National Curriculum Level Descriptors

National Curriculum Level Descriptors

Art Level Descriptors Level Exploring Investigating Analysing Evaluating 8 I can develop, express and realise ideas in often original ways, confidently exploiting what I have learn from taking creative risks and from my understanding of creative processes. I can exploit the potential of materials and processes independently, making both intuitive and analytical judgements to develop and realise my intentions. I can analyse, engage with, and question critically aspects of my own and others work, identifying how beliefs, values and meanings are expressed and shared. I can confidently express reasoned judgements about my own work and that of others, demonstrating analytical, critical and contextual understanding. 7 I can learn from taking creative risks that help me to form and develop my ideas and to create purposeful, imaginative work with some originality. I can demonstrate confident understanding and use of materials, processes and the formal elements, combining these thoughtfully to realise my intentions. I can analyse and comment on my own and others work, appreciating how codes and conventions are used to express ideas in different genres, styles and traditions. I can explain how and why my understanding of the work of others affects my own ideas, values and practice. 6 I can accept creative risks, exploring and experimenting with ideas independently and inventively and using a range of appropriate resources imaginatively to develop, design and make my work. I can apply my technical knowledge and skills to realise my intentions, using the qualities of materials, processes and the formal elements effectively. I can interpret and explain how ideas and meanings are conveyed by artists, craftspeople and designers, recognising the varied characteristics of different historical, social and cultural contexts. I can provide a reasoned evaluation of the purpose and meaning of my own work and that of others. I can use my critical understanding to develop my own views and practice. 5 I can take some creative risks when exploring, experimenting and responding to ideas and selecting information and resources in order to develop my work. When designing and making, I can develop and use my technical knowledge and skills to manipulate the qualities of materials, processes and the formal elements appropriately. I can consider and discuss the ideas, methods and approaches that are used by artists, craftspeople and designers, relating these to both context and purpose. I can evaluate my own work and that of others, reflecting on my own view of its purpose and meaning. I am able to adapt and refine my ideas, processes and intentions. 4 I can use a variety of approaches to explore and experiment with ideas, information and resources in order to develop my intentions. I can investigate and develop a range of practical skills and use the qualities of materials and processes purposefully to suit my intentions when designing and making. I can compare and comment on differing ideas, methods and approaches used by artists, craftspeople and designers, relating these to the contexts in which the work was made. I can discuss my own work and that of others and consider how I might adapt and refine my ideas, skills and processes. 3 I can explore ideas in different ways, collecting information and practical resources in order to make informed choices about my work. I can investigate and use the qualities of materials and processes to develop my own practical skills and communicate my ideas and meanings. I can describe the work of others commenting on the ideas and purposes that I encounter. After looking at the work of others I can adapt and improve aspects of my own work when making images and artefacts for different purposes. 2 I can explore ideas. I can investigate and use different materials and processes to share my ideas and meanings, and design and make pictures and objects. I can talk about how others work is different, and suggest ways of improving my own.

Drama Level Descriptors Level 8 Knowledge, Understanding & Skills I collaborate and work independently to create drama that is challenging and outstanding. I use voice and movement with flair and exceptional understanding. I use drama form and structure naturalistically and symbolically. I can analyse and evaluate rigorously & concisely. 7 I collaborate and shape ideas to create highly crafted work. I use voice and movement originally and sensitively. I use explorative strategies and drama form with sophistication. 6 I work productively to create meaningful outcomes. I use voice and movement to sustain a role with commitment and focus. I select explorative strategies and drama form to create meaningful performances. I evaluate and analyse with justification using appropriate language. 5 I help to shape and extend ideas. I use voice and movement to sustain a convincing character. I select explorative strategies and drama form to make meaning. I evaluate and analyse drama. 4 I work confidently in a group. I create a convincing character. I use a number of explorative strategies to help me communicate. I reflect on my work and discuss strengths and weaknesses. 3 I work well with other people in my group. I can use voice and movement to create a character. I can use some explorative strategies to help me communicate. I can discuss my work and pinpoint specific elements. 2 I can work in a group. I can begin to use my voice as a character. I can use explorative strategies.

Design Technology Level Descriptors Level Problem Analysis and Research Designing Skills and Knowledge Development and Planning Evaluation 8 I have looked into different products and considered how they could be used to help my designs and considered how their form/function could be used in different ways. I have used other designers work to come up with original, detailed and technical designs. I selected the best tools, materials and processes to produce an accurate final product using my own knowledge and skills. I produced an accurate plan that led to a very successful and fully constructed final product without any modifications. I solved problems by using testing to find a solution. I have considered the ethical, social and cultural impact of my product. 7 I have investigated industrial processes and explained how they could be used to make a similar product. I have added detailed manufacturing notes to each design and included sustainability. I have explained the problems I had when making the product and how I solved them. I have produced a flow chart of the making process that includes timings. Others have commented on my final design and I have modified it in light of the evaluation. 6 I have written a technical Design Brief and Specification that meets the customer s needs. I have produced a range of creative and well annotated initial designs that explain materials, sizes and construction methods. I have used a range of tools, materials and processes to produce a successful, functioning and accurate final product. I have taken my best initial idea and developed it further into a final design. I have produced a detailed flow chart of the making processes that includes Health and Safety. I explained any modifications made to the final product. I tested the final product against my Specification and have explained any improvements. 5 I have written a simple Design Brief and Specification. I collected ideas from two places and explained how other people s ideas can help me with my designs. I explained my design ideas, added key sizes and made a quick model. My product is well made, the size is accurate and it has been tested by me. I drew a plan of making before starting practical work. I explained which parts of the plan I had to change as I went along. I explained how my project could be made by an industrial company. 4 I collected ideas from catalogues or the internet. I asked other people for their thoughts on my designs and explained their good and bad points. My product is well made, it looks like my chosen design and works well. I drew a simple plan of making. I explained the good and bad points of my product and how it could be improved. 3 I gathered ideas with support from an adult. I could come up with design ideas that are realistic when supported by an adult. My product is completed to an acceptable level and features elements from my designs I was able to produce a plan of making that covers the key stages with support from an adult. I could identify the good and bad points of my product with support of an adult.

English Level Descriptors Level Reading Writing Speaking and Listening 8 Pupils are able to fully appreciate what the writer is trying to achieve and can analyse in depth a writer s use of structure, punctuation and vocabulary. They can successfully select key passages and make comparisons and contrasts to other similar ideas and themes within the text. Writing is creative and pupils are able to manipulate vocabulary and stylistic techniques to engage the reader. Ideas are seamlessly expressed and punctuation and paragraphing are used with flair and imagination. Writing gives joy to the reader. Pupils can talk assuredly and with purpose in a range of increasingly complex contexts. They can structure what they say clearly and they aid meaning with fully appropriate vocabulary choices, intonation and emphasis. In discussion, they make a variety of contributions which shape the development of the discussion and that show they have listened sensitively and perceptively to their peers. Pupils use Standard English confidently in a wide range of situations and they can adapt this as required. 7 Pupils are able to understand what the writer is trying to achieve and can fully explore how and why a writer has structured their work and considered why vocabulary and punctuation has been chosen. They can locate key passages and explore key themes within the text. Writing is confident and appropriate and pupils are able to use vocabulary and stylistic techniques effectively. Ideas are well expressed and punctuation and paragraphing is accurate and sometimes used creatively. Pupils are confident in matching their talk different contexts, including those that are unfamiliar to them. They can use vocabulary precisely and in increasingly creative ways to engage listeners. They organise their talk to communicate their ideas clearly, using signposts for emphasis. They make significant contributions to discussions and demonstrate that they are discerning about their inputs. Pupils use Standard English confidently if situations require it. 6 Pupils can appreciate layers of meaning and comment on the effect of a writer s use of punctuation, structure and vocabulary. Pupils writing is fluent and often engages the reader through vocabulary choice. Pupils use a range of sentence structures and punctuation is accurate and clarifies meaning. Pupils are clearly able to adapt their talk to the demands of different contexts, purposes and audiences with increasing confidence. Their talk engages the interest of the listener through the variety and liveliness of both vocabulary and expression. Pupils take an active part in discussions whilst showing sensitivity to others. They take different roles and show understanding of ideas being discussed. They use standard English fluently in formal situations. 5 Pupils show a clear understanding of why a writer has chosen particular vocabulary or structural features. They can successfully select the correct part of a text to illustrate their views. Pupils writing is appropriate and shows a clear awareness of purpose and audience. Complex sentences will be used and a range of punctuation devices will be accurately employed. Pupils clearly talk and listen in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. They begin to vary their expression and vocabulary for some effect. They show they can listen carefully in discussions, make contributions and ask questions that are responsive to others ideas and views. They use some of the features of Standard English in formal situations. 4 Pupils show a good understanding of the main points of a text and can comment on individual words and phrases. They are beginning to find and comment upon key passages. Pupils writing is thoughtful and generally is appropriate for purpose. Vocabulary choices are appropriate. Spelling is generally accurate and basic forms of punctuation are used accurately even if some more complex forms aren t always entirely used appropriately. Pupils are able to talk and listen in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. They show they can listen carefully in discussions, make contributions and ask questions that are responsive to others ideas and views. They are able to make adaptations to their spoken language appropriately and use some of the features of Standard English.

Level Reading Writing Speaking and Listening 3 Pupils can read independently and show an understanding of the main points of a text. They may paraphrase the writer s words when writing an essay. Pupils writing is well organised. The main features of the text type are used appropriately and are generally appropriate for the intended audience. Spelling is usually accurate and full stops and capital letters are used accurately. Pupils are able to talk and listen in more demanding contexts. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully to their peers. They begin to adapt what they say to meet the needs of the listener and they are varying the use of vocabulary and the level of detail. They are beginning to be aware of Standard English and when it is used and may experiment here. 2 Pupils reading of simple texts shows understanding and is generally accurate. They can express an opinion about major ideas within the text. Writing communicates meaning using appropriate vocabulary. Ideas are written in sentences and full stops and capital letters are written erratically. Simple words are correctly spelt. Pupils begin to be comfortable talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully to their peers and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.

Geography Level Descriptors Level Geographical Knowledge, Understanding & Skills Level 8 This level is all about creating Level 7 This level is all about evaluation Level 6 This level is all about applying what you have learnt and judging different pieces of information I can explain how physical and human processes interact and understand that many geographical issues are complex. I can predict and explain how human and physical processes will change in places over time. I can work out how new issues and views will affect people and the environment in the future. I can create my own enquiry questions, investigation and research and come up with appropriate answers. I can select appropriate evidence by myself and use a wide range of skills effectively and accurately. I use extensive geographical vocabulary and can critically review my work. I can say why many places are different in the world. I understand why and how human and physical processes change in places over time. I can say which patterns have more or less consequences. I can say why different views are good or bad. I can understand how my views affect the world. I can work out if peoples views will lead to conflict in places. I can critically evaluate sources of evidence and understand the problems with some pieces of evidence. My written work is detailed and I can reach well argued conclusions. I use a wide range of geographical vocabulary and show initiative when researching work. I can select and use accurately a wide range of map skills. I can compare places based on human and physical processes and understand why places similar/different. I can understand the links and relationships that make places dependent on each other and how human and physical processes change places. I can compare geographical patterns and explain the causes and consequences of them. I understand that different people have different views and opinions about geographical issues and can offer reasons why. I can demonstrate decision making skills. I can examine and understand evidence and information and can say why different pieces of evidence are better than others. I use a wide range of geographical vocabulary in my work. I can reach my own conclusions which are supported by evidence. I can use a wide range of map skills including OS Map, digital maps, photographs and satellite images to describe and explain places and geographical patterns.

Level Geographical Knowledge, Understanding & Skills Level 5 This level is all about understanding Level 4 This level is all about describing Level 3 This level is all about remembering I know about a range of places and environments at more than one scale and in different parts of the world. I understand different human and physical processes in the UK and other parts of the world and how these can create different places. I can explain geographical patterns. I understand that there are many different views about geographical issues and that people have different views to me. I can explain my own views and opinions about geographical issues. I can create relevant geographical questions and can choose my own ways (skills) to present information in an appropriate ways. I can select which pieces of evidence are more useful and can explain what evidence means. I use appropriate geographical vocabulary in my work. I can use ICT to research a topic and present evidence. I can use more advanced map skills such as grid references and scale to describe and understand what places are like. I can describe places in the UK and other parts of the world. I can describe the human and physical features that help me understand a place. I can describe some human and physical processes in a basic way. I can name and describe geographical patterns. I can give reasons for my views about geography. I can use more than one piece of evidence to answer questions. I can begin to suggest suitable geographical questions. I can use some geographical vocabulary. I can use ICT to research a topic. I can use atlases to locate countries or geographical features. I can begin to use map skills to identify and describe places. I can remember information about places both in the UK and further afield. I know that different places have similar or different physical and human features. I can write simple descriptions of places and features. I have views about what happens to the world. I use basic geographical vocabulary. I can use ICT at a simple level.

History Level Descriptors Level 8 7 Your work is as Level 7, but demonstrates wider reading and independent lines of enquiry Your work is developed, detailed explanation with links and weighting You develop your Level 7 work by wider reading. You demonstrate an understanding of a range of different interpretations of history, and can develop your own lines of enquiry. You confidently write detailed and balanced explanations, and show a good understanding of how to critically examine, and use, evidence. 6 Your work is mainly detailed explanation You can confidently describe and explain in detail, and can discuss in which ways a source or sources can be useful, reliable and accurate. 5 4 Your work is a mix of description and explanation Your work is mostly descriptive You describe events confidently and with reasonable detail. You can give a number of reasons when you discuss historical events. You can use sources, and are beginning to understand their limitations You can describe events in a bit of detail, and can give some explanation as to why events happen. You can use sources to find out information. 3 2 Your work is no more than couple of sentences Your work does not yet meet the Level 3 descriptors Your work is short. You may describe things briefly, but a lot of information is missing. You may also not be totally accurate in what you write.

Modern Foreign Language Level Descriptors Level Listening Speaking Reading Writing 7 I can understand long passages on a range of topics with some complex and unfamiliar language and different tenses from a variety of sources e.g. CD, teacher dictation to obtain information and respond appropriately I can transcribe longer sentences heard through dictation which are accurate and show an awareness of three tenses and complex structures I can develop conversations and respond to some unprepared questions with accurate pronunciation and intonation I can initiate and develop longer and more complex conversations coping with unfamiliar language and unexpected responses and can make use of important social conventions such as formal and informal modes of address I use new vocabulary and phrases from reading I can use a range of complex grammatical structures I understand long passages that cover a range of imaginative and factual material with some complex and unfamiliar language I am able to read and show comprehension of original and adapted materials from a range of different sources I am able to provide an accurate English translation of what I have read. I can write longer texts giving an opinion, personal points of view and justifying ideas. I can use vocabulary and phrases taken from texts I have read I can use a range of complex grammatical structures I am able to write creatively at length and express my opinions and ideas using a wide range of grammar and vocabulary 6 I can understand language in the past, present and future tense with familiar language in different contexts from a variety of sources e.g. CD, teacher dictation to obtain information and respond appropriately I can transcribe longer sentences heard through dictation which are accurate and show an awareness of three tenses. I can show global understanding I can give a short, prepared talk with opinions and answer simple questions about the talk with mostly accurate pronunciation and intonation I can initiate and develop longer conversations coping with unfamiliar language and unexpected responses and can make use of important social conventions such as formal and informal modes of address My vocabulary is varied and answers use new language from things I have read I understand a range of texts that include familiar language with the present, past and future tense I can note specific points and detail I can understand original and adapted written materials from a range of different sources, understanding the purpose, important ideas and details of these texts. I can read for gist understanding I can write texts with descriptive language, a variety of structures, 3 tenses and new vocabulary taken from texts I have read I am able to translate from the Target Language into English and English into the Target Language 5 I understand main points and opinions from passages with familiar language which might also have the present, past or future tense from a variety of sources e.g. CD, teacher dictation to obtain information and respond appropriately I can transcribe longer sentences heard through dictation which are accurate and show an awareness of two tenses I can identify and spell out missing words in authentic listening material such as songs I can give a short, prepared talk and use either the present, past or future tense with generally accurate pronunciation and intonation I can initiate and develop conversations coping with unfamiliar language and unexpected responses and can make use of important social conventions such as formal and informal modes of address. Some answers are longer than others. I can understand main points and opinions from texts with familiar language which might also include the present, past or future tense I can read stories, songs, poems and letters I am able to translate some short Target Language written texts into English I can read stories, letters, songs and poems which allow me to develop a greater understanding of the language and culture I can write short texts on a range of familiar topics using simple sentences and adapting and adding to an example I can use two different time frames i.e. past, present and future I can translate English sentences into the Target Language I can use compound and complex sentences containing coordinating and some subordinating conjunctions

Level Listening Speaking Reading Writing 4 I understand main points and some detail from a passage with simple sentences and familiar language from a variety of sources e.g. CD, teacher dictation to obtain information and respond appropriately I can transcribe longer sentences heard through dictation which are mostly accurate I can take part in a short, prepared conversation with increasingly accurate pronunciation and intonation and I can speak confidently I can initiate and develop conversations coping with some unfamiliar language and unexpected responses and show awareness of formal and informal modes of address I can adapt examples given to me to produce my own answers I understand main points and some detail from short texts with familiar language I can work out meanings of new words from looking at other words in the text I can identify a number of grammar points from a range of sources I can read and show comprehension of a range of adapted materials I can write short texts on familiar topics, adapting phrases I have learned I follow and adapt examples by changing words and phrases I can link my ideas together and use grammar, spelling and punctuation accurately to write creatively I can translate passages 3 I understand main points from a short passage with familiar words and phrases from a variety of sources e.g. CD, teacher dictation to obtain information and respond appropriately. Some things need to be repeated. I can transcribe short phrases and sentences heard through dictation with increasing accuracy I can ask and answer simple questions and talk about what you like with occasional mispronunciation I can initiate and develop conversations coping with some unfamiliar language and unexpected responses I can take part in a short, prepared conversation. I understand main points and personal responses from short texts with familiar language I can use a dictionary to find out the meaning of new words I can write a few short sentences with the support of an example or glossary and use expressions that I have learned I am starting to link my ideas together and use grammar, spelling and punctuation with increasing accuracy 2 I can understand a range of familiar spoken phrases from a variety of sources e.g. CD, teacher dictation to obtain information and respond appropriately I can understand clear speech, such as from a CD, recording or video I can transcribe words and short phrases heard through dictation with occasional errors I can answer simple questions and give basic information using set phrases to answer questions with some mispronunciation I can understand familiar written phrases I can use a glossary to find out the meaning of new words I can write one or two short sentences, following an example I can write familiar short phrases from memory

Music Level Descriptors Level Knowledge, Understanding & Skills 8 7 6 5 4 3 Discriminate between musical styles, genres and traditions, placing the music in context. Play and compose complex rhythms and melodies in different styles, exploiting the expressive and technical potential of the instrument you are working with. Compose extended pieces with a good sense of direction, shape and form Make critical judgements about musical characteristics, conventions and how different styles are reflected in your own and others work. Judgements must be justified with examples. Discriminate between and explore influences on styles, genres and traditions Play and compose complex rhythms and melodies in different styles using a range of musical techniques and notations. Make significant contributions to your group. Plan and improve your work and develop your ideas by adapting and improvising within a given structure. Make critical judgements about musical characteristics, conventions and how different styles are reflected in your own and others work. Listen, identify and work within various musical styles, genres and traditions Improvise and compose more complex rhythms and melodies in different styles using a range of musical techniques Make subtle adjustments to fit their own part within a group performance Use tempo, dynamics, phrasing and timbre expressively when performing and composing Plan and compose your work using different types of notation Improve your work by responding to feedback Recognise and use musical techniques from different periods of musical history or different styles, genres, or traditions Analyse and compare musical elements in different pieces of music Improvise and compose more complex rhythms and melodies in different styles Play and sing more significant parts from memory and notation, with an awareness of your own contribution such as leading others, taking a solo part, or providing rhythmic support. Improve your work by responding to feedback Use musical terms to describe the musical elements Play and sing from memory and from simple notation Play and compose simple rhythms and melodies Perform as part of a group and demonstrate an awareness of how parts fit together whilst maintaining your own part. Suggest improvements to your own work and other people s work Recognise how the musical elements are used to create an effect Sing in tune with some expression Improvise and compose simple rhythms and short melodies/ostinatos Combine sounds together to create an intended effect Improve your own work and comment on the intended effect

Physical Education Assessment Framework In Physical Education, attainment and progress are measured using a system of bands, working from Core through to Mastery. Each band is split into three subcategories, showing how secure the pupil is within that band. For example, a pupil on R1 would show the elements of the skills and knowledge required for the Develop band some of the time; a pupil on R2 would demonstrate them most of the time; a pupil on R3 would be demonstrate them at all times. Pupils are assessed in Year 7 to provide a baseline from which to measure progress. We set an ambitious benchmark of five subcategories from Year 7 to 9. For example, a pupil starting on B2 at the start of Year 7 would be expected to be performing at A2 by the end of Year 9. C1 C2 C3 B1 B2 B3 R1 R2 R3 A1 A2 A3 G1 G2 G3 P1 P2 P3 M1 M2 M3 Skill Skill Skill Skill Skill Skill Skill Throw, Catch Copy Link Combine Fluent Refined Mastery Run, Jump Repeat Control Accurate Complex Precise Hit Select Consistent Effective Efficient Chasse Apply Tactics Tactics Tactics Tactics Tactics Tactics Tactics Conform Understand Appropriate Modify Creativity Imagination Dominant Respond Deploy Variation Adaptability Flair Analysis Analysis Analysis Analysis Analysis Analysis Analysis Listen Identify Compare Detailed Comprehensive Investigate Multi dimensional Recognise Adjust Comment Developed Independently Autonomous Personal Personal Personal Personal Personal Personal Personal Integrate Cooperate Collaborate Leadership Proactive Plan Ambassador Sportsmanship Officiate Prepare Community Contribute Academic Academic Academic Academic Academic Academic Note Remember Describe Explain Discuss Debate Recall Justify Challenge Contextualise CORE BASE DEVELOP PERFORM EXCEL MASTER

Science Level Descriptors Level Investigative Skills Biology Chemistry Physics 8 Pupils use scientific knowledge and understanding to select an appropriate strategy. In consultation with their teacher they adapt their approach to practical work to control risk. They record data that are relevant and sufficiently detailed, and choose methods that will obtain these data with the precision and reliability needed. They analyse data and begin to explain, and allow for, anomalies. They carry out multi step calculations and use compound measures, such as speed, appropriately. They communicate findings and arguments, showing awareness of a range of views. They evaluate evidence critically and suggest how inadequacies can be remedied. Pupils demonstrate extensive knowledge and understanding related to organisms, their behaviour and the environment. They identify links between topics. They understand the relationship between evidence and scientific ideas. They describe and explain the importance of a wide range of applications and implications of biology. Pupils demonstrate extensive knowledge and understanding related to chemical concepts. They identify links between topics. They represent common compounds by chemical formulae and use these formulae to form balanced symbol equations for reactions. They understand the relationship between evidence and scientific ideas. They describe and explain the importance of a wide range of applications and implications of chemistry. Pupils demonstrate extensive knowledge and understanding related to energy, forces and space. They identify links between topics. They understand the relationship between evidence and scientific ideas. They describe and explain the importance of a wide range of applications and implications of physics. 7 Pupils plan appropriate approaches and procedures. They select and use methods to obtain reliable data, including making systematic observations and measurements with precision, using a range of apparatus. They recognise the need for a risk assessment. They record data in graphs, using lines of best fit. They analyse findings to draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain these conclusions and identify possible limitations in primary and secondary data. They use quantitative relationships between variables. They communicate effectively, using a wide range of scientific and technical conventions and terminology. They begin to consider whether the data they have collected are sufficient for the conclusions they have drawn. Pupils describe a wide range of processes and behaviour in organisms and the environment, using abstract ideas and appropriate terminology and sequencing a number of points. They make links between different areas of science in their explanations. They apply and use more abstract knowledge and understanding, in a range of contexts. They explain how evidence supports some accepted scientific ideas. They explain the importance of applications and implications of biology. Pupils describe a wide range of processes and phenomena related to chemistry, using abstract ideas and appropriate terminology and sequencing a number of points. They make links between different areas of science in their explanations. They apply and use more abstract knowledge and understanding in a range of contexts. They explain how evidence supports some accepted scientific ideas. They explain the importance of some applications and implications of chemistry. Pupils describe a wide range of processes and phenomena related to energy, forces and space, using abstract ideas and appropriate terminology and sequencing a number of points. They make links between different areas of science in their explanations. They apply and use more abstract knowledge and understanding in a range of contexts. They explain how evidence supports some accepted scientific ideas. They explain the importance of some applications and implications of physics. 6 Pupils identify an appropriate approach in investigatory work. They select and use methods to collect adequate data for the task, measuring with precision, using instruments with fine scale divisions, and identify the need to repeat measurements and observations. They recognise a range of familiar risks and take action to control them. They record data and features effectively, choosing scales for graphs and diagrams. They analyse findings to Pupils describe processes and behaviour in organisms and the environment, using abstract ideas and appropriate terminology. They apply and use knowledge and understanding in unfamiliar contexts. They describe some Pupils describe processes and phenomena related chemistry, using abstract ideas and appropriate terminology. They apply and use knowledge and understanding in unfamiliar contexts. They describe some evidence for some accepted Pupils describe processes and phenomena related to energy, forces and space, using abstract ideas and appropriate terminology. They use abstract ideas or models. They apply and use knowledge and understanding in unfamiliar

Level Investigative Skills Biology Chemistry Physics draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them and account for any inconsistencies in the evidence. They manipulate numerical data to make valid comparisons and draw valid conclusions. They communicate qualitative and quantitative data effectively. They evaluate evidence, making reasoned suggestions about how their working methods could be improved. evidence for some accepted scientific ideas. They explain the importance of some applications and implications of biology. scientific ideas. They explain the importance of some applications and implications of chemistry. contexts. They describe some evidence for some accepted scientific ideas. They explain the importance of some applications and implications of physics. 5 Pupils decide appropriate approaches to a range of tasks, including selecting sources of information and apparatus. They select and use methods to obtain data systematically. They recognise hazard symbols and make, and act on, simple suggestions to control obvious risks. They use line graphs to present data, interpret numerical data and draw conclusions from them. They analyse findings to draw scientific conclusions that are consistent with the evidence. They communicate these using scientific and mathematical conventions and terminology. They evaluate their working methods to make practical suggestions for improvements. Pupils describe processes and behaviour in organisms and the environment, using appropriate terminology. They explain processes and phenomena in more than one step or using a model. They apply and use knowledge and understanding in familiar contexts. They describe applications and some implications of biology. Pupils describe processes and phenomena related to chemistry, drawing on abstract ideas and using appropriate terminology. They explain processes and phenomena in more than one step or using a model. They apply and use knowledge and understanding in familiar contexts. They describe applications and some implications of chemistry. Pupils describe processes and phenomena related to energy, forces and space, drawing on abstract ideas and using appropriate terminology. They apply and use knowledge and understanding in familiar contexts. They describe applications and some implications of physics. 4 Pupils decide on an appropriate approach, including using a fair test, and select suitable equipment. Following instructions, they control obvious risks to themselves. They make a series of observations and measurements and vary one factor while keeping others the same. They record their observations using tables and bar charts and begin to plot points to form simple graphs. They begin to relate their conclusions to scientific knowledge and understanding. They communicate their conclusions using appropriate scientific language. They suggest improvements in their work, giving reasons. Pupils describe some processes and behaviour in organisms and the environment, using appropriate terminology. They recognise some applications and implications of biology. Pupils describe some processes and phenomena related to materials using appropriate terminology. They recognise some applications and implications of chemistry. Pupils describe some processes and phenomena related to energy, forces and space using appropriate terminology. They recognise some applications and implications of physics. 3 Pupils put forward their own ideas about how to investigate. They begin to recognise risks with help. They make relevant observations and measure quantities, selecting and using a range of simple equipment. They carry out fair tests with some help, recognising and explaining what makes them fair. They record findings in a variety of ways, including tables or charts. They give explanations for observations and communicate what they have found out, with suggestions for improvements in their work. Pupils describe similarities and differences between organisms, based on life processes. Pupils link cause and effect in organisms. Pupils sort materials into groups in a variety of ways, according to their properties. They explain the ways in which some materials are suited to specific purposes. They classify changes in materials as reversible and non reversible. They recognise and explain the purpose of technological developments in their everyday lives. Pupils link cause and effect in the properties and effects of light, sound, forces, and electricity. They begin to make generalisations and use simple scientific ideas with evidence to give explanations. They recognise and explain the purpose of technological developments in their everyday lives.

Level Investigative Skills Biology Chemistry Physics 2 Pupils make their own suggestions, with help, about how to collect relevant data. They follow direct instructions in order to stay safe. They make observations and measurements to compare living things, objects and events, using equipment provided for them. They record findings using prepared tables and communicate observations using scientific vocabulary. They say whether what happened was what they expected and can suggest some different ways they could have done things. Pupils describe a range of organisms, the places they are found and the basic conditions they need in order to survive. They recognise and describe similarities and differences between organisms and can sort them into groups. Pupils identify a range of common materials and some of their properties. They recognise, and describe similarities and differences between materials and can sort them into groups. Pupils describe and compare a range of properties and effects of light, sound, forces, and electricity. 1 Pupils suggest practical ways to find answers to questions. They make observations about features of objects, living things and events. They communicate their findings in simple ways. Pupils recognise and identify a range of organisms and some of their parts. Pupils recognise and describe some common materials, and their sensory properties. Pupils describe some changes in light, sound or movement that result from actions. They recognise that light and sound come from a variety of sources.