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Communication

Enquiry – Planning

Interdependence of OrganismY7 Cells test

Sustainable EarthInvestigating Dissolving

Enquiry - Reflecting Enquiry - Developing

ScienceL4MC

How things workBright LightsBouncing BallsY7 Energy Test

Best fit = 4 Best fit = 4

Best fit = 3 Best fit = 3

Interdependence of OrganismY7 Cells test

Sustainable EarthInvestigating Dissolving

How things workBright LightsBouncing BallsY7 Energy Test

Interdependence of OrganismY7 Cells test

Sustainable EarthInvestigating Dissolving

How things workBright LightsBouncing BallsY7 Energy Test

Interdependence of OrganismY7 Cells test

Sustainable EarthInvestigating Dissolving

How things workBright LightsBouncing BallsY7 Energy Test

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Communication

Attainment Target Level : 4

Reasons: There is some evidence that the pupil can use Scientific language in the most recent piece of work, but there is also a considerable difference between the earlier and later pieces of work in terms of the quality of scientific communication. Do we take “best fit” to mean an average over the time period, or does this disadvantage the pupil because it takes no account of the progression? Consensus was that Communication should be representative of where the pupil is now. Therefore – Level 4

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Enquiry - Planning

Attainment Target Level : 4Reasons:There is evidence of progression from the Bright Lights investigation, which produced a basic empirical plan and states only one factor to be kept the same to ensure a fair test (characteristic of Level 3), through to the Jelly investigation on the effect of temperature on the time taken to dissolve. The pupil correctly identifies the dependent and independent variables and several factors to be controlled, and begins to justify a prediction based on a particle model (characteristics of level 5). However this is not quite sufficiently well developed to quite justify Level 5, and the success criteria aspect is weak by comparison. Therefore a Level 4 is the appropriate best fit model. The other crucial aspect is that it is not possible to judge purely from the written evidence how much support has been given. The pupil would need to demonstrate that they can produce investigation plans independently in several different contexts of this quality to be a safe Level 5.

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Enquiry - Developing

Attainment Target Level : 3Reasons: The pupil can clearly follow a method and produce clear tables of results, but the degree to which the pupil can independently make amendments to a method is not clear. The quality of graphical plots is reasonable – both bar and scatter graphs are correctly constructed and labelled (some aspects of Level 5 here – the pupil can choose scales). The identification of patterns and trends is rather superficial (“jelly dissolves quicker when the temperature is hotter” is a low level statement compared to the more well developed use of a particle model in the prediction).The aspects relating to “distinguish between facts, beliefs and opinions” simply has not been covered yet and should not artificially sway a judgement based on what the pupil has done for the purposes of this exercise.

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Attainment Target Level : 3

Reasons: The pupil has made a passing reference to the success criteria in the Jelly experiment, but only to confirm that they managed to do what they set out to do. The skill of evaluating an experiment and suggesting improvements to the method has not yet been taught, though the fact that the pupil does change the starting temperature because the original choice was too low could be considered a basic evaluation. The pupil was not asked on this occasion to link the learning to familiar situations, but there is clearly more evidence than would be expected to satisfy the Level 2 statement for reflecting.

Enquiry - Reflecting

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MC Investigating dissolving

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This is MC’s work from the school visit in June 2008. It appears that some of the work is missing

The work on dissolving was continued during Y7

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MC Bright Lights investigation

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MC Bouncing Ball

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MC Year 7 Module 1 Test

Energy

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MC Year 7 Module 2 test Cells

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