The National Strategies  Primary Assessing Pupils’ Progress in primary science APP Primary S...
of 1

Pri app sci_assess_gl_l2_3

Published on: Mar 4, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - Pri app sci_assess_gl_l2_3

  • 1. The National Strategies  Primary Assessing Pupils’ Progress in primary science APP Primary Science Assessment Guidelines: levels 2 and 3 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 Across a range of contexts and Across a range of contexts and 3 practical situations pupils: situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:  Identify differences, similarities or  Explain the purposes of a variety of  Present simple scientific data in more  Identify one or more control variables in  Identify straightforward changes related to simple scientific scientific or technological developments than one way, including tables and investigations from those provided patterns in observations or in ideas, processes or phenomena bar charts data presented in various  Link applications to specific characteristics  Select equipment or information sources formats, including tables, pie  Respond to ideas given to them to or properties  Use scientific forms of language when from those provided to address a and bar charts answer questions or suggest communicating simple scientific ideas, question or idea under investigation  Identify aspects of our lives, or of the work solutions to problems processes or phenomena  Describe what they have found that people do, which are based on scientific  Make some accurate observations or out in experiments or  Represent things in the real world ideas  Identify simple advantages of working whole number measurements relevant investigations, linking cause using simple physical models together on experiments or to questions or ideas under investigation and effect investigations  Use straightforward scientific  Recognise obvious risks when  Suggest improvements to their evidence to answer questions, or to prompted working methods support their findings L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and Across a range of contexts and Across a range of contexts and 2 practical situations pupils: situations pupils: practical 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 to  Say what happened in their ideas to offer answers to questions scientific or technological phenomena appropriate ways find things out or how to collect data to experiment or investigation answer a question or idea they are  Make comparisons between basic  Describe, in familiar contexts, how science  Respond to prompts by using simple  Say whether what happened investigating features or components of objects, helps people do things texts and electronic media to find was what they expected, living things or events information  Identify things to measure or observe acknowledging any  Identify people who use science to help that are relevant to the question or idea unexpected outcomes  Sort and group objects, living things others  Use simple scientific vocabulary to they are investigating or events on the basis of what they describe their ideas and observations  Respond to prompts to suggest  Identify scientific or technological have observed  Correctly use equipment provided to different ways they could have phenomena and say whether or not they are  Work together on an experiment or make observations and measurements done things  Respond to suggestions to identify helpful investigation and recognise some evidence (in the form of contributions made by others  Make measurements, using standard or information, observations or non-standard units as appropriate measurements) needed to answer a questionBL IEOverall assessment (tick one box only) Low 2 Secure 2  High 2 Low 3 Secure 3 High 3 01063-2009PDF-EN-14 QCDA © Crown copyright 2009