science · a composite poster of the strands in the level descriptions is also included with this...

ScienceGuidance for Key Stages 2 and 3

Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau

Department for Children, Education, Lifelong Learning and Skills

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Audience Teachers at Key Stages 2 and 3; local education authorities; tutors in initial teacher training; and others with an interest in continuing professional development.

Overview These materials provide key messages for planning learning and teaching in science. They include profiles of learners’ work to exemplify the standards set out in the level descriptions and illustrate how to use level descriptions to make best-fit judgements at the end of Key Stages 2 and 3.

Action To review learning plans and activities, and to prepare to makerequired judgements at the end of Key Stages 2 and 3.

Further Enquiries about this document should be directed to: information Curriculum and Assessment Division Department for Children, Education, Lifelong Learning and Skills Welsh Assembly Government Floor 10, Southgate House Wood Street Cardiff CF10 1EW

Tel: 0800 083 6003 Fax: 029 2037 5496 e-mail: C&A3-14.C&[email protected]

Additional Can be obtained from: copies Tel: 0845 603 1108 (English medium) 0870 242 3206 (Welsh medium) Fax: 01767 375920 e-mail: [email protected]

Or by visiting the Welsh Assembly Government’s website www.wales.gov.uk/educationandskills

Related Science in the National Curriculum for Wales; Skills framework documents for 3 to 19-year-olds in Wales; Making the most of learning: Implementing the revised curriculum; Ensuring consistency in teacher assessment: Guidance for Key Stages 2 and 3 (Welsh Assembly Government, 2008)

This guidance is also available in Welsh.

Science Guidance for Key Stages 2 and 3

Ref: CAD/GM/0040ISBN: 978 0 7504 4996 0

A-EAC-02-01-qA694361/1/NHD© Crown copyright March 2009

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Introduction 2

Usingthesematerials 4

Section1

Keymessagesforlearningandteachinginscience 7

Section2

Expectationsandprogressioninscience 23

Section3

MakingjudgementsattheendofKeyStages2and3 53

Key Stage 2

David Level3 56

Mia Level4 66

Tom Level5 80

Key Stage 3

Sian Level5 95

Amy Level6 109

Ben Level7 127

Useful information and websites 139

Acknowledgements 141

Contents

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2 Science:GuidanceforKeyStages2and3

Theprogrammesofstudysetouttheopportunitiesthatlearnersshouldbegivenateachkeystageandprovidethebasisfromwhichyou,asateacher,canplanlearningandteaching.Theyaredividedintotwosections,SkillsandRange.TheSkillssectionliststheskillstobedevelopedinasubjectandtheRangesectioncomprisestheopportunitiesandcontextsthroughwhichtheseskillsshouldbedevelopedandconsolidated.

Ongoingformativeassessment–assessmentforlearning–liesattheheartofgoodteaching.Throughtheassessmentsthatyoumakeinthecourseofyourteaching,youwillbuildupanextensiveknowledgeofyourlearners’strengths,aswellastheareasthatneedfurtherdevelopment,andyouwillusethisknowledgetohelpyouplanforthenextstepsintheirlearning.Learnerswillalsogainunderstandingofspecificlearninggoalsandtheassociatedsuccesscriteriasothat,supportedbyyou,theycandeveloptheircapacityforself-assessmentandpeerassessment.Inthisway,theycanestablishtheircurrentposition,setandmovetowardstargets,anddiscoverifandwhenthetargetshavebeenreached.Individualtargetsarelinkedtoimprovingthequalityofalearner’swork,ashighlightedthroughformativefeedback,andarethereforelinkedtosuccesscriteriaforspecifictasks.Leveldescriptionsdonotmakeeffectivetargetsasthesedescribeattainmentacrossthebreadthoftheprogrammeofstudyattheendofakeystage.

Leveldescriptionscanhelptoinformyourplanning,teachingandassessmentatKeyStages2and3byindicatingexpectationsatparticularlevelsandprogressioninthesubject.Evidencefromassessmentforlearningwillindicatewheremoretimeisneededtoconsolidatelearningandwhenlearnersarereadytomoveon.Youmaywishtokeepsomeevidencesothatyoucandiscussalearner’sworkandprogresswiththemand/orwithcolleaguesorparents/guardians.However,thereisnostatutoryrequirementtokeepunnecessarilycomplexrecordsordetailedevidenceoneverylearner.

TheessentialfunctionofleveldescriptionsistohelpyoumakeroundedsummativejudgementsattheendofKeyStages2and3aboutalearner’soverallperformance.Leveldescriptionsaredesignedneithertobeusedto‘level’individualpiecesofworknorfortheproductionofhalf-termlyortermlydata.Itisonlybytheendofthekeystagethatyouwillhavebuiltupsufficientknowledgeaboutalearner’sperformanceacrossarangeofwork,andinavarietyofcontexts,toenableyoutomakeajudgementinrelationtotheleveldescriptions.

Introduction

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3Science:GuidanceforKeyStages2and3

Itmaybethatsomelearnerswillbemoreadvancedinsomeaspectsoftheworkthaninothers,andthatnooneleveldescriptionprovidesanexactfit.Thatistobeexpected,andtherangeofindividuallearners’workincludedinthesematerialsillustratesthemakingofbest-fitjudgementsunderthosecircumstances.Manyschools/departmentshavefoundithelpfultodeveloptheirownlearnerprofilestosupportmoderationofendofkeystagejudgements.Theseprofilesalsohelptomaintainacommonunderstandingofstandardswhentheyarereviewedannuallyorrefreshedwhennecessary.

WhenmakingjudgementsattheendofKeyStages2and3,youshoulddecidewhichleveldescriptionbest fitsalearner’sperformance.Theaimisforaroundedjudgementthat:

• isbasedonyourknowledgeofhowthelearnerperformsacrossa rangeofcontexts

• takesintoaccountdifferentstrengthsandareasfordevelopment inthatlearner’sperformance

• ischeckedagainstadjacentleveldescriptionstoensurethatthe leveljudgedtobethemostappropriateistheclosestoverall matchtothelearner’sperformanceintheattainmenttarget.

NationalcurriculumoutcomeshavebeenwrittenforlearnersworkingbelowLevel1.Thesearenon-statutoryandguidanceontheiruseisplanned.

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Thisbookletisdividedintothreesections.

Section1 highlightskeymessagesforlearningandteachingin science.

Section2 highlightsexpectationsandprogressioninscience.

Section3 containsaseriesoflearnerprofiles.Thesearedesigned toshowtheuseoftheleveldescriptionsincomingto judgementsaboutalearner’soverallperformanceat theendofKeyStages2and3.

Thisbookletisforreferencewhenyouwishto:

• reviewyourlearningplansandactivities

• considerthestandardssetoutintherevisedscienceOrder

• workwithotherteacherstoreachasharedunderstandingof theleveldescriptions

• preparetomakejudgementsattheendofthekeystage

• developyourownlearnerprofiles

• supporttransitionfromKeyStage2toKeyStage3.

Foreaseofreference,theleveldescriptionsareincludedinaleafletwiththisbooklet.

ACD-ROMisalsoincludedwiththisbooklet.ItcontainsaPDFversionofScience in the National Curriculum for Wales, Skills framework for 3 to 19-year-olds in Walesandthisguidance.

Acompositeposterofthestrandsintheleveldescriptionsisalsoincludedwiththisguidance.Thisposteristoaidteachersplanningforprogressioninscienceandidentifyingcharacteristicsofleveldescriptions.Itisnotdesignedasapromptforlearners.Theuseofnumbers,asintheleveldescriptionsthemselves,isagainstthefundamentalprinciplesofassessmentforlearning.Therefore,althoughthesharingofprogressioninsciencewithlearnersisessential,thelabellingofthatprogressionwithnumbersiscounterproductiveineverydayclassroomassessments.

Usingthesematerials

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ThisguidanceispartofaseriesofmaterialsthatwillhelpteachersatKeyStages2and3toimplementtherevisedcurriculumanditsassociatedassessmentarrangements.Theseriesincludes:

• Making the most of learning: Implementing the revised curriculum–overviewguidanceonimplementingthenew curriculum

• Skills framework for 3 to 19-year-olds in Wales–whichincludes guidanceaboutprogressioninskills

• Ensuring consistency in teacher assessment: Guidance for Key Stages 2 and 3

• A curriculum for all learners:Guidance to support teachers of learners with additional learning needs

• specificguidanceforallnationalcurriculumsubjects,personal andsocialeducation,careersandtheworldofwork,andreligious education.

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Section1Keymessagesforlearningandteachinginscience

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Therevisedcurriculumislearner-centredandskills-focused.Significantchangeshavebeenmadetothepresentationandcontentofthisrevisedcurriculum,givingbothopportunitiesandchallengesforschoolswantingtoprovidearelevantandmotivatingeducationalexperience.

Planning

Developing

Reflecting

Communication EnquiryInterdependence

of organismsThe sustainable

EarthHow things work

Skills Range

Science

Keytolearners’successfulscienceexperienceswillbetheplanningandteachingoftheprogrammesofstudy.Thesehavebeendesignedtoofferteachersandlearners:

• afocusondevelopingskills,particularlythinking,communication, ICTandnumberskills,woventhroughouttheprogrammesand linkingwiththenon-statutorySkills framework for 3 to 19-year-olds in Wales

Structure of the science programme of study

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• continuityandprogression3–19,takingintoaccountparticularly theframeworksfortheFoundationPhase(especiallythe KnowledgeandUnderstandingoftheWorldareaoflearning), personalandsocialeducation(PSE),14–19LearningPathways (particularlyapprovedscience-relatedqualificationsandcareers andtheworldofwork)

• opportunitiestoengageincontemporaryissuesanddifferenttypes ofactivitiestosuitlearners’andteachers’needsandschools naturalandphysicalresourcesindifferentpartsofWales

• maximumflexibilityinselectingappropriate,relevantcontentfrom theconsiderablerangeofopportunitiestosuittheneeds,interests andpreferredexperiencesofalllearners

• opportunitiestolinkacrosstheRangeofInterdependenceof organisms,ThesustainableEarthandHowthingswork

• opportunitiestolinkwithothersubjects,suchasgeography, designandtechnologyandthePSEframework.

Sothattherevisedscienceorderislearner-centred,ithasembeddedwithinitassessmentforlearningvocabulary.Itisessentialthatforlearnerstomakeprogress,theyknowwheretheyareinalearningcontinuum,wheretheyneedtogettoandmostimportantlyhowtogetthere.Therearemanytools/strategiesthatcanbeemployedtoensurethatassessmentforlearningisattheheartofclassroompedagogy.Thesemovetheteacherawayfrominstructingtobeingafacilitatoroflearning.Thisguidanceshowsmanyassessmentforlearningtools/strategies.

InSian’sprofile(KeyStage3,Level5),forexample,theteachermodelstwoinvestigativewrite-upssothatlearnerscandeterminesuccesscriteriabeforetheycarryoutandwriteuptheirowninvestigation.Themodellingtakesplaceinthe‘Whatmakesagoodinvestigation?’enquirywithSianusingthesesuccesscriteriain‘Howdoesthesurfaceareaaffecttherateofevaporation?’.Inafewoftheprofilestheteacherusestrafficlightsforlearnerstoself-assesstheirunderstanding.Miausesthistool/strategyin‘Howcanaguitarmakeasound’(KeyStage2,Level4).Eachactivitysetsoutthe‘Nextsteps’requiredforeachlearnertoprogress.

Generallythesearewrittenbytheteacherhowever,attimestheyarewrittenbythelearnerthemselves.InAmy’sprofile(KeyStage3,Level6)shesetsherowntargetsrelatingtothescienceknowledgeandunderstandingtobeusedforher‘Limestone’enquiry.

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Inordertobe relevant to all learners,contemporarycontextshavebeenincludedintheRangethatgiveopportunitiesforlearnerstolinktheirownexperiencesandcurrentissueswithscientifictheory.Inaddition,statementswithintheprogrammesofstudyaremoregeneralinnaturethanpreviouslytoincreaseflexibilityandbetterallowteacherstotakeaccountoflearners’priorlearning.Thisenablesteacherstobettertargetgapsormisconceptionsinlearners’skills,knowledgeandunderstanding.Tomusesaconceptmaptoascertainhispriorlearningbeforehedrawsa‘Mapofthesolarsystem’(KeyStage2,Level5).

Boththecontemporarynatureandflexibilityofstatementsshouldallowteacherstoprovidelearningexperiencesthatarerelevant to the 21st century.AnexampleofsuchataskcanbefoundinSian’sprofile(KeyStage3,Level5),the‘EnergyResources’enquiry.Herelearnersareaskedtoproduceareportfortheschoolgovernorsastotheadvantagesanddisadvantagesofusing‘fastgrowing’treesastheschool’smainenergyresource.ThetaskallowsAmy,workingcollaboratively,toresearchsourcesinordertocomparetheburningoffossilfuelswith‘fastgrowing’trees.ThismirrorsthecurrentdebateinmanypartsofWales.

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Science and skills across the curriculum

TherevisednationalcurriculumOrderforsciencehasagreaterfocus on learners’ skills development.IthasbeenwrittentakingdueaccountoftheSkillsframework,whichincludesdevelopingthinking,communication,numberandICT,bothwithintheprogrammesofstudyandtheassociatedleveldescriptions.Opportunitiestodeveloptheseskillsarehighlightedbytheuseoficons.TheSkillsframeworkhasbeenwrittentoshowhowlearnersacquire,developandapplytheseskillsacrossthecurriculum.

Alltheprogrammesofstudyhavebeenwrittenintwosections;SkillsandRange.TheSkillssectionofthescienceprogrammeofstudyincludestheareasofCommunicationandEnquiry.Thissectiongivesopportunitiesforlearnerstodeveloptheirthinking,communication,numberandICTacrosstheRange.Itisexpectedthatlearningwilltakeplacethroughscientificenquiry.

Developing thinking

Learnersdeveloptheirthinkingacrossthecurriculumthroughtheprocessesofplanning,developingandreflecting.

Inscience,learnersfollowtheprocessesofplanning,developingandreflectinginallareasofEnquiry,throughwhichtheRangeistaught.Focusedpaired/groupworkallowssuchprocessestobearticulatedwithinlessonssothatlearningandthinkingstrategiescanbedevelopedandappliedtonewsituationsleadingtohighqualityoutcomes.

Whengoodqualitylearningoccurs,thecycleofplan,developandreflectformsaspiraltakingplacethroughoutthelearning1.Learnersreflectastheyplananddevelopatask,ensuringthattheythinkabouttheirthinkingandusethesethoughtstoamendandrefinetheirlearning.Bylinkingtheirlearningtopriorskills,knowledgeandunderstandingfrombothwithinandoutsideofschool,learnersembedtheirprogressanddeveloptheirthinking.Theseskillscanthenbeappliedacrossallaspectsoftheirlives.

1Thelearningisintendedheretorefertointernalprocesses.Itdoesnotrefertoathreepart lesson.

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Developing communication

Learnersdeveloptheircommunicationskillsacrossthecurriculumthroughtheskillsoforacy,reading,writing andwider communication.

Inscience,learnerscommunicateideas,informationanddatainavarietyofwaysdependingonthenatureofthetask,audience,purposeandthelearners’ownpreferences.Communicationcantakeawidevarietyofforms,includingtheuseofITattimes,andwithincreasingmaturityshouldshowprogressionintheuseofscientificterminology,symbolsandconventionsandamorelogical,systematicapproach.

Developing ICT

LearnersdeveloptheirICTskillsacrossthecurriculumbyfinding,developing,creatingand presenting information and ideasandbyusingawiderangeofequipmentandsoftware.

Inscience,learnersuseICTforanumberofpurposes.Theysearchfor,access,collect,processandanalyserelevantscientificevidence,information,ideasanddata.TheyuseICTtopresenttheirevidence,information,ideasanddatainthemostappropriateform.

Examplesoftools/strategiesthatcanbeusedtosupportdevelopingthinkingarefoundthroughouttheprofiles.TheseincludeaVenndiagramusedbyDavidtoorganisehisfindingsfromfieldworkin‘Comparingtwoenvironments’(KeyStage2,Level3);ametacognitivecaterpillarusedbyMiatodescribehowshehaslearnedaboutsoundin‘Howcanaguitarmakeasound?’(KeyStage2,Level4);Tom’suseofasourcesquaretoclarifyhisthoughtsaboutanimageoftheSunandtheEarthin‘Questionningasolarsystemimage’(KeyStage2,Level5),andareflectiontriangleusedbySian(KeyStage3,Level5)intheactivity‘Howcanwecleanpondwater?’.

Muchoftheevidenceintheprofilesdemonstratesthedevelopmentofcommunicationskills.MiamakesasimplepresentationaboutSaturnin‘Planetpresentation’(KeyStage2,Level4)whilstAmymakesamorerefinedpresentationon‘Insulin’(KeyStage3,Level6).Sian’sworkintheclassifyingandidentifyingenquiry‘Vertebrategroups’(KeyStage3,Level5)showshowclear,systematicorganisationoffindingsisimportant.

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Developing number

Learnersdeveloptheirnumberskillsacrossthecurriculumbyusing mathematical information,calculating and interpreting and presenting findings.

Inscience,learnersworkquantitativelytoestimateandmeasureusingnon-standardandthenstandardmeasures,recordingthelatterwithappropriateS.I.units.Theyusetables,chartsandgraphstorecordandpresentinformation,whichispartofCommunicationinscience.Withincreasingmaturitytheydrawlinesofbestfitonlinegraphs,usesomequantitativedefinitionsandperformscientificcalculations.

Activitiesthroughouttheprofilesdemonstratetheuseofinternetsearches,whilstin‘Missionpossible?’(KeyStage2,Level5),Tomusesaspreadsheettodeterminetheoutcomesofaspacemission.ManyoftheactivitiesrequirelearnerstouseICTtodisplaydata,informationandideas.

Numberskillsareusedbylearnersthroughouttheprofiles.Inthe‘Littersurvey’activity,Davidusesatallychart,aclasspictogramandthendrawsabarchartinagivenformat(KeyStage2,Level3).Mia,inthe‘Makingrockets’activity,drawsatableandasimplelinegraphwithgivenaxes(KeyStage2,Level4).IntheLevel5profiles,Tom(KeyStage2)demonstrateshecanselectthemostappropriatetypeofchartorgraphintheactivity‘Howcanthebrightnessofabulbinacircuitbechanged?’.Sian(KeyStage3)plotsalinegraphtodescribetherelationshipbetweentwocontinuousvariablesintheenquiry‘Howdoesthesurfaceareaaffecttherateofevaporation?’.Amycanuseappropriateaxesandscalesforalinegraphtoshowherdataeffectivelyin‘Howdoescaffeineaffecttheheartrate?’(KeyStage3,Level6).InBen’sprofile(KeyStage3,Level7),hedemonstratesthathecanusesomequantitativedefinitionsandperformcalculationsusingthecorrectunitsin‘Canyouworkoutworkdone?’.

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14 Science: Guidance for Key Stages 2 and 3

Science and learning across the curriculum

Curriculum 2008 provides opportunities for the development of the Welsh Assembly Government’s policies and cross-curricular themes, such as the Curriculum Cymreig, personal and social education and careers and the world of work, which includes equal opportunities, food and fitness and sustainable develoment.

At Key Stages 2 and 3, learners should be given opportunities to build on their experiences gained during the Foundation Phase, and to promote their knowledge and understanding of Wales, their personal and social development and well-being, and their awareness of the world of work.

Curriculum Cymreig

Learners aged 7–14 should be given opportunities to develop and apply knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales.

At Key Stage 2 learners are required to compare two local environments, by carrying out fieldwork. A better understanding of the factors that each environment is dependent upon, should lead to greater concern about the environment in Wales.

In the profiles, further links to the Curriculum Cymreig are exemplified by Sian’s ‘Energy Resources’ enquiry, (Key Stage 3, Level 5) where learners are tasked with producing a report for the school governors as to the advantages and disadvantages of using ‘fast growing’ trees as the school’s main energy resource. In addition, in Amy’s ‘Limestone Enquiry’ (Key Stage 3, Level 6) learners are asked to produce a resource for a local steel company’s Visitors’ Centre.

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ILLUSTRATIONS(fig.4,5)

Personal and social education

Learnersshouldbegivenopportunitiestopromotetheirhealthandemotionalwell-beingandmoralandspiritualdevelopment;tobecomeactivecitizensandpromotesustainabledevelopmentandglobalcitizenship;andtoprepareforlifelonglearning.

TherevisedscienceOrderprovidesavarietyofopportunitiesforlearnerstoexploreawiderangeofissuesrelatedtoPSE.

Careers and the world of work

Learnersaged11–19shouldbegivenopportunitiestodeveloptheirawarenessofcareersandtheworldofworkandhowtheirstudiescontributetotheirreadinessforaworkinglife.

AlthoughtheiconisnotusedintheRangesectionoftheprogrammeofstudy,thewholeoftheSkillssectionisrelevanttolearners’developmentfortheworldofworkaswellasfutureemploymentinascientificfield.Itishopedthatfollowingtherevisedprogrammeofstudyinitsentiretywillleadtoamorescientificallyliterateworkforce.

Examplesintheprofilesincludea‘Littersurvey’byDavid(KeyStage2,Level3)anda‘CaffeineEnquiry’whereAmyinvestigatestheeffectsofcaffeineonheartrate(KeyStage3,Level6).

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Learning in science

ProgressfromtheFoundationPhaseinSkillsandRangehasbeenmappedthroughKeyStages2and3andintotheKeyStage4programmeofstudy.Thisshouldensurethatthereis continuityforlearnersacrosstheircompulsoryschoolinginscience.TheProgressioninsciencestatementshavebeenwrittentogiveasummaryofthewholeofaphaseorkeystage.Theyshowhowprogress inscienceacrosstheSkillsandRangesectionsisachieved.

Theprofilesevidencelearnersarticulatingtheirthoughts,ideasandfindingsprovidingthemwithopportunitiestodevelophigherorderthinkingandfocusmoreonassessmentforlearning.Classroomtasksandactivitiesincludemanyexamplesofpairedandgroupwork,sothatlearnersaregiventimetoaskquestions,thinkandjustifytheirthoughtstotheirpeersbeforereachingconclusions.Collaborativelearningproduceshigherqualityoutcomesandenableslearnerstotakeriskswithoutfearofself-failure.Theteacherwasstillabletoassessindividuallearners’progressbylisteningforafewminutestotheirdeliberationsandaskingsomepertinentquestions.Selfandpeerassessmentbythelearnersattheendofeachactivityconsolidatetheteacher’sevidenceoftheprocessandtheoutcomes.

Thescienceordersreferencespecifictypesofenquiry.ThetitlesanddefinitionshavebeendevelopedfromtheAKSISproject2.Itisrecognizedthatthereissomeoverlapwhenclassifyingenquiriesinthismanner.Forexample,severalenquirytypesrequirelearnerstolookforpatternsalthoughoveralltheenquirymaybeclassifiedasafairtestenquiry.Similarly,learnersareexpectedtousemodelsinothertypesofenquiry.Hereisasummaryofthetypesofenquiryexemplifiedwithinthisbooklet.

2AKSIS(ASE–King’sCollegeScienceInvestigationsinSchools)project,1998

Theprojectproducedteachingmaterialsandresearchreportsforteachingspecificaspectsofenquiry,andproducedrecommendationsbasedonanexplorationofhowenquirywasimplementedinschoolsbyusingfocusgroups,andonanationalquestionnairesurvey.

Science Enquiry1

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Learner profile Title of enquiryDavid KS2 L3 Comparingtwoenvironments

David KS2 L3 Littersurvey

Ben KS3 L7 Respirationandcombustion

(a) Pattern-seeking

Pattern-seekingenquiriesaresimilartofairtestsbutstartwiththevaluesofthedependentvariableandtrytoidentifythecause(s)(theindependentvariable).Oftentheyareusedtostudynaturaleventsandinmostcasestheyinvolvevariablesthataredifficulttocontrol.Surveysarealsopattern-seekingenquirieswherelearnerscomparedatatoidentifyrelationshipsandmakecausallinks.

(b) Exploring

Exploringinvolveslearnerslookingforchangesinjustonevariableatatime.Forexample,makingcarefulobservationsofobjectsoreventsormakingaseriesofobservationsormeasurementsofanaturalphenomenonoccurringovertime.Oftentheseenquiriesgeneratequestionsthatthenleadtoothertypesofenquiry,especiallypattern-seekingones.

Learner profile Title of enquiryMia KS2 L4 TherocketlaunchMia KS2 L4 Howcanaguitarmakeasound?

Tom KS2 L5 QuestioningasolarsystemimageTom KS2 L5 MoonCrashLanding2020Sian KS3 L5 Whatmakesagoodinvestigation?Amy KS3 L6 Meltingice

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(c) Classifying and identifying

Classifyingisaprocessofarrangingalargerangeofobjectsoreventsintomanageablesetsaccordingtotheirfeaturesorthewaytheybehave.Identifyingisaprocessofrecognisingobjectsandeventsasmembersofparticularsetsandallocatingnamestothem.Classificationandidentificationbothinvolvelearnersinidentifyingfeatures,testsorproceduresthatdiscriminatebetweenthethingsorprocessesbeingstudied.

(d) Making things (or developing systems)

Enquiriesthatinvolvemakingthingsareoftentechnologicalinnatureandinvolvelearnersindesigninganartefactorsystemtomeetahumanneed.Thosethatrequiretheuseofscientificskills,knowledgeandunderstandingcanbeclassifiedinthisway.

Learner profile Title of enquiryDavid KS2 L3 Isanyofthelitterattractedtoamagnet?

Mia KS2 L4 Factoropinion?

Sian KS2 L5 Vertebrategroups

Amy KS3 L6 Solids,liquids,gasesandtheirparticles

Ben KS3 L7 IsEuglenaaplantorananimal?Explain.

Learner profile Title of enquiryDavid KS2 L3 Shadowpuppets

David KS2 L3 Designingpackagingforbiscuits

Mia KS2 L4 Planetpresentation

Tom KS2 L5 Mapofthesolarsystem

Tom KS2 L5 Howcanyoumakeamodelofalighthouse?

Sian KS3 L5 Imaginaryanimal

Sian KS3 L5 Howcanwecleanpondwater?

Sian KS3 L5 Howcouldpeopleinaneconomicallydeveloping

Sian KS3 L5 Energyresources

Amy KS3 L6 Insulinpresentation

Amy KS3 L6 Limestoneenquiry

Amy KS3 L6 Volcanoes

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(e) Fair testing

Thisisconcernedwithobservingandexploringtherelationshipbetweenanindependentvariableandadependentvariable.Independentvariablesareidentifiedandoneismanipulatedwhiletheothersarecontrolled.

(f) Using and applying models

Herelearnersuse,applyordevelopamodeltotestanideaoratheory.

Learner profile Title of enquiryDavid KS2 L3 Whichisthebestmaterialforstoppingbiscuits

becomingsoggy?Mia KS2 L4 MakingrocketsMia KS2 L4 Doesthemixtureoflavaaffecttheeruptionofa

volcano?Tom KS2 L5 Howcanthebrightnessofabulbinacircuitbe

changed?Sian KS3 L5 Howdoesthesurfaceareaaffecttherateof

evaporation?Amy KS3 L6 Howdoescaffeineaffecttheheartrate?Ben KS3 L7 Howdoesthemassofmagnesiumaddedaffectthe

temperatureriseinitsreactionwithcoppersulphate?

Learner profile Title of enquiryTom KS2 L5 MissionPossible?Tom KS2 L5 Howcanyoumakeamodelofalighthouse?Sian KS2 L5 Howdoesthesurfaceareaaffecttherateof

evaporation?Amy KS3 L6 FairgroundrideBen KS3 L7 HistoricalreactionsBen KS3 L7 Howdoesaspaceshuttleland?Ben KS3 L7 Canyouworkoutworkdone?

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TherearethreemainareasoftheRangeatKeyStages2and3.Eachareahasanoverarchingstatementwhichgivesthe‘bigpicture’toguideteacherstowardsrelevantlearningopportunities.

Area of the Range Key Stage 2 Key Stage 3Interdependence of organisms

Pupilsshoulduseanddeveloptheirskills,knowledgeandunderstandingbyinvestigatinghowanimalsandplantsareindependentyetrelyoneachotherforsurvival.

Pupilsshoulduseanddeveloptheirskills,knowledgeandunderstandingbyinvestigatinghowhumansareindependentyetrelyonotherorganismsforsurvival,applyingthistolifeincountrieswithdifferentlevelsofeconomicdevelopment.

The sustainable Earth

Pupilsshoulduseanddeveloptheirskills,knowledgeandunderstandingbycomparingtheEarthwithotherplanets,investigatingthematerialsaroundthemandconsideringtheimportanceofrecycling.

Pupilsshoulduseanddeveloptheirskills,knowledgeandunderstandingbyinvestigatingthematerialsintheEarthanditsatmosphereandhowtheycanchange,andapplythisincontemporarycontexts.

Science Range2

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Area of the Range Key Stage 2 Key Stage 3How things work Pupilsshoulduse

anddeveloptheirskills,knowledgeandunderstandingbyinvestigatingthesciencebehindeverydaythings,e.g. toys, musical instruments and electrical devices,thewaytheyareconstructedandwork.

Pupilsshoulduseanddeveloptheirskills,knowledgeandunderstandingbyinvestigatingthescienceinvolvedinarangeofcontemporarydevices/machinesandevaluatedifferentenergyresourcesandpossibilities.

These‘bigpicture’statementsshouldhelpteacherstoplantomakelinksacrosstheRangeandbetweenscienceandothercurricularareas.Inthiswaytheygivegreateropportunityformorethematicbasedlearningandteachingsothatlearnerscanlinktheirthoughtsmoreeasilyandtransfergenericskillsacrosssubjectboundaries.

Therevisedscienceorderhasbeenreducedsothatteacherscanallowlearnerstimetoconstructtheirlearning.Thereductioninthenumberofattainmenttargetsandthegeneralisationofstatementsalsoallowsforavarietyoflinkstobemadebetweenthetraditionalscienceareas.Ben’staskinterrogatingJosephPriestley’sfindings(KeyStage3,Level7)givesopportunitiesforlinksbetweencombustionandphotosynthesis.Similarlythe‘MoonCrashLanding2020’activity(KeyStage2,Level5)requiresTomtouseknowledgeandunderstandingfromacrosstheRange.Examplesofcross-curricularactivitiescanbefoundwithintheprofiles,forexample,Amy’s‘Volcanoes’activity(KeyStage3,Level6)linkswithgeography,whilstDavid’s‘Shadowpuppets’task(KeyStage3,Level3)linkswithdesignandtechnology.

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Section 2Expectationsandprogressioninscience

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ThissectionisdesignedtoestablishacommonunderstandingofthestandardsassociatedwithLevels3to7inthecontextoftheprogrammesofstudyforKeyStages2and3,althoughtheprofilesonlyevidencesomeofthelevelcharacteristicsforLevels2to8.

Theleveldescriptionsforsciencearesetoutinoneattainmenttarget.TheyshowbroadlinesofprogressioninSkillsinscience,includingCommunicationandEnquiry,acrosstheRangeoftheprogrammeofstudy.Theleveldescriptionshavebeenrevisedtoreflectchangesintheprogrammeofstudy.Thepitchandchallengeremainbroadlythesame.

Theleveldescriptionstable3foundonthecompositetableontheWelshAssemblyGovernmentwebsiteandintheorderarewritteninalinearmanner.However,learningisnotlinear.Itisacyclicalspiral,withtheneedforpupilstorevisitpreviouslylearnedskills,knowledgeandunderstandingsothattheycanconsolidateandmakefurtherprogressintheirlearning.

Level characteristics

Theprocessesofplanning,developingandreflectingareessentialwhencarryingoutscientificenquiries.Tomirrorthis,theleveldescriptionsarewrittenasthreeparagraphs,relatingtotheseprocesses,whicharedescribedinthedevelopingthinkingsectionoftheskillsframework.Communication,numberandICTskillsarealsosubsumed.Tohelpteacherstoplanforandtoreviewprogressinscienceeachprocesshasbeensplitintostrands.Thetablesonthefollowingpagesshowthelevelcharacteristicsforeachofthestrandsinplanning,developingandreflecting.Theseshouldnotbeseenas‘ticklists’ofattainmentbutshouldbeusedtoplanforprogressandtostandardiseteachers’ideasofthecharacteristicsofaleveldescription.Somestrandsdonotcoverthewholespectrumofleveldescriptions.Wheretheydonotcoverthehigherlevels,pupils’progresscanonlybeassessediftheyaregivenamorecomplex,abstracttaskthatrequiresthemtoreviewthe‘bigpicture’and/oronethatissetinanunfamiliarcontext.Embolden textinthesetablesshowswhichlevelcharacteristicsareexemplifiedbythepupilinthestatedenquiry.

3www.wales.gov.uk/educationandskills(see’Curriculumandassessment’section)

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Itisnecessarytouseplanning,developingandreflectingflexiblyratherthanasaspecificwayofteaching.Eachprocessisinter-linkedwiththeothertwosoforexample,inordertoplananenquiryitisalwaysnecessarytoreflectonpriorlearning.

Eachleveldescriptionbuildsonthepreviousoneandthereforetextfrompreviousdescriptionsisnotrepeatedasthestrandisrevisitedinthenextlevel,i.e.leveldescriptionsarecumulative.Recognisinglevelcharacteristicsisanaidtoassessingbothformativelyandsummatively.Manyoftheteachersinvolvedindevelopingthisguidancekeptfieldnotestoremindthemofpupils’progressinscience.Ratherthantryingtoassessallpupilsinaclassatthesametime,theyeitherconcentratedonspecificgroupsofpupils,oronindividuals.

Planning in science

Toensuresuccessinascientificenquirypupilsneedtoplanwhattheyaregoingtodoandhowtheyaregoingtodoit.Initiallypupilswilluseeverydayknowledgeandunderstandingtoplan.Astheyprogress,theywillusemorescientificknowledgeandunderstandingandthisknowledgewillbecomemoreabstractinnatureastheyprogressfurther.Inaddition,pupilsthatinitiallyrequiredsupportfromateachertoplananenquirywillbecomemoreindependentastheyprogress.Theplansproducedbypupilsbecomemoremethodicalandeventuallysystematicinnatureastheypracticeandrefinetheirplanningskills.

Inordertoplanascientificenquiry,pupilsneedtoactivatepriorskills,knowledgeandunderstanding.Sotheyneedtothinkaboutwhattheyalreadyknowandunderstandandtheskillstheyhave.Theymaythenneedtosupplementthesebyfinding evidence, information and ideas.Intheprofilestheevidence,informationandideasusedbypupilsarefrommanydifferentsources,suchaspeers,teachers,internetsearches,leafletsandbooks.

Finding evidence, information and ideas

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Level characteristics in finding evidence, information and ideas

Example in profile What the pupil actually does

1 listen and respond to scientific ideas and react appropriately

2 choose from given options where to find evidence, information and ideas

3 suggest where to find evidence, information and ideas

‘Shadowpuppets’(KeyStage2,Level3)

Davidsuggestsandthenlooksatawebsiteforideasastohowtomakeashadowpuppet.

4 find and use a variety of evidence, information and ideas

‘Planetpresentation’(KeyStage2,Level4)

MialooksatawebsiteandaleaflettofindinformationonSaturn.However,someoftheinformationshethenusesisquestionableastoitsscientificrelevance.

5 find and use relevant evidence, information and ideas

‘Vertebrategroups’(KeyStage3,Level5)

Sianlooksontheinternetinordertodrawuphertabletocomparevertebrategroups.Sheonlyusesrelevantinformationandinsertspicturestoexemplifyherfindings.

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Predicting Forsuccessfulplanningpupilsneedtothinkaboutthepossibleoutcomes.Theyneedtoaddressthequestion‘Whatwillhappenif...?‘inordertopredict.Predictionscantakemanyforms,forexample,whenaskedtodesignorinventanorganismorartefact,pupilswillusepredictivethinkingtomakedecisions.Intheprofiles,Sian(KeyStage3,Level5)inventsan‘Imaginaryanimal’andusesscientificknowledgeandunderstandingtothinkabout‘Whatwouldhappenif...?‘inordertodevelopherdesign.

Level characteristics in predicting


3 talk about their ideas and using their everyday experience they make simple predictions

‘Whichisthebestmaterialforstoppingbiscuitsbecomingsoggy?’(KeyStage2,Level3)

Daviduseshiseverydayexperiencestopredictthatplasticwillbethemostwaterproofmaterialasit’scommonlyusedfordrinkbottles.

4 use scientific knowledge and skills to…predict outcomes

‘Doesthemixtureoflavaaffecttheeruptionofavolcano?’(KeyStage2,Level4)

Miausessomescientificknowledgetopredictthatthereactionbetweenvinegarandbicarbonateofsodawillbe‘bigger’whensheusesmorevinegar.

5 making predictions based on scientific knowledge and understanding, including simple models

‘Howdoesthesurfaceareaaffecttherateofevaporation?’(KeyStage3,Level5)

Sianpredictsthatthegreaterthesurfaceareathefastertherateofevaporationwillbe.Shesupportsthiswithscientificknowledgethatincludesasimplemodelofchangeofstate.

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Whenplanningascientificenquiry,pupilsneedtothinkabouthowtheyaregoingtocarryouttheirenquiry.Theyneedtodecideonthemethodorstrategythatisgoingtobeused.Methods thatpupilssuggesttendtobefrompastexperiences.Manypupilsfindithelpfultouseawritingframetoorganisetheirthoughtswhenplanning.Anywritingframethatdoesnotassistwiththescientificknowledgeandunderstandingrequiredforanenquirywillnotreduceapupil’spossibleattainment.Severalexamplesofsuchwritingframesaregivenintheprofiles.

Methods and strategies

Level characteristics in predicting


6 make predictions using abstract scientific ideas

‘Howdoescaffeineaffecttheheartrate?’Amy(KeyStage3,Level6)

Amyusesabstractscientificknowledgeofhowcaffeineaffectsthebodyinordertopredictwhatwillhappentoherheartrate.

7 make qualitative predictions using linked scientific knowledge and understanding gained from a variety of sources

‘Howdoesthemassofmagnesiumaddedaffectthetemperatureriseinitsreactionwithcoppersulphate?’(KeyStage3,Level7)

Benlinkshisknowledgeofdisplacementandexothermicreactionstomakepredictionsastotheoutcomeofhisenquiry.Hisknowledgeisfrompastworkandtheteacher’sdemonstration.

8 make quantitative predictions, where appropriate, using detailed scientific knowledge and abstract ideas

justify their predictions by making multiple links between scientific models, theories and systemsEP

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Learning/thinkingstrategiesareimportanttoensurethatlearninginscienceisconsolidated.Pupilswillinitiallysuggestsimpleideas,suchas‘discussingwithapartner’tosortoutthoughtsor‘lookingontheinternet’forinformation.Underpinningthesearethestrategies.Forexamplethereisnopointdiscussingifyoudon’tlisten.Similarlytosearchontheinternetforinformationapupilwillneedastrategytodecidewhichkeywordstouse.Bymakingthesestrategiesexplicitpupilswillmoreeasilybeabletotransferthemtoanothercontextwhetherinscienceorinothersubjects.Awritingframeusedtoorganisetheplanningofascientificenquiry,asdiscussedearlierisactuallyalearning/thinkingtool.

Level characteristics in methods and strategies


1 take part in simple activities and through a variety of experiences explore the world around them

2 talk about the steps needed to carry out their enquiries

3 plan, with support, the method to be used for their enquiries


Davidissupportedbyhisteacherinplanningthemethodforthisfairtestenquiry.However,hisplanningtocontrolvariablesactuallyshowsfeaturesofLevel4.

4 use scientific knowledgeand skills to plan their enquiries


Miabasesherplanonherscientificknowledgeofthereactionbetweenvinegarandbicarbonateofsoda.However,shedoesnotstatethequantitiesofanyofthevariables.

5 systematically plan their enquiries


Sian’splaniswritteninasystematicmanner.Shedoesstatethevolumeofwatershewilluse,althoughhowshewillusethehairdryerisvague.

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Level characteristics in methods and strategies


6 suggest a variety of methods or strategies for their enquiries

Amy’sprofile(KeyStage3,Level6)

AcrossAmy’sprofileshesuggestsdifferentscientificmethodsfortacklingherenquiries.

7 give some justification for the methods and strategies they plan to use

‘Respirationandcombustion’(KeyStage3,Level7)

BensuggestsandgivessomejustificationforusingaVenndiagramtoorganisehisthoughts.

8 justify their methods and strategies in view of the reliability of the information and/or the data to be gathered and the accuracy of the equipment to be usedidentify any possible problems with the method/strategy

justify their methods and strategies making multiple links to prior learning and independent research and taking account of possible problemsEP

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31Science: Guidance for Key Stages 2 and 3

Fair testing enquiries require detailed, systematic planning to ensure that the outcomes are scientifically reliable. Pupils working at lower levels will struggle to fulfil these requirements.

Fair testing

Level characteristics in fair testing


4 recognise, with support, the variables to change and measure and those to be kept the same

‘Making rockets’ (Key Stage 2, Level 4)

Questioning by the teacher helps Mia clarify her thoughts as to the key variables.

5 identify key variables and distinguish between independent and dependent variables and those that they will keep the same

‘How can the brightness of a bulb in a circuit be changed?’ (Key Stage 2, Level 5)

Tom independently notes the key variables of number of batteries (independent) and the brightness of the bulb (dependent). He also recognises that he needs to control any extraneous light.

6 plan how to control the variables that they need to keep the same and make decisions about the range and values of the independent variable

‘How does caffeine affect the heart rate?’ (Key Stage 3, Level 6)

In her plan, Amy lists the key variables and makes notes as to how they can be controlled. She couldn’t make decisions about the range and values of the independent variable as this was set by the mass of caffeine in the drink.

7 identify key variables that may not be readily controlled explaining why this is the case

‘How does the mass of magnesium added affect the temperature rise in its reaction with copper sulphate?’ (Key Stage 3, Level 7)

Ben recognises that he cannot control the surface area of magnesium metal used. He explains why he can’t control it and then how this could affect his findings.

8plan to track changes in more than one dependent variableEP

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Determining success criteria

Anyscientificenquirycouldstartbypupilsthinkingaboutwhatsuccessinthetaskmaylooklike.However,askingpupilstodetermine success criteriaforeverytaskwoulddemotivatethem.Itisverydifficultformostpupilstodeterminesuccesscriteriawithoutfirstmodellingsuccess.Theactivity‘Whatmakesagoodinvestigation?’inSian’sprofile(KeyStage3,Level5)isanexampleofmodellinginvestigationwrite-upstoenableSiantosuggestsuccesscriteriaforthewrite-upofherowninvestigation.

Level characteristics in determining success criteria


2 talk about…what is needed to be successful

3 agree on some basic success criteria

‘Designingpackagingforbiscuits’(KeyStage2,Level3)

Davidandhispartneragreeonthesimplesuccesscriteriaforthedesignofstoppingthebiscuitsfrombecomingsoggy,lookinggoodandusingamaterialthatcouldberecycled.

4 decide upon some basic success criteria


Miadecidesonherownsuccesscriteriaforherpresentationandalthoughtheyarebasictheyareherownideas.

5 give some justification for their success criteria

‘Howcanyoumakeamodelofalighthouse?’(KeyStage2,Level5)

Tomdecidesthathismodellighthouseneedstohaveaworkinglightthatcanbeturnedonandoffandhismodelneedstobehighfromtheground.Hejustifiesthelatterbyexplainingthatthelightcouldbeseenfromfurtheraway.

6 justify their success criteria

‘Insulinpresentation‘(KeyStage3,Level6)

Amyverballyjustifieshersuggestedsuccesscriteriaforthepresentation.

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Developing in science

Developinganenquiryistheactualcarryingoutofamethod/strategyandtheprocessingofthefindings.Oncepupilshaveplannedtheyneedtocarryouttheirenquiryinordertogathertheirfindings.Theterm‘findings’usedinthiscontextincludesawidevarietyofevidence,information,dataorideas.Itdoesnotjustrefertothefindingsofascientificinvestigationinthetraditionalsense.Pupilswilldevelopmanydifferenttypesofscientificenquiryintheirsciencecareer.Someenquirieswillbemoreinvestigativeinnaturewhileotherswillbedevelopingtheirownideas.

Inmostscientificenquirytypespupilsareaskedtoeitherobserveormeasure.Aspupilsprogresstheydothisinamoresystematicway.Atthelowerlevelspupilsmeasureusingnon-standardmeasuressuchasteaspoonfuls,progressingtostandardmeasuresusingS.I.units.Athigherlevelspupilsmeasureaccurately,whichreliesontheselectionofthenecessarymeasuringequipmentwiththemostusefulandappropriatedivisions.

Observing and measuring

Level characteristics in observing and measuring


1 observe…simple features of organisms, objects, materials and events

2 make enough observations to be able to sort, group and compare organisms, objects, materials and events

‘Comparingtwoenvironments’(KeyStage2,Level3)

Davidcomparestheorganismsfoundinafieldandinahedgerow.HesortsthemusingaVenndiagramprovidedbytheteacher.

3 follow a simple series of instructions safely to gather their findings

make observations that they could measure using simple equipment



Davidfollowshisteacher’sinstructionsinordertocomparetheorganismsineachenvironment.

Davidcouldhavemeasuredthemassofwaterabsorbedbythebiscuitsbutchoseinsteadtoobservetheoutcomes.

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Level characteristics in observing and measuring


4 follow the planned methodmake qualitative observationsand...use standard measuring equipment to make measurementswithin a given range using S.I. units


‘Makingrockets’(KeyStage2,Level4)

Miafollowedherplan.Shemadedetailedobservationsofthedifferent‘volcanic’eruptions.

Miameasuredthedistanceherrocketstravelledincm.

5 select measuring instruments that allow them to make a series of accurate measurements


Sianselectedastopwatch(themostaccurateinstrumentavailable)andusedgraphpapertomeasurethesurfaceareaofeachcontainer.

6 make precise observations and accurate measurements using equipment with fine divisions

7 systematically observe and measure

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Whenpupilscarryoutascientificenquiry,manyofthemmonitor theirprogress.However,thisisrarelyexpliciteitherinwrittenorverbalresponses.Bymakingthemonitoringprocessmoreexplicititishopedthatpupilswilltakemoreresponsibilityfortheiron-goingdecisionsandthereforetheiroutcomeswillbemoremeaningfultothem.

Monitoring progress

Level characteristics in monitoring progress


4 making amendments where necessary

5 regularly check progress and revise the method where necessary


Tombuiltseveralversionsofcircuitswithdifferentlyconstructedswitchesuntilhewashappythatthecircuitwouldworkonceplacedinhisstructure.

6 regularly check progress, make ongoing revisions when necessary and begin to justify any amendments or improvements made

‘Howdoescaffeineaffecttheheartrate?’(KeyStage3,Level6)

Amymadeanongoingrevisiontothemethodoncesherecognisedthatherheartratewasremaininghigh,pastthetimetheyhadallocatedtotakethepulserateandshesimplyjustifiedthis.

7 justify any amendments made to the method/strategy

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Level characteristics in communicating findings


1 describe simple features of organisms, objects, materials and events through talking, drawing, mark-making or writing simple words

2 make simple records of their findings by talking, drawing, writing simple sentences, constructing tally charts or pictograms

‘Littersurvey’(KeyStage2,Level3)

Daviddrawsatallycharttoshowhisfindingswhencomparingthematerialsthatlitterismadefrom.

3 begin to organise their findings and display them in a given format


Daviddrawsabarchartoftheclassfindingsofthematerialsthatthelitterismadefromusingaxesandscalesgiventohimbytheteacher.

4 organise and communicate their findings using relevant scientific languagedisplay these in tables, bar charts and in simple line graphs when the axes and scales are given

‘Therocketlaunch’(KeyStage2,Level4)


Miausesrelevantscientificlanguageinherdescriptionandexplanation,althoughherworkcontainsconfusedscientificideas.

Miaindependentlydrawsatabletoshowherfindings.Shealsodrawsalinegraphusingaxesandscalesgiventoherbytheteacher.

Inallscientificenquiries,pupilsareexpectedtocommunicate their findings.Communicationinsciencecantakemanyformsandincreasinglyinvolvestheuseofnumberskillsaspupilsprogress.However,theemphasisintheseprofilesisonthewrittenwordduetothenatureoftheguidance.Astheyprogresspupilsdisplaytheirfindingsinamorescientificandsystematicwayastheyunderstandandusetheconventionsoftableandchart/graphdrawing.

Communicating findings

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5 organise and communicate their findings integrating different forms in various presentations andrecord these systematically using S.I. units where appropriate

select the most appropriate type of graph or chart to display data

uses a line graph to describe relationships between two continuous variables

‘Vertebrategroups’(KeyStage3,Level5)


‘Howcanthebrightnessofabulbinacircuitbechanged?’(KeyStage2,Level5)

Sianusestextandimagesinhertable.

SianrecordsherfindingsusingS.Iunits.

Tomexplainsthathisresultsshouldbedrawnasabarchartastheindependentvariable,thenumberofbatteries,isdiscontinuous.

6 organise and communicate their findings in a variety of ways fit for purpose and audience

use appropriate axes and scales for graphs to show data effectively

begin to use some quantitative definitions

‘Limestoneenquiry’(KeyStage3,Level6)

‘Howdoescaffeineaffecttheheartrate?’(KeyStage3,Level6)

‘Volcanoes’(KeyStage3,Level6)

Amyproducesaninteresting,clearandinformativeleafletfortheVisitors’Centreatthelocalsteelcompany.

Amydrawsherownlinegraphthatshowsthechangesinpulserateeffectivelyandincludestherestingpulse.

Amytriestoquantifytheenergiesinvolvedinthevolcaniceruption,althoughshedoesn’tdrawthemtoscale.

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7 draw lines of best fit on graphs

use some quantitative definitions and perform calculations using the correct units

‘Canyouworkoutworkdone?’(KeyStage3,Level7)

Benusestheequationforworkdonetocalculateandthenorderalistofsituations.Heusesthecorrectunits.

8develop an organised system to record findings clearly conveying points of interest

Oncepupilshavetheirfindingsfromascientificenquiryitisimportantthattheyrecognisewhetherthereisapatternintheminordertoconclude.However,findingsneed to bereviewedandquestionedastowhethertheycanbetrustedornot.Inasimpleway,repeatingmeasurementsortestsorfindingmoreinformationthatagreeswiththeoriginalfindingsleadspupilstoconsiderreliability.However,thespottingofananomalyinapattern,whetheritisinreadingsorinformation,shouldleadpupilsworkingathigherlevelstoquestionwhythisisthecaseandsuggestexplanationsforit.Evidence,informationandideascanbebiasedthereforepupilsneedtothinkaboutthenatureandoriginofthesourcestheyhaveused.Atthehighestlevelspupilsalsoconsiderthevalidityoftheirfindings.Thisusuallywillrequirethemtothinkwhethertheirfindingscouldbetransferredtoadifferentenquiryorsituation.

Reviewing findings

Level characteristics in reviewing findings


3 begin to identify simple patterns and trends

begin to distinguish between scientific ‘facts’, beliefs and opinions


‘Factoropinion?’(KeyStage2,Level4)

Davidrecognisesthatmostofthelitterismadefromplasticbyusinghisbarchart.

Miaisstartingtothinkabout‘facts’andopinionsandthedifferencesbetweenthewaytheyarewritten.

EP

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Level characteristics in reviewing findings


4 identify patterns and trends

distinguish between ‘facts’, beliefs and opinions and begin to recognise bias

‘Howcanaguitarmakeasound?’(KeyStage2,Level4)

Miareviewsherobservationsandrecognisesthatthethickerstringsmakeadeepsoundwhenplucked.

5 use line graphs to describe relationships betweentwo continuous variablesidentify bias and start to consider reliability


Miausesherlinegraphtodescribethatthelargerthesurfaceareathefasterthewaterevaporated.Inhersuggestionsforimprovementsherecognisestheneedtorepeatherexperimenttocheckherresults.

6 assess bias, consider reliabilityoffer some explanations for any anomalies

‘Questioninganimageofthesolarsystem’(KeyStage2,Level5)

Tomcheckstheauthenticityoftheimagehehasbeenprovidedwithandofferssomeexplanationsfortheanomaliestheimagehassuggested.

7 begin to evaluate their findings in order to gauge bias, reliability and validity


Benmakesnotesaboutthesourceshehasusedtogatherthedata.Withinthesenoteshequestionstheirpossiblebias,reliabilityandvalidity.

8 evaluate their findings in order to gauge bias, reliability and validity identify and explore uncertainties and explain anomalies

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Pupilsworkingatthelowerlevelsaremoreabletodescribetheirfindingsratherthanexplainthem.Comparinginordertogrouprequirespupilstolookatsimilaritiesanddifferences.PupilsworkingatLevel2andabovecandescribethebasisfortheirgroupingsandassuchareexplainingtheirdecisionsbasedonwhattheycansee,feelorhear.Simpleexplanations of the findings fromascientificenquirysuchasthosebasedonpupils’everydayexperiencesusuallytaketheformof’Thishappenedbecause...’.InadditionpupilsworkingatLevel3cangivesimilarexplanations for differences and changes.Theuseofscientificknowledgeandunderstandingtoexplaintheirfindings,differencesorchangesstartsatLevel4andbecomesmoredetailedandabstractinnatureaslearnersprogress.PupilsworkingatLevel5andabovewillusesimplemodelstoexplain.Simplemodelsusuallyinvolvemoreconcreteideas,suchasexplainingchangesofstateusingtheideasofsolids,liquidsandgaseswithoutdiscussingwhatisactuallyhappeningtotheparticles.PupilsworkingatLevel6andaboveunderstandabstractmodelssuchasparticletheoryandastheyprogresstheyapplythesemodelstotheirexplanations.ItmaybethatpupilsworkingbelowLevel6trytouseabstractideasofparticlesintheirexplanationsbutdosoincorrectly.PupilsworkingatLevel7andabovelinkprocessesand/orsystemsintheirexplanations.Attimestheseprocesses/systemswillbefromdifferentsectionsoftheRange.

Inreality,thisstrandsetsthecontextandthereforechallengeoftheleveldescription.ItisadirectlinktotheRangeandshouldbeusedwhenplanningfuturelearningtoachieveprogression.

Explaining

Level characteristics in explaining


1 recognise and name a range of common organisms, objects, materials, light sources and sound sources

2 describe the basis for their groupings using simple differences between organisms, objects, materials and physical phenomena


Daviddescribeswhyhehasgroupedthelitterintohiscategories.Hestrugglestogroupsomeofthematerialsofthelitterastheydon’tquitefitintohiscategories.

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3 give an explanation, based upon their everyday experiences, for their findings, including any patterns

give simple explanations for differences between and changes to organisms, objects, materials and physical phenomena



Davidexplainswhythereismoreplasticinthelitterbyrelatingittothequantitiesofpopandcrispsheandhispeersdrinkandeat.

Davidrecognisesthatlightcannotpassthroughsolidobjectsandsoashadowisformed.

4 use some scientific knowledge and understanding to explain their findings and differences between, or changes to organisms, materials and physical phenomena


Miatriestouseherscienceknowledgetoexplainwhyherrocketstraveldifferentdistances.Sherelatesthemovementoftherockets(theforce)totheairexpelled.

5 use scientific knowledge and understanding, including simple models, when explaining their findings and differences between, or changes to organisms, materials and physical phenomena

‘Howcouldpeopleinaneconomicallydevelopingcountrygetcleanwater?’(KeyStage3,Level5)

Sianusesasimplemodelofchangeofstatetoexplainwhyhermodelofcleaningwaterwouldwork.Sheshowstheprocessesofevaporationandcondensationandstatesthatanyimpuritieswillremaininthepond.

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6 use abstract scientific knowledge and understanding, including models, when explaining their findings and differences between, or changes to, organisms, materials and physical phenomena recognise that a number of factors and/or processes may have to be considered when explaining changes

‘MeltingIce’(KeyStage3,Level6)

‘Fairgroundride’(KeyStage3,Level6)

InherverbalpresentationtotheclassAmyusestheparticlemodeltoexplainchangeofstate.Shedescribeshowheatenergywouldaffectthemovementoftheparticles.HadshediscussedinmoredetailhowtheforcesbetweentheparticleswereaffectedherresponsewouldbemorecharacteristicofLevel7.

Amyshowsinherdiagramthatsheisconsideringenergychangesandworkdonetoexplainchangesinherfictitiousride.Sheisstartingtolinkabstractideasandhadthisbeenmoreevident,herresponsewouldbemorecharacteristicofLevel7.

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7 explain to what extent their findings are consistent with scientific knowledge and understanding, using abstract ideas at timesin explanations they apply abstract ideas and make links between processes or systemsbegin to use their explanations to make predictions

‘Historicalreactions’(KeyStage3,Level7)

BenmakeslinksbetweencombustionandphotosynthesiswhenheexplainsJosephPriestley’sexperiment.Hegoesontousetheseexplanationstomakepredictionsrelatingtofossilfuelsandthegreenhouseeffect.

8 explain to what extent their findings are consistent with abstract scientific ideasexplain the impact of one system on another

use complex, abstract ideas or combinations of models/systems to explain their findings use their knowledge and understanding to critically evaluate predicted effects on systems

EP

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Inordertodraw conclusionsorto make decisions,pupilsneedtoreviewandexplaintheirfindings,whetherthisbedata,ideasorinformation.Initiallypupilswilljuststatewhattheyhavefoundoutfromtheirscientificenquiryandmaketheirowndecisions.Astheyprogress,theirconclusionsareincreasinglyrelatedtotheirfindingsandtheiropinionsordecisionsarebackedbyfurtherinformation.Partofcollectingfurtherinformationrequirescollaborativeworkingsothatpupilslistentoothers’viewsandopinions.Atthehigherlevelspupilsquestiontheirconclusionsandopinionsastotheirscientificvalidityanddiscussthisbyreferringtofurtherscientificevidence.

Conclusions and decisions

Level characteristics in drawing conclusions and making decisions


3 say what they have found out from their work and make their own decisions by weighing up pros and cons

Isanyofthelitterattractedtoamagnet?(KeyStage2,Level3)

Davidsaysthathehasfoundoutthatallmetalsaremagneticfromhisexperiment.

4 begin to draw conclusions, form considered opinions

make informed decisions



Miaattemptstodrawasimpleconclusionbyreferringtothebigbottlemakingabigforceastherewasmoreair.

Miadiscussesherideaswithapartnertoimproveherideasaboutthesciencebehindhowtheguitarworks.

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Level characteristics in drawing conclusions and making decisions


5 draw conclusions that are consistent with the findings

consider others’ views to inform opinions and decisions

‘Howcanthebrightnessofabulbinacircuitbechanged?’(KeyStage2,Level5)

‘Howcanwecleanpondwater?‘(KeyStage3,Level5)

Tomdrawsaconclusionthatdescribestherelationshipbetweenthevariablesofnumberofbatteriesandthebrightnessofthebulb.

Sianworkscollaborativelythroughoutherprofileandthisisespeciallyevidentasshemonitorsprogressinthisenquiry

6 consider a wider range of perspectives to inform opinions and decisions

‘Insulinpresentation’(KeyStage3,Level6)

Amyconsidersinformationfromawiderangeofsourcesfromdifferingperspectivestowritethepresentation.

7 describe how they might collect more information in order to check the validity of their conclusions


Benrecognisestheneedtocheckthevaliditybutdoesn’tactuallydescribehowhemightdothis.

8 draw conclusions showing an awareness of the degree of uncertainty and a range of views

use detailed evidence to form consistent conclusions/opinionsEP

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Reflecting in science

Reflectingonlearningisanessentialpartofconsolidatingnewscientificideasandskills.Itisnotexpectedthatreflectiononlyhappensattheendofthelesson.Reflectionisanintegralpartofanentirelessonandasdescribedearlier,reflectingonpriorskills,knowledgeandunderstandingisneededbeforeapupilcanplanwhattheyaregoingtodo.Pupilsworkingatthelowerlevelswillstruggletoreflectontheirlearningeithergenericallyorscientifically.Theywilltendtodescribesimplywhattheyhavedone.

Oncepupilscandeterminesuccesscriteriaeitherinformallyorformally,theycandecidewhethertheirmethodwassuccessfulorotherwise.Reflecting on successthereforebecomesmoresystematicandmeaningful.Itcanleadtoanincreasedemphasisonpeerandself-assessmentaswellastopupilssettingtheirowntargetsforimprovement.

Reviewing success

Level characteristics in reviewing success


2 respond to questions about what worked and what didn’t

3 link outcomes to success criteria and identify what worked and what didn’t

beginning to think about how the method could be improved



Davidhaslinkedhisdesigntohissuccesscriteria.

Davidevaluateshispuppetandmakessimplesuggestionsastohowtoimproveitsdefinitionasashadow.

4 decide whether their method was successful by referring to their success criteria say how they could improve it


Miareferstoherbasicsuccesscriteriainherbriefevaluation.Shesuggestsotherinformationshecouldhaveused,aboutJupiter’smoons,whichinheropinionwouldhaveimprovedherpresentation.

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Level characteristics in reviewing success


5 begin to evaluate how far success criteria fully reflect successful outcomes


Tomrecognisesthathissuccesscriteriahadflawsandrealiseshowhecouldamendthem.

6 evaluate how far success criteria fully reflect successful outcomes

7 refine success criteria in the light of experience for future occasions


Benreflectsonhisfree-responseanswerandsuggestshowhecouldchangehissuccesscriteriatoensurebetterqualityofworknexttime.

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Sothatpupilscanevaluatehow they have learnedtheyneedtobecomfortablewithlearning/thinkingvocabularyinordertoexpressthemselves.Pupilsworkingatthelowerlevelswillusetermssuchas‘talked’or‘lookedinabook’togiveamoreconcretefeeltotheirlearning.Astheyprogresstheyusemoreabstracttermssuchas‘analysed’or‘researched’.Usingthinkingtoolshelpspupilstoclarifytheirlearning/thinkingprocesses.Forexample,David(KeyStage2,Level3)andBen(KeyStage3,Level7)bothuseVenndiagramstocompare.BenrecognisestheimportanceofusingaVenndiagramandgoesontodescribehowhecanrefinethistoolforfutureuse.

Evaluating learning

Level characteristics in evaluating own learning and thinking


4 describe how they have learned and identify the ways that worked the best


Miausesametacognitivecaterpillartooltoshowhowshehaslearned.Sheusestermssuchas‘talked’andwrote’.Shealsoidentifiesthat‘talking’wasthebestwayandevengoesontojustifyherreasons.

5 identify the learning/thinking strategy they have used

‘Howcanwecleanpondwater?’(KeyStage3,Level5)

Sianuseslearning/thinkingtermstodescribewhatshehaddone.Sheidentifies‘brainstorming’asastrategyshehadused.Herotherideassumuphowsheworkedwithoutgettingtothe‘HowIdidthis‘,i.e.thestrategiessheused.

6 identify the learning/thinking strategies being used

‘Limestoneenquiry’(KeyStage3,Level6)

Amyclearlyidentifiesanumberofstrategiessheuses,suchas‘brainstorming’,‘scanning’andthetoolofa‘KWHLgrid’

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Level characteristics in evaluating own learning and thinking


7 review their strategies in light of results obtained or the information gathered


Benreviewshisstrategyinlightofhisself-assessmentbysuggestingthathecoulduseathreecircledVenndiagramtocomparethesetwoprocesseswithphotosynthesis.

8 suggest alternative learning/thinking strategies

evaluate the likely effectiveness of alternative strategies and refine learning/thinking strategies for future occasions

Pupilsworkingatthelowerlevelsmayneedtobeaskedquestionsinordertolinkwhatandhowtheyhavelearnedinsciencelessons,usuallytomoreeverydaycontextsorviceversa.Aspupilsprogresstheylinktheirlearningtoothersciencecontextsandeventuallymakelinkstoothersubjectsorlifeoutsideschoolwithincreasingconfidence.Athigherlevelsthelinksbecomemoreabstractinnatureandareusedtomakepredictionsbothwithinscienceandthewiderworld.Linkingskills,knowledgeandunderstandinginscienceensuresthatlearningisconsolidatedandrememberedsothatitcanbeappliedinnewsituations.

Focusedquestioningisavitaltoolingettingpupilstolinkideasandmethods.Questionssuchas‘Whydoyouthinkthat?‘or‘Wheredidyougetthatideafrom?‘willpushpupilstowardsmakinglinkswithwhattheycanalreadydoorwhattheyknow.Toensurepupilslinkwhattheyhavefoundoutwithotherideas,questionscouldbeaskedsuchas‘Wherehaveyoucomeacrossthisbefore?‘or‘Wherecouldyoualsousewhatyouhavedone/foundout?‘.

Linking learning

EP

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Level characteristics in linking learning


3 link the learning, with support, to familiar situations


Davidisquestionedbyhisteachertohelphimtolinkhisdesignwiththematerialsthatbiscuitsareactuallypackagedinaswellasrecycling.

4 link the learning to similar situations


Mialinksherfindingsfromusingamodelvolcaniceruptionwithwhatmightactuallyhappeninareal-lifesituation.Thereforesheislinkingideasabouttwo‘volcanoes’.

5 link the learning to dissimilar but familiar situations

‘Howcouldpeopleinaneconomicallydevelopingcountrygetcleanwater?’(KeyStage3,Level5)

Sianlinksherdesignofawaterpurifyingmodeltothevideoclipaboutlifeinaneconomicallydevelopingcountry.Inthiscasethevideoclipisclassedasbeingfamiliartoher.

6 link the learning to unfamiliar situations

‘Meltingice’(KeyStage3,Level6)

Amylinksherideasonicemeltingtotherate oficecapsmeltingduetoglobalwarming.Thesciencebehindtherateoficecapsmeltingisunfamiliartoheralthoughshehassomeknowledgeoftheicecapsmelting.

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Level characteristics in linking learning


7 link the learning to more abstract situations

‘Historicalreactions’(KeyStage3,Level7)

BenlinkswhathehaslearnedaboutJosephPriestley’sexperimentwithfossilfuelsandthegreenhouseeffect.

8 link learning to make further predictions

HegoesontomakepredictionsaboutpossibleeffectstolifeonEarth.

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Section 3MakingjudgementsattheendofKeyStages2and3

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Thissectionshowshowleveldescriptionscanbeusedwhenmakingjudgementsaboutwhichlevelbestdescribesalearner’soverallperformanceattheendofKeyStages2and3.

Youmayfindthefollowingpointsusefulwhenconsideringtheprofilesinthissection.

• Thelearnerprofilesarenotpresentedasamodelforhowyou shouldcollectevidenceaboutyourlearners.Althoughyouwill wanttobeabletoexplainwhyyouhaveawardedaparticular leveltoalearnerattheendofthekeystage,thereisno requirementforjudgementstobeexplainedinthis wayorsupportedbydetailedcollectionsofevidenceoneach learner.Decisionsaboutcollectingevidence,andabout itspurposeanduse,aremattersforteachersworking withinanagreedschoolpolicy.

• Thecommentariesonthepiecesofworkhavebeenwrittento explainthejudgementmadeaboutalearner’sperformance.They arenotintendedasanexampleofareporttoparents/guardians.

• Thematerialsineachlearnerprofilecanonlyrepresentasmall partoftheinformationandexperiencesthatmakeupateacher’s knowledgeofeachlearner.Theydonotreflecttheextentofthe knowledgeofeachlearnerthatyouwillhavebuiltupover timeacrossarangeofdifferentcontexts.Youwillusethis knowledgetomakearoundedjudgementaboutthelevelthat bestfitseachlearner’sperformance.

• Youwillarriveatjudgementsbytakingintoaccountstrengthsand weaknessesinperformanceacrossarangeofcontextsandovera periodoftime.Opportunitieswillneedtobeprovidedforlearners todemonstrateattainmentinallaspectsoftheleveldescriptions.

• Someofyourlearnersmayneedtousearangeofalternative formsofcommunicationtoshowwhattheyknow,whatthey understandandwhattheycando.

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Profiles Key to activities in the learner profiles

Eachactivityhasareferenceboxsituatedatthestartoftheactivity.Theboxgivesthetitleoftheactivity,thetypeofenquiryandreferencestotheprogrammeofstudy.Thereferencesattributedtoeachsamplearewhatthelearneractuallydoes.EachactivityhasopportunitiesforlearnerstouseotherskillsandattimesapplytheseskillstootherareasoftheRange.Thestatementsfromtheprogrammeofstudyarethenreferencedwiththeirrespectivenumbers.

Skills

C=Communication

EP=Enquiryplanning

ED=Enquirydeveloping

ER=Enquiryreflecting

Range

IO=Interdependenceof organisms

TSE=ThesustainableEarth

HTW=Howthingswork

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Davidisan11-year-oldlearnerinKeyStage2.

HisteacherknowsmuchmoreaboutDavid’sperformancethancanbeincludedhere.However,thisprofilehasbeenselectedtoillustratecharacteristicfeaturesofDavid’sworkacrossarangeofactivities.Eachexampleisaccompaniedbyabriefcommentarytoprovideacontextandindicateparticularqualitiesinthework.

Muchofhisworkisreportedorallyorinpictures.Hereceivessomehelpwithreading,writingandwordprocessingfromhisteacherorasupportassistant.

David’steacherjudgesthathisperformanceinscienceisbestdescribedasLevel3.

WithinthethemeofSustainability,theclasscarriedoutasurveyofthelitterfromtheirpackedlunches.Theylookedatthematerialeachpieceoflitterwasmadefrom.Pupilswereaskedtogroupthelitterusingtheirowncriteria.

David Level 3

Litter survey

Pattern-seekingenquiry

Skills C2;ED2,4,5,7;ER3.

Range IO7;TSE3,6.

Teacher:Whatcanyousee,David,thatmakesthesetwopiecesoflitterdifferenttoeachother?

David: Oneisasweetpacketandtheother’sa popbottle.

Teacher: Whatiseachonemadeof?

David: Thatone’spaperandtheother’splastic.

Teacher: Canyougrouptherestofthelitterintothosemadeofpaperandthosemadeofplastic?

KeyStage2

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David Level 3 Davidgroupedthelitterbutleftsomepiecesoutofthegroups.Hemadeenoughobservationstogroupthelitter,inthiscaseinto‘paper’and‘plastic’.Hethenwentontomaketwofurthergroups,oneof‘metal’litterandoneof‘crisppackets’.Theteacheraskedhimwhyheputthecrisppacketstogetherasagroup.Hesaidthatit’sbecausesomeseemtobemadeof‘paperandplastic’whiletheothersareshinylikemetal.Afterafewminutesthinkingheputtheshinycrisppacketsintothemetalgroupbutkepttheothersinaseparategroup;‘paperandplastic’.

Thisishistallychart:

Ingroups,pupilsthendiscussedtheircriteriaandfindingstomergetheirtallycharts.Davidwaspersuadedthatthelitterinhis‘paperandplastic’groupshouldgointothe‘plastic’group.

Thetallychartsofthegroupsweremergedandaclasspictogramofthelitterwasdrawnupcollaboratively.Eachpupilwasthenaskedtodrawabarchartofthepictogram.TheteachergaveDavidandotherpupilsworkingatasimilarlevelanoutlineoftheaxesonsquaredpaperforthebarchart.Therestoftheclasswasaskedjusttousesquaredpaperwithnopre-drawnaxes.Daviddrewthebarchartinthegivenformat.

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TheteacherquestionedDavidastowhathehadfoundout.

Davididentifiedthesimplepattern,saidwhathehadfoundoutandgaveanexplanationfortheclassfindingsbasedonhiseverydayexperiences.

David: Thethingthatmostlitter’smade outofisplastic.

Teacher: Whydoyouthinkthatmostofthelitterismadeofplastic?

David: Becauseweeatmorepopandcrisps thanotherfoods.

Teacher: Shouldwebedoingthis?

David: No.Popandcrispsarebadforyou.

David’s next steps: Think about the axes. Work with Tia next time and try to draw the next bar chart using just squared paper.

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Workonrecyclingincludedtestinglittertoseeifitwasattractedbyamagnet.David’stableofresultsisshownbelow.Theteacherexplainedtotheclasstheterms‘magnetic’and‘non-magnetic’beforeDavidwasgiventhetableformat.

Is any of the litter attracted to a magnet?

Classifyingandidentifyingenquiry

Skills C2;ED2,4,5.

Range TSE3,6;HTW2.

Teacher: Whathaveyoufoundoutbydoingthisexperiment?

David: Wecanuseamagnettosortoutmetals fromlitter.

Teacher: Couldyouuseamagnettopickoutallthemetalsinlitter. David: Yes.

Davidcompletedthetableandsaidthathefoundoutfromhisworkthatallmetalsaremagnetic.Thelatterismoreofaneverydayexplanationofthedifferencesbetweenmaterialsthanascientificone.

David’s next steps: Find out if all metals are magnetic. You might like to look at the website ‘Science is fun’ or use a magnet to test more metals in the classroom.

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Which is the best material for stopping biscuits becoming soggy?

Fairtestingenquiry

Skills C2;EP2,4,5,6;ED1,2,4,5.

Range TSE4.

David’s next steps: Next time we do an investigation, try to plan to measure results rather than just looking at them.

Note:TheuseofasimplewritingframedoesnotreduceDavid’sattainment.

Davidrecognisedwithsupportthevariablestochangeandmeasureandthosetobekeptthesame.Hemadeobservations,whichcouldhavebeenmeasuredusingsimpleequipment,tocomparethewrappingmaterials.Hesaidwhathehadfoundoutfromtheinvestigationbutdidnotrelatehisfindingstoscientificknowledgeandunderstanding.

Davidplannedhismethodwithsupportandrecordedhisinvestigationonthesheetbelow.Hemadeanoralpredictionthatplasticwouldbethemostwaterproofbecausebottlesaremadefromplasticandusedfordrinks.Davidusedhiseverydayexperiencetomakeaprediction.

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Followingaseriesofpresentationsoftheirfindingsfromthepreviousenquiry,eachpupilwasaskedtodesignpackagingforbiscuits.Theyweretaskedwithdrawingthepackaging,labellingittoshowthematerial(s)itwasmadeofandgivingreasonsastowhytheyhadchosenthis/thesematerial(s).

Pupilsworkedwiththeirthinkingpartnerstodiscusssuccesscriteria.DavidandFayagreedthattheywere:stoppingthebiscuitsfrombecomingsoggy,lookinggoodandusingamaterialthatcouldberecycled.Theythenworkedindividuallyonthedesign.

Designing packaging for biscuits

Makingthingsenquiry

Skills C2;EP1,2;ED5;ER1,6.

Range TSE3,4.

David’s next steps: Talk to Fay and compare her design to yours. How is it different? How is it the same?

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Comparing two environments

Pattern-seekingenquiry

Skills C2;ED4,5.

Range IO4,6.

Whenquestionedastowhyhehadusedcardboard,Davidsaidthatitwasmoreimportanttorecyclethantostopthebiscuitsbecomingsoggy.Alsothatbiscuitswereinboxesandtheseweremadeofcardboard.Hefoundoutfromhisinvestigationthatplasticisthebestmaterialforbiscuitpackagingbutpreferstherecyclingcriterion.Helinkedhisdesign(outcome)tosuccesscriteriaandlinkedhislearningtofamiliarsituations,withsupport,suchashisexperienceofbiscuitpackagesandrecycling.

Theclasscarriedoutfieldworktocompareandcontrasttwolocalenvironments.Theyfirststudiedthenatureoftheenvironmentbeforelookingattheorganismsthatwerefoundineachone.Groupsofpupilssearchedfororganismsandtriedtoidentifythem,usingsimplekeys.

David’sgroupwasgiventwoplastichoopsandcardonwhichtowritethenamesoftheorganismstheyhadfound.DavidtransferredhisfindingstoaVenndiagram.

Davidfollowedasimpleseriesofinstructionssafelytogatherhisfindings,displayedhisfindingsinagivenformatasaVenndiagram,identifiedsimplepatterns,showedwhathehadfoundoutandusedeverydayexperiencesratherthanscientificknowledgeandunderstandingtotrytoexplainhisfindings.

David’s next steps: Find out if plants and minibeasts need the same things to stay alive. You might like to look at the book in the library called ‘Minibeasts’.

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Asatransitionproject,workingonacross-curriculardesignandtechnologytheme,thepupilswereaskedtomakeshadowpuppetsofananimalthatcouldbefoundinoneoftheenvironments.Davidplannedhisdesignaftersuggestingandlookingatonewebsiteontheinternet,withhispartner,forideasandinformation.Hemadeapuppetofarabbitwithsomesupport.Althoughthehandpuppetlookedlikearabbit,whenitwasusedasashadowpuppetsomeofthedefinitionwaslost.

Davidwasaskedtoevaluatehispuppet.

Davidgaveasimpleexplanationforshadowformationasachangeinaphysicalphenomenon(i.e.howlighttravels),identifiedwhatworkedandwhatdidn’tandstartedtothinkabouthowhispuppetcouldbeimproved.

Shadow puppets

Makingthingsenquiry

Skills C1;EP2,6;ED4,5;ER2,4.

Range HTW5.

David’s next steps: Find out why shadows form. You could look at the textbook in your drawer.

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Summary and overall judgement

Levels2,3and4wereconsideredandLevel3wasjudgedtobethebestfit.

OverallmuchofDavid’sworkisbaseduponeverydayexperiencesalthoughheisstartingtodevelophisscientificknowledgeandunderstanding.

Planning

David’sworkshowsthatwhen planninganenquiry,heisabletosuggest where to find evidence, information and ideas(acharacteristicofLevel3).Hesaidtohispartnerthattheycouldlookontheinternetforideasabouthowtomake‘Shadowpuppets’,althoughheonlyusedonewebsiteandsohedidn’tfind and use a variety of evidence, information and ideas(afeatureofLevel4).Inthesameenquiry,andwheninvestigating‘Whichisthebestmaterialforstoppingbiscuitsbecomingsoggy?’,heplanned, with support, the method to be used (acharacteristicofLevel3).Inthelatterenquiryheused his everyday experiences to make a simple prediction(afeatureofLevel3).Alsointheprocessofdesigning‘Shadowpuppets’andbiscuitpackaging,Davidusedhisknowledgeandunderstandingtothinkabout‘WhatwouldhappenifIused...?‘.ThereforeDavidwaspredictingasheworkedouthisdesigns.Davidrecognised with support the variables to change and measure and those to be kept the same,whichisacharacteristicofLevel4,inthefairtestenquiry‘Whichisthebestmaterialforstoppingbiscuitsbecomingsoggy?’.Heagreed on some basic success criteria(afeatureofLevel3)for‘Designingpackagingforbiscuits’.

Developing

Whendevelopinganenquiry,David’sworkon‘Comparingtwoenvironments’showsthathecanfollow a simple series of instructions safely to gather his findings(acharacteristicofLevel3).In‘Whichisthebestmaterialforstoppingbiscuitsbecomingsoggy?’hemade observations that could be measured using simple equipment(afeatureofLevel3).Inthe‘Littersurvey’enquiryheinitiallymade enough observations to group the litterandmade a simple record of his findings by constructing a tally chart (bothcharacteristicsofLevel2).However,hewentontodisplay his findings in a given format as a bar chart anddemonstratedthatheisbeginning to identify simple patterns (bothfeaturesofLevel3)inboththisenquiryandin‘Comparingtwoenvironments’.Davidgave

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an explanation based upon everyday experiences, for his findings(acharacteristicofLevel3)in‘Comparingtwoenvironments’.Hegavea simple explanation for the differences between materials(afeatureofLevel3)whenhelookedatlitterthatisattractedbyamagnetanda simple explanation for changes in a physical phenomenon(acharacteristicofLevel3)inthe‘Shadowpuppets’enquiry.

Reflecting

Davidconsistentlysaid what he had found out from his work (afeatureofLevel3)inhisenquiries.David’sworkin’Designingpackagingforbiscuits’showsthatwhenreflectingonanenquiryhecanlink outcomes to success criteria (acharacteristicofLevel3).Heidentified what worked and what didn’t andshowedthatheisbeginning to think how his method could be improved (bothfeaturesofLevel3)intheevaluationofhis‘Shadowpuppet’.Davidlinks the learning, with support, to familiar situations (acharacteristicofLevel3)whenhedesignedhisbiscuitwrapping.

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Miaisan11-year-oldlearnerinKeyStage2.

HerteacherknowsmuchmoreaboutMia’sperformancethancanbeincludedhere.However,thisprofilehasbeenselectedtoillustratecharacteristicfeaturesofMia’sworkacrossarangeofactivities.Eachexampleisaccompaniedbyabriefcommentarytoprovideacontextandindicateparticularqualitiesinthework.

Mia’steacherjudgesthatherperformanceinscienceisbestdescribedasLevel4.

AspartofathemeonSpace,pupilswereaskedtochooseandresearchaplanetinthesolarsystemandpresenttheirfindingstotheclass.Thenatureofthepresentationwaslefttoindividualchoice.MiachoseSaturnandusedtheinternetandtheschoollibrarytocollectinformation.

Mia Level 4

Planet presentation

Makingthingsenquiry

Skills C1,2;EP1;ER3.

Range TSE2.

Teacher: Whatsortofpresentationareyougoingtodo?

Mia: A‘factsheet’fortheclasstoread.

Teacher: Howwillyouknowifyourleafletisgood?

Mia: Iwantittobeinterestingforchildrentoread soitneedssomepictures.

KeyStage2

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Onquestioning,Miahadproblemsunderstandingsomeofwhatshehadwritten.Forexample,shedidnotunderstandtheterm‘core’or‘agriculture’.Miafoundandusedavarietyofevidence,informationandideas,althoughthiswaslimitedtoaleafletandonewebsite.Sheorganisedandcommunicatedherfindingsusingrelevantscientificlanguage.Miadecideduponsomebasicsuccesscriteria,referredtothesewhenreflectinguponsuccessandmadeasimplesuggestionastohowshecouldhaveimprovedherwork.

Mia’s next steps: Use your dictionary to look up words that you don’t understand. Write what they mean on your ‘fact sheet’.

Allimages©NASA

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The rocket launch

Exploringenquiry

Skills C2;EP2;ED5.

Range HTW2,3.

Pupilswatchedavideoclipofarocketlaunch.Inpairstheydiscussedthevariablesthatmightaffectthelaunch.Individuallytheywroteabouttheirfictitiousrocketlaunch.

Miausedscientificknowledgeandunderstandingtopredicttheoutcomeofherlaunchalthoughherdescriptioncontainsconfusedscientificideas.Sheusedrelevantscientificlanguageinherdescriptionandexplanation.Sheomittedtowriteaboutanumberofvariables,suchasweatherconditionsorthematerialstherocketcouldbemadefrom.Hadshediscussedthematerials,theevidencewouldalsotouchuponThesustainableEarth(TSE4)sectionoftheRange.

Mia’s next steps: Find out more about the forces involved in a rocket launch. You might like to look at the book ‘Forces’ in the science corner.

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Followingateacher-ledlessononforces,theclassinvestigatedtheirownrocketlaunch.Theymaderocketsoutofpaperandputthemontopofemptyplasticbottles,whichtheysqueezedforpropulsion.Eachgroupselectedtheirownvariabletochange(independentvariable).Mia’sgroupchangedthesizeofthebottle.

Miarecognised,withsupport,thevariablestochangeandmeasureandthosetobekeptthesamebyansweringtheteacher’squestions.

Making rockets

Fairtestingenquiry

Skills C2,3;EP4,5,7;ED1,2,3,4,5;ER2,4.

Range HTW2,3.

Teacher:Whatareyougoingtomeasure?

Mia: Howfartherockettravelslongways.

Teacher: Whatareyougoingtochange?

Mia: Howbigthebottlesare

Teacher: Sohowisthesizeofthebottlesdifferent?

Mia: There’sonebigone,asmalloneand oneinthemiddle.

Teacher:Canyoumeasurethesize?

Mia: Wecanlookatthenumber– it’scapacityIthink.

Teacher: Whatareyougoingtokeepthesame?

Mia: Theshapeofthebottles.

Teacher: Willyoutryandkeepanythingelsethesame?

Mia: Weneedtosqueezethebottleswith thesamepressureandstayoutofthe waywhentheylaunch!

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Miausedstandardequipmenttomeasureanddisplayedherfindingsinatableshedrewupherselfandasimplelinegraph,withtheaxesandscalesgivenbytheteacher.Sherepeatedthetestforeachbottletwiceandcouldthereforebestartingtoconsiderreliability.However,therepeatsmighthavebeenagroupdecisionandfurtherquestioningisneededtoclarifyMia’sunderstanding.Sheidentifiedthatoneresultdidn’tfitthepatternandtriedtoexplainit.Inadditionshesuggestedhowtoimprovehermethodbyrepeatingthistestwithaslightlydifferentlyshapedbottle.Miausedsomescientificknowledgeandunderstandingtoexplainherfindingsanddrawconclusions.

Mia’s next steps: Think about the forces on the rocket that make it move. You might like to talk to George about his ideas to help you.

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Fact or opinion?


Skills C2;ED4,6;ER5.

Range TSE6.

WithinthethemeofPlanetEarth,learnerswereaskedtoreadarangeofnewspaperreportsaboutenvironmentalchangeanditseffects.Theywereaskedtochooseonearticleandhighlight‘facts’inonecolourandopinionsinanother.

Mia’s next steps: Find out what ‘bias’ means using your dictionary. Read the article again and try to find any possible bias.

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Mia has made decisions that show she is beginning to distinguish between ‘facts’ and opinions in the article. Some of her decisions needed to be questioned.

Teacher: How did you decide which are ‘facts’ and which are opinions?

Mia: It’s the words they use. ‘Facts’ have lots of numbers but opinions use words like ‘think‘ and or ‘choose‘.

Mia’s next steps: Look at another article and try to do the same thing. Do you still think your reasons are good ones? Write some success criteria for deciding between ‘facts’ and opinions.

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FurtherwithinthePlanetEarththeme,pupilsstudiedStLuciawithafocusongeographyandscience.TheteacherdiscussedhowStLuciahadbeenformedfromvolcanicactivity.Thepupilswereshownhowtomakeavolcanousingvinegarandbicarbonateofsoda.Ingroupstheydiscussedandcarriedouttheenquiry.Theyproducedindividualwrite-ups.

Note:TheuseofasimplewritingframedoesnotreduceMia’sattainment.

Mia’s next steps: Think about how you could have measured the vinegar and sodium bicarbonate and the distance that the lava travelled to make the enquiry more scientific.

Does the mixture of lava affect the eruption of a volcano?

Fairtestingenquiry

Skills C2;EP2,4,5,6;ED1,2,4,5;ER4,6.

Range TSE3,5.

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Miausedscientificknowledgeandskillstoplanafairtestenquiryandpredictoutcomes.Sheidentifiedkeyvariablesanddistinguishedbetweenindependentanddependentvariables(withoutactuallynamingthem)andthosethatshewouldkeepthesame.Howeversheusedthenon-standardmeasureofateaspoonfulforthebicarbonateofsoda,whichlimitspossibleattainment.Shefollowedtheplannedmethodandorganisedandcommunicatedherfindingsusingrelevantscientificlanguage.Miadisplayedherobservationsclearlyinatabletodescribeherfindingsandidentifiedthemainpatterninherresults.Intheprocessshemadelinkstowhatshethoughtwouldactuallyhappeninarealvolcaniceruption.Herconclusiondescribestherelationshipbetweenthetwocontinuousvariablesofvolumeofvinegarandthespeedofflow.ItwouldhavebeenbetterhadMiameasuredthedistancethe‘lava’travelledsothatshecouldhavedrawnalinegraphfromwhichtoworkoutthecontinuousrelationshipbetweentheamountofvinegarandthedistancetravelled.Herreflectiondescribesamendinghermethodtogivemorespectacularresultsratherthanimproveit.

Inthesummerterm,Mia’sclasslookedatavarietyofmusicalinstrumentsandthesciencebehindhowtheywork.Eachgroupwasaskedtoselectaninstrumenttoexperimentwith.Mia’sgroupchoseaguitar.Thegroupthendiscussed‘Howcanaguitarmakeasound?’andindividuallywrotetheiranswers.

Miawasaskedhowyoucouldhearsoundsfromtheguitar.

How can a guitar make a sound?

Exploringenquiry

Skills C2;ED2,4,5,7;ER5.

Range HTW4.

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Afterusingtrafficlightsforlearnerstoindicatetheirlevelofunderstanding,theteacherdecidedthatfurtherworkwasneeded.Shepairedupgreenpupilswithamberpupils(Miawasamberbyself-assessment)andaskedMia’spairtofindouthowaguitarcanmakesoundsofdifferentvolumeandpitch.Theyplayedtheguitaragain.AfterdiscussionMiawrote:

Miaevidencedthatsheisstartingtousesomescientificknowledgetoexplainchangestosound;aphysicalphenomenon.

Miawasaskedtodescribehowshehadlearnedaboutsoundandwhichwayworkedthebest.Sheusedapre-drawnmetacognitivecaterpillartoshowthis.

Mia’s next steps: Talk to Ryan about what you have found out and then try to complete the sentence:The thicker the string the ……….. the sound.

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Miadescribedhowshelearnedandidentifiedthewaythatworkedthebest.

ThisdialogueevidencedthatMiaisbeginningtolistentoothers’ideasandsohasmadeinformeddecisions.

Aspartoftheschool’stransitionarrangements,Mia’sclassfinishedYear6onthistopic.TheycontinuedtoinvestigatesoundwithinthecontextofenergychangesatthestartofYear7.The‘nextsteps’statementsandthe‘howIlearned’sectionswereveryusefulforteachersinthesecondaryschoolswhocouldusethesetoplanthefirstfewweeks’work.

Teacher: Whatdoyoumeanby‘knowingwhattotalkaboutbetter‘?

Mia: IknewthequestionstoaskandIhad thoughtabouthowtosaythembecauseI listenedtoJo’sanswers.

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Levels3,4and5wereconsideredandLevel4wasjudgedtobethebestfit.

Ingeneral,Miahasafairlygoodgraspofscientificlanguagealthoughsheoccasionallyusesincorrectscientificterminology.ForexampleatthestartofYear6shewasstillconfusing‘melting’with‘dissolving’.However,givenfurtherteachingandenquiryworkwhereshehadtodistinguishbetweenthetwoprocessesthisisnolongeranissue.Herthinkingisbecomingmorescientificandbuildsonhereverydayexperiences.

Planning

Mia’sprofileshowsthatwhenplanning anenquiryshecanfind and use a variety of evidence, information and ideas(acharacteristicofLevel4)asevidencedin‘Planetpresentation’.Therelevanceofsomeoftheinformationsheusedisquestionableandthereforeshedidnotfind and use relevant evidence, information and ideas(afeatureofLevel5).IfMia’ssuccesscriteriahadbeenmorewide-rangingandsciencespecificshecouldwellhavebeenself-directedtowardsmorerelevantinformation.Sheuses scientific knowledge and skills to plan her enquiries and predict outcomes(acharacteristicofLevel4)asshowninherwrite-upof‘Doesthemixtureoflavaaffecttheeruptionofavolcano?’.Thisisafairtestenquiryandbyidentifying key variables and distinguishing between independent and dependent variables(withoutactuallynamingthem)and those that she would keep the samesheshowedanaspectofLevel5.However,in‘Makingrockets’sherecognised, with support, the variables to change and measure and those to be kept the same(afeatureofLevel4)whenshewasledbytheteacher’squestioning.Miauses scientific knowledge and skills to predict outcomes (acharacteristicofLevel4)in‘Therocketlaunch’althoughherdescriptionhassomeconfusedscientificideas.In‘Planetpresentation’shedecided upon some basic success criteria(afeatureofLevel4)andalthoughtheseareverysimple,theywereherowndecisions.

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Developing

Whendevelopinganenquiry,Mia’sworkon‘Doesthemixtureoflavaaffecttheeruptionofavolcano?’isevidencethatshecanfollow the planned method(acharacteristicofLevel4).Shemakes qualitative observations(afeatureofLevel4)inthesameenquirybutwouldhaveimprovedherinvestigationbyusing standard equipment to measure within a given range using S.I. units(acharacteristicofLevel4)asshedidinthe‘Makingrockets’enquiry.

Acrosstheprofileshedemonstratesthatshecanorganise and communicate her findings using relevant scientific language(afeatureofLevel4).Miadisplays her findings in tables (acharacteristicofLevel4)inboththe‘Doesthemixtureoflavaaffecttheeruptionofavolcano?’and‘Makingrockets’enquiries,withevidencethatshecandrawasimple line graph when the axes and scales are given (afeatureofLevel4)inthelatter.InthesametwoenquiriesMiaalsoidentifies patterns(acharacteristicofLevel4)inherfindings.Fromcollaborativework,especiallyintheenquiry‘Howcanaguitarmakeasound?’,Miashowsthatsheisbeginning to make informed decisions (afeatureofLevel4).However,herteacherknowsthatMiaisbeingledbyothersinmakingdecisionsandfurtherteachingisneededtoincreaseMia’sconfidenceinscientificknowledgesothatsheusesherownideasintandemwiththoseofothers.Miaisbeginning to distinguish between ‘facts’ and opinions(afeatureofLevel3)andisstartedonthepathtorecognisebiasinthe‘Factoropinion?’enquiry.Miauses some scientific knowledge and understanding to explain her findings (acharacteristicofLevel4)in‘Makingrockets’.Sheuses some scientific knowledge and understanding to explain changes to physical phenomena(afeatureofLevel4)in‘Howcanaguitarmakeasound?’,howeverthisisnotastrengthofMia’sworkandneedstobebuiltuponbyfurtherteachingofscientificknowledge.Sheisbeginning to draw conclusions(acharacteristicofLevel4)insomeoftheseenquiries.Herconclusionin‘Doesthemixtureoflavaaffecttheeruptionofavolcano?’showsanaspectofLevel5asshedescribes the relationship between the two continuous variablesofamountofvinegarandthespeedofflow,althoughhesitatingly.However,shewouldneedtohavemeasuredthedistancetravelledratherthanjustobservingthespeedofflowinordertodrawalinegraphfromwhichtoworkouttherelationshiptoevidencethisleveldescription.

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Reflecting

Whenreflectingonanenquiry,asin‘Planetpresentation‘,Mia’sprofileshowssheislinkingoutcomes to success criteria(acharacteristicofLevel3).Inthesameenquiryandin‘Makingrockets’she says how to improve the method (afeatureofLevel4)andalthoughsheattemptsthisin‘Doesthemixtureoflavaaffecttheeruptionofavolcano?’hersuggestedamendmentswouldjustgivemorespectacularresultsratherthanimprovingthemethod.Miademonstratesthatshecandescribe how she has learned and identify the way that worked the best(acharacteristicofLevel4)whenreflectingonherlearningin‘Howcanaguitarmakeasound?’.Shelinks the learning ofherfindingsofthemodelvolcanoto similar situations(afeatureofLevel4),i.e.whatwouldhappeninareal-lifevolcaniceruptionintheenquiry‘Doesthemixtureoflavaaffecttheeruptionofavolcano?’.

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Tomisan11-year-oldlearnerinKeyStage2.

HisteacherknowsmuchmoreaboutTom’sperformancethancanbeincludedhere.However,thisprofilehasbeenselectedtoillustratecharacteristicfeaturesofTom’sworkacrossarangeofactivities.Eachexampleisaccompaniedbyabriefcommentarytoprovideacontextandindicateparticularqualitiesinthework.

Tom’steacherjudgesthathisperformanceinscienceisbestdescribedasLevel5.

Theclasshasbeenworkingwithinthetopic’SpaceMissions’,linkingideasforspaceflightwithsurvival.

Pupilswereaskedtoproduceamapofthesolarsystem.Theyindependentlythoughtaboutandmadearecordofwhattheyalreadyknew,whattheyneededtofindoutandwheretofindit.Tomdrewaconceptmap.

Tom Level 5

Map of the solar system

Makingthingsenquiry

Skills C1,2;EP3;ED4,6,7.

Range TSE2.

KeyStage2

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Oncehehadfoundrelevantinformation,consideredthedifferentinterpretationsofthesolarsystemandmadedecisionsastohisownmap,hedrewthemapbelow.Tomalsowrotealistofthereferenceshehadused.

Tomfoundandusedrelevantinformation,heorganisedandcommunicatedhisinformationintegratingdifferentformsintohismapandproducedasimplemapofthesolarsystem.

Tom’s next steps: Do you think any of your sources may be biased? Why do you think this? Add some notes to your references to show your ideas.

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Questioning a solar system image

Exploringenquiry

Skills C1,2;EP3,5;ED2,3,4,5,6,7;ER3,6.

Range TSE2.

Theclassweregivena‘sourcesquare’tointerrogateingroups,eachwithdifferentimagesofthesolarsystem.Tomchairedhisgroupandorganisedtheirtasks.

Image©NASA

Thegroupobservedtheimagecarefullyandusedscientificknowledgeandunderstandingtoinfer.However,thediscussionbecamequiteheatedwhentheyweredecidingwhatelsetheyneededtoknow.Theteacherlistenedtothegroup’sdeliberations.Tomaskedifthegroupthoughtthescaleofthephotowascorrect.ThegroupwasworriedthatthesolarplumewasabouttoburnEarth!

Tom: CanIlookattheNASAwebsitetofind outmore?IthinkIshouldcheckthiswith otherwebsitestoo.

Teacher:Whydoyouwanttocheck?

Tom: It’sbecausethephotoisfromNASAbutIdon’t thinkit’sright–iftheSunwasthatcloseit wouldbesohotthattherewouldbenolifeon Earth.

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Tomwantedtocheckthereliabilityoftheinformation.Hediscoveredthattheimagewasnotfactualbutacompositeimageusedfordiscussionof’Whatwouldhappenif...?’.InTom’sopinionNASAisthemostfamousandknowledgeablesourceofinformationaboutspace,althoughhenowrecognisesthatit’snotjustthesourceofinformationthatisimportantbutthinkingaboutwhetheritcouldbe‘factual’ornot.Tomwrotehisownnextsteps.

WhenTomreportedbacktotheclassastohisgroup’sfindings,heuseddetailedandattimesabstractscientificknowledgeandunderstanding.Hegavereasonsforquestioningtheimage’sauthenticity,methodsheusedtocheckreliabilityandmadelinkswithotherlearningincludingSunspotsandsolarplumes.

For‘MissionPossible?’theclassweregiventhebrieftoplanaspacejourneytoMarsusingacomputermodel.Theymadedecisionsandmanipulatedvariablestotryandreducethemissioncostwhilstensuringitssuccess–theirsuccesscriteria.

Mission Possible?

Usingandapplyingmodelsenquiry

Skills C2;ED4,5,7;ER2,3.

Range IO2,TSE2,HTW3.

Tom’s next steps: (written himself)Check information and don’t always believe it just because it comes from somewhere you think is right.

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Inthegroup’sdiscussion,overheardbytheteacher,Tomusedscientificknowledgeandunderstandingofforceswhenheconsideredthethrustrequiredfortake-offandhecomparedthistothecostforeachfuel.Healsorecognisedthattherocketneededtouseupallthefuelbeforelanding,forsafety.Heconsideredothers’viewstomakehisdecisions.Asthevariablesweremanipulated,Tomregularlycheckedprogress.Oncethemodelwascomplete,eachpupilreflectedontheirsuccessanddescribedthereasoningfordecisions.Tomexplainedindependentlywhyhisgroupchangedthepay-loadoftherocket;thechoiceoffuelandthechoiceofpersonnel.

Note:WithkindthankstoStuartBall,MicrosoftCorporation.PleaseseeCDforactivespreadsheet.

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Tom’s next steps: Find out how an astronomer and a navigator might work together. You may like to try the book ’Deepest Space’ in the library.

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Theproblemofsurvivalasastronautsinanuninhabitableplacewasthefocusofthisactivity.Eachgroupwasgivenitemstypedoncardtoprioritise.Tom’sgroupprioritisedusingdiamondrankingandthenansweredquestionsfromtheclassastotheirdecisions.

Moon Crash Landing 2020

Exploringenquiry

Skills C2;EP2,7;ED5,7;ER5,6.

Range IO2,TSE2,HTW2,3.

Tom’s next steps: Think about what else you might need for survival on the Moon, especially remembering gravity.

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Tomusedscientificknowledgeandunderstandingtojustifyhisgroup’sdecisions(findings).Inordertomakeeachofthesedecisions,Tomwouldhavehadtothink’Whatwouldhappenif...?’thereforehisdecisionsarebasedonpredictions.Helinkedhislearningtofamiliarbutdissimilarsituationsbysuggestingthatusingthedinghyasatransportmechanismwouldreducetheenergyexpendedandthereforerequirelessfood.

Bethan: Whydidyoudecidethattheoxygen wasthemostimportantthingtokeep?

Tom: Withoutoxygenwewoulddie.WeneedittobreathandtheMoonhasnooxygen.Wealsoneedfoodandthat’satthetoptoo.

Rebecca: Whydidyouthinkthedinghywas important?

Tom: Wecouldputtheotherheavythingsonitandpullthemlikeasledge.Thiswouldmaketravellingmucheasierandwewoulduselessenergysowouldneedlessfood.

Hari: Whydidyouthrowawaythegun?

Tom: There’snothingtoshootontheMoon!

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Theclasswasaskedtoreviewandevaluatethethinking/learningstrategiestheyhadusedinthisactivity.

Tomclearlyidentifiedthethinking/learningstrategieshehasused.

Havingbeentaughtcircuitsymbolsandremindedofthefunctionsofcircuitcomponents,theclasshadbeengivenopportunitiestoinvestigatecircuitswithinthethemeofElectricity.Theywerethenaskedtodesignandbuildalighthouse,selectingtheirownequipmentandbringingothermaterialsfromhome.

Tomplannedhisenquirybythinkingaboutwhatwasneededforsuccess.Helistedthefollowing:

• workinglight• turnlightonandoff• highfromground.

How can you make a model of a lighthouse?


Skills C2;EP1,2;ED1,5;ER1,3,4,6.

Range HTW1,5.

Tom’s next steps: Think about the word ‘analyse’. What does it mean? Look it up in the dictionary. Can you now add this to your thinking diagram

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Hejustifiedthesetohisteacherbyreferringtohisknowledgeofareallighthouse.Forexample,’Thelighthouseneedstobehighfromthegroundsothatthelightcantravelfurtherwithnothinginitsway.Thismeansthatmoreshipswillbeabletoseethelightfromfurtheraway.’

Hethenbuiltseveralversionsofcircuitswithdifferentlyconstructedswitchesuntilhewashappythatthecircuitwouldworkonceplacedinhisstructure.

Tomusedscientificknowledgeandunderstandingtobuildhislighthouseincludingasimplemodelofcurrentflow,whichhehasalsousedtoexplainhisfindings,i.e.changestoaphysicalphenomenon.Heregularlycheckedprogressandrevisedhismethodwhilstbuildinghislighthouse.Hisreflectionsshowhowhewouldimprovehisdesigntomakeitmorelikeareallighthouse.

I made a lighthouse by creating a simple circuit which was connected through a cardboard tube and plastic bottle top. My circuit looked like this

When I pressed the switch, the current was able to flow through the wires because my switch is a conductor made from a paper clip. The energy from the battery allowed the current to pass through the wire to the bulb which made the bulb light up. When the switch paper clip did not touch the drawing pin, the current was stopped because the circuit was no longer complete. I was able to make my lighthouse flash by simply turning my switch on and off, by releasing the paper clip from the drawing pin and putting it back again.

I could improve my design by making it waterproof by using different materials for the outside. Also I could think of other ways to make it look like the light was flashing without turning it on and off all the time as this might break the switch or the bulb.

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Theteacheraskedhimabouthissuccesscriteria.

Inthisconversation,Tomisbeginningtoevaluatehowfarhissuccesscriteriafullyreflectsuccessfuloutcomes.

Teacher: Didyoumeetallyoursuccesscriteria?

Tom: Yes–becauseit’samodelitcan’t bethathigh.ButIdon’tthinkmy successcriteriaweregoodenough.

Teacher: Whyweren’tthey?

Tom: TheyweretoosimpleandIthought moreaboutamodelthantherealthing.

Teacher: Canyousuggesthowyoumightchangethem?

Tom: Ishouldhavethoughtmoreaboutthe materialsitwasmadefrom.Theyshould havebeenwaterproofandstrong.

Tom’s next steps: Try to write a new set of criteria for success next to the original one.

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Theteachergavetheclassaseriesofquestionstoguidethemthroughtheinvestigation.Thisdoesnotreduceattainmentbutgivesastructureforthelearners’ideas.Tomsystematicallyplanned,carriedoutandrecordedtheresultsoftheinvestigationusingalightsensor.Hedistinguishedbetweenindependentanddependentvariablesandrecognisedthosethatneededtobekeptthesame.

How can the brightness of a bulb in a circuit be changed?

How would you do it?I could put more batteries in the circuit and see if this would change the brightness.

What do you think would happen?The more batteries I use the brighter the bulb will be.

Why do you think this?It should do because the more batteries the bigger the current will be.

What are your variables (things that might affect your results)?If I change the number of batteries – that’s the independent variable. The brightness is the dependent variable. I could measure using a light metre. It measures brightness in lux. The experiment needs to be done in a dark room to make sure my test is fair and there is no other light to make the measurements unfair. I would have to keep the equipment the same too.

ResultsWhen I added one battery to the circuit, the bulb was very dim, with only 4 lux. As another battery was added, the bulb became much brighter reading 22 lux. The third battery increased the brightness to 29 lux and 4 batteries was 30 lux. When Ie tried a 5th

battery the brightness was the same because it was 30+ and off the scale of our light meter.

Number of batteries (independent variable)

1 2 3 4 5

Brightness in lux (dependent variable)

4 22 29 30 30+

How can the brightness of a bulb in a circuit be changed?


Skills C2;EP1,2;ED1,5;ER1,3,4,6.

Range HTW1,5.

Bar chart to show how brightness

changes when batteries are added

0

10

20

30

40

1 2 3 4 5

Number of batteries

Bri

gh

tne

ss

in

lu

x

What did you find out?I noticed that the more batteries, the brighter the bulb. This is because there is more current. This makes the bulb brighter. If I extrapolated the graph, I think 5 batteries might be 40 lux because it will keep getting brighter. But I think even more batteries would blow the bulb because the current would be too much. Also I would need a different light meter because this one only said 30+ lux. I think that you see this in a dimmer switch in your house. I know you can alter the brightness by turning the dimmer up or down. You are increasing the current to make it brighter.

Success Criteria

Did you describe what happened? Yes

Did you repeat your measurements? No

Did you refer to your results? Yes

Did you draw a graph of results? Yes, bar chart

Did you extrapolate the graph? Yes

Could you apply this idea to everyday life? Yes

If I was to repeat this experiment I would make sure I repeated my readings of the light metre to check for reliability. I would also get a better light metre that would show a longer scale and go up above 30 lux. I would also like to keep adding the batteries to see how many it took before the bulb blew.

Tom’s next steps: Try to find out more about current flow. Use the BBC website to help you.

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TheteacherquestionedTomastohisselectionofabarcharttoshowhisfindings.

Tomusedscientificknowledgeandunderstandingtoexplainhisfindings,whicharechangestoaphysicalphenomenonusingasimplemodelofcurrentflow.Hisconclusionwasconsistentwithhisfindingsanddescribestherelationshipbetweenthetwovariablesshownbyhisbarchart.Helinkedhislearningtodimmerswitchesathomeandthereforewithadissimilarbutfamiliarsituation.Theteachergavetheclasssuccesscriteriasothattheycouldself-assess.ThisledTomtosuggestimprovementsinreliabilityandtheselectionofthelightmeter.

Teacher: Whydidyouchoosetodrawabarchart?

Tom: Becauseeachbatteryisawhole,separatething.

Teacher: Whatdoyoumean?

Tom: Youcan’thavehalfabattery,youhave afullone,ortwoorthreeornothing.

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Levels5and6wereconsideredandLevel5wasjudgedtobethebestfit.

Tomhasasystematicapproachtohisscienceenquiries.Hehasasoundgraspofscientificknowledgeandusesthistoexplainhisfindingstogoodeffect.Heconfidentlyusesscientificlanguage.Heenjoysworkingindependentlybutrecognisestheimportanceofsharingideastobuildhisunderstanding.

Planning

Tom’sprofileshowsthatwhenplanning anenquiryhecanfind and use relevant evidence, information and ideas(acharacteristicofLevel5)asin‘Mapofthesolarsystem’.Whencarryingoutthefairtestenquiry,‘Howcanthebrightnessofabulbinacircuitbechanged?’,Tom’sprofileshowsthathecansystematically plan an enquiryandidentify key variables and distinguish between independent and dependent variables and those that he will keep the same(bothfeaturesofLevel5).Whenprioritisingtheequipmentin‘Mooncrashlanding2020’hemakes predictions based on scientific knowledge and understanding(acharacteristicofLevel5).In‘Howcanyoumakeamodelofalighthouse?’Tomgives some justification for his success criteria (afeatureofLevel5).

Developing

Whendevelopinganenquiry,Tom’sprofileshowsthatheregularly checks progress and revises the method where necessary(acharacteristicofLevel5).Thisisevidentin‘Howcanyoumakeamodelofalighthouse?’andin‘Missionpossible’.Heorganises and communicates his findings integrating different forms in various presentations(afeatureoflevel5)asshownin‘Mapofthesolarsystem’andrecords these systematically(acharacteristicofLevel5)inthefairtestenquiry‘Howcanthebrightnessofabulbinacircuitbechanged?’.Inthelatterenquiryheselects the most appropriate type of graph or chart to display data recognisingthediscontinuousnatureofthevariableandshowsthatheisstarting to consider reliability(bothfeaturesofLevel5).However,inthe‘Questioninganimageofthesolarsystem’enquiry,Tomexplorestheimagebyconsidering reliability and offering some explanations for any anomalies(acharacteristicofLevel6).Inthesameenquiryhe

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isstartingtouse abstract scientific knowledge and understanding when explaining his findings(afeatureofLevel6).However,inthemainthroughouthisprofileTomuses scientific knowledge and understanding, including simple models, when explaining his findings(acharacteristicofLevel5)asshowninthe‘Howcanyoumakeamodelofalighthouse?’enquiry.Alsoheuses scientific knowledge and understanding, including simple models, whenexplaining changes to physical phenomena(afeatureofLevel5)in‘Howcanthebrightnessofabulbinacircuitbechanged?’investigation.ThroughouthisprofileTomdraws conclusions that are consistent with his findings and considers others’ views to inform opinions and make decisions(bothcharacteristicsofLevel5).

Reflecting

Tom’sprofileshowsthatwhenreflectingonanenquiryheisbeginning to evaluate how far success criteria fully reflect successful outcomes (afeatureofLevel5)in‘Howcanyoumakeamodelofalighthouse?’.Heidentifies the learning/thinking strategies he has used (acharacteristicofLevel6)in‘Mooncrashlanding2020’.InseveralenquiriesTomlinks the learning to dissimilar but familiar situations(afeatureofLevel5).

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Sianisa14-year-oldlearnerinKeyStage3.

HerteacherknowsmuchmoreaboutSian’sperformancethancanbeincludedhere.However,thisprofilehasbeenselectedtoillustratecharacteristicfeaturesofSian’sworkacrossarangeofactivities.Eachexampleisaccompaniedbyabriefcommentarytoprovideacontextandindicateparticularqualitiesinthework.

Sian’steacherjudgesthatherperformanceinscienceisbestdescribedasLevel5.

Atthestartofthetopic‘Connections’,theteacherusedthefirstfewlessonstoascertainpriorknowledgeintheareaofclassification.Shesetpupilsthetaskoffindingoutthenames,featuresandexamplesofthevertebrategroups.Theresearchwascarriedoutinpairswiththepupilsindependentlypresentingtheirfindings.

Sian Level 5

Vertebrate groups


SkillsC1,2;EP3;ED3.

Range underpinningIO4.

Sian’s next steps: Next time you find information give the references and start to think about whether you trust the source of information.

KeyStage3

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Furtherintothistopicthelearnerswereaskedtoresearchthefeaturesofanenvironmentandthendesignanimaginaryanimalthatcouldlivethere.

TheteacheraskedSianhowshehaddecidedonherideasabouttheconditionsinthepond.

Imaginary animal

Makingthingsenquiry

Skills C1,2;EP2,3;ED4.

Range underpinningIO4.

Sian’s next steps: How do you think your animal would breath? Look at the table of vertebrate groups. Try to add something about this to your diagram.

Sian: Ilookeduptheword‘stagnant’anditsaidthismeantthepondhadnocurrent.Ididn’tunderstandthissoIlookedinacoupleofsciencebooksinthelibrary.Theysaiditwasapondwithverylittleoxygen.

Sianfoundandusedrelevantinformation,organisedandcommunicatedherfindingsintegratingdifferentformsintothepresentationandusedscientificknowledgewhenexplainingthedifferencesbetweenorganisms.

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Sianagainfoundandusedrelevantinformationabouttheconditionsinthepond,thistimefrombooks.Shehasusedscientificknowledgeandunderstandingtopredict,describeandexplainthefeaturesofheranimal,whichareallrelatedtotheconditionsinthepond.Ashertargetshowsshehadnottakenthelimitedoxygeninthepondintoaccountinherdesign.

Thepupilswerethenshownavideoclipoflifeinaneconomicallydevelopingcountrywherewaterisscarce.Theywereaskedtothinkabouthowasampleofpondwatercouldbechangedtowaterthatisfittodrink.Inpairstheydecidedontheirsuccesscriteriaandrecordedasmanywaysastheycouldtocleanthewater.

Oncethepondwaterwasboilingtheyrealisedthatthewaterwasbeingevaporatedoffandtheywouldhavebeenleftwithdebrisratherthanwater.Siansuggestedtheytrytocollectthesteam.Recognisingthesafetyissuesthegirlsspoketotheirteacheranddecidednottodothisbuttoadditasanimprovementintheirwrite-up.

How can we clean pond water?

Exploringenquiry

Skills C2;EP1,2,6,7;ED1,4,7;ER1,2,3,4.

Range IO7;TSE1,2.

Sian’s next steps: On your sheet think about and write down the reasons as to why each method would work. Use science knowledge to explain.

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Sianmadepredictionsbasedonsimplescientificknowledgeandbyregularlycheckingprogressshetriedtorevisethemethodwhensherecognisedthatitwasn’tworking.Sheamendedheroriginalsuccesscriteriaandthereforedemonstratedthatsheisbeginningtoevaluatehowfarhersuccesscriteriafullyreflectsuccessfuloutcomes.Byworkingwellcollaborativelysheconsideredothers’viewstoinformherdecisions.

TheteacheraskedSiantoreflectonherlearningandthinkingbyusingareflectiontriangle.

Sianusedlearningandthinkingtermstodescribewhatshehaddone.Sheidentified‘brainstorming’asastrategyshehadusedinordertolearn.Herotherideassumuphowsheworkedwithoutgettingtothe‘HowIdidthis‘.Sianlinkedherlearningtodissimilarbutfamiliarsituationsbymentioningthepossibleuseofherstrategyandthewayssheworkedinothersubjectareasandinherlifeoutsideschool.

Sian’s next steps: Did you use any strategies or tools to help you – in remembering and planning? Look in your thinking log for the names.

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The pairs were asked to think about how their method of cleaning pond water could be amended and scaled-up to use in the economically developing country. Individually they produced a poster suitable for the class.

Sian used scientific knowledge and understanding to explain her ideas and changes to materials and has linked the learning to a dissimilar but familiar (from the video clip) situation.

How could people in an economically developing country get clean water?

Making things enquiry

Skills C2; ED4; ER4.

Range IO7; TSE1, 2.

Sian used scientific knowledge and understanding to explain

Sian’s next steps: Look in your text book to find out the difference between steam and water vapour. Make any changes to your diagram to take this into account.

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What makes a good investigation?

Exploringenquiry

Skills C2;EP1;ED7.

Range TSE1.

Beforecarryingoutaninvestigationonchangesofstate,theclasswasgiventwosamplesoffictitiouspupils’investigations.Theywereaskedtodiscussingroupswhatfeaturesmakeonepieceofworkbetterthantheotherandindividuallytowritea‘checklistforsuccess’fortheirowninvestigationplanandwrite-up.

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Sianidentifiedthemainfeaturesandsodecidedonhersuccesscriteriagivingsomejustifications.AgainSianconsideredothers’viewstomakedecisions,thistimeonhersuccesscriteria.

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How does the surface area affect the rate of evaporation?

Fairtestingenquirythatrequirestheuseofamodel

Skills C2,3;EP2,4,5,6;ED1,2,3,4;ER1.

Range TSE1,2.

Sianthenplannedandcarriedoutherinvestigation.

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Sian’s next steps: Read your conclusions again. Try to rewrite them using the ideas of ‘particles’. Look in your text book to help you.

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Sianmadeapredictionbasedonasimplemodelofchangeofstate.

Hermodelisnotanabstractoneasshedidn’tuseideasofparticles.Shesystematicallyplannedandcarriedoutafairtestalthoughhermethodcouldhavebeenmorespecificbystatinghowthehairdryerwastobeused.Withinthissheidentifiedkeyvariables,distinguishedbetweenindependentanddependentvariables,selectedmeasuringequipmenttomakeaseriesofmeasurementsandrecordedherfindingssystematicallyusingS.I.units.Sianusedherlinegraphtodescribetherelationshipbetweenthecontinuousvariablesofsurfaceareaandthetimetakentoevaporate.Thereforeshedrewaconclusionthatisconsistentwithherfindings.

Thelearnerswereaskedtoreviewtheirsuccesscriteriaagainsttheirwrite-upsinpairssothattheycouldsettheirownnextsteps.

Siandemonstratedthatshewasbeginningtoevaluatehowfarhersuccesscriteriafullyreflectsuccessfuloutcomesandisstartingtoconsiderreliability.

Sian’s next steps: (written herself)Repeat the experiment to check my results.

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Theteachergavetheclassthetask‘Energyresources’toassesstheirlearningofatopictheyhadjustcompleted.Theassessmentfocusedonthelearners’useofscientificknowledgeandtheirunderstandingofbiasandthereliabilityofinformation.Theseaimsweresharedwiththeclassatthestart.Theclassworkedinpairstogatherevidenceandpresenttheirfindingsasareportfortheschoolgovernors.

Energy resources

Makingthingsenquiry

Skills C1,2;EP3;ED4,6,7.

Range IO6,HTW6.

Sian’s next steps: Talk to Joshua’s group about their poster. Ask them about the importance of using ‘fast growing’ trees rather than normal trees. Add these ideas to your poster.

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Sianandherpartnerfoundandusedrelevantinformationfromatextbookandfromtheirownwork.Theyorganisedandcommunicatedtheirfindingsintegratingthesedifferentformsintothereportandusedscientificknowledgeandunderstandingtoexplainthem.However,thereportonlydiscussesbiomassratherthanrecognisingthefullimplicationsofusing‘fastgrowing’trees.Oncetheyhadfinished,theteacheraskedthepupilstoevaluatetheirsourcesofinformationusingawritingframe.

Sian’sresponsesindicatethatsheidentifiedpossiblebiasandhasstartedtoconsiderreliabilityofinformation.

Sian’s next steps: Look up in a dictionary what the word ‘reliable’ means. When else do we need to think about reliability in science lessons?

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Sianisusingscientificknowledgeandunderstandingthroughoutherwork.However,shestruggleswithmoreabstractscientificideasandlacksconfidencewhenapplyingherscientificideastonewsituations.

Planning

Sian’sprofileshowsthatwhen planninganenquiryshecanfind and use relevant evidence, information and ideas(acharacteristicofLevel5).Thisisevidentinseveralofherenquiries,suchas‘Vertebrategroups’.However,ineachcasethenumberofinformationsourcessheusedwasminimal.In‘Howdoesthesurfaceareaaffecttherateofevaporation?’sheshowsthatshecansystematically plan an enquiry,andmake predictions based on scientific knowledge and understanding, including a simple modelofchangesofstate(bothfeaturesofLevel5).Alsointheprocessofinventingher‘Imaginaryanimal’andherdesigntocleanpondwaterinaneconomicallydevelopingcountry,Sianusedscientificknowledgeandunderstandingtothinkabout‘Whatwouldhappenif...?‘.ThereforeSianwasusingpredictivethinkingtoworkoutherdesigns.Inthefairtestenquiry‘Howdoesthesurfaceareaaffecttherateofevaporation?’,sheidentifies key variables and distinguishes between independent and dependent variables and those that she will keep the same (acharacteristicofLevel5).Siandecideduponsomebasicsuccesscriteria(afeatureofLevel4)in‘Howcanwecleanpondwater?’.Shetookthisfurtherasshegavesome justification for her success criteria(acharacteristicofLevel5)in‘Whatmakesagoodinvestigation?’.

Developing

Whendevelopinganenquiry,Sianselects measuring instruments that allow her to make a series of measurements(afeatureofLevel5)intheenquiry‘Howdoesthesurfaceareaaffecttherateofevaporation?’.Sheregularly checks progress and revises the method(afeatureofLevel5)asevidencedin‘Howcanwecleanpondwater?’.Throughoutherprofilesheorganises and communicates her findings integrating different forms in various presentations(acharacteristicofLevel5)andthisisespeciallyevidentin‘Vertebrategroups’.

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In‘Howdoesthesurfaceareaaffecttherateofevaporation?’sherecords her findings systematically, using S.I units and uses a line graph to describe the relationship between two continuous variables(bothfeaturesofLevel5).Inthesameenquiryandin‘Energyresources’Sianshowsthatsheis starting to consider reliability andshealsoidentifies biasinthelatter(characteristicsofLevel5).ThroughoutherprofileSianuses scientific knowledge and understanding, including simple models, when explaining her findings (afeatureofLevel5).In‘Vertebrategroups’sheuses scientific knowledge and understanding when explaining differences between organismswhilstin’Howcouldpeopleinaneconomicallydevelopingcountrygetcleanwater?’sheusesa simple model when explaining changes to materials (bothcharacteristicsofLevel5).Siandraws conclusions that are consistent with her findings (afeatureofLevel5)throughoutherprofileandalsoworkscollaborativelyandconsiders others’ views to inform opinions and decisions(acharacteristicofLevel5).

Reflecting

Sian’sprofileshowsthatwhenreflecting onanenquirysheisbeginning to evaluate how far success criteria fully reflect successful outcomes (afeatureofLevel5)in‘Howcanwecleanpondwater?’and‘Howdoesthesurfaceareaaffecttherateofevaporation?’.Sheidentifies the learning/thinking strategy she has used (afeatureofLevel5)inherreflectiontrianglein‘Howcanwecleanpondwater?’.Inthelatterenquiryandin‘Howcouldpeopleinaneconomicallydevelopingcountrygetcleanwater?’shelinks the learning to dissimilar but familiar situations (acharacteristicofLevel5).

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Amyisa14-year-oldlearnerinKeyStage3.

HerteacherknowsmuchmoreaboutAmy’sperformancethancanbeincludedhere.However,thisprofilehasbeenselectedtoillustratecharacteristicfeaturesofAmy’sworkacrossarangeofactivities.Eachexampleisaccompaniedbyabriefcommentarytoprovideacontextandindicateparticularqualitiesinthework.

Amy’steacherjudgesthatherperformanceinscienceisbestdescribedasLevel6.

Theclassworkedonacross-curricularthemeof‘DrugsinSociety’withPSE.Initiallytheteacheraskedpairedpupilstodrawaconceptmapofeverythingtheyalreadyknowaboutdrugs.Sheusedthesetoplanthenextfewweeks’work.

Eachpairwasaskedtochooseadrug,fromthelistofinsulin,steroids,paracetamolandcaffeine,tofindoutaboutandpresenttotheclass.AmyandChloechoseinsulin.

Theteacherlistenedtothepair’splanning.

Amy Level 6

Insulin presentation

Makingthingsenquiry

Skills C1,2;EP1,3,5;ED4,5,6,7;ER1,2,4.

Range IO3,7.

Chloe: Weknowthatinsulinisusedtotreatdiabetes.Whereshallwelookforinformation?

Amy: Wecouldlookontheinternet;onthe NHSwebsiteorononeofthedoctors’ helpsites.Wecouldgotothedoctor’s andaskiftheyhaveanyleaflets,talkto someonewho’sdiabeticandlookin medicalbooks.

Chloe: Whatshallwehaveasoursuccesscriteria?

KeyStage3

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Amysuggestedavarietyofmethodstogatherinformationforherenquiryandjustifiedhersuccesscriteriaforasuccessfulpresentation.

TheyresearchedandpresentedtheirfindingsasaPowerPointpresentation.

Amy: Itneedstobeclearandsimpleandeasytoreadorlistento–sowe’llusebulletpoints–justgivingtheimportantscientificinformation.Itneedstobeinterestingotherwisepeoplewon’tlistenorreadit–sowe’llalsoputsomepicturesin.Thelanguageneedstobeeasyenoughforeveryoneintheclasstounderstand.Wemightneedtodothatwiththesciencetoo!Couldweputsoundin–maybearealintervieworsomething?WecouldaskMark–he’sdiabetic,abouthowitaffectshislife.ThebestwaywouldbetodoaPowerPointsoallthesecouldbeinitanditwouldbeeasytotelltheclassaboutitall.

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Theyorganisedandcommunicatedtheirfindingsinawaythatwasfitforpurposeandaudience.Amypresentedtotheclass.Sheexplainedthefunctionofinsulinanditseffectonthehumanbody;whatdiabetesis;howinsulinismanufacturedandhowitworkswhenusedillegallyasabody-buildingdrug.ThepresentationalsohadabriefinterviewwithMark,aYear10learner,whoisdiabetic,explaininghowthediseaseaffectshislife.Sheexplainedtheirfindingsusingabstractideas,recognisedthatanumberoffactorsand/orprocessesmayhavetobeconsideredwhenexplainingchangesandshowedsomeevidenceofstartingtolinkthese.Thepairhadusedawiderangeofperspectivestoinformtheirdecisionsandalsolinkedthesciencelearningtobody-building,anunfamiliarsituation.

TheteacheraskedtheclasstosuggesttwoquestionsforAmyandChloe,tohelpthemimprovetheirwork.

Amy: Ithinkwedidmeetoursuccesscriteria.But what’simportantiswhetheryouallthinkwe did.Wewantedittobeclear,simple, informative,interestingandenjoyable.

Teacher: Arethereanyothersuccesscriteriayoucouldhaveused?

Amy: (thinksforaminute)Isupposethemain onewemissedwasthatthesciencein ithadtobespoton.

Teacher: Whatdoyoumeanbythat?

Amy: Thescienceshouldbe‘right’,notbiased andweneedtothinkabouthowreliable theinformationwas.

Teacher: Howcouldyoucheckthis?

Amy: Wedidusetrustworthysourcesbutmaybe wecouldhavecheckedtheinformation morewithotheroneswetrustedtoo.

what’simportantiswhetheryouallthinkwe did.Wewantedittobeclear,simple, informative,interestingandenjoyable.

Teacher: Arethereanyothersuccesscriteriayoucouldhaveused?

Amy’s next steps: (from the class)Did you meet your success criteria? Are there any other success criteria you could have used?

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Amydemonstratedsheisbeginningtoevaluatehowfarhersuccesscriteriafullyreflectsuccessfuloutcomesandconsidersthereliabilityoftheinformationasshejustifieswhyamendmentsneedtobemadetohermethodology.

Apresentationoncaffeinefromanotherpairoflearnerscausedmuchdiscussioninclassespeciallyastherehadbeenrecentnewspaperarticlesabouthowcaffeineaffectsthebody.Theteacherdecidedtotryandhelplearnersanswersomeofthequestionsthatarosebycarryingoutaninvestigationoncaffeine.

Forhomeworktheclasswasaskedtofindoutwhichfoodsanddrinkscontaincaffeineandhowmuchcaffeineper100geachonecontains.Inclasstheyusedthisinformationtoplanandcarryoutanenquiryinpairstofindouthowcaffeineaffectsheartrate.Theyproducedtheirownwrite-ups.Theteacherhadpermissionfromparents/guardianstocarryoutthisexperiment.

How does caffeine affect the heart rate?

Fairtestenquiry

Skills C2,3;EP2,4,5,6;ED1,2.3,4,5,6;ER2,4.

Range IO3.

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Graphshowingpulserateperminuteagainsttimeinminutes(withcaffeineandwithoutcaffeine)

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Amymadepredictionsusingabstractscientificideasandplannedhowtocontrolthevariablestheyneededtokeepthesame.Shecouldn’tmakedecisionsabouttherangeandvaluesoftheindependentvariableasthiswassetbythemassofcaffeineinthedrink.TheyselectedastopwatchthatallowedhertomakeaseriesofaccuratemeasurementsandAmyrecognisedthelimitationoftheseandconsideredtheirreliability.Sheisalsostartingtoconsidervaliditybysuggestingfurtherenquiriestowhichherfindingscouldbetransferred.ThepairmadeanongoingrevisiontothemethodoncetheyhadrecognisedthatAmy’sheartratewasremaininghighandAmygavesimplejustificationsforherrevisions.Amyusedappropriateaxesandscalesforthelinegraphtoshowherdataeffectively,drewalinegraphandofferedexplanationsforpossibleanomalies.Sheexplainedherfindingsandchangestoorganismsusingabstractideasandrecognisedthatanumberoffactorshavetobeconsideredwhenexplainingchangesinheartrate.

Amy’s next steps: Discuss with Eleri, which variables were difficult to control and why were they difficult?

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WithinthetopicofParticles,theclasscollaborativelydrewaconceptmapabouttheparticulatenatureofsolids,liquidsandgasestoassesstheirpriorknowledge.Theteacheraskedpupilstoratethemselvesas‘red’,‘amber’or‘green’astotheirlevelofunderstanding.Sheput‘greens’inpairswith‘ambers’andtheyweregivenanextendedresponseexercisefromtheOptional Assessment Materials, ACCAC 2001.The‘reds’weregroupedtogetherforhertoteach.Amyisa‘green’asshefeelsconfidentinherknowledge.

AmyworkedwithJonandtheirresponseshowsthattheyusedabstractideasofparticlesincludingtheparticlemodeltodescribethedifferencesbetweensolids,liquidsandgases.

Solids, liquids, gases and their particles


Skills C2;ED3;ER4.

Range TSE1.

Amy’s next steps: Read through your work and write three sentences to compare the particles in solids, liquids and gases.

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Tochallengethemfurther,AmyandBenweregivenaThinkingCardaboutchangesofstatetodiscussandthenreporttheirfindingsbacktotheclass.

Amyreportedback:

Melting ice

Exploringenquiry

Skills C2;ED3,4,7;ER4.

Range TSE1.

Foranicecubetomeltit’sgivenheatenergy.Theparticlesthenhavemoreenergy.Thisenergymeansthattheyvibratemoreandmoreandastheyvibratetheforcesbetweenthemgetweaker.Astheparticlesgainmoreandmoreenergytheparticles’vibrationsgetbiggerandbiggeruntiltheymoveapart.Thisisthenliquidwater.Icewouldmeltfasterifitwasgivenmoreheatenergy.Theparticleswouldthenhavemoreenergyquickerandsowouldmoveapartfaster.Anicecubewouldmeltfasterifitwasinsmallerpiecesastherewouldbemoreoutsideincontactwithheat.Saltcanbeaddedtoicetomakeitmeltfaster–likegritontheroads.OnEarthanincreaseinglobalwarmingmayleadtotheicecapsmelting.ThewarmertheEarthandtheairbecomethefastertheicecapsandglacierswouldmelt.

AmyconsideredJon’sideastoinformherdecisions.Againsheusedabstractideasofparticlesthistimetotryandexplainchangesofstate.However,linksbetweentheparticles’energyandtheforcesbetweenthemcouldbemoredetailed.Sherecognisedthatanumberoffactorswouldhaveanimpactonthespeedofmelting,i.e.therateofchangeofstate.Amylinkedthelearningtotherateoficecapsmeltingduetoglobalwarming.

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Oncetheteacherwashappythattheclasshasanunderstandingofparticles,shesetthemanenquiryonlimestone.Thepupils‘brainstormed’theirideasingroupsbeforeindividuallyplanningandcarryingouttheirenquiry.

Limestone enquiry

Makingthingsenquiry

Skills C1,2;EP1,3;ED3,4;ER1,3,4.Range TSE1,2.

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Teacher: Whydidyoudecideonthesesuccesscriteria?

Amy: PeopleatVisitors’Centreswanttoknowthe science.SoIneedtoshowhowlimestonehas formedandmaybeotherrockstoo.Todothis properlyIneedtotalkaboutelementsand compoundsandexplainwhattheyare. PeopleatVisitors’Centreswillallknow differentamountsofscience.SoIneed tokeepitsimple.AlsoI’dliketofindout more!

Amygavesomejustificationsforhersuccesscriteriawhenquestioned.

Amyorganisedandcommunicatedherfindingsasaflyer,whichwasfitforpurposeandaudience.Sheusedabstractscientificknowledgetoexplainherfindings,recognisedthatanumberofprocesseshavetobeconsideredwhenexplainingrockformationandevaluatedhowfarhersuccesscriteriafullyreflectsuccessfuloutcomes.Indoingsoshesetherowntargetsrelatingtothescienceinvolvedintheflyer.

Aspartoftheclass’sreflectionontheirenquiry,theyareaskedtocompleteatabletoidentifythestrategiestheyhaveusedtolearn.

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Amy’s next steps: (written herself)Look up how limestone is made up from the elements calcium, carbon and oxygen to make the compound.

Amy’s flyer

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Amyhasidentifiedthelearningstrategiesshehasused,andhasstartedtolinkthelearningtounfamiliarsituations.

Amy’s next steps: Can you think of any other learning/thinking strategies or tools you could also have used? Add them to the bottom of your table.

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Aspartofacross-curriculartopiconvolcanoesinIndonesia,withgeography,Amyproducedapostertosummariseherlearning.

Sheusedabstractideasofenergytransferchainsandchangesandtriedtoquantifyherpredictionsbutdidnotmanagetodrawthemtoscale.Amyrecognisedthatanumberofprocesseshavetobeconsideredwhenexplainingwhathappensinavolcaniceruptionandlinkedthelearningtounfamiliarcontextstoproducetheposter.

Volcanoes

Makingthingsenquiry

Skills C1,2;EP1,3;ED3,4;ER1,3,4.

Range TSE3;HTW2.

Amy’s next steps: How does a volcanic eruption link to the rock cycle? You might like to look through your exercise book and then write a few sentences.

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Theclassworkedindividuallytoapplywhattheyhavelearnedaboutenergychangesandworkdonetoafictitiousfairgroundride.

Amyexplainsthechangesintermsofworkdoneandenergythereforerecognisingthatanumberoffactorshavetobeconsideredwhenexplainingchanges.Someofherexplanationsalsomakelinksbetweenenergyandworkdone.

Fairground ride



Range HTW2,4.

Amyexplainsthechangesintermsofworkdoneandenergy

Amy’s next steps: How could you calculate the work done when a person is at the top of the ride? Add this to your diagram.

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Levels5,6and7wereconsideredandLevel6wasjudgedtobethebestfit.Amyusesabstractideasinherscientificexplanations.

Planning

Amy’sprofileshowsthatwhenplanninganenquiryshecansuggest a variety of methods or strategies for her enquiries(acharacteristicofLevel6)asevidencedinseveralenquiriessuchas‘Insulinpresentation’.Shemakes predictions using abstract scientific ideas (afeatureofLevel6)directlyin‘Howdoescaffeineaffecttheheartrate?’andindirectlyin‘Volcanoes’.Inthelatterenquiryshedevelopsherownscientificideasfrompriorknowledgeandpredictscomparativequantitiesofenergiesreleasedfromavolcaniceruption.In a fair test enquiry she plans how to control the variables that she needs to keep the same(acharacteristicofLevel6),asisshownin‘Howdoescaffeineaffecttheheartrate?’.WhenAmyisaskedtojustify her success criteria (afeatureofLevel6)shecan,butdoesn’talwaysdevelopherideasfully.Thereforeattimesitcouldbesaidthatsheonlygives some justification for her successcriteria(acharacteristicofLevel5).

Developing

Whendeveloping anenquiryAmyselects measuring instruments that allow her to make a series of accurate measurements(afeatureofLevel5)asshownin‘Howdoescaffeineaffecttheheartrate?’.Inthisenquirysheregularly checks progress, makes ongoing revisions when necessary and is beginning to justify any amendments or improvements made(acharacteristicofLevel6).AcrossherprofileAmyorganises and communicates her findings in a variety of ways fit for purpose and audience(afeatureofLevel6)andthisisespeciallyevidentin‘Insulinpresentation’.Sheuses appropriate axes and scales for graphs to show data effectively(acharacteristicofLevel6)in‘Howdoescaffeineaffecttheheartrate?’.Herworkshowsthatsheisbeginning to use some quantitative definitions(afeatureofLevel6)in‘Volcanoes’althoughthisisatargetforherin‘Fairgroundride’.Sheconsiders reliabilityofinformation(acharacteristicofLevel6)in‘Insulinpresentation’andthatofdatain‘Howdoescaffeineaffecttheheartrate?’.InthelatterenquiryAmyoffers some explanations for anomalies when considering her findings(afeatureofLevel6)eventhoughshedecidesthatshedoesn’treallyhaveanyanomalousresults.Sheuses abstract scientific knowledge and understanding, including models, when explaining her findings (acharacteristicofLevel6)inenquiriessuchas‘Insulinpresentation’,‘Solids,liquids,gasesandtheirparticles’and‘Limestoneenquiry’.

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Reflecting

Sheuses abstract scientific knowledge and understanding, including models, when explaining changes to organismsin‘Howdoescaffeineaffecttheheartrate?’;to materials in‘Meltingice’andto physical phenomenain‘Volcanoes’and‘Fairgroundride’;allaspectsofLevel6performance.Amyalsorecognises that a number of factors and/or processes may have to be considered when explaining changes(afeatureofLevel6)inmostofherenquiries.Sheisstartingtomake links between processes and systems(acharacteristicofLevel7)asintheenquiries‘Insulinpresentation’and‘Fairgroundride’.Amyconsiders a wider range of perspectives to inform opinions and decisions(afeatureofLevel6)asevidencedin‘Insulinpresentation’.

Amy’sprofileshowsthatwhenreflectingonanenquirysheisbeginning to evaluate how far success criteria fully reflect successful outcomes(afeatureofLevel5)in‘Insulinpresentation’and‘Limestoneenquiry’.Thisisn’tastrengthofAmy’sworkasherjustificationsforhersuccesscriterianeedtobemoredetailed.Sheidentifies the learning/thinking strategies being used (acharacteristicofLevel6)in‘Limestoneenquiry’.ThroughoutAmy’sprofilethereisevidenceinseveralenquiriesthatAmycanlink the learning to unfamiliar situations(afeatureofLevel6).

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Benisa14-year-oldlearnerinKeyStage3.

HisteacherknowsmuchmoreaboutBen’sperformancethancanbeincludedhere.However,thisprofilehasbeenselectedtoillustratecharacteristicfeaturesofBen’sworkacrossarangeofactivities.Eachexampleisaccompaniedbyabriefcommentarytoprovideacontextandindicateparticularqualitiesinthework.

Ben’steacherjudgesthathisperformanceinscienceisbestdescribedasLevel7.

TheclasshavebeenstudyingCells.ThetaskaboutEuglenaispartofanassessmentfortheteachertodecideifitistimetomoveontothenexttopic.

Ben Level 7

Is Euglena a plant or an animal? Explain.



Range IO1.

Benappliedtheabstractideasof,andmadelinksbetween,cellstructureandphotosynthesisinhisreasoning.

Ben’s next steps: Compare your reasons with Rebecca. List the reasons and prioritise them. Can you make a clearer decision now?

KeyStage3

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Duringthetopic‘Reactions’,Benisaskedtowritedownhisideasaboutrespirationandcombustion.Hechoseapreviouslyusedstrategy(atwocircledVenndiagram)tostructurehisideas.Hetoldtheteacherthathechosethisstrategyasitworkedwelllasttimewhenhecomparedtwodifferentsectionsofariveringeography,whichhadsomesimilaritiesandsomedifferences.

ThereforeBengavesomejustificationfortheplanneduseofaVenndiagrambylinkingtoworkalreadyundertakeninanothersubject.

\

Benstartedbydrawingaconceptmaptocapturehisideas.HethentransferredtheinformationintoatwocircledVenndiagram.Boththesestrategieshechosehimself.Inthediagramhehascomparedtheprocessesofrespirationandcombustionandmadelinksbetweenthem.

Respiration and combustion

Pattern-seekingenquiry.

Skills C2;EP1;ED3,4;ER1,3,4.

Range IO2,TSE3,HTW2.

Ben’s next steps: Can you think of any other strategies that may also have worked here? Have a look at your Thinking Log for some ideas.

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Ben’s next steps: Look in your book at the work on Energy Transfers. Try to compare respiration and combustion in this way.

FromtheinformationinhisVenndiagramBendecideduponhissuccesscriteria,whichheusedtowriteapieceofcontinuousprose.Oncompletionheself-assessedhisprosebycheckingagainsthissuccesscriteriaandthenmadesuggestionsforimprovement.

1

2

3

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Benusedlinkedscientificknowledgeandunderstandinggainedfromavarietyofsources,includingpastwork.Hehasstartedtorefinehissuccesscriteriainthelightofexperienceforfutureoccasionsbysuggestingimprovementstothem.Hereviewshisstrategyinlightofhisself-assessmentbysuggestingthathecoulduseathreecircledVenndiagramtocomparethesetwoprocesseswithphotosynthesis.

Historical reactions


Skills C2;ED3,4,7;ER4.

Range IO7;TSE3,5;HTW2.

Joseph Priestley found that a lighted candle in a jar soon went out. He put a plant in a jar and shone a light on it for a week. He found that the candle now burned for much longer

Furtherintothetopicof‘Reactions’,theclasswasgiveninformationabouthistoricalscientificexperiments.Eachgrouphadadifferentexperiment.Ben’sgroupwasgivenanexperimentcarriedoutbyJosephPriestley.

Thegroupwasaskedtothinkabouthowtoexplaintheexperimentandpresenttheirfindingstotheclass.

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Benpresentedhisgroup’sfindings.Heshowedagoodunderstandinginhispresentationofhowcombustionandphotosynthesiscanactinacyclicalmanner.Helinkedandappliedabstractideasnotonlyoftheseprocessesbutalsohediscussedfossilfuelsandthegreenhouseeffect.HeisstartingtomakepredictionsusinghisownexplanationsastoconditionsontheEarthinthefuture.ThereforeBenisalsolinkinghissciencelearningtomoreabstractsituations.

Ben’s next steps: Again look at Energy Transfers and compare combustion, respiration and photosynthesis.

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Stillwithinthe‘Reactions’topic,theclasshavemovedontolearnaboutdisplacementofmetals.Theyareplanningtocarryoutaninvestigationintothetemperaturechangewhenmagnesiumandcoppersulphatereact.

How does the mass of magnesium added affect the temperature rise in its reaction with copper sulphate?

Fairtestenquiry–(predictingonly)

Skills C2;EP2,4.

Range TSE4.

Benmadequalitativepredictionsusinglinkedscientificknowledgeandunderstandinggainedfromavarietyofsourcesincludingpastworkonexothermicreactionsandhisobservationsoftheteacherdemonstration.Withdirectteacherquestioninghecouldhavemadethisaquantitativeprediction.Healsorealisedthatalthoughhewasmeasuringthetemperaturerise,thisvariablewouldhaveaninfluenceontherateofreactionandheexplainedhisreasoning.Inthiswayheisidentifyingakeyvariablethatmaynotbereadilycontrolledandexplainingwhythisisthecase.

Ben’s next steps: Can you think of any ways in which these key variables could be controlled? You might like to think about links to other situations.

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Withinthetopicof‘Space’,Ben’sclassstudiedthespaceshuttle.Partofthisworkincludedtryingtopredicthowaspaceshuttlelands.Theyhadalreadystudiedtheflightofanaeroplane.

Originallyinhispredictionofhowaspaceshuttlelands,Benappliedabstractideasandmadelinksbetweenphysicalphenomena.Theseincludedairresistance,kineticenergyconvertedintoheatenergyandtheneedforinsulationtostoptheshuttleburningup.Hetooktheseideasfurtherwithresearchandredraftingsothathecouldexplainhowthespaceshuttlereducesitsspeedofdescenttoreducetheheatenergyfromcollisionswithairparticles.

How does a space shuttle land?


Skills C1,2;EP2,3;ED3,4;ER4.

Range HTW2,3,4.

How does a Space Shuttle land?

Think about and discuss in pairs how a space shuttle comes down from

orbiting the Earth to land.

© NASA Space Shuttle Endeavour

The space shuttle orbits the Earth travelling at high speeds and held in

orbit by gravity (gravitational pull to the Earth). It slows down and moves

itself out of orbit so that it can come down to Earth. The weight of the

shuttle pulls it down towards the Earth as this force is greater than the

other forces acting on it. As the shuttle enters the atmosphere it is

travelling so fast that some of its kinetic energy is converted to heat

energy. Also it is constantly being hit by air particles at very high speed

so this kinetic energy is converted to heat energy. As it speeds up it has

more collisions with more air particles more often giving more heat

energy. The shuttle needs to have a very strong covering of an insulating

material to stop it from burning up on re-entry.

It needs to slow down very quickly when it lands so when it has landed it

releases a parachute to slow down the forward movement caused by its

engines. Because it’s like an aeroplane it could put its engines into reverse

to reduce the wear on the brakes. As the shuttle moves forwards the air

tries to stop it. This is air resistance, a sort of friction. The air particles

are being hit by the shuttle which slows it down. Because the parachute is

open there is more air resistance to slow down the shuttle. This is

because there is more surface area in contact with the air particles.

Friction is also caused as the tyres move across the ground this also slows

down the shuttle.

Ben’s next steps: Review your work and try to look at the forces involved in each situation. How do they compare? Use your work on flight to help you.

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Inthetopic‘EnergyandWorkdone’theclassaregivenanenquirytoassesstheirunderstanding.Can you work

out work done?

Usingandapplyingmodels

Skills C1,2,3;EP2,3,5;ED2,3,4,5,6,7;ER4.

Range HTW4.

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Ben and his partner ranked the events and recognised that pushing against a brick wall does not constitute work done. They selected the strategy of estimation and calculated the work done in each event –using quantitative definitions and performing calculations using the correct units. However, the resultant force in the examples where the motion is horizontal could not be calculated by using weight. Therefore this shows only a partial understanding of the concept of work done. They have begun to evaluate their findings in order to gauge bias, reliability and validity. Although they haven’t actually described how they might collect more information in order to check the validity of their conclusions they have recognised the need to do so.

Ben’s next steps: Draw a flow chart to show the strategies you have used in your Thinking Log. Could you have used any others?

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Benenjoysapplyingscientificideasinnewandnovelways.Heapplieshisnumberskillsinavarietyofwaysinscience.Givenchallenging,richtasksheexcels.

Planning

Ben’sprofileshowsthatwhen planning anenquiryhecansuggest a strategy(afeatureofLevel6)in‘Canyouworkoutworkdone?’.Hereheestimatesbeforecalculatinghisanswersbutgivesnojustificationfordoingso.Hegives some justification for the strategy he plans to use(acharacteristicofLevel7),in‘Respirationandcombustion.’HechoosestouseaVenndiagramasherecognisesthattherearecommonelementsinthetwoprocesses.Hemakes qualitative predictions using linked scientific knowledge and understanding gained from a variety of sources(afeatureofLevel7)asevidencedin‘Howdoesthemassofmagnesiumaddedaffectthetemperatureriseinitsreactionwithcoppersulphate?’.Intheplanningofthisenquiryhealsoidentifies a key variable that may not be readily controlled explaining why this is the case(acharacteristicofLevel7).

Developing

Whendeveloping anenquiryBenuses some quantitative definitions and performs calculations using the correct units(afeatureofLevel7)in‘Canyouworkoutworkdone?’.Hadhisideasbeenfurtherdevelopedwithfocusedquestioningin‘Howdoesthemassofmagnesiumaddedaffectthetemperatureriseinitsreactionwithcoppersulphate?’hecouldhaveevidencedmaking quantitative predictions using detailed scientific knowledge and understanding(acharacteristicofLevel8).Intheformerenquiryheisbeginning to evaluate his findings in order to gauge bias, reliability and validity(afeatureofLevel7),andalthoughhehasn’tactuallydescribedhowhemight collect more information in order to check the validity of their conclusions (acharacteristicofLevel7),hehasrecognisedtheneedtodoso.Benapplies abstract ideas and makes links between processes or systems in explanations(afeatureofLevel7)inseveralenquiries,suchasin‘IsEuglenaaplantorananimal?Explain’wherehemakeslinksbetweencellstructureandphotosynthesis.Alsoin

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‘Historicalreactions’heappliesandlinkstheabstractideasofphotosynthesisandcombustionandin‘Howdoesaspaceshuttleland?’heappliesandmakeslinksbetweenairresistance,kineticenergyandinsulation.In‘Historicalreactions’Benbegins to use his explanations to make predictions(acharacteristicofLevel7)onthefutureoftheEarthinthecontextsoffossilfuelsandthegreenhouseeffect.

Reflecting

WhenreflectingonanenquiryBenrefines his success criteria in the light of experience for future occasions(afeatureofLevel7)asevidencedin‘Respirationandcombustion’.Inthesameenquiryhereviews his strategy(acharacteristicofLevel7)andsuggestshowtoamendittosuitaslightlydifferentandmorecomplextask.Helinks the learning to more abstract situations (afeatureofLevel7)acrosshisprofile,forexamplein‘Historicalreactions’ashedevelopshisideasonfossilfuelsandthegreenhouseeffectandcouldbesaidtobelinking the learning to make further predictions(acharacteristicofLevel8).

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Materials developed by or in conjunction with DCELLS

Skills framework for 3 to 19-year-olds in Wales

National curriculum Orders

Developing thinking and assessment for learning programme (WAG)

• Why develop thinking and assessment for learning in the classroom • How to develop thinking and assessment in the classroom • Developing thinking and assessment for learning poster

All these materials are available from the ’Curriculum and assessment’ section at: www.wales.gov.uk/educationandskills

Aiming for Excellence: Developing thinking (BBC, Estyn, WAG) 2006 A coaching/training DVD pack.

Other useful references with websites

King’s College London

• The ASE – King’s Science Investigation in Schools Project (AKSIS) www.kcl.ac.uk (search for AKSIS) • Cognitive Acceleration through Science Education (CASE) www.kcl.ac.uk (search for CASE) • SKEES Project (Science Enhancement Programme – King’s Enhancing Enquiries in Schools) www.kcl.ac.uk (search for SKEES) • Talking to Learn, Learning to Talk in Secondary Science (ESRC: Principal Investigator: Professor Jonathan Osborne, King’s College, London) www.kcl.ac.uk (Search for talking to learn)

The University of York (Nuffield Curriculum Centre)

• 21st Century Science www.21stcenturyscience.org

Encouraging experimentation and investigation in school science learning (NESTA) – Real Science www.nesta.org.uk (search for Real Science)

Useful information and websites

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Other publications

Improving teaching and learning in schools(TLRP,ESRC)2006

Science Education in schools, Issues, evidence and proposals (TLRP:Gilbert,J(Ed))2006

Science Inside the Black Box (BethanMarshall,JeremyHodgenandChrisHarrison)ISBN:9780708714447/N0078

Scientific Enquiry materials(Cripsat,UniversityofLiverpool)2007sponsoredbyWAGISBN:978-0-9557200-1-7www.cripsat.org.uk

The role of teachers in the assessment for learning(E)(NuffieldFoundation:Harlanetal)2006www.k1.ioe.ac.uk

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The Department for Children, Education, Lifelong Learning and Skills (DCELLS) would like to thank the many teachers, schools, local authorities and other organisations who have helped in the development of this guidance.

Special thanks are given to Margaret Robertson (Cynnal) for her invaluable assistance and to the Guidance Group, Dr Helen Baker, Elfed Charles, Bryan Jenkins, Catherine Jones, Helen Woodford, Rhian Pugh, Alun Williams, Clive Thomas, who gave up valuable time to assist us in the development of this guidance.

DCELLS would also like to thank those pupils and parents/guardians who agreed to allow examples of work to be reproduced in this guidance.

In particular, DCELLS is grateful to the following schools for providing help and materials:

Welshpool High School, PowysYsgol Botwnnog, GwyneddYsgol Bro Gwydir, ConwyYsgol Brynrefail, GwyneddYsgol Gyfun Bro Morgannwg, Vale of GlamorganYsgol Gyfun Cwmtawe, NeathYsgol Gyfun Gartholwg, Rhondda Cynon TaffYsgol Gyfun Gymraeg Bryntawe, SwanseaYsgol Gyfun Llangefni, AngleseyYsgol Pen-y-bryn, GwyneddYsgol Syr Hugh Owen, GwyneddYsgol Syr Thomas Jones, Anglesey.

DCELLS would like to acknowledge the following for permission to reproduce copyright material in this booklet:

NI Syndication, London (April 2007) (page 71)

Acknowledgements

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science · a composite poster of the strands in the level descriptions is also included with this...

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