1. 1 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
APP primary science standards
file: Emma (Year 1 secure level 2)
Child profile
Emma is a Year 1 child with an autumn birthday and so is relatively old for her year group. The evidence
here shows her making good progress from level 1 to secure level 2.
The evidence
1. Describing and sorting materials
2. Investigating waterproof materials
3. Investigating magnetic materials
4. Investigating absorbent materials
5. Light and dark
6. Investigating reflective materials
7. Looking at rainbows
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2. 2 of 28 The National Strategies  Primary
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1 Describing and sorting materials
Assessment focuses
AF1, AF3
Context
The evidence here is from the start of a materials topic. The children used a computer game to help them to
become familiar with words that might be new, such as ‘rigid’, ‘magnetic’, and so on. The vocabulary was
also made available on a classroom display.
They chose some objects from around the classroom including fabrics, metals, plastics and woods, and
used the new terms to describe them to a friend, writing some of them down.
They then each chose a small selection of materials and decided how to sort them. Each child made a
display of their categories.
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3. 3 of 28 The National Strategies  Primary
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The evidence
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4. 4 of 28 The National Strategies  Primary
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Teacher’s notes
Emma could describe a pencil as ‘rigid’, ‘hard’ and ‘non-magnetic’, and with guidance she could write these
terms and copy a picture of a pencil. She could use the same terms for a magnifying glass, adding
‘transparent’, and drawing her own picture.
Emma sorted the materials independently, choosing her own criteria for grouping. She was confident in
saying that all materials could go in the hoops because they were either rough or smooth. She explained
that it was necessary to feel the materials in order to sort them.
Next steps
 Pooling of the children’s ideas, looking at the different ways in which they have chosen to
classify the materials, first of all working in small groups and then in discussion involving the
whole class.
 Looking at further properties of materials that cannot necessarily be examined by direct
observation, and require further investigation.
Assessment commentary
Emma can answers questions by drawing on her observations and can make comparisons between
features of materials. She is beginning to use simple scientific vocabulary to describe observed properties
and uses a simple graphic form of display based on a format provided.
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5. 5 of 28 The National Strategies  Primary
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2 Investigating waterproof materials
Assessment focuses
AF1, AF3, AF4, AF5
Context
The teacher set the scene for the investigation, telling the children that the class bear would like to go out
for a walk in the rain. The children decided he would need a coat, and that it would have to be waterproof.
The children were provided with different samples of materials, small pots of water, paper towels, and
dropper pipettes.
They spent some time talking with their partners, thinking about how they could investigate the best
materials to make a coat. Emma then wrote her own independent plan and carried out her investigation.
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6. 6 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
The evidence
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7. 7 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Teacher’s notes
Emma placed the paper towel on the table with the test material on top of it (although she had stated that
she would put the paper towel on the material). She measured the same volume of water for each test
material. She also suggested that she would need to wait for a minute before checking the paper towel, ‘to
give it time to run through’.
She could relate the visible holes in the sponge to the leakage of water through it.
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8. 8 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Next steps
 Discussion of practical problems when carrying out investigations to consider different ways in
which things could be done.
 Researching non-waterproof materials to see if they all have holes in them.
Assessment commentary
Emma draws on evidence to think about why the sponge let water through, and uses her direct observation
of the sponge to answer this question. Her simple table shows an appropriate presentation of observations.
She suggests how to find out about waterproof materials (although her written statement does not match
her actual procedure) and she uses her senses and the equipment to make observations. She shows that
she is able to provide a clear report of her observations.
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9. 9 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
3 Investigating magnetic materials
Assessment focuses
AF1, AF3, AF4, AF5
Context
The children had the chance to play with magnets, and were set the task of finding out which materials
were magnetic from a selection provided. They talked about this in groups, and were asked to then record
what they intended to do, independently, in words and with a simple diagram.
A table format for recording their observations was suggested to them. They were then asked to record
what they had found out from their observations.
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10. 10 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
The evidence
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11. 11 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Teacher’s notes
Emma talked confidently within her group, sharing her ideas with others. She told the group that she
thought the metal things would stick to the magnet.
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12. 12 of 28 The National Strategies  Primary
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She wrote her plan in clear steps and carried out her investigation on her own, using the equipment
correctly and safely.
She noticed that a penny didn’t stick to her magnet at first, and she stated that that ‘couldn’t be right’, so
she tried again with another magnet.
Next steps
 Identifying other questions about materials that can be investigated by simple
experimentation.
 Researching to find out which metals are magnetic and finding out why some pennies are
magnetic and some others are not.
Assessment commentary
Emma compares the materials available. She can present her observations appropriately, produce a simple
written plan and identify observations that can help her to answer a question. She reports on what she
sees, making predictions and providing explanations in the process, and she can respond to unexpected
observations.
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13. 13 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
4 Investigating absorbent materials
Assessment focuses
AF2, AF3, AF4, AF5
Context
The children watched a video to set the scene for an investigation. Discovery Dog* has a puddle to clean
up and he tries to use a plastic bag to do it. Emma was asked to work with three other children to plan and
carry out an investigation to find a better material. For the first part of their discussion the teacher acted as
scribe, capturing the ideas of the group. These are shown on the Discovery Dog template.
* Published by Millgate House Education Ltd. Created by Kate Blacklock, Jan Childe, Debbie Eccles and Peter Atkinson (and produced by Lancashire
County Council) for children age 5–7.
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14. 14 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
The evidence
happens.
‘Discovery Dog’ published by Millgate House Education Ltd. Created by K. Blacklock, J. Childe, D. Eccles and P. Atkinson Copyright ©
Lancashire County Council. Used with kind permission.
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15. 15 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Teacher’s notes
Emma verbally contributed to the discussion, talking about mopping up a spill at home.
She listened to the ideas of others and responded to their suggestions. She made sure that everyone made
a contribution, suggesting to one child that they could do the timing as they were wearing a watch.
She knew that she had to wait a minute and look at the puddle to see if it had been soaked up.
She demonstrated an understanding of controlling variables, insisting to her group that they needed a timer
so that they could leave every piece of material for the same length of time. Once she had been shown the
pipettes she suggested using the same amount of water for each puddle.
See the audio clip of a teacher talking about Emma’s work 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: Emma’).
Next steps
 Comparison of different approaches used by different groups, so that the children learn about
different ideas, and find out what works well and what does not.
 Consideration of different ways that results from investigations can be presented.
Assessment commentary
Emma links her work in science with familiar contexts and previous work. She shows that she can
recognise the contributions of another child when working together and makes suggestions about how to
investigate the problem.
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Assessing Pupils’ Progress in primary science
5 Light and dark
Assessment focuses
AF2, AF3, AF4, AF5
Context
The children carried out a series of activities:
 Pictures of light sources – working in pairs, children looked for light sources around the
school, making observations with photographic records to compare them.
 Seeing inside a dark box – again in pairs, children chose appropriate equipment to look inside
a dark box.
 Ideas about light and dark – children worked individually to mind-map their ideas about light
and dark.
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17. 17 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
The evidence
Pictures of light sources
Teacher’s notes
As well as identifying that the common features were glass and electricity, Emma could identify the roles of
different lights – outside security light for scaring away burglars and to light up the car park at night,
spotlights for the wall display, and strip lights for the whole hall.
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18. 18 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Seeing inside a dark box
Teacher’s notes
Emma understood how a friend could help in an investigation, saying that she needed help to shine the
torch and look into the other end of the dark box.
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19. 19 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Ideas about light and dark
Next steps
 Research into different light sources used in historical times before the discovery of electricity.
 Consideration of the disadvantages of excessive use of electrical light sources.
Assessment commentary
Emma discusses the helpfulness of light sources inside and outside the school, and she illustrates her
personal responses to light and dark. She uses appropriate scientific language in talking and writing about
her ideas about light sources and in explaining the importance of the Sun. She selects and uses the torch
to see detail inside the dark box, and she reports on what she has done and seen.
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20. 20 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
6 Investigating reflective materials
Assessment focuses
AF1, AF4, AF5
Context
The children worked in groups to find out about reflection from the surfaces of different materials. The
Discovery Dog template was used to introduce the investigation and provide a structure. They were told
that a dog had been lost at night and needed a new collar so that she could be found more easily if it
happened again.
'Discovery Dog', published by Millgate House Education Ltd. Created by K. Blacklock, J. Childe, D. Eccles and P. Atkinson Copyright © Lancashire
County Council. Used with kind permission.
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21. 21 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
The evidence
See the video clip of Emma talking about working together on reflecting light, 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: Emma’).
Teacher’s notes
Emma did not make a prediction but she participated fully in the shared activity. She recorded the findings
using ticks and crosses, as she had done for previous activities, to show whether she thought that the
material did or did not reflect. She used the word ‘reflect’ without prompting.
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22. 22 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Next steps
 Observation and exploration of the idea that surfaces always reflect some light to varying
degrees, rather than simply being reflective or non-reflective.
 Introduction of simple ideas about how light travels and how the direction it travels can be
represented in diagrams by arrows.
Assessment commentary
Emma works effectively in the group, and is able to state her own contribution and that of others, and she
records the findings in a simple table. She uses the torch in making her observations and she reports what
happened.
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23. 23 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
7 Looking at rainbows
Assessment focuses
AF1, AF2, AF3
Context
The class were thinking about rainbows, looking at pictures and using a Primary Upd8 activity, ‘Seeing
Rainbows’ (www.primaryupd8.org.uk), to consider the conditions needed for seeing them. They were
asked to say why the conditions on each of the five Upd8 images would or would not produce a rainbow,
and to draw their own picture to show what the requirements are.
'Seeing Rainbows' Primary Upd8 www.primaryupd8.org.uk © Association for Science Education.
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24. 24 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
The evidence
Taken from Primary Upd8 www.primaryupd8.org.uk © Association for Science Education. Used with kind permission
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25. 25 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Teacher’s notes
In the class discussion, Emma showed that she knew that sunlight and rain were needed to see a rainbow.
Next steps
 Work in a group to produce a rainbow effect on paper using a glass of water in sunlight.
Assessment commentary
Emma correctly states the conditions needed to make a rainbow and then uses this to answer the
questions and draw a pictorial representation. She records ticks and crosses on the Upd8 sheet and also
provides some written notes to explain her thinking. Her pictorial representation shows some good scientific
ideas with light being represented by arrows.
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26. 26 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
Assessment summary
AF1 Thinking scientifically
Emma can use observations and ideas to answer questions. She can develop her own criteria for
comparing features of materials, and sort them on the basis of her observations. She is able to identify
evidence needed to answer a question.
AF2 Understanding the applications and implications of science
She can express personal opinions on the importance of light sources, and about the experiences of light
and dark, and she recognises that ‘glass’ and ‘electricity’ are features shared by useful light sources in her
school.
AF3 Communicating and collaborating in science
Emma uses simple tables to present information she has collected, and shows a developing vocabulary of
scientific terms. She can present sequenced ideas using words and images. In pairs and in larger groups,
Emma shows that she can work well with others.
AF4 Using investigative approaches
Emma can choose her own methods in her testing of materials, using equipment correctly to make relevant
observations.
AF5 Working critically with evidence
Emma makes predictions and compares them with actual observations. She can report on her observations
verbally and in writing. In the event of an outcome that she does not expect, she makes further observation.
Overall assessment judgement
The work was carried out over two terms. Emma had already made good progress to level 1 at the start of
this period, and the evidence here shows that she is working at secure level 2 across all assessment
focuses. Further progress could be made through carrying out investigative work that involves working with
numerical data. Over the the rest of the year Emma should also be provided with further opportunities to
demonstrate her skills and understanding, particularly within attainment target 2.
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27. 27 of 28 The National Strategies  Primary
Assessing Pupils’ Progress in primary science
APP primary science assessment guidelines: levels 1 and 2
AF1 – Thinking scientifically AF2 – Understanding the applications AF3 – Communicating and AF4 – Using investigative AF5 – Working critically
and implications of science collaborating in science approaches with evidence
L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and Across a range of contexts and
2 practical situations pupils: situations pupils: situations pupils: practical situations pupils: practical situations pupils:
 Draw on their observations and  Express personal feelings or opinions about  Present their ideas and evidence in  Make some suggestions about how  Say what happened in their
ideas to offer answers to scientific or technological phenomena appropriate ways to find things out or how to collect experiment or investigation
questions data to answer a question or idea
 Describe, in familiar contexts, how science  Respond to prompts by using simple texts  Say whether what happened
they are investigating
 Make comparisons between basic helps people do things and electronic media to find information was what they expected,
features or components of  Identify things to measure or acknowledging any
 Identify people who use science to help  Use simple scientific vocabulary to describe
objects, living things or events observe that are relevant to the unexpected outcomes
others their ideas and observations
question or idea they are
 Sort and group objects, living  Respond to prompts to suggest
 Identify scientific or technological  Work together on an experiment or investigating
things or events on the basis of different ways they could have
phenomena and say whether or not they are investigation and recognise contributions
what they have observed  Correctly use equipment provided to done things
helpful made by others
make observations and
 Respond to suggestions to
measurements
identify some evidence (in the
form of information, observations  Make measurements, using
or measurements) needed to standard or non-standard units as
answer a question appropriate
   
L Across a range of contexts and Across a range of contexts and practical Across a range of contexts and practical Across a range of contexts and Across a range of contexts and
1 practical situations pupils: situations pupils: situations pupils: practical situations pupils: practical situations pupils:
 Ask questions stimulated by their  Identify a link to science in familiar objects  Use everyday terms to describe simple  Respond to prompts by making  Respond to prompts to say
exploration of their world or contexts features or actions of objects, living things some simple suggestions about how what happened
or events they observe to find an answer or make
 Recognise basic features of  Recognise scientific and technological  Say what has changed when
observations
objects, living things or events developments that help us  Present evidence they have collected in observing objects, living things
simple templates provided for them  Use their senses and simple or events
 Draw on their everyday
equipment to make observations
experience to help answer  Communicate simple features or
questions components of objects, living things or
events they have observed in appropriate
 Respond to suggestions to
forms
identify some evidence (in the
form of information, observations  Share their own ideas and listen to the ideas
or measurements) that has been of others
used to answer a question

BL
IE
Overall assessment (tick one box only) Low 1 Secure 1  High 1 Low 2 Secure 2  High 2
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28. 28 of 28 The National Strategies  Primary
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Acknowledgements
‘Discovery Dog’ published by Millgate House Education Ltd. Created by K. Blacklock, J. Childe,
D. Eccles and P. Atkinson Copyright © Lancashire County Council. Used with kind permission.
Primary Upd8, www.primaryupd8.org.uk © Association for Science Education. Used with kind
permission.
QCDA 01063-2009PDF-EN-05 © Crown copyright 2009