The National Strategies  Primary Assessing Pupils’ Progress in primary science APP Primary...
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Pri app sci_assess_gl_l5_6

Published on: Mar 4, 2016
Published in: Education      Technology      
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Transcripts - Pri app sci_assess_gl_l5_6

  • 1. The National Strategies  Primary Assessing Pupils’ Progress in primary science 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 scienceL 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 and6 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 themL 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 and5 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 collectedBLIE Overall assessment (tick one box only) Low 5 Secure 5 High 5 Low 6 Secure 6 High 6 01063-2009PDF-EN-17 QCDA © Crown copyright 2009