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SCIENCE LEVELS

By Esther Lawrence,2014-09-26 01:36
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SCIENCE LEVELSSCIE

Attainment Target 1 Scientific Enquiry Level 1: ; I can tell you about my observations of simple features of objects and living things. ; I can share my findings in simple different ways. Level 2: ; I can suggest how to find things out and with help make suggestions about collecting data to answer questions. ; I can use simple texts, with help, to find information. Attainment Target 4 Physical Processes ; I can use simple equipment and make observations about the activity. Level 1: Attainment Target 2 Life Processes and Living Things ; I can observe and compare objects, living things and events. ; I share my observations of changes in light, sound or Level 1: movement that result from actions, such as, switching on a ; I can describe my observations using scientific vocabulary and record them, using simple tables. ; I can recognise and name parts of the body and of plants. simple electrical circuit or pushing and pulling objects. ; I can say whether what happened was what I expected. ; I can name some animals. ; I know that sound and light come from different sources and ; I can share observations of animals and plants. can name some of these. Level 3: ; I respond to suggestions and put forward ideas about how to find the answer to a question. Level 2: Level 2: ; I understand why it is important to collect data to answer questions. ; I can describe the conditions that animals and plants need to ; I know about some physical phenomena and can describe live. ; I use simple texts to find information. Attainment Target 3 Materials and their Properties similarities and differences associated with them. ; I make relevant observations and measure quantities, using a range of simple equipment. ; I know that living things grow and reproduce. Level 1: ; I can compare the way in which devices such as bulbs work in ; I can sort living things into groups and describe why I chose ; I can carry out a fair test with some help, understanding and explaining why it is fair. ; I know about a range of properties such as texture. different electrical circuits. the groupings. ; I can record my observations in different ways. ; I can share my observations of materials. ; I can compare the brightness or colour of lights, and the ; I know that different living things are found in different ; I can explain my observations and simple patterns in recorded measurements. loudness or pitch of sounds. habitats (places). Level 2: ; I can show in a scientific way what I have found out and suggest improvements in my work. ; I can compare the speed or directions of different objects. ; I can know some materials and some of their properties. Level 3: Level 4: ; I can describe similarities and differences between materials. Level 3: ; I know about the life processes and use this to describe ; I recognise that scientific ideas are based on evidence. ; I can sort materials into groups and describe why I chose the ; I use my knowledge and understanding of physical differences between living and non-living things. groupings such as hardness or shininess. phenomena to link cause and effect in simple explanations ; In my investigative work, I can find the best way to answer a question. ; I can give simple explanations for changes in living things such as a bulb failing to light because of a break in an ; I can describe how some materials are changed by heating or ; I know I should change (vary) one factor whilst keeping others the same in an experiment. such as the effects of diet on humans or how the lack water electrical circuit or the direction or speed of movement of an cooling or by processes such as bending or stretching. ; I can make predictions and select information from sources. changes plant growth. object changing because of a push or a pull. ; I can choose suitable equipment and make observations and measurements in an experiment. ; I can identify ways in which an animal is suited to its ; I am beginning to make simple statements about physical Level 3: environment such as a fish having fins to help it swim. ; I can record my observations, comparisons and measurements using tables and bar charts and phenomena such as explaining that sounds I hear become ; I can use what I already know about materials to explain plot my results in simple graphs. fainter the further they are from the source. different ways of sorting them into property groups. Level 4: ; I can use these graphs to find and interpret patterns in my data and relate my conclusions to ; I can explain simply why some materials are particularly ; I know about life processes and living things. these patterns and to my scientific knowledge and understanding Level 4: suitable for specific purposes such as glass used for windows. ; I know where major organs in the human body are and can use ; I can share my findings with appropriate scientific language and suggest improvements in my ; I demonstrate knowledge and understanding of physical ; I recognise and can sort (classify) that some changes can be their scientific names. work, giving reasons. processes. reversed such as and some cannot. ; I can identify organs such as the stamen of different plants I ; I can describe and explain physical phenomena such as how a Level 5: observe. particular device may be connected to work in an electrical Level 4: ; I can describe how experimental evidence and creative thinking have been combined to provide circuit or how the apparent position of the Sun changes over ; I use my observations to help me to identify and organise ; I know more about materials and their properties. a scientific explanation such as Jenner’s work on vaccination. the course of a day. living things in groups using keys. ; I can describe differences between the properties of materials ; I choose an appropriate way to answer a scientific question. ; I can generalise about physical phenomena such as how ; I recognise that there are feeding relationships between plants and explain how these differences are used to classify motion is affected by forces, including gravitational attraction, and animals in a habitat and can describe these relationships ; I can select from a range of sources of information. substances. magnetic attraction and friction. using food chains and terms such as predator and prey. ; I can identify key factors in a fair test investigation. ; I can describe some methods that are used to separate simple ; I can use physical ideas to explain simple phenomena such as ; I can make predictions using scientific knowledge and understanding mixtures such as sand and water. Level 5: the formation of shadows and sounds being heard through a ; I can choose apparatus for a range of tasks and plan to use it effectively. ; I use scientific terms to describe changes. variety of materials. ; I can demonstrate an increasing knowledge and understanding ; I can make a series of observations, comparisons or measurements with accuracy. ; I can make simple predictions about whether changes are of life processes and living things drawn from the key stage 2 reversible or not. ; I am beginning to repeat observations and measurements, then offer simple explanations for any LEVEL 5: or key stage 3 programme of study. differences. ; I demonstrate knowledge and understanding of physical ; I can describe the main functions of organs of the human body Level 5: processes. ; I can record observations and measurements systematically and, where appropriate, present data and of the plant and can explain how these functions are ; I demonstrate an increasing knowledge and understanding of as line graphs. essential to the organism. ; I can use ideas to explain how to make a range of changes materials and their properties. such as changing the current in a circuit or the pitch and ; I can draw conclusions linked to the evidence and am beginning to relate these to my scientific ; I can describe the main stages of the life cycles of humans and ; I can describe some metallic properties and use these loudness of a sound. knowledge and understanding. flowering plants and point out similarities. properties to distinguish metals from other solids. ; I can use some abstract ideas in descriptions of familiar ; I can make practical suggestions about how my working methods could be improved. ; I recognise that there is a great variety of living things and ; I can identify a range of contexts in which changes such as phenomena such as how objects are seen when light from understand the importance of classification. ; I can use scientific language and conventions to share collected data. evaporation take place such as the water cycle. them enters the eye. ; I can explain that different organisms are found in different ; I can use knowledge about how mixtures such as salt and ; I can use simple models to explain effects that are caused by Level 6: habitats because of differences in environmental factors such water can be separated to help me suggest ways in which other the movement of the Earth such as the length of a day or year. as the availability of light or water. ; I can describe evidence for some accepted scientific ideas and explain how the interpretation of similar mixtures might be separated. evidence by scientists leads to the development and acceptance of new ideas. Level 6: Level 6: ; In my investigative work, I can use scientific knowledge and understanding to identify an Level 6: ; I can use and apply knowledge and understanding of physical ; I am able to describe and explain life processes and features of appropriate approach. ; I use my knowledge and understanding of materials to processes. living things in detail and use appropriate scientific ; I can select and use sources of information effectively. describe chemical and physical changes, and how new terminology such as respiration, photosynthesis in animals and ; I use abstract ideas in some descriptions and explanations such ; I can make enough measurements, comparisons and observations for the task. materials can be made. plants. as using electric current as a way of transferring energy or ; I can measure a variety of quantities with precision, using instruments with fine-scale divisions. ; I recognise that matter is made up of particles wind and waves as energy resources available for use. ; I can tell the difference between related processes such as ; I choose scales for graphs and diagrams that enable them to show data and features effectively. ; I can describe differences between the arrangement and pollination and fertilisation. ; I recognise, and can give examples of, the wide application of ; I identify measurements and observations that do not fit the main pattern shown. movement of particles in solids, liquids and gases. many physical concepts such as the transfer of energy by light, ; I can describe simple cell structure and identify differences sound or electricity and the refraction and dispersion of light. ; I draw conclusions that are consistent with my evidence and use scientific knowledge and ; I can identify and describe similarities between some chemical between simple animal and plant cells. reactions such as the reactions of acids with metals and the understanding to explain them. ; I can give explanations of phenomena in which a number of ; I can describe some of the causes of variation between living reactions of a variety of substances with oxygen. factors have to be considered such as the relative brightness of ; I can make suggestions about how my working methods can be improved. things. planets and stars. ; I can use word equations to summarise simple reactions. ; I select and use appropriate methods for communicating collected data using scientific language ; I can explain that the distribution and abundance of organisms ; I can relate changes of state to energy transfers in a range of and conventions. in habitats are affected by environmental factors such as the contexts such as the formation of igneous rocks. availability of light or water.

Attainment target 1: Scientific enquiry Level 1 Pupils describe or respond appropriately to simple features of objects, living things and events they observe, communicating their findings in simple ways for example, talking about their work, through drawings, simple charts. Level 2 Pupils respond to suggestions about how to find things out and, with help, make their own suggestions about how to collect data to answer questions. They use simple texts, with help, to find information. They use simple equipment provided and make observations related to their task. They observe and compare objects, living things and events. They describe their observations using scientific vocabulary and record them, using simple tables when appropriate. They say whether what happened was what they expected. Level 3 Pupils respond to suggestions and put forward their own ideas about how to find the answer to a question. They recognise why it is important to collect data to answer questions. They use simple texts to find information. They make relevant observations and measure quantities, such as length or mass, using a range of simple equipment. Where appropriate, they carry out a fair test with some help, recognising and explaining why it is fair. They record their observations in a variety of ways. They provide explanations for observations and for simple patterns in recorded measurements. They communicate in a scientific way what they have found out and suggest improvements in their work. Level 4 Pupils recognise that scientific ideas are based on evidence. In their own investigative work, they decide on an appropriate approach for example, using a fair test to answer a question. Where appropriate, they describe, or show in the way they perform their task, how to vary one factor while keeping others the same. Where appropriate, they make predictions. They select information from sources provided for them. They select suitable equipment and make a series of observations and measurements that are adequate for the task. They record their observations, comparisons and measurements using tables and bar charts. They begin to plot points to form simple graphs, and use these graphs to point out and interpret patterns in their data. They begin to relate their conclusions to these patterns and to scientific knowledge and understanding, and to communicate them with appropriate scientific language. They suggest improvements in their work, giving reasons. Level 5 Pupils describe how experimental evidence and creative thinking have been combined to provide a scientific explanation for example, Jenner's work on vaccination at key stage 2, Lavoisier's work on burning at key stage 3. When they try to answer a scientific question, they identify an appropriate approach. They select from a range of sources of information. When the investigation involves a fair test, they identify key factors to be considered. Where appropriate, they make predictions based on their scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it effectively. They make a series of observations, comparisons or measurements with precision appropriate to the task. They begin to repeat observations and measurements and to offer simple explanations for any differences they encounter. They record observations and measurements systematically and, where appropriate, present data as line graphs. They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding. They make practical suggestions about how their working methods could be improved. They use appropriate scientific language and conventions to communicate quantitative and qualitative data. Level 6 Pupils describe evidence for some accepted scientific ideas and explain how the interpretation of evidence by scientists leads to the development and acceptance of new ideas. In their own investigative work, they use scientific knowledge and understanding to identify an appropriate approach. They select and use sources of information effectively. They make enough measurements, comparisons and observations for the task. They measure a variety of quantities with precision, using instruments with fine-scale divisions. They choose scales for graphs and diagrams that enable them to show data and features effectively. They identify measurements and observations that do not fit the main pattern shown. They draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them. They make reasoned suggestions about how their working methods could be improved. They select and use appropriate methods for communicating qualitative and quantitative data using scientific language and conventions. Attainment target 2: Life processes and living things Level 1 Pupils recognise and name external parts of the body for example, head, arm and of plants for example, leaf, flower. They communicate observations of a range of animals and plants in terms of features for example, colour of coat, size of leaf. They recognise and identify a range of common animals for example, fly, goldfish, robin. Level 2 Pupils use their knowledge about living things to describe the basic conditions for example, a supply of food, water, air, light that animals and plants need in order to survive. They recognise that living things grow and reproduce. They sort living things into groups, using simple features. They describe the basis for their groupings for example, number of legs, shape of leaf. They recognise that different living things are found in different places for example, ponds, woods. Level 3 Pupils use their knowledge and understanding of basic life processes for example, growth, reproduction when they describe differences between living and non-living things. They provide simple explanations for changes in living things for example, diet affecting the health of humans or other animals, lack of light or water altering plant growth. They identify ways in which an animal is suited to its environment for example, a fish having fins to help it swim. Level 4 Pupils demonstrate knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study. They use scientific names for some major organs of body systems for example, the heart at key stage 2, the stomach at key stage 3 and identify the position of these organs in the human body. They identify organs for example, stamen at key stage 2, stigma, root hairs at key stage 3 of different plants they observe. They use keys based on observable external features to help them to identify and group living things systematically. They recognise that feeding relationships exist between plants and animals in a habitat, and describe these relationships using food chains and terms for example, predator and prey. Level 5 Pupils demonstrate an increasing knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study. They describe the main functions of organs of the human body for example, the heart at key stage 2, stomach at key stage 3, and of the plant for example, the stamen at key stage 2, root hairs at key stage 3. They explain how these functions are essential to the organism. They describe the main stages of the life cycles of humans and flowering plants and point out similarities. They recognise that there is a great variety of living things and understand the importance of classification. They explain that different organisms are found in different habitats because of differences in environmental factors for example, the availability of light or water. Level 6 Pupils use knowledge and understanding drawn from the key stage 3 programme of study to describe and explain life processes and features of living things. They use appropriate scientific terminology when they describe life processes for example, respiration, photosynthesis in animals and plants. They distinguish between related processes for example, pollination, fertilisation. They describe simple cell structure and identify differences between simple animal and plant cells. They describe some of the causes of variation between living things. They explain that the distribution and abundance of organisms in habitats are affected by environmental factors for example, the availability of light or water. Attainment target 3: Materials and their properties Level 1 Pupils know about a range of properties for example, texture, appearance and communicate observations of materials in terms of these properties. Level 2 Pupils identify a range of common materials and know about some of their properties. They describe similarities and differences between materials. They sort materials into groups and describe the basis for their groupings in everyday terms for example, shininess, hardness, smoothness. They describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching. Level 3 Pupils use their knowledge and understanding of materials when they describe a variety of ways of sorting them into groups according to their properties. They explain simply why some materials are particularly suitable for specific purposes for example, glass for windows, copper for electrical cables. They recognise that some changes for example, the freezing of water can be reversed and some for example, the baking of clay cannot, and they classify changes in this way. Level 4 Pupils demonstrate knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study. They describe differences between the properties of different materials and explain how these differences are used to classify substances for example, as solids, liquids, gases at key stage 2, as acids, alkalis at key stage 3. They describe some methods for example, filtration, distillation that are used to separate simple mixtures. They use scientific terms for example, evaporation, condensation to describe changes. They use knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not. Level 5 Pupils demonstrate an increasing knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study. They describe some metallic properties for example, good electrical conductivity and use these properties to distinguish metals from other solids. They identify a range of contexts in which changes for example, evaporation, condensation take place. They use knowledge about how a specific mixture for example, salt and water, sand and water can be separated to suggest ways in which other similar mixtures might be separated. Level 6 Pupils use knowledge and understanding of the nature and behaviour of materials drawn from the key stage 3 programme of study to describe chemical and physical changes, and how new materials can be made. They recognise that matter is made up of particles, and describe differences between the arrangement and movement of particles in solids, liquids and gases. They identify and describe similarities between some chemical reactions for example, the reactions of acids with metals, the reactions of a variety of substances with oxygen. They use word equations to summarise simple reactions. They relate changes of state to energy transfers in a range of contexts for example, the formation of igneous rocks. Attainment target 4: Physical processes Level 1 Pupils communicate observations of changes in light, sound or movement that result from actions for example, switching on a simple electrical circuit, pushing and pulling objects. They recognise that sound and light come from a variety of sources and name some of these. Level 2 Pupils know about a range of physical phenomena and recognise and describe similarities and differences associated with them. They compare the way in which devices for example, bulbs work in different electrical circuits. They compare the brightness or colour of lights, and the loudness or pitch of sounds. They compare the movement of different objects in terms of speed or direction. Level 3 Pupils use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations for example, a bulb failing to light because of a break in an electrical circuit, the direction or speed of movement of an object changing because of a push or a pull. They begin to make simple generalisations about physical phenomena for example, explaining that sounds they hear become fainter the further they are from the source. Level 4 Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They describe and explain physical phenomena for example, how a particular device may be connected to work in an electrical circuit, how the apparent position of the Sun changes over the course of a day. They make generalisations about physical phenomena for example, motion is affected by forces, including gravitational attraction, magnetic attraction and friction. They use physical ideas to explain simple phenomena for example, the formation of shadows, sounds being heard through a variety of materials. Level 5 Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They use ideas to explain how to make a range of changes for example, altering the current in a circuit, altering the pitch or loudness of a sound. They use some abstract ideas in descriptions of familiar phenomena for example, objects are seen when light from them enters the eye at key stage 2, forces are balanced when an object is stationary at key stage 3. They use simple models to explain effects that are caused by the movement of the Earth for example, the length of a day or year. Level 6 Pupils use and apply knowledge and understanding of physical processes drawn from the key stage 3 programme of study. They use abstract ideas in some descriptions and explanations for example, electric current as a way of transferring energy, the sum of several forces determining changes in the direction or the speed of movement of an object, wind and waves as energy resources available for use. They recognise, and can give examples of, the wide application of many physical concepts for example, the transfer of energy by light, sound or electricity, the refraction and dispersion of light. They give explanations of phenomena in which a number of factors have to be considered for example, the relative brightness of planets and stars.

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