level 3 i can identify differences and similarities or changes in different scientific ideas. i can...
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LEVEL 3LEVEL 3
•I can identify differences and similarities or changes in different scientific ideas. •I can suggest solutions to problems and build models to represent my ideas. •I can give scientific evidence to answer questions.
•I can identify differences and similarities or changes in different scientific ideas. •I can suggest solutions to problems and build models to represent my ideas. •I can give scientific evidence to answer questions.
LEVEL 5LEVEL 5•I can use more than one abstract idea or model to describe processes.
•I can explain processes and suggest solutions to problems by using models.
•I can recognise scientific questions that might not have answers.
•I understand how scientists use ideas and evidence for scientific ideas
•I can use more than one abstract idea or model to describe processes.
•I can explain processes and suggest solutions to problems by using models.
•I can recognise scientific questions that might not have answers.
•I understand how scientists use ideas and evidence for scientific ideas
LEVEL 7LEVEL 7
•I can make connections between abstract ideas and use models. •I can decide which factors are important when explaining processes•I can explain how different pieces of evidence support scientific ideas.•I can explain how processes are accepted or rejected in the scientific community.
•I can make connections between abstract ideas and use models. •I can decide which factors are important when explaining processes•I can explain how different pieces of evidence support scientific ideas.•I can explain how processes are accepted or rejected in the scientific community.
LEVEL 4LEVEL 4
•I can use scientific ideas to describe simple processes. •I can use simple models to describe scientific ideas.•I can give scientific evidence to debate for and against arguments.
•I can use scientific ideas to describe simple processes. •I can use simple models to describe scientific ideas.•I can give scientific evidence to debate for and against arguments.
LEVEL 8LEVEL 8
•I can describe processes in detail using abstract ideas and models.•I can use an appropriate approach to evaluate different explanations or arguments.•I can analyse new scientific developments
•I can describe processes in detail using abstract ideas and models.•I can use an appropriate approach to evaluate different explanations or arguments.•I can analyse new scientific developments
LEVEL 6LEVEL 6I can identify strengths and weaknesses of different models.
I can describe scientific evidence that supports or refutes (to prove to be false, wrong or incorrect) different arguments.
I understand how new scientific evidence is discussed and interpreted.
I can identify strengths and weaknesses of different models.
I can describe scientific evidence that supports or refutes (to prove to be false, wrong or incorrect) different arguments.
I understand how new scientific evidence is discussed and interpreted.
•I can state the reason of different scientific and technological developments.•I can make connections or links.•I can point out areas of our lives and jobs that involve science.
•I can state the reason of different scientific and technological developments.•I can make connections or links.•I can point out areas of our lives and jobs that involve science.
LEVEL 3LEVEL 3
LEVEL 5LEVEL 5•I can describe viewpoints a range of people may have on science.•I can indicate how scientific or technological developments may affect different groups of people in different ways.
•I can identify ethical or moral issues linked to scientific or technological developments.•I can link uses of science to scientific ideas.
•I can describe viewpoints a range of people may have on science.•I can indicate how scientific or technological developments may affect different groups of people in different ways.
•I can identify ethical or moral issues linked to scientific or technological developments.•I can link uses of science to scientific ideas.
LEVEL 7LEVEL 7
I can suggest ways that science and technology can be influenced.
I can explain how scientific discoveries can change world views.
I can point out economic, ethical and social arguments for and against science.
I understand how creative thinking helps with the development of new ideas.
I can suggest ways that science and technology can be influenced.
I can explain how scientific discoveries can change world views.
I can point out economic, ethical and social arguments for and against science.
I understand how creative thinking helps with the development of new ideas.
LEVEL 4LEVEL 4
•I can describe pros and cons of different scientific and technological developments.•I can recognise uses of different scientific ideas.•I can point out areas of our lives and jobs that involve science.
•I can describe pros and cons of different scientific and technological developments.•I can recognise uses of different scientific ideas.•I can point out areas of our lives and jobs that involve science.
LEVEL 8LEVEL 8•I can describe ways that a society influences scientific development.•I have evaluated the effects science has on society as a whole.•I can explain the unintended consequences that may occur as scientific theories develop. •I can make balanced judgements about the impact of science on society.
•I can describe ways that a society influences scientific development.•I have evaluated the effects science has on society as a whole.•I can explain the unintended consequences that may occur as scientific theories develop. •I can make balanced judgements about the impact of science on society.
LEVEL 6LEVEL 6
I can describe how decisions on the use of science vary in different economies and culturesI can explain how societies are affected by different science ideas.I can describe how scientific developments help scientists pose new questionsI can describe how science is put into use in different jobs.
I can describe how decisions on the use of science vary in different economies and culturesI can explain how societies are affected by different science ideas.I can describe how scientific developments help scientists pose new questionsI can describe how science is put into use in different jobs.
LEVEL 3LEVEL 3
•I can draw tables and graphs of my results.•I can use simple scientific language.•I can say why it is important to work in groups when doing an experiment.
•I can draw tables and graphs of my results.•I can use simple scientific language.•I can say why it is important to work in groups when doing an experiment.
LEVEL 5LEVEL 5
•I can tell the difference between opinion and evidence relating to science.•I can decide on the best way to represent data.•I can use appropriate scientific and mathematical symbols when communicating ideas. •I can suggest how teamwork in experiments may improve results.
•I can tell the difference between opinion and evidence relating to science.•I can decide on the best way to represent data.•I can use appropriate scientific and mathematical symbols when communicating ideas. •I can suggest how teamwork in experiments may improve results.
LEVEL 7LEVEL 7
•I can explain how information may be manipulated in order to influence ideas. • •I can represent abstract ideas using symbols, flow diagrams and graphs.
•I can explain how scientists with different specialism’s have contributed to science.
•I can explain how information may be manipulated in order to influence ideas. • •I can represent abstract ideas using symbols, flow diagrams and graphs.
•I can explain how scientists with different specialism’s have contributed to science.
LEVEL 4LEVEL 4
•I can present data appropriately.
•I can use appropriate scientific language to communicate ideas.
•I can use scientific and mathematical symbols when communicating ideas.
•I can present data appropriately.
•I can use appropriate scientific language to communicate ideas.
•I can use scientific and mathematical symbols when communicating ideas.
LEVEL 8LEVEL 8
•I can critically evaluate information and evidence. • •I can construct strong and well structured explanations in a variety of ways.
•I can determine skills that would be necessary to solve scientific problems.
•I can critically evaluate information and evidence. • •I can construct strong and well structured explanations in a variety of ways.
•I can determine skills that would be necessary to solve scientific problems.
LEVEL 6LEVEL 6
I can identify lack of balance in the presentation of info or evidence.I can communicate qualitative or quantitative data appropriately. I can tell the difference between primary, secondary sources and simulations.
I can identify lack of balance in the presentation of info or evidence.I can communicate qualitative or quantitative data appropriately. I can tell the difference between primary, secondary sources and simulations.
LEVEL 3LEVEL 3
•I can identify control variables in an experiment.•I can select equipment for a practical.•I can take simple measurements and observations during a practical.•I know how to be safe during a practical.
•I can identify control variables in an experiment.•I can select equipment for a practical.•I can take simple measurements and observations during a practical.•I know how to be safe during a practical.
LEVEL 5LEVEL 5
•I can recognise important variables in investigations.•I can explain why I use certain equipment or information for an investigation.•I repeat results where appropriate.•I understand obvious risks involved and take necessary action.
•I can recognise important variables in investigations.•I can explain why I use certain equipment or information for an investigation.•I repeat results where appropriate.•I understand obvious risks involved and take necessary action.
LEVEL 7LEVEL 7
•I can form questions that can be investigated.
•I can identify variables and explain why some cannot be controlled.
•I can identify sources of error and take account of them.•I know why risk assessment is needed and can develop one.
•I can form questions that can be investigated.
•I can identify variables and explain why some cannot be controlled.
•I can identify sources of error and take account of them.•I know why risk assessment is needed and can develop one.
LEVEL 4LEVEL 4
•I can decide when I need to carry out a fair test.•I can select the appropriate equipment for an investigation.•I can take measurements or observations during a practical and identify ranges.•I know the risks involved in a practical.
•I can decide when I need to carry out a fair test.•I can select the appropriate equipment for an investigation.•I can take measurements or observations during a practical and identify ranges.•I know the risks involved in a practical.
LEVEL 8LEVEL 8
•I can justify my strategy when investigating different scientific questions.
•I can select methods to collect quality data.•I can adapt my work to control risks by taking expert advice.
•I can justify my strategy when investigating different scientific questions.
•I can select methods to collect quality data.•I can adapt my work to control risks by taking expert advice.
LEVEL 6LEVEL 6
•I can plan investigations and identify variables which are dependant and independent.•I can justify my choice of results collection.•I can chose appropriate ranges, numbers and values.•I can recognise familiar risks and take action to control them.
•I can plan investigations and identify variables which are dependant and independent.•I can justify my choice of results collection.•I can chose appropriate ranges, numbers and values.•I can recognise familiar risks and take action to control them.
LEVEL 3LEVEL 3
•I can see patterns in my results.
•I can describe what I have found out in a practical.
•I can suggest ways to improve my practical.
•I can see patterns in my results.
•I can describe what I have found out in a practical.
•I can suggest ways to improve my practical.
LEVEL 5LEVEL 5
•I can see patterns in my results, including graphs and recognise odd results.
•I can give reasons for differences in repeated investigations.
•I can draw conclusions using more than one piece of evidence.
•I evaluate my results and method and suggest ways to improve them.
•I can see patterns in my results, including graphs and recognise odd results.
•I can give reasons for differences in repeated investigations.
•I can draw conclusions using more than one piece of evidence.
•I evaluate my results and method and suggest ways to improve them.
LEVEL 7LEVEL 7
•I can explain how data can be interpreted in different ways and how unexpected outcomes could be significant.
•I can identify quantitative relationships between variables.
•I can assess the strength of evidence in supporting a conclusion. •I can suggest ways to improve my results.
•I can explain how data can be interpreted in different ways and how unexpected outcomes could be significant.
•I can identify quantitative relationships between variables.
•I can assess the strength of evidence in supporting a conclusion. •I can suggest ways to improve my results.
LEVEL 4LEVEL 4
•I can recognise patterns in my results, including graphs.•I can draw conclusions from data presented in different ways.•I can give scientific evidence in my conclusions.•I can suggest ways to improve my practical.
•I can recognise patterns in my results, including graphs.•I can draw conclusions from data presented in different ways.•I can give scientific evidence in my conclusions.•I can suggest ways to improve my practical.
LEVEL 8LEVEL 8
•I can give explanations for unexpected observations and results.
•I can process and use data and link the importance of variables.
•I can critically interpret and evaluate and put together conflicting evidence.
•I can suggest ways to improve my results and ways to take the investigation further.
•I can give explanations for unexpected observations and results.
•I can process and use data and link the importance of variables.
•I can critically interpret and evaluate and put together conflicting evidence.
•I can suggest ways to improve my results and ways to take the investigation further.
LEVEL 6LEVEL 6
•I can use science to suggest why there might be inconsistencies or limitations in evidence collected.•I can select and manipulate data and use it in my conclusions.
•I can make and explain conclusions that link to the evidence I collected.
•I can make valid comments on quality of my data.
•I can use science to suggest why there might be inconsistencies or limitations in evidence collected.•I can select and manipulate data and use it in my conclusions.
•I can make and explain conclusions that link to the evidence I collected.
•I can make valid comments on quality of my data.