APP primary science standards

1 of 22 The National Strategies  Primary
Assessing Pupils’ Progress in primary science

APP primary science standards
file: Joshua (Year 2 high level 1)
Child profile
Joshua is a Year 2 child with good social skills and he enjoys practical activity. His communication skills are
at a slightly lower level of development, and a current overall judgement of his progress in science places
him at high level 1.

The evidence
1. Listening to sounds
2. Describing and sorting sounds from instruments
3. Investigating the direction of sounds
4. Investigating sounds from far away
5. Investigating materials to make a raft
6. Investigating ‘ice balloons’

QCDA 01063-2009PDF-EN-04 © Crown copyright 2009


1 Listening to sounds
Assessment focuses
AF2, AF3, AF4

Context
This work is from the beginning of a sound and hearing topic and linked to a theme called ‘In the Woods’.
The topic was introduced through a story, This is the Bear and the Scary Night. With their partners, children
discussed the noises the bear might have heard while in the woods, recalling their own experiences of
being out at night. The children drew things they might hear on a walk in the woods.
The class then visited the local woods for some listening activities. Working in pairs, they were encouraged
to listen for one minute, keeping a tally on fingers of the different sounds they could hear before sharing
with their partner. The activity was repeated to listen for different types of bird song and again for very quiet
noises. Back in the classroom, the children shared their observations and were asked to describe the
sounds and to name their sources.
They then played a ‘bat’ game to explore the use of our sense of hearing to determine where we are. In the
playground, they took turns to be blindfolded and to walk through the forest of children who were instructed
to stay still and call out ‘tree!’ if they were going to be bumped into. They then played ‘bat and moth’, where
the blindfolded child had to catch a child acting as a moth by calling out and then listening for the ‘echo’.
Hayes, S., illustrated by Craig, H (2003) This is the Bear and theScary Night, Walker Books Ltd., UK



The evidence

Teacher’s notes
Joshua could share his ideas with his partner and listen to the ideas of others. He said that he had heard a
woodpecker in the woods before and he thought the trees might make a noise if it was windy. During the
listening activities, Joshua could identify a range of different noises, including people moving their feet.
When he was blindfolded, he was able to turn towards the noise and could find the other child.



Next steps
 Use of a tally chart to record observations.
 Discussion of when it is most useful to be able to hear and about strategies used by people
with hearing impairments.

Assessment commentary
Joshua relates simple ideas about hearing to his own direct and everyday experience. He shares his ideas
with others and listens to them, and is developing confidence in communicating his observations, including
by the use of drawings and by talking. He uses his senses to make simple observations.



2 Describing and sorting sounds from instruments
Assessment focuses
AF1, AF3, AF4

Context
The class brainstormed a list of words to describe how we could make sounds using different instruments.
In pairs, the children initially selected two instruments to look at in detail. They then formed into groups of
four and sorted the instruments according to how they make sound. Individuals then each chose one
instrument to draw and to record how it makes sound.
In the plenary the class looked closely at what was happening to the instruments when they made a noise,
leading on to discussions and demonstrations of vibrations.

The evidence



Teacher’s notes
Joshua explained how a variety of instruments could be used to make a noise. With some guidance he said
that he could feel the top of the drum move when it was played. With support, Joshua grouped the
instruments according to how they are played.

Next steps
 Investigating how to make sounds louder and quieter, using strings in order to relate this to
the observable vibrations.
 Looking at the differences in instruments from different cultures and different times in history.

Joshua is able to sort instruments according to their features. By grouping and by drawing diagrams,
Joshua communicates simple features of objects in appropriate ways, and he uses his senses to make
observations.



3 Investigating the direction of sounds
Assessment focuses
AF1, AF2, AF3, AF4, AF5

Context
This was a follow-up activity to the previous ‘bat and moth’ games played in the playground.
The class agreed to investigate whether our ears can tell us exactly where sounds are coming from. The
children contributed their ideas to a class discussion and they decided to have a blindfolded child sitting in
the middle of the circle. A class member was chosen to make a noise and the blindfolded child had to point
to where they thought the noise was coming from. It was then suggested to investigate whether it is harder
to pinpoint the direction of the sound by covering over one ear with the palm of a hand.
The children were asked to consider what they had observed and to record independently what they had
learnt about how we hear.

The evidence



Teacher’s notes
Joshua shared his ideas about how to do the investigation with his partner. He said someone needed to be
blindfolded to test their ears and suggested that we could try to listen with only one ear. He drew a simple
picture of how the investigation was set up and wrote about what he had observed.
During their experiments, some children thought they could hear where a sound was coming from. Joshua
was unconvinced; however, he recognised that it was more difficult to detect sound using only one ear.

Next steps
 Support in using appropriate vocabulary with care – including ‘listen’, ‘hear’, ‘sound’, ‘noise’,
‘direction’.
 Discussion of the importance of being able to sense the direction that sounds are coming
from.

In presenting his information, Joshua shows that he can respond to the teacher’s suggestions to identify
evidence to answer a question. By commenting on the difficulty of locating a sound with just one ear,
Joshua identifies a link to science. He is able to use some everyday terms to describe his ideas verbally.
He can share his ideas with a partner and communicate his observations using everyday terms and by a
simple drawing. He uses his senses to make simple observations and is able to report what happens in
simple terms.



4 Investigating sounds from far away
Assessment focuses
AF2, AF3, AF4, AF5

Context
This work began with discussions in small groups, with an adult with each group. The key discussion points
were:
 Which sounds can we hear from far away?
 What happens as we get nearer to something that is making a sound?
The class were then told that they were going to investigate the furthest distances from which some chosen
sounds can be heard. The discussion included possible approaches and some suggestions were made to
the children, such as whether to work inside or outside, different possible sources of sound, and ways of
measuring.
In pairs, they were asked to think about sources of sound they could use, and what they would do. Having
shared their ideas and agreed a method, the children completed the writing frame for the investigation,
thinking about what they were going to measure, and how. They also recorded their results on the writing
frame.
They were then asked to repeat the experiment using a quieter sound source and to draw their own table in
which to enter their results.

The evidence



Teacher’s notes
Joshua’s ‘hasn’ or ‘hash’ means ‘hands’.



Teacher’s notes
During his planning, Joshua decided to use a shaker as his sound source. He began the discussion with his
partner by saying the person listening had to go outside the door and later added ‘they can see how far
away they can get until they can’t hear it’.
With some guidance, Joshua completed the writing frame for his investigation. He attempted to draw his
own table for the second part of the investigation. He did not volunteer what evidence he would need to
collect to answer the question, but was able to choose correctly from a list. When he measured the distance
between the sound source and the person listening, he showed he could not use non-standard measures
as he changed the size of his steps so that his answer was identical to his partners. He continued to do
this, even after his partner explained he was smaller so he would take more steps to measure the same
distance. Joshua believed it was more important to get the same answer as his partner rather than to check
his own measurement by repetition.
The following conversation took place:
Teacher: What sounds can we hear from far away?
Joshua: Traffic and a dog barking.
Teacher: What do we need to do to see how far away we have to be before we can’t hear a sound
any more?
Joshua: Go outside the door … and see how far you can get until they can’t hear it.
Joshua could identify sounds he can hear from far away. He gave a dog barking and traffic as examples,
which he remembered hearing on the previous walk. He agreed with another child’s statement that a sound
gets louder and louder as it gets closer.



Next steps
 Opportunity to make non-standard measurements with consistency, linked with learning in
mathematics.

The link between his observations and a familiar context in Joshua’s environment is made here. Joshua
can present his evidence using a template provided, and can produce a simple table himself. With
guidance, including presentation of alternative ideas, he is able to suggest how to find an answer and
understands that measurements need to be made. He gives a reason for adapting his approach, but does
not use non-standard measures correctly. In his discussions he reports what he has found out.



5 Investigating materials to make a raft
Assessment focuses
AF1, AF2, AF3, AF4, AF5

Context
Using the Primary Upd8 resource, ‘Crossing The River’ (www.primaryupd8.org.uk), the children were
introduced to a scenario in which children in South America are facing a dangerous journey across a river
to get to school and then back home again. The bridge collapsed several years ago, so the children have to
wade or swim with their belongings above their heads. There is a ferry across the river but most families
cannot afford to pay for it.

Taken from Primary Upd8 www.primaryupd8.org.uk © Association for Science Education. Used with kind permission.



The children investigated the properties of a range of possible materials for building a raft. They worked in
groups, sharing their results in the table provided and completing an investigation sheet.
Following the investigation the children selected different potential materials for their rafts, decided how
they were going to propel them, and measured how far they travelled. They were asked to consider
whether their tests were fair.

The evidence

Taken from Primary Upd8 www.primaryupd8.org.uk © Association for Science Education. Used with kind permission.



Teacher’s notes
During the initial discussions Joshua suggested that the children wear a life jacket so they are safe if they
can’t swim.
He predicted that the metal would sink because it was heavy. He was unsure about the wood as it was also
heavy, but other children in his group said they knew wood floats. Joshua chose to test the fabric sheet as it
is soft and the polystyrene sheet because it is very light. He observed what happened and then sorted the
materials into those that floated and those that did not.
Joshua could make observations and report the outcome of the investigation, but showed little
understanding of fair testing.

Next steps
 Consideration of how things can be done differently in investigations to improve the evidence.
 Consideration of other variables that might be important when choosing materials to make a
raft.

Joshua suggests that all the sample materials need to be tried out in the water tray to test them, and he
uses his senses to make observations, talking about them in everyday terms. He makes simple
comparisons between different materials and he can group them accordingly. He can share his ideas and
listens to others. He is able to respond to questions to describe events and can make some simple
predictions based on previous observations, but does not show evidence of how the group could have done
things differently.



6 Investigating ‘ice balloons’
Assessment focuses
AF3, AF4, AF5

Context
As part of a role-play with the theme ‘polar explorers’, the children were allowed to examine two ‘ice
balloons’ (coloured water was frozen inside a balloon and the rubber was then removed).
They shared their ideas with their partner about how they were made. The children sprinkled salt over one
of the balloons and left them in the classroom, making time to observe them throughout the day.
Independently, the children made sketches to predict what each balloon might look like by the afternoon.
The adults in the class talked to the children about their ideas and annotated the drawings where
necessary.



The evidence



Teacher’s notes
Joshua knew that the balloons had come from the freezer, but didn’t know how they could be that shape.
He predicted that the balloon with salt would melt and that the other would stay frozen although his
drawings didn’t show this and so were annotated. Joshua said that the salt made the ice crack, and that he
could see cracks on the surface and hear it crack when he added more salt.

Next steps
 Opportunities to make standard measurements in investigative work, such as length, mass,
time, etc.

Joshua uses his senses to make simple observations, describing them in everyday terms, and states the
changes that he notices.



Assessment summary
AF1 Thinking scientifically
The evidence shows statements of simple features of objects and Joshua is beginning to compare and sort
objects on the basis of his observations. In investigations he responds to suggestions to identify key
observations for answering questions, and can draw on his everyday experience.
AF2 Understanding the applications and implications of science
Joshua shows a developing understanding of useful aspects of science and makes links between simple
new observations and familiar settings.
AF3 Communicating and collaborating in science
Joshua is confident in sharing ideas with other children, and he is able to listen to the ideas of others. He
uses everyday terms and can present evidence using a template or, albeit crudely and with guidance, in a
simple table.
AF4 Using investigative approaches
He responds to prompts about finding things out, and is beginning to be able to make his own suggestions
that are based on a specific question or idea. He uses his senses and simple equipment.
AF5 Working critically with evidence
Joshua can provide some reporting on science activity, although in written form this remains very simple.
He states some expectation of outcomes of events, but sometimes merely guesses. He can more
confidently say what does happen, especially when prompted in a dialogue with the teacher.

Overall assessment judgement
Joshua is just beginning to touch on achievements at level 2, but there is not yet sufficient consistency to
show low level 2 achievement. His work is at high level 1. This sample of evidence draws from work during
two terms. Over the course of the rest of the year Joshua should encounter further opportunities to
demonstrate his skills and understanding within other areas of science, particularly attainment target 2. This
would provide a greater range of evidence to make a judgement against.



APP primary science assessment guidelines: levels 1 and 2
AF1 – Thinking scientifically AF2 – Understanding the applications AF3 – Communicating and AF4 – Using investigative AF5 – Working critically
and implications of science collaborating in science approaches with evidence
L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and Across a range of contexts and
2 practical situations pupils: situations pupils: situations pupils: practical situations pupils: practical situations pupils:
 Draw on their observations and  Express personal feelings or opinions about  Present their ideas and evidence in  Make some suggestions about how  Say what happened in their
ideas to offer answers to scientific or technological phenomena appropriate ways to find things out or how to collect experiment or investigation
questions data to answer a question or idea
 Describe, in familiar contexts, how science  Respond to prompts by using simple texts  Say whether what happened
they are investigating
 Make comparisons between basic helps people do things and electronic media to find information was what they expected,
features or components of  Identify things to measure or acknowledging any
 Identify people who use science to help  Use simple scientific vocabulary to describe
objects, living things or events observe that are relevant to the unexpected outcomes
others their ideas and observations
question or idea they are
 Sort and group objects, living  Respond to prompts to suggest
 Identify scientific or technological  Work together on an experiment or investigating
things or events on the basis of different ways they could have
phenomena and say whether or not they are investigation and recognise contributions
what they have observed  Correctly use equipment provided to done things
helpful made by others
make observations and
 Respond to suggestions to
measurements
identify some evidence (in the
form of information, observations  Make measurements, using
or measurements) needed to standard or non-standard units as
answer a question appropriate


L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and Across a range of contexts and
1 practical situations pupils: situations pupils: situations pupils: practical situations pupils: practical situations pupils:
 Ask questions stimulated by their  Identify a link to science in familiar objects  Use everyday terms to describe simple  Respond to prompts by making  Respond to prompts to say
exploration of their world or contexts features or actions of objects, living things some simple suggestions about how what happened
or events they observe to find an answer or make
 Recognise basic features of  Recognise scientific and technological  Say what has changed when
observations
objects, living things or events developments that help us  Present evidence they have collected in observing objects, living things
simple templates provided for them  Use their senses and simple or events
 Draw on their everyday
equipment to make observations
experience to help answer  Communicate simple features or
questions components of objects, living things or
events they have observed in appropriate
 Respond to suggestions to
forms
identify some evidence (in the
form of information, observations  Share their own ideas and listen to the ideas
or measurements) that has been of others
used to answer a question

   
BL
IE

Overall assessment (tick one box only) Low 1 Secure 1  High 1
 Low 2 Secure 2 High 2


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