Pri app sci_std_file_y6_s5

1 of 20 The National Strategies Primary Assessing Pupils’ Progress in primary science

APP primary science standards file: Zoe (Year 6 secure level 5)

Child profile Zoe is a high-achieving child who is listed on the school’s Gifted and Talented register as a ‘general all-round high achiever’. Literacy and mathematical skills are her particular strengths. She is working at a secure level 5.

The evidence 1. Iron ships

2. Helpful and unhelpful friction

3. Investigating crystal formation

4. Alien plant

5. A night in Lymstone

6. Investigating ‘Eco-Roll’

QCDA 01063-2009PDF-EN-12 © Crown copyright 2009


1 Iron ships

Assessment focuses AF1, AF2, AF3

Context The activity was linked to work on forces and to historical work on Victorians. The children were required to identify and explain a scientific or technological idea from that period. Their task was to convince wealthy funders that their idea was a good one that was worthy of financial support. They had to imagine the attitudes of these funders and to find ways to overcome their possible objections.

The children started the task in school, and completed it as a home learning task. They chose their own formats for the final piece of work.



The evidence

Teacher’s notes Zoe chose to tea-stain the paper. She tried to use Victorian styles of language, as discussed in recent literacy lessons.

In explaining her work to others, she said, ‘Some people thought that metal always sinks just because a lump of metal does, but boats are full of air’.



Next steps

Encouragement to make creative use of diagrams to aid scientific explanation.

Further exploration of the reasons why some objects float and some objects sink.

Discussion of further challenges to children’s ideas, such as, in Zoe’s case, the suggestion that, ‘Metal goes rusty – won’t that be a new problem that doesn’t affect wood?’

Assessment commentary Although Zoe needs to develop a full explanation, which would require a little more detail, she explains the phenomenon of floating by drawing on abstract ideas about forces. She can suggest solutions to problems and describes a different viewpoint that people may have had, historically, about scientific or technological developments, linking applications to their underpinning scientific ideas. She understands the importance of economic and moral issues, and uses evidence rather than opinion to support the scientific arguments.



2 Helpful and unhelpful friction

Assessment focuses

AF1, AF2

Context

During a part of a lesson in which children investigated friction, one class group identified different ways in which friction can be helpful or unhelpful. They drew diagrams and annotated them to aid their explanations.

The children were asked to identify all areas of their chosen situations where they considered friction would act, and explain a couple of these.



The evidence

Teacher’s notes

Zoe’s comments showed that she could relate ideas about friction to various technologies. She did not identify all areas on her sketches where she thought friction would act, and this was something she initially found difficult to understand. Zoe said that the arrows showed both the movement and the force. She could describe how the friction worked against the direction the sledge was moving.



Next steps

Discussion of why arrows are so useful for representing forces.

Brainstorming the different ways in which arrows are used in scientific diagrams and sketches.

Assessment commentary Zoe can use models to help describe phenomena. She can link applications to their underpinning scientific ideas, and use a scientific convention to communicate the concept of force.



3 Investigating crystal formation

Assessment focus

AF4

Context

This was a self-initiated task.

There had been a lesson on evaporation and its use to separate solutions into their components, followed by examination of and discussion about the crystals formed. Zoe went home and decided to investigate whether adding additional liquids affected crystal size.



The evidence



Teacher’s notes In discussion back in school, Zoe explained that the same total volume of liquid had been used in each case to make it a fair test. She explained the importance of using a measuring cylinder to obtain accurate volume measurements.

Next steps

Discussion of the importance of replication in investigative science, followed by a repeat of Zoe’s investigation in school.

Work on the use of charts and tables to provide concise presentations of findings.

Assessment commentary Zoe shows that she is able to recognise significant variables in investigations, and she explains why particular pieces of equipment are appropriate.



4 Alien plant

Assessment focuses AF1, AF3

Context The work was based on a review of previous activity about plants, including adaptation to habitat, life cycles, and features of flowering plants.

The children were given a challenge: they were scientists who had visited the far-flung reaches of the furthest galaxies in search of new species of plant life, and had brought specimens back to Earth.

The children were asked to create a ‘junk model’ of their new species, draw a diagram and annotate it. Some children, including Zoe, chose to use a writing frame for this aspect of the task. The children also had access to a Key Stage 2 study guide to help them look back at earlier learning.

The evidence







Teacher’s notes

During discussion, Zoe could demonstrate a good understanding of pollination, fertilisation and seed dispersal.

Next steps

Consideration of the wider ecosystems of the various children’s plants, and in particular how their creations would live alongside other living things and compete for space, light, water and nutrients.

Assessment commentary

Zoe uses complex ideas and appropriate terminology to describe her alien plant. She is able to explain some biological processes by drawing on some abstract ideas.



5 A night in Lymstone

Assessment focuses

AF5

Context

The aim of the work was to analyse data and its sources.

The class was introduced to the school’s new data loggers during an ICT lesson, and the teacher then left a data logger outside her home overnight.

The children were told that the house is situated away from roads and that there is plenty of local wildlife (including foxes, badgers and a variety of birds). They were asked to analyse and explain the data obtained.



The evidence



Next steps

Use of the data logger to measure sound and light levels in an urban environment (matching the school’s location) considering issues of sound and light pollution.

Assessment commentary Zoe correctly identified that the three sets of data were representing the temperature, the light level and the sound level, and labelled them correctly. She recognised when sunset and sunrise were occurring, and identified the dawn chorus. She carried out some calculations to work out the actual time from the elapsed time. She has interpreted data in an unfamiliar format and with some complex explanations, using the data to reach valid conclusions that utilise more than one piece of supporting evidence.



6 Investigating ‘Eco-Roll’

Assessment focuses AF3, AF4, AF5

Context Children were asked to consider some advertising they had seen on TV for ‘science-based’ products such as cleaning materials and cosmetics.

They used a number of real products and planned and carried out scientific tests to find the one that they thought was best. They then produced a TV advertisement and were asked to illustrate the research to back up their claims. No further support was given.

Zoe and three others carried out this activity with four different types of kitchen roll.

The evidence See the video clip of Zoe taking part in a mock advert, 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: Zoe’).

See also the spreadsheet setting out the data from testing the absorbancy of kitchen towels. This is 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: Zoe’).

Teacher’s notes

The group conducted a fair test to determine which kitchen roll was the most absorbent and to determine their strength when wet. These two sets of results identified one kitchen roll, which they decided to call ‘Eco-Roll’.

The group chose to repeat measurements and observations, and could explain that these gave them enough evidence on which to base reliable conclusions. Zoe was able to say that they, ‘repeated measurements in case any of them had gone wrong’. She also explained how the work was collaborative, with each child taking on different tasks, recognising that they would be more efficient in their evidence collection.

Next steps

Compilation of the work into a research report, showing the objectives of the research, methodology, and the research outcomes.

Consideration of advertising and how opinion is sometimes presented rather than scientific evidence.

Assessment commentary Zoe is able to use evidence to support the identification of ‘Eco-Roll’ as the best kitchen roll. She is able to suggest how collaborative approaches to investigative work are beneficial. Zoe recognises significant variables in investigations, understands that repeated measurement improves reliability and draws valid conclusions.


http://www.standards.dcsf.gov.uk/nationalstrategies

http://www.standards.dcsf.gov.uk/nationalstrategies



Assessment summary AF1 Thinking scientifically

Zoe can apply abstract ideas and models in her explanations of processes and phenomena and when solving problems. She goes some way towards identifying the use of creative thinking in the historical development of scientific ideas.

AF2 Understanding the applications and implications of science

Her work on ‘Eco-Roll’ demonstrates that she is aware of technological developments affecting different people and recognises social and economic issues, and she also addresses moral issues through her work on iron ships. She is able to tease out the underpinning scientific ideas when considering science and technology.

AF3 Communicating and collaborating in science

Zoe’s high literacy level and good social skills have contributed to her strength in this area. She distinguishes between opinion and scientific evidence, uses appropriate scientific terminology to communicate abstract ideas, and can suggest how collaborative approaches are beneficial to evidence collection.

AF4 Using investigative approaches

Zoe recognises significant variables, explains when it is appropriate to use a particular piece of equipment and makes appropriate repetition of measurements.

AF5 Working critically with evidence

Zoe can interpret data in a variety of formats and draw valid conclusions that utilise more than one piece of supporting evidence.

Overall assessment judgement The evidence in the assessment focus table, which was gathered over six months, shows Zoe working at secure level 5. She touches on level 6 for a small number of isolated assessment criteria but there is not enough evidence of higher level attainment to show that Zoe is at high level 5 and ready to move to level 6.



APP primary science assessment guidelines: levels 5 and 6

AF1 – Thinking scientifically AF2 – Understanding the applications and implications of science

AF3 – Communicating and collaborating in science

AF4 – Using investigative approaches

AF5 – Working critically with evidence

Across a range of contexts and practical situations pupils:

Use abstract ideas or models or multiple factors when explaining processes or phenomena

Identify the strengths and weaknesses of particular models

Describe some scientific evidence that supports or refutes particular ideas or arguments, including those in development

Explain how new scientific evidence is discussed and interpreted by the scientific community and how this may lead to changes in scientific ideas


Describe how different decisions on the uses of scientific and technological developments may be made in different economic, social or cultural contexts

Explain how societies are affected by particular scientific applications or ideas

Describe how particular scientific or technological developments have provided evidence to help scientists pose and answer further questions

Describe how aspects of science are applied in particular jobs or roles


Identify lack of balance in the presentation of information or evidence

Choose forms to communicate qualitative or quantitative data appropriate to the data and the purpose of the communication

Distinguish between data and information from primary sources, secondary sources and simulations, and present them in the most appropriate form


Apply scientific knowledge and understanding in the planning of investigations, identifying significant variables and recognising which are independent and which are dependent

Justify their choices of data collection method and proposed number of observations and measurements

Collect data choosing appropriate ranges, numbers and values for measurements and observations

Independently recognise a range of familiar risks and take action to control them


Suggest reasons based on scientific knowledge and understanding for any limitations or inconsistencies in evidence collected

Select and manipulate data and information and use them to contribute to conclusions

Draw conclusions that are consistent with the evidence they have collected and explain them using scientific knowledge and understanding

Make valid comments on the quality of their data

L6

L5


Use abstract ideas or models or more than one step when describing processes or phenomena

Explain processes or phenomena, suggest solutions to problems or answer questions by drawing on abstract ideas or models

Recognise scientific questions that do not yet have definitive answers

Identify the use of evidence and creative thinking by scientists in the development of scientific ideas


Describe different viewpoints a range of people may have about scientific or technological developments

Indicate how scientific or technological developments may affect different groups of people in different ways

Identify ethical or moral issues linked to scientific or technological developments

Link applications of science or technology to their underpinning scientific ideas


Distinguish between opinion and scientific evidence in contexts related to science, and use evidence rather than opinion to support or challenge scientific arguments

Decide on the most appropriate formats to present sets of scientific data, such as using line graphs for continuous variables

Use appropriate scientific and mathematical conventions and terminology to communicate abstract ideas

Suggest how collaborative approaches to specific experiments or investigations may improve the evidence collected


Recognise significant variables in investigations, selecting the most suitable to investigate

Explain why particular pieces of equipment or information sources are appropriate for the questions or ideas under investigation

Repeat sets of observations or measurements where appropriate, selecting suitable ranges and intervals

Make, and act on, suggestions to control obvious risks to themselves and others


Interpret data in a variety of formats, recognising obvious inconsistencies

Provide straightforward explanations for differences in repeated observations or measurements

Draw valid conclusions that utilise more than one piece of supporting evidence, including numerical data and line graphs

Evaluate the effectiveness of their working methods, making practical suggestions for improving them

BL

IE

Overall assessment (tick one box only) Low 5 Secure 5 High 5 Low 6 Secure 6 High 6

Education

Pri app sci_std_file_y6_s5