Developing Progression in Primary Science/Document

Reception

Considering the learning outcomes appropriate for this age range, the children should, within appropriate activities:

• get used to saying what might make a difference
• be encouraged to say what they think will happen
• be encouraged to express what happened

Years 1 & 2

Considering the learning outcomes appropriate for this age range, the children should, within appropriate activities:

• have the chance to think about simple variables that might affect results  have opportunities to consider what is meant by ‘best’
• see how simple questions are constructed, the answers to which they will then attempt to find through practical work
• be able to consider the fairness of tests they are helped to set up
• have opportunities to predict, using previous knowledge from home and school where appropriate
• have the opportunity to record some results in class or group tables  get the chance to produce their own tables and bar charts
• be able to draw simple conclusions from results  be able to link cause and effect using simple scientific ideas

Years 3 & 4

Considering the learning outcomes appropriate for this age range, the children should, within appropriate activities:

• have the opportunity to consider the variables that might affect results and to decide which are worth/not worth considering
• be able to express clearly what they mean by ‘best’
• get the chance to say why other things should be kept the same when one variable is changing  be able to consider the fairness of tests they set up, based on previous planning discussions
• get the chance to construct simple questions, the answers to which they hope to find through practical work
• have opportunities to predict, using previous science knowledge where appropriate  be able to link predictions to simple hypotheses
• have the opportunity to produce their own tables and bar charts  get the chance to use other appropriate graph formats
• be able to draw a simple conclusion from results  be able to link cause and effect using simple scientific ideas  be able to recognise simple trends or patterns in results

Years 3 & 4

Considering the learning outcomes appropriate for this age range, the children should, within appropriate activities:

• have the chance to consider the full range of testable variables that might affect results  be able to express why some possible variables would make no difference to results
• have the opportunity to express which variables should be controlled within an experiment and to articulate why
• gain experience in articulating testable questions
• have the opportunity in planning to consider how results will be recorded  how many results will be recorded and over what range
• have the opportunity in planning to consider how many trials are needed
• have the chance to produce a range of graphs from results, including line graphs from continuous variables
• be able to express conclusions that fit the results and answer the original question  be able to use conclusions to support hypotheses based on scientific ideas
  

Indicators of Level 1 and 2ness

Question

Did the child understand the question to be investigated?	1
Did the child use a variety of senses to observe and compare objects, living things or events?	1
Was the child able to communicate what he/she found out?	1
Did the child contribute some ideas on how to carry out the investigation?	2
Did the child make the observations and related measurements?	2
Could the child describe what happened and use simple tables to present results?	2

Indicators of Level 3ness

Could the child recognise when a comparison is unfair?	3
Can the child plan a fair test with some help?	3
Could the child make a simple prediction of what results might be obtained?	3
Could the child suggest how an idea might be tested?	3
Can the child make observations and related measurements?	3
Can the child make simple, reasoned explanations for what they observe and measure?	3

Indicators of Level 4ness

Did the child recognise the need for a fair test?	4
Can the child set up an investigation by varying one condition and keeping the others the same?	4
Can the child select appropriate apparatus and equipment to use?	4
Can the child present data obtained in the form of tables, bar charts, or line graphs (if appropriate)?	4
Can the child identify patterns and draw conclusions from the data obtained?	4
Can the child relate his/her conclusions to the pattern of results obtained and to their simple scientific knowledge and understanding?	4

Indicators of Level 5ness

Can the child use his/her scientific knowledge to devise and explain the use of fair tests in the context of what is being investigated?	5
Can the child use a range of simple apparatus and measure with the required accuracy?	5
Has the child recorded observations and measurements systematically and presented them as graphs where appropriate?	5
Can the child comment on whether the results would be obtained if the same methods were used to repeat the investigation (i.e. reliability of results)?	5
Can the child draw conclusions which relate his/her scientific knowledge and understanding to the experimental results obtained?	5