Pri app sci_std_file_y6_h4

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

APP primary science standards file: Holly (Year 6 high level 4)

Child profile Holly is a thoughtful child and has good communication skills, working at level 5 in her literacy work. Her progress in science shows her to be working at high level 4.

The evidence 1. Coastal erosion

2. Cola can science

3. Investigating parachutes

4. Designing a bath mat

5. Electricity explanations

6. Fair-testing data

QCDA 01063-2009PDF-EN-10 © Crown copyright 2009


1 Coastal erosion

Assessment focuses AF1, AF2, AF3

Context After a residential trip during which the children learned about coastal erosion, they were challenged to raise further questions that they could investigate scientifically.

Which rocks will provide the best protection from coastal erosion?

How can we protect the house on the cliff?

What can we do to prevent landslips?

They discussed these, as shown here in a video, and built a model, in groups. They then each wrote a report on protection of the coastline, and this evidence shows extracts from that.

The evidence

See the video clip of Holly’s class talking about coaastal erosion, 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: Holly’).


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








Teacher’s notes During discussion, Holly was able to say how the people working to prevent coastal erosion needed to understand about waves and forces when they were designing protective structures.

Next steps

Work on consideration of different viewpoints, including those of local residents who want to be protected and of representatives of the wider community who claim that the costs are unjustified given the expectation of rising sea levels.

Exploration of the use of scientific modelling to predict the outcomes from possible scenarios.

Assessment commentary The work here shows thoroughness and thoughtfulness. Holly uses a simple physical model to communicate ideas, and recognises specific applications. She uses appropriate vocabulary in her communication about the process of coastal erosion and preventative measures.



2 Cola can science

Assessment focuses AF2, AF3

Context This was a stimulus activity introducing work on states of matter and changes of state. It began with some real cola cans, straight from the fridge, which the children passed around. They were told to be as observant as possible.

They were then each provided with a photograph of a cola can and asked to annotate this to show whatever science they could possibly associate with it.

The children were challenged to collect condensation and to see if they could think of:

a safe way to find out if it was water

where it came from.

During this, one group, including Holly, had an impromptu conversation about fridges and freezers, which the teacher joined.



The evidence



Teacher’s notes Holly had plenty of ideas from her observations, and she and her partner collected enough water to examine closely, but couldn’t say how they could be sure that it was water.

The group’s discussion of fridges and freezers raised many questions about heating and cooling. The children knew that they have motors and these work by electricity. Holly knew that old appliances have to be specially disposed of because they harm the atmosphere, although she was not able to say how, except that ‘they have a gas inside them.’

Next steps

Work on changes of state of water, including open-ended investigations on freezing and evaporation.

Assessment commentary Holly relates scientific ideas to an everyday context, and touches on a negative consequence of technology. She makes use of some appropriate scientific terminology.



3 Investigating parachutes

Assessment focuses AF1, AF3, AF4, AF5

Context The children were shown a video of a parachute drop.

They were asked to investigate how the size of the area of the parachute affects the speed that it will fall.

They were told that they had to work independently to produce their parachutes, make and record enough measurements to try to find an answer to the question, and say whether they thought their results answered the question as fully as possible.

The evidence





Next steps

Discussion of justified precision in practical measurement.

Consideration of conventional representation of quantitative data in line graphs.

Assessment commentary Holly uses some abstract representation in her diagram, and recognises how scientific ideas are applied to parachuting. She sensibly constructs a line graph to represent the data, although the graph does not represent the data in the conventional way. She identifies variables to investigate and makes sets of measurements but does not explain them fully, and does not use the mean values to plot her graph. She identifies patterns in data and uses them to reach a valid conclusion.



4 Designing a bath mat

Assessment focuses AF1, AF2

Context Following work on friction, and earlier work on materials and properties, the children were asked to apply what they knew to design a non-slip, absorbent bath mat for a family.

For continuation in a later lesson, the children looked at consumer reports and produced individual plans for practical comparisons of friction provided by different mats when wet and dry, involving measurement of forces. They later worked with partners, deciding together which method they would actually follow.

The evidence



Teacher’s notes When asked about what she meant by the statement that the mat was made of rubber because ‘it produces heat’ she explained that, ‘it makes your feet feel warm’. The class had not done specific work on energy and energy sources, so her mistake is understandable.

In planning her practical to compare mats, Holly reported that she intended to use a forcemeter to drag a slipper along the mats, starting from a standstill in each case and moving a set distance. She planned to repeat this on wet and dry mats, using the same amount of water, spread evenly, for each wet mat.

Next steps

Discussion with partner and collaborative decision making on methods to be used, followed by the investigation of friction on different wet and dry mats.

Investigation of absorbency of different proposed materials.

Assessment commentary Holly uses scientific ideas in her descriptions, and recognises the application of the idea of friction. For her planned investigation she identifies variables, makes relevant decisions about fair testing, and chooses appropriate equipment.



5 Electricity explanations

Assessment focuses AF1, AF2, AF3, AF5

Context As part of a sequence of work on electricity, Holly, working alone, set up some circuits, using circuit diagrams provided. She photographed them, adding annotations to explain why they did or did not work.



The evidence



Teacher’s notes When asked, Holly was able to say that, in the last circuit, she had made a minor mistake, and meant to show that the bulb would become brighter and eventually break.

Next steps

Work on benefits and drawbacks of electrical technologies, and exploration of appropriate technologies for use in remote locations in the world.

Draw more accurate circuit diagrams to ensure there are no breaks in the circuit (either side of the battery).

Assessment commentary Holly interprets circuit diagrams, which are pictorial models that make use of established conventions. The points she makes are conceptually valid, using abstract ideas to explain observations.



6 Fair-testing data

Assessment Focuses AF3, AF4 and AF5

Context As a review of the principles of fair testing, the children carried out a series of simple dissolving investigations. They worked individually and chose questions to answer from the following list. Templates were provided in all cases.

Does stirring speed up dissolving?

Does the amount of sugar make a difference to how fast it dissolves?

Does water temperature affect speed of dissolving?

Does speed of stirring affect how fast it dissolves?

Does the size of a sugar granule affect the speed of dissolving?

For each question selected, children recorded which factors would have to be kept the same (see yellow horizontal bars in the tables). They then had to carry out a fair test and write brief conclusions.



The evidence

Teacher’s notes It was Holly’s decision to write her conclusions between the tables. She also explained that she could extend and improve her investigations by trying different temperatures, different speeds of stirring and a range of different sizes of sugar granules.



Next steps

Focused investigation on one dependent variable with due consideration of an appropriate range and intervals for the independent variable.

Identification of possible risks in experimental and investigative work.

Assessment commentary The work shows application of fair testing, although the prescribed format provides little opportunity for Holly to show her own thinking on this. She does, however, calculate averages correctly and uses a meaningful level of precision. She uses a concise format to provide conclusions.




Assessment summary AF1 Thinking scientifically

The evidence here shows stronger progress than in other assessment focuses. Holly shows an ability to make use of abstract ideas and models in her work on circuits and the parachute investigation.

AF2 Understanding the applications and implications of science

The evidence suggests Holly addresses all of the criteria at level 4, and further opportunities should allow her to demonstrate performance at level 5.

AF3 Communicating and collaborating in science

Holly makes confident use of circuit diagrams and uses appropriate forms of language through her work. Her presentation of scientific data is developing well, although she would benefit from more opportunity to refine these skills.

AF4 Using investigative approaches

Holly shows established confidence in fair testing, and is seen to be carrying out investigations with guidance. With greater freedom she should soon be able to make progress at level 5.

AF5 Working critically with evidence

There is clear evidence of identification of patterns and development of straightforward conclusions. Holly needs opportunities to evaluate her working methods and to work with different pieces of evidence.

Overall assessment judgement Holly succeeds across all assessment focuses at level 4, and fulfils some criteria at level 5. Her work takes her to a high level 4 judgement, but not yet as far as level 5 overall. This evidence is drawn from two terms. Over the rest of the year Holly should be provided with further opportunities to demonstrate her skills and understanding within other areas of science, particularly attainment target 2.



APP primary science assessment guidelines: levels 4 and 5

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 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

L5

L4


Use scientific ideas when describing simple processes or phenomena

Use simple models to describe scientific ideas

Identify scientific evidence that is being used to support or refute ideas or arguments


Describe some simple positive and negative consequences of scientific and technological developments

Recognise applications of specific scientific ideas

Identify aspects of science used within particular jobs or roles


Select appropriate ways of presenting scientific data

Use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena

Use scientific and mathematical conventions when communicating information or ideas


Decide when it is appropriate to carry out fair tests in investigations

Select appropriate equipment or information sources to address specific questions or ideas under investigation

Make sets of observations or measurements, identifying the ranges and intervals used

Identify possible risks to themselves and others


Identify patterns in data presented in various formats, including line graphs

Draw straightforward conclusions from data presented in various formats

Identify scientific evidence they have used in drawing conclusions

Suggest improvements to their working methods, giving reasons

BL

IE

Overall assessment (tick one box only) Low 4 Secure 4 High 4 Low 5 Secure 5 High 5

Education

Pri app sci_std_file_y6_h4