Badger Key Stage 3 Science
Level-Assessed Tasks
Year 7 Concepts
Andrew Grevatt
You may copy this book freely for use in your school.
The pages in this book are copyright, but copies may be made without fees
or prior permission provided that these copies are used only by the
institution which purchased the book. For copying in any other
circumstances, prior written consent must be obtained from the publisher.
Badger
Publishing
CONTENTS
Introduction
Please take a few minutes to read the introduction before using these tasks.
Task Topic
Task
7A Cells
Making a model cell
7B Reproduction
The race to make a baby
7C Food chains and webs
The rock pool food web
7D Behaviour
Baby firsts
7E Solids, liquids and gases
Ice cube poster
7F Simple chemical reactions
When a candle is alight
7G Simple chemical reactions
What happens when we burn fuels?
7H Acids and alkalis
How do antacid tablets work?
7I Forces
Journey of a pram, car or submarine
7J Forces
What are forces?
7K Energy sources
Where does electricity come from?
7L Electrical circuits
How does a torch work?
7M Geological changes
How are fossils made?
7N The solar system and beyond
Planet holidays
7O Environment
Atmosphere in balance
Exemplar work
Acknowledgements
This new edition is dedicated to Geoff.
I want to acknowledge all the teachers that I have had the pleasure to meet or work with,
who have provided improvement suggestions or further inspiration, your comments have
been valued.
The action research I have carried out with the truly inspirational members of the Cams
Hill Science Consortium has improved my personal understanding of levels and levelling
in science. www.thinkingframe.com
Thanks also go to the team at Badger Publishing for their support and hard work.
INTRODUCTION
Welcome to the new, updated version of the Badger Key Stage 3 Science Level Assessed
Tasks. These tasks have been adapted to the new KS3 Science National Curriculum and
improved in response to feedback and advances in the use of tasks such as these.
Since the first book was published back in 2004, I have been delighted with the hugely
positive response from so many teaching colleagues from around the country. Through
providing training sessions to departments that have taken this approach to assessment for
learning and having seen the tasks used in such a variety of ways, I have been inspired to
adapt and improve the tasks for the new Key Stage 3 Curriculum.
Something I have noticed is that colleagues do not always have the opportunity to read
this introduction. Almost all questions that are asked about these tasks can be answered by
reading the introduction. Even if it is not the first time you are using these tasks, please
task a few minutes to read through the next few pages. If you are the person responsible
for initiating these tasks into your department, I would highly recommend giving your
colleagues the opportunity to read a copy of this introduction during a department
meeting and discuss their thoughts before using the tasks.
I hope you and your students enjoy using these assessment tasks. I always welcome
feedback on how you are using them.
Andrew Grevatt
Why use these tasks?
• Ready to use formative assessment tasks.
• Engaging activities that promote learning and learners to use scientific knowledge and
understanding.
• Level ladder in learner-friendly vocabulary.
• Linked to KS3 Science Framework Yearly Learning Objectives.
• Uses Assessment for Learning principles to promote progression through science levels.
• All tasks have been tried, tested and developed with learners of all abilities.
• Open-ended, allowing learners to explain their ideas.
• Fully differentiated.
• Assesses knowledge and understanding of key concepts in the KS3 National
Curriculum 2008.
• Excellent diagnostic tool for highlighting individual and class misconceptions.
• Encourages teacher and learner engagement with progression of scientific knowledge
and understanding, through the National Curriculum levels.
• Levels based on the new National Curriculum levels (2008).
• Promotes the development of literacy skills and numeracy skills.
WHAT’S NEW?
I have made some improvements to the tasks to make them even more effective for
assessment for learning in science lessons:
Level boundaries
The level boundaries have increased from two level ranges (3-5 and 5-7) to three: Levels 3-5,
Levels 5-7 and Levels 7-EP (Exceptional Performance). The new National Curriculum does not
have level descriptors for Level 3, so I have made an educated guess as to the expectations at
this level. We are still going to have learners who are on the Level 3 and 4 borderline, so I
thought it necessary to keep the descriptors in. I did consider calling these descriptors ‘below
Level 4’ and, if you want to use that terminology, please feel free to change it.
Level ladders, but no improvement ladders
The level ladders remain in the same format, but I have removed the improvement ladders.
This is because most people double up the level ladders as improvement ladders. So,
although there are no improvement ladders, the improvement targets should be taken
from the level ladders.
Science Concepts and How Science Works
I have divided the curriculum into ‘Science Concepts’ and ‘How Science Works’ to
improve knowledge and understanding of key science concepts and to improve
knowledge and understanding of HSW in the contexts of these concepts respectively.
Literacy and numeracy guidance
There are now literacy and numeracy tips below each level ladder. These have been added
to support both teachers and learners in improving writing and numeracy in science. You
will notice that there is different guidance on the tasks at each level boundary. This is
based on the assumption that learners working at higher levels of science will be working
at higher levels of literacy and numeracy. Obviously, if you decide not to use these, they
can easily be removed before printing. Additional guidance on literacy and numeracy in
science can be found online in the National Strategy materials.
More choice
I have increased the number of tasks from twelve to fifteen in each of the books. Most of
the original tasks remain, but a few colleagues reported that they found particular tasks
more difficult to use and so these have been refined or replaced. There are also additional
tasks to help assess the new concepts such as ethology (behaviour) and atmosphere.
Condensed Key Stage 3
Some schools and colleges are choosing the two year KS3 approach to science teaching. I
have taken this into account when writing the new edition. Although the books are
published in the format of Year 7, Year 8 and Year 9 topics, teachers can use any of the
tasks at any point throughout KS3. Although I doubt many Year 7 learners will use the
Level 7-EP tasks, the tasks themselves can be used at any stage in the Key Stage.
HOW TO USE THESE TASKS
Each task is a simple open-ended task that assesses knowledge and understanding of a
significant concept from the new Science National Curriculum. The tasks should be
photocopied with the task sheet and the level ladder back-to-back or side-to-side. Teachers
and learners can use the level ladder to guide their response to the task.
Each task is available in three level ranges: Levels 3-5, Levels 5-7 and Levels 7-EP. I chose
this split because most learners are either working towards Level 5 or working beyond
Level 5. Level 5 requires learners to start using abstract concepts like energy, forces,
particles and cells. Once they can use these concepts, they are able to access Levels 6 and
beyond more easily. Most of the tasks are the same across the level ranges, but the
demands of the tasks, key words and level ladders are suited to the ability of the learners.
The tasks that are Levels 7-EP are often slightly different from the other tasks because
learners need to be challenged with ‘unfamiliar situations’ at these levels. Learners at these
levels should also be working independently, with no help from the teacher.
As with all new approaches, learners may need to do a few of these tasks before they get
the full benefit from them. The tasks are very open and, to start with, some learners can
feel overwhelmed by the freedom. They may need a lot of support and encouragement for
the first few; as their confidence grows, the learners gain more independence at attempting
the tasks.
Big Ideas and models in science
The Framework is divided into six Big Ideas in science – Energy, Forces, Particles, Cells,
Interdependence and Scientific Enquiry. The first five can be seen as the “abstract
concepts”, meaning that, when learners can use these ‘models’ or ‘Big Ideas’, they can start
to access criteria for Level 5 and beyond. Based on the work of the Cams Hill Science
Consortium’s ‘Levels Mountain’, my level descriptors in the previous edition used this
language to encourage learners to use these ideas: e.g. use the Big Idea of Energy to explain the
chemical reaction. This acts as a prompt, rather than giving them the answers! However,
from the feedback I have received from users, I have changed the language to “use a model
of particles to…” If you still favour the “Big Ideas” then feel free to edit the level ladders
accordingly (search for ‘model’ and replace with ‘big idea’ where appropriate).
General approaches
These tasks are ideal to use either mid-way or towards the end of a topic. As the tasks have
evolved and been trialled, many approaches have been tried. These are outlined below.
Whatever approach you decide to use, make sure that the tasks are formative. It is
important that these are not used as replacement summative tests. They are designed to
encourage learners to demonstrate what they understand and to have the opportunity to
improve. This is the foundation of formative assessment strategies: Where am I now? What
am I aiming for? How do I get there? To aid this, learners must be aware of the level (and
sub-level) for the end of the year.
The tasks are designed to give learners the opportunity to show their full potential in
science. To ensure this, I allow the class to use their notes from exercise books, text books
and other secondary sources to help them with the task. I also encourage the learners to
talk with their peers about the task and discuss their ideas. This rarely leads them to copy
each other, but does encourage the development of their ideas and challenges their
misconceptions. These tasks are not suitable for use under test conditions; such an
approach stifles the opportunities for learning.
Standard approach
• Starter activity (5-10 minutes) to introduce the task. Make sure each learner knows
which level they should be aiming for.
• Main activity (30-40 minutes) – learners attempt task. Teacher circulates, encouraging
use of the level ladder and challenging misconceptions.
• Plenary activity (10 minutes) – self or peer assessment, where improvement ladders are
used to decide on level and improvement targets.
• Homework activity – make the improvement, teacher collects and assesses them, giving
one improvement target.
Alternative approaches
Since I wrote this section in the first edition, I have seen many teachers using these tasks in
a whole variety of ways. I have seen teachers adapt the tasks to suit the needs of the class,
groups of learners working together on a task, the imaginative use of ICT to respond to the
task. Sometimes colleagues say, ‘I hope you don’t mind but I have adapted your task to…’
whatever they have done. This is fantastic and I have seen some brilliant adaptations to the
tasks themselves and the use of the tasks in the classroom. I would say, if you adapt the
level ladders significantly, do refer back to the generic level ladder in this introduction.
More recently, I have found more success with the tasks if I focus on the improvements
instead of the first draft of the task. Once learners are confident at using the tasks, set the
task as homework. Then mark this and spend the lesson focused on improvements.
Identify three or four main improvement targets, find individual tasks that will challenge
these (e.g. use textbook X to help you draw and label a cell diagram or complete worksheet
Y to help you explain how specialised cells are adapted to their jobs). Learners choose the
task related to their improvement targets. This is real AfL!
Encouragement of use of level ladder
Some learners find it difficult to use the level ladder to guide their work. Strategies I have
seen used include:
• encouraging the learner to tick or highlight the statements on the level ladder when
they think they have satisfied it;
• laminating level ladders, which can be ticked off using whiteboard markers then wiped
clean.
ASSESSMENT OF THE TASKS
There are three approaches to assessing these tasks: teacher assessment, self assessment
and peer assessment.
Teacher assessment
If you have not used these tasks before, I would recommend starting with the teacher
assessment approach for assessing the learners’ responses to the tasks. These are not like
the standard national tests, where you have very clear guidance of what answers to accept
and not accept. This approach is much more flexible and requires the use of professional
judgement when assigning a level.
These tasks are not summative tests, so the level that is assigned to a learner’s work is only
a “snapshot”. Learners often vary in their level from topic to topic. A good analogy to use
with them is that of computer games. Computer games are often based on “levels” of
success. Some people score higher levels on some computer games than others. The same
will be experienced when doing the level assessed tasks. However, most learners show a
general improvement trend when using these tasks.
The level ladders are written in learner-friendly language, are related to National
Curriculum levels and have been matched with national science tests where possible.
These should be used when assigning a level to a learner’s work. Additional guidance is
given for teachers in the teacher notes - this should be used alongside the level ladder.
Generic level ladder
Level 3
Note that there are no official level descriptors for Level 3 published in the new KS3 National
Curriculum for science.
• Uses some basic scientific words correctly.
• Identifies simple causes and effects.
Level 4
• Recalls and uses simple scientific words and knowledge.
• Labels macroscopic diagrams correctly (e.g. digestive system).
• Describes processes, reactions, functions and sequences of events simply using scientific
vocabulary.
• Recognises some applications and implications of science.
Level 5
•
•
•
•
Applies and uses knowledge and understanding in familiar contexts.
Starts to use abstract concepts of Energy, Forces, Particles and Cells.
Uses simple diagrams and explanations to start to explain how.
Describes applications and implications of science.
Level 6
•
•
•
•
•
Applies and uses detailed knowledge (from within KS3).
Uses abstract concepts to describe and explain their ideas.
Labels or draws microscopic diagrams correctly (e.g. cells, particle diagrams).
Can write word equations, uses simple formulae to calculate.
Explains the importance of some applications and implications of science.
Level 7
• A detailed knowledge and understanding (from within KS3) is used in explanations.
Sequences a number of points.
• Makes links: e.g. uses more than one abstract concept to explain phenomena.
• Can write simple symbol equations.
• Explains, using abstract ideas where appropriate, the importance of some applications
and implications of science.
Level 8
• Demonstrates an extensive knowledge and understanding (from within KS3), uses and
applies this effectively in their descriptions and explanations, identifying links between
topics.
• Writes balanced symbol equations, rearranges simple mathematical formulae.
Level EP
This should be carried out independently by the learner.
• Demonstrates both breadth and depth of knowledge and understanding.
• Applies this effectively in their descriptions and explanations, identifying links and patterns
within and between topics.
• Interprets, evaluates and synthesises data, from a range of sources in a range of contexts
and applies their understanding to a wide range of systems.
I take a general approach to “levelness”, outlined in the table above. If I am ever in doubt, I
refer back to this and consider the ability of the learner. Then, using professional
judgement, I can assign a suitable level along with a suitable improvement target.
Do not get too bogged down in which level to assign – make a judgement using the
criteria, then assign the level. I find that learners do pick me up on anything they think has
been badly judged! The resulting discussion is very useful to both parties.
Assigning sub-levels
Many schools and colleges use sub-levels to help measure and monitor progression in
scientific knowledge and understanding. These can be easily applied to these tasks. Most
level ladders have between three and five statements per level. If the learner has satisfied
only one or two descriptors for Level 4, the Level 4c can be awarded; all descriptors would
mean that 4a can be awarded.
Some issues do arise over whether to assign a Level 4a or 5c (for example). At these
boundaries, if it is not clear from the learner’s work then professional judgement comes
into play. Decide what will help to aid the learner’s progression the most.
Dealing with misconceptions
The great advantage of open-ended tasks is that they allow learners to have freedom to
express their ideas, knowledge and understanding about science. This, of course, includes
all their misconceptions as well. This is a particularly useful aspect of these tasks, but can
also be daunting when assessing the work if a learner has many misconceptions
demonstrated in it. I usually circle anything that is not scientifically correct, but base the
improvement target on the next step in progression.
What happens if the learner completely misses the point?
Sometimes learners can produce a piece of work that does not seem possible to assess
using the level ladder. The simple approach is that the improvement target is to do the task
again using the level ladder to guide. If it is a reoccurring issue, sit the learner next to
someone who can use the level ladder and encourage them to work together. In order to
pre-empt this issue, it is often useful to show the class the type of response you are looking
for. This can be done using an exemplar [see back of book].
Self assessment and peer assessment
Encouraging learners to assess their own work or each others’ can be very valuable. As
with anything new, learners will need more guidance and support to start with before their
confidence develops to do this successfully. I would highly recommend that time is taken
to help learners develop these skills with the support of these tasks.
Self assessment can be done by guiding learners through the level ladder and encouraging
them to tick off the descriptors they feel they have satisfied. Then they can use the
improvement ladder to help decide on suitable improvement targets. Peer assessment can
be useful because learners can learn from each other as well as engage with what is
required for each level.
Generally learners are reasonably accurate at assigning levels, but in self assessment there
is an issue that they may not be aware of misconceptions that have been made. If you
intend the learners to self assess a piece of work in class, it is worth making sure that you
challenge major misconceptions as you circulate.
With both these types of assessment, it is the process of discussing and deciding on a level
that is important, not necessarily whether the work is assessed to the correct sub-level. The
latter can be dealt with by the teacher.
Can these tasks replace tests?
Many science departments do too much summative testing, making learners sit as many as
twelve topic tests per year. What with marking and the time taken to do the test, this time
is better used doing formative assessment (assessment for learning). A lot of schools have
now moved to a model where the learners sit three summative tests a year, based on past
SATs questions, the results of which are used in reports. To replace the topic summative
tests, these level assessed tasks are used to bring in formative assessment strategies and
engage learners with progression and how to improve. This in turn improves their
achievement in tests.
A note to colleagues who teach in Wales
The Welsh system of teacher assessment involves moderating learner’s work within your
science department and sending samples to an external moderator to assess.
The Badger tasks are designed to support learners in achieving their best and making
improvements to improve achievement in science. So using these tasks with the level
ladder is not appropriate for assessment that will be submitted for moderation. However,
these tasks are suitable for use as practise and support approaches with the level ladder;
without the use of the level ladder, the tasks are suitable to be used for moderated teacher
assessments.
7A
CELLS (TN)
MAKING A MODEL CELL
NATIONAL CURRICULUM LINK
Organisms, behaviour and health:
life processes are supported by the
organisation of cells into tissues,
organs and body systems
RESOURCES:
None if set as a homework. For class
activity, a variety of materials for making
model cells: plastic and cardboard cartons,
cling film, dried peas, golf balls or ping
pong balls, wallpaper paste (optional and
make appropriate risk assessment), plastic
bags, scissors, glue.
PRIOR LEARNING EXPERIENCE
Before learners attempt this task, they must have experienced:
• Observing cells under a microscope.
• Simple structure of animal and plant cells.
• Adaptations in specialised cells (for access to Levels 6-EP).
TASK
Make a model of a plant or animal cell.
RELATED LEARNING OBJECTIVES
2.1 Life Processes
Year 7: Identify how organ systems can contribute to the seven life processes.
Year 9: Explain how the specialisation of cells in plants and animals support the seven
life processes in a healthy organism.
NOTES AND SUGGESTED APPROACHES
We highly recommend that you read the introduction of this book to get the most out of
this task. It is unusual in its format as it requires learners to make a three dimensional
model. Set homework to make a cell, then label it and make a legend in class, using
the level ladder as a guide. Ask learners to do a short presentation about their model
cell.
To ensure that the assessment is formative, learners could either make improvements
(after teacher, self or peer assessment) to their exhibit or the teacher could set specific
tasks to aid progression. For example: a worksheet to label a diagram of a plant or
animal cell or match cell parts to their jobs. These types of task are available in most
published schemes.
Y7 LEVEL-A SSESSED T ASKS: T EACHER NOTES
ADDITIONAL GUIDANCE FOR ASSIGNING A LEVEL
Sub-levels may be assigned to indicate the extent of understanding within a particular
level.
Level
Teacher guidance
3
National curriculum level descriptors do not describe characteristics for the understanding of
cells at Level 3 or 4, so these are my interpretations.
• Learner may make a model that has only some features that can be compared with a cell.
• Makes simple recall statements such as “living things are made of cells”, “cells are very
small”, “you can use a microscope to see cells”. This could be assessed verbally.
4
• Most of the features of an animal cell are present in the model.
• Most key words are used correctly when labelling a cell.
• Some jobs of the cell may be simply described, e.g. “the nucleus controls the cell”.
5
• Nearly all features correctly identified and labelled on the model of a plant or animal cell.
• All animal cell parts’ job correctly described (allow a few mistakes for jobs of plant cell
parts), e.g. “cell membrane lets substances in and out, cytoplasm does chemical
reactions”.
6
• All features have been labelled correctly.
• All parts correctly described, some parts explained, e.g. “cytoplasm does chemical
reactions like respiration” or “nucleus contains genes / DNA / chromosomes”.
• Simple description of cells’ job, e.g. “sperm swim to the egg”, “nerve cells send electrical
messages”.
7
• Learner will use scientific detail to explain the jobs of the parts of the specialised cell.
• Explanation of cell job has to link its structure to its function, e.g. “sperm has a tail to swim
to the egg”, “root hair cell has a hair which increases surface area to absorb more water”.
• Recognises the importance of knowing about cells, e.g. to understand how bodies work,
to help develop new drugs, to treat diseases such as cancer.
8
• In addition to Level 7, learner is able to identify unusual features of the specialised cell,
e.g. no nucleus in a red blood cell, elongated axon of the nerve cell.
• Describes how understanding cells has led to technologies such as stem cell research,
genetic engineering, etc.
EP
• Detailed explanation of the specialised features of the cells, e.g. axon in nerve cells to
transfer signals between different parts of the body, concave shape of red blood cells to
increase surface area.
• Explains how understanding cells has led to technologies such as stem cell research,
genetic engineering, etc.
Y7 LEVEL-A SSESSED T ASKS: T EACHER NOTES
7 A M AKING A MODEL CELL
7A
CELLS (TS3-5)
MAKING A MODEL CELL
TASK
Imagine the Science Museum has asked you
to make a model cell for a display. Make a
model of an animal cell.
Use the key words below to label each
part of the model cell clearly. Make an
information card, perhaps using a
key, to describe what cells are.
Your teacher may ask you to give a
short presentation about your model.
KEY WORDS (the parts and jobs are mixed up)
Parts of cell
Jobs
cell
cell membrane
cytoplasm
nucleus
controls the cell
lets some substances in and out of the cell
stores cell sap
place where chemical reactions take place
Y7 LEVEL-A SSESSED T ASKS: T ASK SHEET (L3-5)
 BADGER PUBLISHING LTD
7A
CELLS (LL3-5)
MAKING A MODEL CELL
What is your target level? Use the level ladder to help you reach it.
To get
level
You might:
3
• Make a simple model of an animal cell.
• Identify a part of the cell correctly.
• State some simple facts about cells, e.g. how you see them, what they do,
what they are like.
4
• Make a model animal cell and label most parts correctly using correct key
words.
• Describe what cells are like and what they do.
• Match some parts of the cell to their job correctly.
5
• Make an accurate model animal cell and label most parts correctly.
• Describe what cells are like and what they do.
• Describe the job of some parts of the cell correctly.
Which level have you achieved? Choose one improvement target and try it.
It is important that you can communicate your ideas clearly in science.
Use this checklist to help:
Literacy tips
•
•
•
•
Spell the key words correctly.
Write in sentences, using capital letters and full stops properly.
Use apostrophes to show contraction and possession.
Use scientific language appropriately.
Numeracy tips
• Use the correct units.
• When stating statistics, always use metric units, such as kilometres not miles, metres
not feet, kilograms not pounds.
Y7 LEVEL-A SSESSED T ASKS: LEVEL L ADDER (L3-5)
 BADGER PUBLISHING LTD
7A
CELLS (TS5-7)
MAKING A MODEL CELL
TASK
Imagine the Science Museum has asked you
to make a model cell for a display. Make a
model of an animal or plant cell.
Use the key words below to label each part
of the model cell clearly. Make an information
card, perhaps using a key, to describe what
cells are.
Your teacher may ask you to give a short
presentation about your model.
KEY WORDS
cell, cell membrane, cell wall, chloroplast, cytoplasm, nucleus, vacuole
controls the cell, lets some substances in and out of the cell,
does photosynthesis, stores cell sap,
place where chemical reactions take place
Y7 LEVEL-A SSESSED T ASKS: T ASK SHEET (L5-7)
 BADGER PUBLISHING LTD
CELLS (LL5-7)
7A
MAKING A MODEL CELL
What is your target level? Use the level ladder to help you reach it.
To get
level
You might:
5
• Make an accurate model animal cell and label most parts correctly.
• Describe what cells are like and what they do.
• Describe the job of some parts of the cell correctly.
6
•
•
•
•
Make an accurate model of a plant or animal cell.
Label all parts of the cell correctly.
Describe what cells are like and what they do.
Describe the jobs of each part of the cell correctly.
7
•
•
•
•
•
Make an accurate model of a plant or animal cell.
Label all parts of the cell correctly.
Explain why it is important to know about cells.
Explain the jobs of each part of the cell correctly.
Explain simply why the cell is good at its job.
Which level have you achieved? Choose one improvement target and try it.
It is important that you can communicate your ideas clearly in science.
Use this checklist to help:
Literacy tips
•
•
•
•
•
Spell the key words correctly.
Write in sentences, using capital letters and full stops properly.
Write in paragraphs where appropriate.
Use apostrophes to show contraction and possession.
Demonstrate a sense of audience in your writing.
Numeracy tips
• Use the correct, metric units (e.g. m, s, kg).
• When doing calculations, write down the equation you are using and show your
workings.
Y7 LEVEL-A SSESSED T ASKS: LEVEL L ADDER (L5-7)
 BADGER PUBLISHING LTD
7A
CELLS (TS7-EP)
MAKING A MODEL CELL
TASK
Imagine the Science Museum has asked you
to make a model cell for a display. Make a
model of a specialised animal cell or plant cell.
Use the key words below to label each part
of the model cell clearly. Make an information
card, perhaps using a key, to describe what
cells are.
Your teacher may ask you to give a short
presentation about your model.
KEY WORDS
cell, cell membrane, cell wall, cytoplasm, nucleus, chloroplast, vacuole
adaptation, function, specialisation, surface area
Y7 LEVEL-A SSESSED T ASKS: T ASK SHEET (L7-EP)
 BADGER PUBLISHING LTD
CELLS (LL7-EP)
7A
MAKING A MODEL CELL
What is your target level? Use the level ladder to help you reach it.
To get
level
You might:
7
•
•
•
•
•
Make an accurate model of a plant or animal cell.
Label all parts of the cell correctly.
Explain why it is important to know about cells.
Explain the jobs of each part of the cell correctly.
Explain simply why the cell is good at its job.
8
•
•
•
•
Make an accurate model of a specialised plant or animal cell.
Label all parts of the cell correctly, including unusual characteristics.
Explain in detail why it is important to know about cells.
Explain how the cell’s shape is related to its function.
EP
• Make a scale model of a specialised plant or animal cell.
• Label all parts of the cell correctly, including unusual characteristics,
explaining their function.
• Explain in detail the importance of understanding cell structure and
function.
• Explain how the cell’s shape is related to its function.
Which level have you achieved? Choose one improvement target and try it.
It is important that you can communicate your ideas clearly in science.
Use this checklist to help:
Literacy tips
• Write in paragraphs and check your spellings and your punctuation (full stops,
commas, apostrophes and capital letters).
• Demonstrate a clear sense of audience in your writing.
Numeracy tips
• Use the correct, standard units.
• When doing calculations, write down the equation you are using and show your
workings.
Y7 LEVEL-A SSESSED T ASKS: LEVEL L ADDER (L7-EP)
 BADGER PUBLISHING LTD