Pri app sci_std_file_y3_s2

1 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science

APP primary science standards
file: Luke A (Year 3 secure
level 2)
Child profile
Luke is working at level 2 in those areas in which he can demonstrate his skills and understanding through
direct activity or through the spoken word, but his written communication skills vary from day to day and in
general they present a significant limiting factor.

The evidence
1. Investigating where woodlice like to live
2. Bird data
3. The human life cycle
4. Teeth
5. Investigating the dissolving of sugar
6. Bones
7. Designing paper planes

QCDA 01063-2009PDF-EN-06 © Crown copyright 2009


1 Investigating where woodlice like to live
Assessment focuses
AF3, AF4, AF5

Context
Children were asked to plan and carry out an investigation to find out where woodlice like to live.
The teacher talked through ideas on how the class could find out the answer to the question, and the
children then independently decided what method they would use.
They were told they had to provide a picture to illustrate their work and to complete a written exercise with
the following headings:
 What I need
 What I will do
 Results
 What I found out.



The evidence



Transcript:
What I need
woodlouse
4 cups
soil (wet)
soil (dry)
sand (dry)
sand (wet)
What I will do
I am going to get four cups and put one cup in each corner. In one cup will be soil (wet), in the
second cup will be soil (dry), in the third cup will be sand (dry) in the fourth cup will be sand (wet).



Transcript
We found out that the woodlice liked the sand best now we have looked at where woodlice like to
live now we know woodlice like to live they like dark and wet if I did this next time I would have a
dark and wet cup.

Teacher’s notes
Luke completed the work independently. He could draw a tally chart to collect his data and referred to it
when writing up his conclusion.



Next steps
 Encouragement of structuring and sequencing of work in various ways, such as here through
a list of headings; through use of writing frames; or through use of captioned photographs
sequenced in comic strip format, in order to communicate clearly to the reader exact methods
used.
 Further practice at collecting and recording whole number data and presenting it in tables and
bar charts.

Assessment commentary
The suggested sequence allows Luke to make a systematic record of his work. He can identify different
conditions to investigate and he makes observations and measurements. He reports these, reaching simple
conclusions from his data and makes suggestions as to how to improve his method if he were to repeat the
investigation.



2 Bird data
Assessment focuses
AF3, AF4

Context
The children were told that they needed to find out about the numbers of different types of bird that visited
their outdoor classroom. The teacher gave them the names and pictures to identify six birds and the
children discussed different ways to record which birds visited, and how many.
A pre-prepared tally chart was then provided and they were asked to think about how to record observation
of a bird that was not included on the list. They then completed observations in the outdoor classroom,
completing their tally charts and displaying the data on a bar chart.



The evidence



Next steps
 Further practice at presenting data in bar charts to include clear labelling of axes.
 Identifying the importance of gathering sufficient evidence in investigative work, with
consideration of repeating the survey over a period of time.

The simple table matches the bar chart, and identification and recording of birds in addition to those
originally listed is made.



3 The human life cycle
Assessment focuses
AF1, AF2, AF3

Context
The class discussed changes in living things, considering the changes that they themselves had been
through. They provided ideas about how they had grown from being babies; the first things they could
remember; growing up and having children themselves, and about growing old.
The life cycle of frogs was provided as an example of a visual representation of changes and to illustrate
repetition of events in one generation after another.
The children were then asked to draw and label a human life cycle, based on the discussions.

The evidence

Teacher’s notes
The labels are ‘pouch’ and ‘baby’.



Next steps
 Finding out information about other life cycles using simple texts and electronic media,
illustrating the information graphically with annotations.

Luke can use the concept of a cycle correctly to generate a model of a biological process, and he can relate
this to his own existence and experience. He presents his ideas in an appropriate format, albeit with only a
little labelling.



4 Teeth
Assessment focuses
AF2, AF3, AF4

Context
The class were learning about teeth and how to look after them. Having obtained parental permissions, the
children carried out an experiment using disclosing tablets. Some children used the tablets before brushing
to look at the amount of plaque, while other children brushed their teeth and then used the tablets to see
how much plaque remained.

The evidence



Transcript
Our teeth investigation
This is a picture of Miss Mitchell’s teeth.
When we came in we are now going to see how much plaque she has on her teeth.
I am going to see how much plaque I have on my teeth. I chewed it up and spat it out and looked
again to see the plaque was left.
I have learned that you need to look after my teeth and not eating sugary things and go to the
dentist too.

Teacher’s notes
Luke independently wrote up what he did and knew it was important to brush his teeth and visit the dentist.
He thought it would have been more useful to have before and after photographs of his own teeth and
could say how dentists might use disclosing tablets to see how well he had brushed his teeth.

Next steps
 Consideration of how results could be compared to see if there are any patterns in where
plaque tends to build up most.
 Identifying the cause and effect relationship by researching reasons for the build up of plaque.

The evidence shows a link being made between scientific observation and personal health, and includes
some technical language. Luke reports on what happens but does not, in his writing, explain how his
observations help to reveal the importance of brushing teeth or going to the dentist.



5 Investigating the dissolving of sugar
Assessment focuses
AF1, AF2, AF3, AF4

Context
The children were given a copy of ‘The Daily News’. They read through the article and talked about how
newspapers do not always report the truth.
They went through the article in pairs and discussed which parts could be investigated, how this could be
carried out, making predictions where appropriate. The children were then provided with appropriate
equipment and carried out their investigations.
They wrote their own newspaper article to report their findings.



The evidence

© S. Naylor, B. Keogh, A. Goldsworthy 2004. Published by Millgate House Education Ltd, www.millgatehouse.co.uk. Used with kind permission.




Transcript
Looe Primary School has proven sugar disappears faster with hot water and if you stir it. We put
sugar with hot water and … we stirred it.



Teacher’s notes
Luke and his partner were given guidance on finding points in the article that could be investigated. They
investigated the effect of temperature (using hot and cold water) and of stirring or not stirring, but as they
worked simultaneously with these two independent variables, it made it hard for them to reach a valid
conclusion about the effects of either variable.
Luke said:
‘You don’t need to stir it in hot water.’
‘You need to put the same amount of sugar in the hot and cold cup.’
(To partner) ‘You stir it and I’ll leave mine alone.’

Next steps
 Further opportunities to carry out investigations and work with control variables to develop
ideas about fair testing.

Luke can make observations to resolve issues raised by the original newspaper article. He can work
successfully with a partner. From the article, he is able to develop suggestions about how to find things out,
and he can make use of the equipment provided. He is beginning to report on what happens, although he
needs careful support in developing his skills in written reporting.



6 Bones
Assessment focuses
AF1, AF2, AF3

Context
The children had looked at a model human skeleton and had compared the human body with the body of a
snail, considering the advantages and disadvantages of each.
In the following lesson, each child was given a piece of paper and asked to draw a picture of themselves
and the position of their bones. They were also asked to write one sentence explaining what they thought
their bones do to help them.



The evidence



Next steps
 Constructing simple physical models of the human skeleton to show the movement of various
joints.
 Sorting and grouping of various living things into those that have skeletons and those that do
not.

Luke is able to create his own simple visual interpretation based on his learning from a physical model. He
shows several key features, including vertebrae, ribcage, skull, and multiple bones in the hands and feet,
and indicates one main function of the skeleton.



7 Designing paper planes
Assessment focuses
AF2, AF3, AF4

Context
Using a Primary upd8 resource, ‘Paper Planes’ (www.primaryupd8.org.uk), for initial stimulation, the
children were told that there was a national paper plane competition to find the plane that stayed up in the
air the longest or that flew the furthest distance.
The class mind-mapped the things that may affect the flight of the plane, coming up with a number of
variables such as the type of paper used, size, weight and shape.
Each group was given a large sheet of paper to write what they were going to find out, what they needed
and what each of them was going to do. The children were provided with the resources to make their
different planes and carried out their flight tests in the school hall. Back in the class they analysed their
results and discussed their findings.
'Paper Planes' Primary Upd8 www.primaryupd8.org.uk © Association for Science Education.



The evidence

Teacher’s notes
An adult helped Luke to transfer images to a computer and together they used Comic Life software, for the
first time, to make a photo story. Luke selected appropriate text for the speech bubbles. (He looked at this
again later with the adult, and produced a further draft with improved spelling.) Luke recognised that people
who designed aircraft needed to know about science.



Transcript
My group looked at if the style of the plane made it go further.
What you need
paper
people
camera
clipboard
pencil
metre stick

Jobs
Me and Cleo – styling
Sam – flying
Eric – measuring
Emily and me - camera

I thought it would go the furthest because it was well made.

It was good because Eric is good at making them.
We went into the hall and Sam threw the planes and Eric measured them. I took some photos as
well.

Next steps
 Further opportunities to carry out investigations and work with independent variables (as it is
not clear here how many different styles of plane were produced).
 Use of other media formats such as audio or video recording to present investigative work.

Group collaboration and acknowledgement of the contributions of others appear here. Luke and his group
select appropriate variables to investigate. The Comic Life format, together with his paper report, provide an
account of the activity, although some detail is missing.



Assessment summary
AF1 Thinking scientifically
Luke can draw on observations to answer a question, such as about the preferred habitat of woodlice, and
is able to make comparisons.
AF2 Understanding the applications and implications of science
There is evidence of recognition that health practitioners such as dentists make use of science in their
work, and the importance of science in everyday life.
AF3 Communicating and collaborating in science
Presentation of simple ideas, of observations and of measurements in tables and a simple bar chart format
can all be seen. Luke is beginning to use some scientific vocabulary and can work in a group, recognising
the contributions of others (even if not always working in harmony).
AF4 Using investigative approaches
Luke is able to make suggestions when carrying out investigative work and identifies things to measure and
observe. He can use equipment correctly to carry out the activity, and can use some whole-number
measurements.
AF5 Working critically with evidence
Luke uses teacher prompts to develop practical approaches, and can report what happened, albeit with a
need to develop sequencing and presentation skills.

Overall assessment judgement
The evidence here, which is drawn from two terms’ work, shows that Luke is working at secure level 2. He
is currently more successful at performing practical work than in reporting on it, and needs encouragement
to generate organised explanations.



APP primary science assessment guidelines: levels 2 and 3
AF1 – Thinking scientifically AF2 – Understanding the applications AF3 – Communicating and AF4 – Using investigative AF5 – Working critically
and implications of science collaborating in science approaches with evidence
L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and Across a range of contexts and Across a range of contexts and
3 practical situations pupils: situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Identify differences, similarities or  Explain the purposes of a variety of  Present simple scientific data in more  Identify one or more control variables in  Identify straightforward
changes related to simple scientific scientific or technological developments than one way, including tables and investigations from those provided patterns in observations or in
ideas, processes or phenomena bar charts data presented in various
 Link applications to specific characteristics  Select equipment or information sources
formats, including tables, pie
 Respond to ideas given to them to or properties  Use scientific forms of language when from those provided to address a
and bar charts
answer questions or suggest communicating simple scientific ideas, question or idea under investigation
 Identify aspects of our lives, or of the work
solutions to problems processes or phenomena  Describe what they have found
that people do, which are based on scientific  Make some accurate observations or
out in experiments or
 Represent things in the real world ideas  Identify simple advantages of working whole number measurements relevant
investigations, linking cause
using simple physical models together on experiments or to questions or ideas under investigation
and effect
investigations
 Use straightforward scientific  Recognise obvious risks when
 Suggest improvements to their
evidence to answer questions, or to prompted
working methods
support their findings

 
L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and Across a range of contexts and Across a range of contexts and
2 practical situations pupils: situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Draw on their observations and  Express personal feelings or opinions about  Present their ideas and evidence in  Make some suggestions about how to  Say what happened in their
ideas to offer answers to questions scientific or technological phenomena appropriate ways find things out or how to collect data to experiment or investigation
answer a question or idea they are
 Make comparisons between basic  Describe, in familiar contexts, how science  Respond to prompts by using simple  Say whether what happened
investigating
features or components of objects, helps people do things texts and electronic media to find was what they expected,
living things or events information  Identify things to measure or observe acknowledging any
 Identify people who use science to help
that are relevant to the question or idea unexpected outcomes
 Sort and group objects, living things others  Use simple scientific vocabulary to
they are investigating
or events on the basis of what they describe their ideas and observations  Respond to prompts to suggest
 Identify scientific or technological
have observed  Correctly use equipment provided to different ways they could have
phenomena and say whether or not they are  Work together on an experiment or
make observations and measurements done things
 Respond to suggestions to identify helpful investigation and recognise
some evidence (in the form of contributions made by others  Make measurements, using standard or
information, observations or non-standard units as appropriate
measurements) needed to answer a
question

  
BL

IE

Overall assessment (tick one box only) Low 2 Secure 2
 High 2 Low 3 Secure 3 High 3



Acknowledgements
‘Daily News’ worksheets © S. Naylor, B. Keogh, A. Goldsworthy 2004. Published by Millgate
House Education Ltd, www.millgatehouse.co.uk. Used with kind permission.


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