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.

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.

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.

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.

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.

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.



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 AF3 – Communicating and AF4 – Using investigative AF5 – Working critically with
applications and implications of collaborating in science approaches evidence
science
L Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and
6 practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Use abstract ideas or models or  Describe how different decisions on  Identify lack of balance in the  Apply scientific knowledge and  Suggest reasons based on
multiple factors when explaining the uses of scientific and presentation of information or understanding in the planning of scientific knowledge and
processes or phenomena technological developments may evidence investigations, identifying significant understanding for any limitations or
 Identify the strengths and be made in different economic,  Choose forms to communicate variables and recognising which inconsistencies in evidence
weaknesses of particular models social or cultural contexts qualitative or quantitative data are independent and which are collected
 Explain how societies are affected appropriate to the data and the dependent  Select and manipulate data and
 Describe some scientific
evidence that supports or refutes by particular scientific applications purpose of the communication  Justify their choices of data information and use them to
particular ideas or arguments, or ideas  Distinguish between data and collection method and proposed contribute to conclusions
including those in development  Describe how particular scientific or information from primary sources, number of observations and  Draw conclusions that are
technological developments have secondary sources and simulations, measurements consistent with the evidence they
 Explain how new scientific
evidence is discussed and provided evidence to help scientists and present them in the most  Collect data choosing appropriate have collected and explain them
interpreted by the scientific pose and answer further questions appropriate form ranges, numbers and values for using scientific knowledge and
community and how this may  Describe how aspects of science measurements and observations understanding
lead to changes in scientific are applied in particular jobs or  Independently recognise a range of  Make valid comments on the
ideas roles familiar risks and take action to quality of their data
control them

L Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and
5 practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Use abstract ideas or models or  Describe different viewpoints a  Distinguish between opinion and  Recognise significant variables in  Interpret data in a variety of
more than one step when range of people may have about scientific evidence in contexts related investigations, selecting the most formats, recognising obvious
describing processes or scientific or technological to science, and use evidence rather suitable to investigate inconsistencies
phenomena developments than opinion to support or challenge  Explain why particular pieces of  Provide straightforward
 Explain processes or  Indicate how scientific or scientific arguments equipment or information sources explanations for differences in
phenomena, suggest solutions to technological developments may  Decide on the most appropriate are appropriate for the questions or repeated observations or
problems or answer questions by affect different groups of people in formats to present sets of scientific ideas under investigation measurements
drawing on abstract ideas or different ways data, such as using line graphs for  Repeat sets of observations or  Draw valid conclusions that utilise
models  Identify ethical or moral issues continuous variables measurements where appropriate, more than one piece of supporting
 Recognise scientific questions linked to scientific or technological  Use appropriate scientific and selecting suitable ranges and evidence, including numerical data
that do not yet have definitive developments mathematical conventions and intervals and line graphs
answers  Link applications of science or terminology to communicate abstract  Make, and act on, suggestions to  Evaluate the effectiveness of their
 Identify the use of evidence and technology to their underpinning ideas control obvious risks to themselves working methods, making practical
creative thinking by scientists in scientific ideas  Suggest how collaborative and others suggestions for improving them
the development of scientific approaches to specific experiments
ideas or investigations may improve the
evidence collected

    
BL
IE

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

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