Assessment grid for Attainment Target 1: Scientific enquiry


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1 Assessment grid for Attainment Target 1: Scientific enquiry Ideas and LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Pupils recognise that scientific ideas are Pupils describe (with examples) how based on. experimental and creative thinking have been combined to provide scientific explanation. Pupils respond to suggestions about how to find things out. With help, they suggest how to collect data to answer questions. 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. In their own s, pupils decide on an appropriate approach to answer a question. Pupils select suitable equipment for carrying out their. Where appropriate, pupils make predictions. When trying to answer a scientific question, pupils identify an appropriate approach. Pupils select suitable apparatus for the and plan to use it effectively. Where appropriate, pupils make predictions based on their scientific knowledge and understanding. Obtaining Pupils use simple texts, with help, to find information. Pupils use simple equipment provided and make observations related to the task. They observe and compare objects, living things and events. Pupils use simple texts to find information. Pupils make observations and use a range of simple equipment to measure quantities (e.g. length, mass, volume). Where appropriate, they carry out a fair test (with some help) recognising and explaining why it is fair.. Pupils select information from sources provided for them. Where appropriate, pupils show that they understand "fair testing" procedure (varying one factor whilst keeping others the same). Pupils make a series of observations and measurements that are adequate for the task. Pupils select from a range of information sources. When the involves "fair testing", pupils identify key factors to be considered. Pupils make a series of observations, comparisons or measurements with precision appropriate to the task. Pupils begin to repeat observations and measurements and to offer simple explanations for any differences encountered. Pupils describe their observations using scientific vocabulary and record them, using simple tables where appropriate. Pupils record their observations in a variety of ways. Pupils record their observations, comparisons and measurements using tables and bar charts. Pupils begin to plot simple graphs. Pupils record observations and measurements systematically. Where appropriate, pupils present data as line graphs. Pupils say whether what happened was what they expected. Pupils provide explanations for their observations and for simple patterns in recorded measurements. Pupils communicate in a scientific way what they have found out. Pupils point out and begin to interpret patterns in their collected data. Pupils begin to draw conclusions from these patterns related to their scientific knowledge and understanding. Pupils communicate their conclusions with appropriate scientific language. Pupils draw conclusions that are consistent with the and begin to relate these to scientific knowledge and understanding. Pupils use appropriate scientific language to communicate quantitative and qualitative data. Pupils suggest improvements to their work. Pupils suggest improvements to their work, giving reasons. Pupils make practical suggestions about how their working methods could be improved.
2 Assessment grid for Attainment Target 1: Scientific enquiry for...(pupil NAME) Ideas and LEVEL 2 EVIDENCE / OBSERVATIONS DATE TEACHER Pupils respond to suggestions about how to find things out. With help, they suggest how to collect data to answer questions. Obtaining Pupils use simple texts, with help, to find information. Pupils use simple equipment provided and make observations related to the task. They observe and compare objects, living things and events. Pupils describe their observations using scientific vocabulary and record them, using simple tables where appropriate. Pupils say whether what happened was what they expected.
3 Assessment grid for Attainment Target 1: Scientific enquiry for....(pupil NAME) Ideas and LEVEL 3 EVIDENCE / OBSERVATIONS DATE TEACHER 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. Obtaining Pupils use simple texts to find information. Pupils make observations and use a range of simple equipment to measure quantities (e.g. length, mass, volume). Where appropriate, they carry out a fair test (with some help) recognising and explaining why it is fair.. Pupils record their observations in a variety of ways. Pupils provide explanations for their observations and for simple patterns in recorded measurements. Pupils communicate in a scientific way what they have found out. Pupils suggest improvements to their work.
4 Assessment grid for Attainment Target 1: Scientific enquiry for. (PUPIL NAME) Ideas and LEVEL 4 EVIDENCE / OBSERVATIONS DATE TEACHER Pupils recognise that scientific ideas are based on. In their own s, pupils decide on an appropriate approach to answer a question. Pupils select suitable equipment for carrying out their. Where appropriate, pupils make predictions. Obtaining Pupils select information from sources provided for them. Where appropriate, pupils show that they understand "fair testing" procedure (varying one factor whilst keeping others the same). Pupils make a series of observations and measurements that are adequate for the task. Pupils record their observations, comparisons and measurements using tables and bar charts. Pupils begin to plot simple graphs. Pupils point out and begin to interpret patterns in their collected data. Pupils begin to draw conclusions from these patterns related to their scientific knowledge and understanding. Pupils communicate their conclusions with appropriate scientific language. Pupils suggest improvements to their work, giving reasons.
5 Assessment grid for Attainment Target 1: Scientific enquiry for... (PUPIL NAME) Ideas and Obtaining LEVEL 5 EVIDENCE / OBSERVATIONS DATE TEACHER Pupils describe (with examples) how experimental and creative thinking have been combined to provide scientific explanation. When trying to answer a scientific question, pupils identify an appropriate approach. Pupils select suitable apparatus for the and plan to use it effectively. Where appropriate, pupils make predictions based on their scientific knowledge and understanding. Pupils select from a range of information sources. When the involves "fair testing", pupils identify key factors to be considered. Pupils make a series of observations, comparisons or measurements with precision appropriate to the task. Pupils begin to repeat observations and measurements and to offer simple explanations for any differences encountered. Pupils record observations and measurements systematically. Where appropriate, pupils present data as line graphs. Pupils draw conclusions that are consistent with the and begin to relate these to scientific knowledge and understanding. Pupils use appropriate scientific language to communicate quantitative and qualitative data. Pupils make practical suggestions about how their working methods could be improved..
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