 – Using investigative approaches: LEVEL 6 : 

AF4 – Using investigative approaches: LEVEL 6 Teacher’s notes Pupil J identified the significant variables and, with due experimentation, chose a suitable ammeter to match the current range. Although limited with the number of resistors available, she chose an appropriate range, and appropriate numbers and values for her measurements. She independently recognised and took action on familiar risks. 55 Science APP standards file: Pupil J p.2

AF4 – Using investigative approachesLEVEL 7 : 

AF4 – Using investigative approachesLEVEL 7 56

AF4 – Using investigative approaches: LEVEL 7 : 

AF4 – Using investigative approaches: LEVEL 7 Teacher’s notes Pupil D formulated a question that could be answered realistically in the time available through a practical investigation of his own devising, and identified the key variables before proceeding to a sound process of reliable data collection. He worked with an appropriate and consistent level of precision, rounding times to the nearest tenth of a second, and repeated measurements to calculate averages. He was not required to provide a risk assessment, but demonstrated good working practice. 57 Science APP standards file: Pupil D p.5

AF4 – Using investigative approachesLEVEL 8 : 

AF4 – Using investigative approachesLEVEL 8 58

AF4 – Using investigative approaches: LEVEL 8 (1) : 

AF4 – Using investigative approaches: LEVEL 8 (1) 59

AF4 – Using investigative approaches: LEVEL 8 (1) : 

AF4 – Using investigative approaches: LEVEL 8 (1) 60 Science APP standards file: Pupil P p.14 Teacher’s notes Pupil P developed her own strategy to investigate the level of use and purchase of organic products, and chose a data collection process that was able to produce useful data, consulting with the teacher on safety issues and limiting her survey to known people.

AF5 – Working critically with evidence : 

AF5 – Working critically with evidence 61

AF5 – Working critically with evidenceLEVEL 3 : 

AF5 – Working critically with evidenceLEVEL 3 62

AF5 – Working critically with evidence: LEVEL 3 : 

AF5 – Working critically with evidence: LEVEL 3 Teacher’s notes He was able to state that the bridge collapsed when the weight was greater than the upthrust, successfully linking cause and effect. 63 Science APP standards file: Pupil M p.19

AF5 – Working critically with evidenceLEVEL 4 : 

AF5 – Working critically with evidenceLEVEL 4 64

AF5 – Working critically with evidence: LEVEL 4 : 

AF5 – Working critically with evidence: LEVEL 4 Teacher’s notes Pupil R drew a valid conclusion from the measurements and their representation in her graph. She recognised that the results did not have a perfect simplicity but followed an overall pattern. She also recognised that using more masses would make her experiment better, but did not explain why. 65 Science APP standards file: Pupil R p.11

AF5 – Working critically with evidenceLEVEL 5 : 

AF5 – Working critically with evidenceLEVEL 5 66

AF5 – Working critically with evidence: LEVEL 5 : 

AF5 – Working critically with evidence: LEVEL 5 Teacher’s notes Pupil V identified and gave good explanations for the patterns in the extensive data, including the recognition of wide range and high variability, issues of fair testing (due to some measurement following physical activity during the break), and of the possibility of unreliable data. She offered good solutions to these problems. 67 Science APP standards file: Pupil V p.6

AF5 – Working critically with evidenceLEVEL 6 : 

AF5 – Working critically with evidenceLEVEL 6 68

AF5 – Working critically with evidence: LEVEL 6 : 

AF5 – Working critically with evidence: LEVEL 6 Teacher’s notes Pupil A made valid comments on the quality of data and suggested reasons based on scientific knowledge and understanding for limitations of evidence. She recognised the small number of measurements as a limitation to the evidence collected and to the reliability of conclusions. 69 Science APP standards file: Pupil A p.2 She drew a conclusion that is consistent with the evidence available. She identified the general pattern in the results, and correctly did not get pre-occupied by the fact that the volumes are not exact multiples. She has shown scientific thinking in her approach to measurement.

AF5 – Working critically with evidenceLEVEL 7 : 

AF5 – Working critically with evidenceLEVEL 7 70

AF5 – Working critically with evidence: LEVEL 7 : 

AF5 – Working critically with evidence: LEVEL 7 Teacher’s notes Pupil D identified and discussed quite complex quantitative relationships between the different variables affecting the rate of photosynthesis. 71 Science APP standards file: Pupil D p.9

AF5 – Working critically with evidenceLEVEL 8 : 

AF5 – Working critically with evidenceLEVEL 8 72

AF2 – Working critically with evidence: LEVEL 8 : 

AF2 – Working critically with evidence: LEVEL 8 73 Science APP standards file: Pupil P p.2 Teacher’s notes Pupil P critically interpreted conflicting predictions and matched them with the observational evidence.