DE- Science, P scales
Science gives all pupils the opportunity to think and learn, and develop an interest in, and curiosity about, the world around them through exploratory and investigative experiences and activities.
The Ingot's Science P scales provide learners with the opportunity to:
• develop an awareness of, and interest in, themselves and their immediate surroundings and environment
• join in practical activities that link to ideas, for example, doing and thinking
• use their senses to explore and investigate
• develop an understanding of cause and effect
In response to these opportunities, pupils can make progress in science by:
• experiencing that personal actions have consequences, leading to the seeking of explanations, and an understanding of the links between causes and effects
• increasing the breadth and depth of their experience, knowledge and understanding
• linking and applying scientific knowledge and understanding to everyday life, for example, to cooking, to their own health, in the use of materials for functional purposes
• investigating the familiar, and later developing a broader environmental and technological perspective
• developing an understanding of the more abstract as well as the concrete and practical
• moving from description to explanation of events and phenomena
P4 – Science, Learning outcomes and assessment criteria
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Learning Outcome The learner will |
Assessment Criteria The learner can |
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1. Explore objects and materials |
1.1 explore provided objects and materials 1.2 explore provided materials 1.3 change some materials by physical means 1.4 observe the outcome of altering a material |
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2. Communicate awareness of changes in light, sound or movement |
2.1 discuss changes in light 2.2 discuss changes in sound 2.3 discuss changes in movement |
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3. Imitate actions involving main body parts |
3.1 can copy simple movements 3.2 can imitate upper body actions 3.3 imitate lower body actions |
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4. Make sounds using their own bodies |
4.1 make sounds using my body 4.2 copy sounds |
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5. Cause movement by a pushing or pulling action |
5.1 cause movement by pushing 5.2 cause movement by pulling |
P4 Pupils explore objects and materials provided, changing some materials by physical means and observing the outcomes, for example, when mixing flour and water. Pupils communicate their awareness of changes in light, sound or movement. They imitate actions involving main body parts, for example, clapping or stamping. They make sounds using their own bodies, for example, tapping, singing or vocalising, and imitate or copy sounds. They cause movement by a pushing or pulling action. ‘Explore’ includes access through any sensory mode. Teachers should ensure they are assessing intended, not accidental, actions.
P5 – Science, Learning outcomes and assessment criteria
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Learning Outcome The learner will |
Assessment Criteria The learner can |
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1. Participate in activities focused on the anticipation of and enquiry into specific environments |
1.1 take part in activities related to anticipation of specific environments 1.2 take part in activities related to enquiry into specific environments |
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2. Match objects and materials in terms of single features or properties |
2.1 match objects by a single feature or property 2.2 match materials by a single feature or property |
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3. Indicate the before and after of material changes |
3.1 indicate a material before a change has occurred 3.2 indicate a material after a change has occurred 3.3 observe a material changing during a test |
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4. Try out a range of equipment in familiar and relevant situations |
4.1 have experienced a range of equipment 4.2 use equipment in familiar and relevant situations |
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5. Respond to simple scientific questions |
5.1 respond appropriately to simple scientific questions |
P5 Pupils take part in activities focused on the anticipation of and enquiry into specific environments, for example, finding a hamster under straw, or a CD or video in a pile. They match objects and materials in terms of single features or properties, for example, temperature or colour. They indicate the before and after of material changes. They try out a range of equipment in familiar and relevant situations, for example, initiating the activation of a range of light sources. They respond to simple scientific questions, for example, ‘Show me the flower’, ’Is this wet/dry?’ ‘Showing’, ‘demonstrating’, ‘trying out’, ‘responding’, etc, may be done by any means appropriate to the pupil’s preferred mode of communication and physical abilities. For some pupils this may mean directing an adult undertaking the task.
P6 – Science, Learning outcomes and assessment criteria
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Learning Outcome The learner will |
Assessment Criteria The learner can |
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1. Recognise different features of objects |
1.1 recognise different features of objects 1.2 compare features of objects |
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2. Make generalisations, connections and predictions from regular experience |
2.1 carry out a simple test 2.2 make connections from regular experience 2.3 make predictions from regular experience |
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3. Sort materials according to a single criterion when the contrast is obvious |
3.1 sort materials according to a single criterion |
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4. Closely observe the changes that occur |
4.1 observe changes that occur in a materials state during tests |
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5. Identify some appliances that use electricity |
5.1 identify appliances that use electricity |
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6. Show knowledge of some sources of sound and light |
6.1 show knowledge of some sources of sound 6.2 show knowledge of some sources of light |
P6 Pupils recognise distinctive features of objects, for example, the features of living things in their environment, and know where they belong, for example, feathers on a bird, leaves on a tree. They begin to make generalisations, connections and predictions from regular experience, for example, expecting that ice cream will melt, or making wheeled objects move faster by pushing on a smooth surface or releasing them down a slope. Pupils sort materials according to a single criterion when the contrast is obvious. They closely observe the changes that occur, for example, when materials are heated, cooled or mixed. Pupils identify some appliances that use electricity. They show they know some sources of sound and light, for example, remembering their location.
P7 – Science, Learning outcomes and assessment criteria
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Learning Outcome The learner will |
Assessment Criteria The learner can |
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1. Understand the scientific use of some simple vocabulary |
1.1 use simple scientific vocabulary in different situations 1.2 use simple scientific vocabulary when describing 1.3 understand the use of some simple scientific vocabulary |
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2. Communicate related ideas and observations using simple phrases |
2.1 use simple phrases to communicate ideas 2.2 use simple phrases to communicate observations |
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3. Demonstrate simple properties of light, sound and movement |
3.1 demonstrate simple light properties 3.2 demonstrate simple sound properties 3.3 demonstrate simple movement properties |
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4. Make simple records of their findings |
4.1 use various methods to record findings 4.2 discuss my results 4.3 compare my findings with others |
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5. Make suggestions for planning and evaluating their work |
5.1 discuss what I am going to do and provide a reason 5.2 discuss my work and suggest how it can be improved |
P7 Pupils understand the scientific use of some simple vocabulary, such as before, after, bumpy, grow, eat, move and can communicate related ideas and observations using simple phrases, for example, which food to give which animal. Pupils can demonstrate simple properties of light, sound and movement, for example, bright, noisy/quiet, fast/slow. They make simple records of their findings, for example, by putting pictures of an activity in sequence. They begin to make suggestions for planning and evaluating their work, for example, responding to the question ‘Was that right or wrong?’ ‘Showing’, ‘demonstrating’, ‘trying out’, ‘responding’, etc, may be done by any means appropriate to the pupil’s preferred mode of communication and physical abilities. For some pupils this may mean directing an adult undertaking the task.
P8 – Science, Learning outcomes and assessment criteria
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Learning Outcome The learner will |
Assessment Criteria The learner can |
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1. Show they have observed patterns or regular changes in features of objects, living things and events |
1.1 show that I have observed patterns of regular changes in objects 1.2 show that I have observed patterns of regular changes in living things 1.3 show that I have observed patterns of regular changes in events |
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2. Make some contribution to planning and evaluation and to recording their findings |
2.1 contribute to planning my work 2.2 make predictions, from experience 2.3 make some contribution to evaluating my findings 2.4 contribute to recording my findings |
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3. Identify a range of common materials and know about some of their properties |
3.1 identify a range of common materials 3.2 know about some of the properties of common materials |
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4. Sort materials using simple criteria and communicate their observations of materials in terms of these properties |
4.1 sort materials using simple criteria 4.2 communicate observations of materials |
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5. Make their own observations of changes in light, sound or movement that result from actions |
5.1 make observations of changes in light that result from actions 5.2 make observations of changes in sound that result from actions 5.3 make observations of changes in movement that result from actions |
P8 Pupils show they have observed patterns or regular changes in features of objects, living things and events, for example, chrysalis/butterfly day/night. They make some contribution to planning and evaluation and to recording their findings. They identify a range of common materials and know about some of their properties. They sort materials using simple criteria and communicate their observations of materials in terms of these properties. Pupils make their own observations of changes of light, sound or movement that result from actions, for example, using a volume control or a dimmer switch and can describe the changes when questioned directly.
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