1 of 20 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
APP primary science standards
file: Zoe (Year 6 secure level 5)
Child profile
Zoe is a high-achieving child who is listed on the school’s Gifted and Talented register as a ‘general allround high achiever’. Literacy and mathematical skills are her particular strengths. She is working at a
secure level 5.
The evidence
1. Iron ships
2. Helpful and unhelpful friction
3. Investigating crystal formation
4. Alien plant
5. A night in Lymstone
6. Investigating ‘Eco-Roll’
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1
Iron ships
Assessment focuses
AF1, AF2, AF3
Context
The activity was linked to work on forces and to historical work on Victorians. The children were required to
identify and explain a scientific or technological idea from that period. Their task was to convince wealthy
funders that their idea was a good one that was worthy of financial support. They had to imagine the
attitudes of these funders and to find ways to overcome their possible objections.
The children started the task in school, and completed it as a home learning task. They chose their own
formats for the final piece of work.
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The evidence
Teacher’s notes
Zoe chose to tea-stain the paper. She tried to use Victorian styles of language, as discussed in recent
literacy lessons.
In explaining her work to others, she said, ‘Some people thought that metal always sinks just because a
lump of metal does, but boats are full of air’.
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Next steps

Encouragement to make creative use of diagrams to aid scientific explanation.

Further exploration of the reasons why some objects float and some objects sink.

Discussion of further challenges to children’s ideas, such as, in Zoe’s case, the suggestion
that, ‘Metal goes rusty – won’t that be a new problem that doesn’t affect wood?’
Assessment commentary
Although Zoe needs to develop a full explanation, which would require a little more detail, she explains the
phenomenon of floating by drawing on abstract ideas about forces. She can suggest solutions to problems
and describes a different viewpoint that people may have had, historically, about scientific or technological
developments, linking applications to their underpinning scientific ideas. She understands the importance of
economic and moral issues, and uses evidence rather than opinion to support the scientific arguments.
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2
Helpful and unhelpful friction
Assessment focuses
AF1, AF2
Context
During a part of a lesson in which children investigated friction, one class group identified different ways in
which friction can be helpful or unhelpful. They drew diagrams and annotated them to aid their
explanations.
The children were asked to identify all areas of their chosen situations where they considered friction would
act, and explain a couple of these.
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The evidence
Teacher’s notes
Zoe’s comments showed that she could relate ideas about friction to various technologies. She did not
identify all areas on her sketches where she thought friction would act, and this was something she initially
found difficult to understand. Zoe said that the arrows showed both the movement and the force. She could
describe how the friction worked against the direction the sledge was moving.
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Next steps

Discussion of why arrows are so useful for representing forces.

Brainstorming the different ways in which arrows are used in scientific diagrams and sketches.
Assessment commentary
Zoe can use models to help describe phenomena. She can link applications to their underpinning scientific
ideas, and use a scientific convention to communicate the concept of force.
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Investigating crystal formation
Assessment focus
AF4
Context
This was a self-initiated task.
There had been a lesson on evaporation and its use to separate solutions into their components, followed
by examination of and discussion about the crystals formed. Zoe went home and decided to investigate
whether adding additional liquids affected crystal size.
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The evidence
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Teacher’s notes
In discussion back in school, Zoe explained that the same total volume of liquid had been used in each
case to make it a fair test. She explained the importance of using a measuring cylinder to obtain accurate
volume measurements.
Next steps

Discussion of the importance of replication in investigative science, followed by a repeat of
Zoe’s investigation in school.

Work on the use of charts and tables to provide concise presentations of findings.
Assessment commentary
Zoe shows that she is able to recognise significant variables in investigations, and she explains why
particular pieces of equipment are appropriate.
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Alien plant
Assessment focuses
AF1, AF3
Context
The work was based on a review of previous activity about plants, including adaptation to habitat, life
cycles, and features of flowering plants.
The children were given a challenge: they were scientists who had visited the far-flung reaches of the
furthest galaxies in search of new species of plant life, and had brought specimens back to Earth.
The children were asked to create a ‘junk model’ of their new species, draw a diagram and annotate it.
Some children, including Zoe, chose to use a writing frame for this aspect of the task. The children also had
access to a Key Stage 2 study guide to help them look back at earlier learning.
The evidence
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Teacher’s notes
During discussion, Zoe could demonstrate a good understanding of pollination, fertilisation and seed
dispersal.
Next steps

Consideration of the wider ecosystems of the various children’s plants, and in particular how
their creations would live alongside other living things and compete for space, light, water and
nutrients.
Assessment commentary
Zoe uses complex ideas and appropriate terminology to describe her alien plant. She is able to explain
some biological processes by drawing on some abstract ideas.
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5
A night in Lymstone
Assessment focuses
AF5
Context
The aim of the work was to analyse data and its sources.
The class was introduced to the school’s new data loggers during an ICT lesson, and the teacher then left a
data logger outside her home overnight.
The children were told that the house is situated away from roads and that there is plenty of local wildlife
(including foxes, badgers and a variety of birds). They were asked to analyse and explain the data
obtained.
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The evidence
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Next steps

Use of the data logger to measure sound and light levels in an urban environment (matching
the school’s location) considering issues of sound and light pollution.
Assessment commentary
Zoe correctly identified that the three sets of data were representing the temperature, the light level and the
sound level, and labelled them correctly. She recognised when sunset and sunrise were occurring, and
identified the dawn chorus. She carried out some calculations to work out the actual time from the elapsed
time. She has interpreted data in an unfamiliar format and with some complex explanations, using the data
to reach valid conclusions that utilise more than one piece of supporting evidence.
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Investigating ‘Eco-Roll’
Assessment focuses
AF3, AF4, AF5
Context
Children were asked to consider some advertising they had seen on TV for ‘science-based’ products such
as cleaning materials and cosmetics.
They used a number of real products and planned and carried out scientific tests to find the one that they
thought was best. They then produced a TV advertisement and were asked to illustrate the research to
back up their claims. No further support was given.
Zoe and three others carried out this activity with four different types of kitchen roll.
The evidence
See the video clip of Zoe taking part in a mock advert, available on the National Strategies web
area (go to www.standards.dcsf.gov.uk/nationalstrategies and browse the primary standards
files or search for ‘APP science standards file: Zoe’).
See also the spreadsheet setting out the data from testing the absorbancy of kitchen towels. This
is available on the National Strategies web area (go to
www.standards.dcsf.gov.uk/nationalstrategies and browse the primary standards files or
search for ‘APP science standards file: Zoe’).
Teacher’s notes
The group conducted a fair test to determine which kitchen roll was the most absorbent and to determine
their strength when wet. These two sets of results identified one kitchen roll, which they decided to call
‘Eco-Roll’.
The group chose to repeat measurements and observations, and could explain that these gave them
enough evidence on which to base reliable conclusions. Zoe was able to say that they, ‘repeated
measurements in case any of them had gone wrong’. She also explained how the work was collaborative,
with each child taking on different tasks, recognising that they would be more efficient in their evidence
collection.
Next steps

Compilation of the work into a research report, showing the objectives of the research,
methodology, and the research outcomes.

Consideration of advertising and how opinion is sometimes presented rather than scientific
evidence.
Assessment commentary
Zoe is able to use evidence to support the identification of ‘Eco-Roll’ as the best kitchen roll. She
is able to suggest how collaborative approaches to investigative work are beneficial. Zoe
recognises significant variables in investigations, understands that repeated measurement
improves reliability and draws valid conclusions.
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Assessment summary
AF1 Thinking scientifically
Zoe can apply abstract ideas and models in her explanations of processes and phenomena and when
solving problems. She goes some way towards identifying the use of creative thinking in the historical
development of scientific ideas.
AF2 Understanding the applications and implications of science
Her work on ‘Eco-Roll’ demonstrates that she is aware of technological developments affecting different
people and recognises social and economic issues, and she also addresses moral issues through her work
on iron ships. She is able to tease out the underpinning scientific ideas when considering science and
technology.
AF3 Communicating and collaborating in science
Zoe’s high literacy level and good social skills have contributed to her strength in this area. She
distinguishes between opinion and scientific evidence, uses appropriate scientific terminology to
communicate abstract ideas, and can suggest how collaborative approaches are beneficial to evidence
collection.
AF4 Using investigative approaches
Zoe recognises significant variables, explains when it is appropriate to use a particular piece of equipment
and makes appropriate repetition of measurements.
AF5 Working critically with evidence
Zoe can interpret data in a variety of formats and draw valid conclusions that utilise more than one piece of
supporting evidence.
Overall assessment judgement
The evidence in the assessment focus table, which was gathered over six months, shows Zoe working at
secure level 5. She touches on level 6 for a small number of isolated assessment criteria but there is not
enough evidence of higher level attainment to show that Zoe is at high level 5 and ready to move to level 6.
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APP primary science assessment guidelines: levels 5 and 6
AF1 – Thinking scientifically
AF2 – Understanding the
applications and implications of
science
AF3 – Communicating and
collaborating in science
AF4 – Using investigative
approaches
AF5 – Working critically with
evidence
L
6
Across a range of contexts and
practical situations pupils:

Use abstract ideas or models or
multiple factors when explaining
processes or phenomena

Identify the strengths and
weaknesses of particular models

Describe some scientific
evidence that supports or refutes
particular ideas or arguments,
including those in development

Explain how new scientific
evidence is discussed and
interpreted by the scientific
community and how this may
lead to changes in scientific
ideas
Across a range of contexts and
practical situations pupils:

Describe how different decisions on
the uses of scientific and
technological developments may
be made in different economic,
social or cultural contexts

Explain how societies are affected
by particular scientific applications
or ideas

Describe how particular scientific or
technological developments have
provided evidence to help scientists
pose and answer further questions

Describe how aspects of science
are applied in particular jobs or
roles
Across a range of contexts and
practical situations pupils:

Identify lack of balance in the
presentation of information or
evidence

Choose forms to communicate
qualitative or quantitative data
appropriate to the data and the
purpose of the communication

Distinguish between data and
information from primary sources,
secondary sources and simulations,
and present them in the most
appropriate form
Across a range of contexts and
practical situations pupils:

Apply scientific knowledge and
understanding in the planning of
investigations, identifying significant
variables and recognising which
are independent and which are
dependent

Justify their choices of data
collection method and proposed
number of observations and
measurements

Collect data choosing appropriate
ranges, numbers and values for
measurements and observations

Independently recognise a range of
familiar risks and take action to
control them
Across a range of contexts and
practical situations pupils:

Suggest reasons based on
scientific knowledge and
understanding for any limitations or
inconsistencies in evidence
collected

Select and manipulate data and
information and use them to
contribute to conclusions

Draw conclusions that are
consistent with the evidence they
have collected and explain them
using scientific knowledge and
understanding

Make valid comments on the
quality of their data
L
5
Across a range of contexts and
practical situations pupils:

Use abstract ideas or models or
more than one step when
describing processes or
phenomena

Explain processes or
phenomena, suggest solutions to
problems or answer questions by
drawing on abstract ideas or
models

Recognise scientific questions
that do not yet have definitive
answers

Identify the use of evidence and
creative thinking by scientists in
the development of scientific
ideas
Across a range of contexts and
practical situations pupils:

Describe different viewpoints a
range of people may have about
scientific or technological
developments

Indicate how scientific or
technological developments may
affect different groups of people in
different ways

Identify ethical or moral issues
linked to scientific or technological
developments

Link applications of science or
technology to their underpinning
scientific ideas
Across a range of contexts and
practical situations pupils:

Distinguish between opinion and
scientific evidence in contexts related
to science, and use evidence rather
than opinion to support or challenge
scientific arguments

Decide on the most appropriate
formats to present sets of scientific
data, such as using line graphs for
continuous variables

Use appropriate scientific and
mathematical conventions and
terminology to communicate abstract
ideas

Suggest how collaborative
approaches to specific experiments
or investigations may improve the
evidence collected
Across a range of contexts and
practical situations pupils:

Recognise significant variables in
investigations, selecting the most
suitable to investigate

Explain why particular pieces of
equipment or information sources
are appropriate for the questions or
ideas under investigation

Repeat sets of observations or
measurements where appropriate,
selecting suitable ranges and
intervals

Make, and act on, suggestions to
control obvious risks to themselves
and others
Across a range of contexts and
practical situations pupils:

Interpret data in a variety of
formats, recognising obvious
inconsistencies

Provide straightforward
explanations for differences in
repeated observations or
measurements

Draw valid conclusions that utilise
more than one piece of supporting
evidence, including numerical data
and line graphs

Evaluate the effectiveness of their
working methods, making practical
suggestions for improving them
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BL
IE
Overall assessment (tick one box only)
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Low 5
Secure 5
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High 5
Low 6
Secure 6
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High 6