Science - Headstart Primary · 2019-08-29 · taking the same test. • enable comparisons of performance across all three year group tests, and across year groups, irrespective of

Scaled ScoreProgress Tests

ANDTopic Tests

Science

Year 6

Written by Joe White

SAMPLE PAGES

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© Copyright HeadStart Primary Ltd

Year 6

Pupil Versions

Pupil Versions

Answer Versions

Answer Versions

Progress Test AProgress Test BProgress Test C

Teachers’ Notes

Digital versions of each Progress Test in black & white AND in colourDigital versions of each Topic Test in black & white AND in colourNational Curriculum Links for each Progress TestNational Curriculum Links for each Topic TestScaled score conversion tables for each Progress TestStandardisation tables for each Topic Test

Living things and their habitats Animals, including humans Evolution and inheritance Light Electricity

Living things and their habitats Animals, including humans Evolution and inheritance Light Electricity

Progress Test AProgress Test BProgress Test C

Book Contents

CD-ROM Contents

Scaled Score Progress Tests

Topic Tests

© Copyright HeadStart Primary Ltd i

Scaled Score Progress Tests AND Topic Tests Teachers’ Notes

Science

The HeadStart Science Scaled Score Progress Tests have been developed to help teachers assess children’s progress against the Science National Curriculum Programme of Study Statutory Requirements.

There are three tests: A, B and C. This provides schools with the opportunity to track progress across the school year. Tracking points may be at the end of term or at other times during the school year, depending on the preference of each school.

Each test assesses objectives from the topic-based programmes of study; all the objectives are covered across the three tests. As ‘Working scientifically’ should be taught using practical scientific methods, processes and skills through the teaching of the year group topics, it is expected that assessment of this aspect is mainly carried out through practical lessons.

HeadStart provides National Curriculum Links grids which cross reference each question against the objectives within the national curriculum statutory requirements. These grids are available on the CD-ROM/digital version.

The tests have been extensively trialled in schools to provide standardised scaled score tables for each test, so that a child’s raw score can be converted to a standardised scaled score. These are available on the CD-ROM/digital version.

Introduction - about the Progress Tests

© Copyright HeadStart Primary Ltd ii

Scaled score conversion tables (these and rationale available on the CD-ROM/digital version):

• enable each child’s performance to be compared to the performance of other children taking the same test. • enable comparisons of performance across all three year group tests, and across year groups, irrespective of individual test difficulty or number of questions etc. • provide a summative assessment of children, groups and whole class performance against the national curriculum objectives.

National Curriculum Links grids (these and rationale available on the CD-ROM/digital version):

• can identify performance against the objectives within the statutory requirements programmes of study. • support diagnostic assessment for individual children and whole classes so that subsequent learning needs can be identified.

It is important to note that the tests provide a guide for teachers in assessing children’s progress which should be used in conjunction with ongoing teacher assessment.

Standardisation tables (these and rationale available on the CD-ROM/digital version):

• enable each child’s performance to be compared to the expected standard. • provide formative assessment of children, groups and whole class performance against the national curriculum objectives. • provide summative information, which can be used to compare children’s progress at the end of each year.

The HeadStart Science Topic Tests have been developed to provide schools with the opportunity to assess children’s understanding of each topic.

These tests feature the same or similar questions as the Progress Tests, but they are organised to provide one test per topic. National Curriculum Links grids, which cross reference each question against the national curriculum objectives, are also available on the CD-ROM/digital version.

Standardisation information, using the results of HeadStart’s extensive school-based trials for the Progress Tests, is available on the CD-ROM/digital version.

Assessment for Learning - using the information from the Progress Tests

Assessment for Learning - using the information from the Topic Tests

Introduction - about the Topic Tests

© Copyright HeadStart Primary Ltd iii

National Curriculum Links grids (these and rationale available on the CD-ROM/digital version):

• can identify performance against the objectives within the statutory requirements programmes of study. • support diagnostic assessment for individual children and whole classes so that subsequent learning needs can be identified.

It is important to note that the tests provide a guide for teachers in assessing children’s progress which should be used in conjunction with ongoing teacher assessment.

(continued)

There is a black & white and colour version available for each test. The tests are designed so that they can be printed in black & white. The colour versions can be used for whiteboard use, if required.

Each test is NOT strictly timed and children should be allowed to finish or complete as much of the test as they are able. For younger children, it may be appropriate to split each test into parts and/or the class into groups.

Each pupil will need a pencil. A ruler may also be useful.

The use of a rubber may also be appropriate in line with school policy.

As this is a science test and not reading, it is acceptable to read the questions to pupils. Particularly for Years 1 and 2, it may be appropriate to use the CD-ROM/digital version in conjunction with a whiteboard to display and read the test to a class or group of children. However, explanations of scientific terms should not normally be given.

It is also acceptable for children to have an amanuensis, if this is usual classroom practice. If pupils have a specific need, they should be provided with arrangements in line with normal classroom practice.

(continued)Assessment for Learning - using the information from the Topic Tests

Administration - how to manage the tests

Format

Equipment

Assistance


© Copyright HeadStart Primary Ltd iv

Administration - how to manage the tests (continued)

For older children, check that seating is appropriately spaced and no pupil can see another pupil’s answer sheet. For younger children, it may be appropriate to conduct the tests in groups or even individually.

Mark the tests according to the answer version / mark scheme provided. For questions which require written responses, teachers’ judgement may be required, as detailed below:

• For some questions, the mark scheme indicates ‘Answer should suggest...’ This means that the teacher can accept an appropriate age-related response which identifies the correct answer.

• Where the mark scheme indicates several answers separated by a forward slash, only one of the answers is needed for the child to be awarded the mark.

• For some questions, the mark scheme indicates possible answers using ‘e.g....’ and ‘(Accept other appropriate answers)’. This is because there may be a number of possible answers which the teacher can accept.

• ‘(Accept other appropriate answers)’ is also used where the children’s responses may use different (but correct) wording.

The conversion tables for the Progress Tests, available on the CD-ROM/digital version, provide details of the raw scores’ conversion to scaled scores.

The standardisation tables for the Topic Tests, also available on the CD-ROM/digital version, provide information about comparing the raw score to the expected standard.

Administering the tests

Marking the tests and generating the scaled scores and standardisation tables


PUPIL VERSIONS

Science

Year 6

Year 6 Scaled Score Progress Test

Science

Test A

Name:

Class:

Date:

Scaled Score

Raw Score

© Copyright HeadStart Primary Ltd2YEAR 6

Science

Page Total

1 mark

1 mark

1 mark

Year 6 Science Assessment: Test A

Section 1: Living things and their habitats2 Strictly classified!

ostrich bat

butterfly

dog

dragonfly

penguin

Complete the following:

The animals shown above can be classified into two groups using the characteristics flying/not flying. This is shown in the table below.

flying dragonfly butterfly

not flying penguin ostrich

Write dog and bat in the correct place in the table above.

In the first column of the table below, write a different characteristic which could be used to classify all the animals pictured.

Complete the table by writing all the animals in the correct classification groups.

a

b

c


Science

Page Total

2 marks


Section 2: Animals, including humans4 The major systems of the human body

Match the names of the systems above to the descriptions below. One has been done for you:

a This system enables movement of the body and maintains posture and position. ……………………

b This system moves nutrients around the body to areas where they are required. ……………………

c This system is made up of organs which enable food to become energy and nutrients for the body. ……………………

d This system provides rigid support, protection and assists with movement. ……………………

digestivecirculatoryskeletal muscular

muscular


Science

Page Total

2 marks

1 mark


Section 2: Animals, including humans6 The circulatory system


Which of the following are vital for the circulatory system to function. Circle two answers.

Draw lines to match each part of the circulatory system to the function it performs.

a

b

legs

blood vessels

teeth

arms

hair

heart

heart

vein

carries blood back to the heart

pumps blood around the body

artery carries blood away from the heart


Science

Page Total

1 mark

1 mark

1 mark


Section 3: Evolution and inheritance8 Fossil files

………………… ………………… …………………

………………… ………………… …………………


What are fossils?

Write trace fossil / body fossil / chemical fossil under the correct image below.

How can fossils help scientists learn more about how species have adapted over time?

a

b

c

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………


Science

Page Total

1 mark

1 mark

1 mark

1 mark


Section 4: Light Light and shadow10


What is the source of light?

Why does Olivia’s body make a shadow on the ground?

What would you expect to happen to Olivia’s shadow as it got nearer to midday?

Why is Olivia’s shadow the same shape as her body? Tick one box below.

On a bright, sunny morning, Olivia stands in the school yard. She sees a shadow of herself on the ground.

a

b

d

c

……………………………

……………………………………………………………………

……………………………………………………………………

Light travels around Olivia’s body.

The light travels in straight lines.

The sun is behind a cloud.


Science

Page Total

1 mark

1 mark

1 mark

1 mark


Section 4: Light12 Time to reflect

Amir carries out an experiment to see how reflective different materials are.


In the diagram above, the torch is shining on the book. Draw the shadow that is formed.

Circle one object that would not make a dark shadow.

Explain your answer to .

Tick two objects which would best reflect light.

exercise book stainless steel spoon

shoe foil wrapper

a

b

c

d

b

shoe empty glass jar teddy bear mug

……………………………………………………………………

……………………………………………………………………


Science

Page Total

1 mark

2 marks

1 mark


Section 5: Electricity14 Circuit design

Above is a partially completed circuit diagram.


a Complete the circuit diagram by inserting the correct symbols for a cell and a bulb.

What could be added to the circuit to enable the bulb to be turned on or off?


If a buzzer was added to the circuit pictured above, what would happen to the brightness of the bulb?

b

d c

c

………………………………………

…………………………………………………………………

…………………………………………………………………

It would become dimmer. It would become brighter.


ANSWER VERSIONS

Science

Year 6

Year 6 Scaled Score Progress Test

Science

Test A

Name:

Class:

Date:

Scaled Score

Raw Score

ANSWERS


Science

Page Total

1 mark

1 mark

1 mark


Section 1: Living things and their habitats2 Strictly classified!

ostrich bat

butterfly

dog

dragonfly

penguin








a

b

c

Year 6 Science Assessment: Test A – ANSWERS

3

1

1

1

bat

dog

Award 1 mark for an appropriate characteristic. e.g. mammals/not mammals

Award 1 mark for animals grouped correctly.

Other examples for b might be wings/no wings, insects/not insects,birds/not birds etc.


Science

Page Total

2 marks


Section 2: Animals, including humans4 The major systems of the human body

Match the names of the systems above to the descriptions below. One has been done for you:

a This system enables movement of the body and maintains posture and position. ……………………

b This system moves nutrients around the body to areas where they are required. ……………………

c This system is made up of organs which enable food to become energy and nutrients for the body. ……………………

d This system provides rigid support, protection and assists with movement. ……………………

digestivecirculatoryskeletal muscular

muscular


2

2

digestive

circulatory

skeletal

(2 marks for all 3 correct, 1 mark for 2 correct.)


Science

Page Total

2 marks

1 mark


Section 2: Animals, including humans6 The circulatory system


Which of the following are vital for the circulatory system to function. Circle two answers.

Draw lines to match each part of the circulatory system to the function it performs.

a

b

legs

blood vessels

teeth

arms

hair

heart

heart

vein

carries blood back to the heart

pumps blood around the body

artery carries blood away from the heart


3

2

1


(Both must be correct for 1 mark.)


Science

Page Total

1 mark

1 mark

1 mark


Section 3: Evolution and inheritance8 Fossil files

………………… ………………… …………………

………………… ………………… …………………


What are fossils?

Write trace fossil / body fossil / chemical fossil under the correct image below.

How can fossils help scientists learn more about how species have adapted over time?

a

b

c

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………

……………………………………………………………………


3

1

1

1

body

fossil

trace

fossil

chemical

fossil

Answer should suggest that they are the remains (or impression)

of a dead animal / plant or animal / plant living long ago.

Answer should suggest that fossils can tell scientists what

animals were like in the past.

(All 3 must be correct for 1 mark.)


Science

Page Total

1 mark

1 mark

1 mark

1 mark


Section 4: Light Light and shadow10


What is the source of light?

Why does Olivia’s body make a shadow on the ground?

What would you expect to happen to Olivia’s shadow as it got nearer to midday?

Why is Olivia’s shadow the same shape as her body? Tick one box below.

On a bright, sunny morning, Olivia stands in the school yard. She sees a shadow of herself on the ground.

a

b

d

c

……………………………

……………………………………………………………………

……………………………………………………………………

Light travels around Olivia’s body.

The light travels in straight lines.

The sun is behind a cloud.


4

1

1

1

1

The Sun

It is opaque/blocks the sunlight out. (Accept other appropriate answers.)

It would get shorter / smaller. (Accept other appropriate answers.)


Science

Page Total

1 mark

1 mark

1 mark

1 mark


Section 4: Light12 Time to reflect

Amir carries out an experiment to see how reflective different materials are.


In the diagram above, the torch is shining on the book. Draw the shadow that is formed.

Circle one object that would not make a dark shadow.


Tick two objects which would best reflect light.

exercise book stainless steel spoon

shoe foil wrapper

a

b

c

d

b

shoe empty glass jar teddy bear mug

……………………………………………………………………

……………………………………………………………………


1

1

1

1

The empty glass jar lets light through.

(Accept other appropriate answers.)

shadow drawn appropriately

4


Science

Page Total

1 mark

2 marks

1 mark


Section 5: Electricity14 Circuit design

Above is a partially completed circuit diagram.


a Complete the circuit diagram by inserting the correct symbols for a cell and a bulb.

What could be added to the circuit to enable the bulb to be turned on or off?


If a buzzer was added to the circuit pictured above, what would happen to the brightness of the bulb?

b

d c

c

………………………………………

…………………………………………………………………

…………………………………………………………………

It would become dimmer. It would become brighter.


4

1

1

2

a switch

Answer should suggest that the flow of electricity is divided.

(Both c and d must be correct for 1 mark.)

Topic Tests

PUPIL VERSIONS

Science

Year 6

Living things and their habitats

Year 6 Topic Test

Science

ostrich bat

butterfly

dog

dragonfly

penguin

Raw Score

Name:

Class:

Date:


Science

Page Total

1 mark

1 mark

1 mark

Year 6 Science Assessment: Living things and their habitats

2 Strictly classified!

ostrich bat

butterfly

dog

dragonfly

penguin








a

b

c


Science

Page Total

2 marks

2 marks


4 What’s common?


a Tick two boxes to show what the deer and the horse have in common.

They both have horns on their heads.

They both have a tail.

They both have hair or fur on their bodies.

They both have scaly skin.

b Complete the classification table below using the animals at the top of the page. Two have been done for you.

has feathers has no feathers

able to fly

unable to fly

horse deer

moth

sparrowostrich

horse deer


Science

Page Total

1 mark

1 mark

2 marks


6 Micro-organisms

YOGHURT


Which of the sentences below are true? Tick two boxes.

Micro-organisms can be involved in the production of food.Draw lines from each food item below to the micro-organism involved in its production.

If meat isn’t stored or handled properly it can make humans ill.Why is this?

yoghurt

bread

a

b

c

Micro-organisms cannot be found in water.

Some plants and some animals are micro-organisms.

Micro-organisms can be classified based on their similarities and differences.

Micro-organisms are all part of the animal kingdom.

……………………………………………………………………

bacteria

yeast


Science

Page Total

1 mark

1 mark

2 marks


8 Similarities and differences

mammal(human)

bird(sparrow)

echinoderm(starfish)

micro-organism(pollen)


Give one scientific difference between mammals and birds.

Echinoderms are a class of animals. Circle one of the characteristics shown below that applies only to echinoderms?

Which of the following sentences about micro-organisms are true? Tick two boxes.

a

b

c

……………………………………………………………………

are cold-blooded

are invertebrates

are only found in sea water

They are all fungi.

Some are helpful, some are harmful.

They are exclusively in the animal kingdom.

They are microscopic.

Topic Tests

ANSWER VERSIONS

Science

Year 6

Living things and their habitats

Year 6 Topic Test

Science

ostrich bat

butterfly

dog

dragonfly

penguin

Scaled Score

Raw Score

Name:

Class:

Date:

ANSWERS

ostrich bat

butterfly

dog

dragonfly

penguin


Science

Page Total

1 mark

1 mark

1 mark


2 Strictly classified!

ostrich bat

butterfly

dog

dragonfly

penguin








a

b

c

Year 6 Science Assessment: Living things and their habitats – ANSWERS

3

1

1

1

bat

dog

Award 1 mark for an appropriate characteristic. e.g. mammals/not mammals

Award 1 mark for animals grouped correctly.

Other examples for b might be wings/no wings, insects/not insects,birds/not birds etc.


Science

Page Total

2 marks

2 marks


4 What’s common?


a Tick two boxes to show what the deer and the horse have in common.

They both have horns on their heads.

They both have a tail.

They both have hair or fur on their bodies.

They both have scaly skin.

b Complete the classification table below using the animals at the top of the page. Two have been done for you.

has feathers has no feathers

able to fly

unable to fly

horse deer

moth

sparrowostrich

horse deer


4

2

2


sparrow moth

ostrich


Science

Page Total

1 mark

1 mark

2 marks


6 Micro-organisms

YOGHURT


Which of the sentences below are true? Tick two boxes.

Micro-organisms can be involved in the production of food.Draw lines from each food item below to the micro-organism involved in its production.

If meat isn’t stored or handled properly it can make humans ill.Why is this?

yoghurt

bread

a

b

c

Micro-organisms cannot be found in water.

Some plants and some animals are micro-organisms.

Micro-organisms can be classified based on their similarities and differences.

Micro-organisms are all part of the animal kingdom.

……………………………………………………………………

bacteria

yeast


1

1

2

4

Answer should suggest harmful germs / bacteria.

(Accept other appropriate answers.)

(Both must be correct for 1 mark.)


Science

Page Total

1 mark

1 mark

2 marks


8 Similarities and differences

mammal(human)

bird(sparrow)

echinoderm(starfish)

micro-organism(pollen)


Give one scientific difference between mammals and birds.

Echinoderms are a class of animals. Circle one of the characteristics shown below that applies only to echinoderms?

Which of the following sentences about micro-organisms are true? Tick two boxes.

a

b

c

……………………………………………………………………

are cold-blooded

are invertebrates

are only found in sea water

They are all fungi.

Some are helpful, some are harmful.

They are exclusively in the animal kingdom.

They are microscopic.


4

1

1

2

Mammals have hair or fur, birds have feathers / mammals produce milk / birds lay eggs. (Accept other appropriate answers.)

The CD-ROM/digital version contains the tests filed separately for printing. Colour versions of the tests are included on the digital version.

Also supplied on the CD-ROM/digital version:

• National Curriculum Links for each Progress Test

• National Curriculum Links for each Topic Test

• Scaled score conversion tables for each Progress Test

• Standardisation tables for each Topic Test

PLEASE NOTE:

Like what you’ve seen so far?

Why not request your risk-free inspection copies?

We will dispatch your copies within 48 hours by next day courier. If you love your resources, keep them and we will process your order and send the accompanying CD-ROMs. If you are not satisfied, let us know and we will arrange to collect them

from you free of charge.

www.headstartprimary.com/order-inspection-copies/

We are here to help. If you have any questions regarding our resources or ordering process, please don’t hesitate

to get in touch with us. Email: [email protected]

Phone: 01200 423405

If you prefer to trial one full test with your pupils, please contact us using the details above and we will send you a full

test of your choice with an answer version.

http://www.headstartprimary.com/order-inspection-copies/

mailto:[email protected]

Documents

Science - Headstart Primary · 2019-08-29 · taking the same test. • enable comparisons of performance across all three year group tests, and across year groups, irrespective of