Science+Level+5


 * Level 5 ||


 * Skills ||  Level Statement  ||  Cluster Interpretation  ||  Example  ||
 * __**Plan**__ ||   ||   ||   ||
 * 1. Find evidence, information and ideas. || Find and use relevant evidence, information and ideas. || Pupils can distinguish between relevant and irrelevant sources of information. ||  ||
 * 2. Methods and strategies || Systematically plan their enquiries. || Logical planning, with increasing independence (use of scaffolds still appropriate). ||  ||
 * 3. Predict || Make predictions based on scientific knowledge and understanding, including simple models. || Using a scenario pupils can make a prediction, based on scientific knowledge and understanding. ||  ||
 * 4. Fair testing || Identify key variables and distinguish between independent and dependent variables and those that they will keep the same. || Pupil can distinguish between independent (what they change) and dependent (what they measure) variables (with support if appropriate) ||  ||
 * 5. Determine success criteria || Give some justification for their success criteria. || Pupils suggest and decide as a class/group/individual on success criteria (teacher support as appropriate), giving some reasons for choices. ||  ||
 * __**Develop**__ ||   ||   ||   ||
 * 6. Observe and measure || Select measuring instruments that allow them to make a series of accurate measurements. || Pupils select measuring equipment that is appropriate for accurate measurement. ||  ||
 * 7. Monitor progress || Regularly check progress and revise the method where necessary. || As stated. ||  ||
 * 8. Communicate findings || Organise and communicate their findings, integrating different forms in various presentations and record these systematically using S.I. units where appropriate.
 * 8. Communicate findings || Organise and communicate their findings, integrating different forms in various presentations and record these systematically using S.I. units where appropriate.

Select the most appropriate type of graph or chart to display data. || Good opportunities here for use of ICT (digi-blue, PowerPoint, graphing etc) ||  ||
 * 9. Review findings || Use line graphs to describe relationships between two continuous variables.

Identify bias and start to consider reliability. || Using a graph to explain cause and effect.

Once the bias is recognised, knowing that the reliability may be in question. Looking at facts relating to healthy eating, smoking, alcohol etc. See that some people’s opinions will impact on this (i.e. fast food companies) ||  ||
 * 10. Explaining || Use scientific knowledge and understanding, including //simple models// when explaining their findings...

...and differences between or changes to organisms, material and physical phenomena. || Pupil can relate their scientific explanations to a specific ‘real-life’ example.

i.e. differences in animals habitats, differences between magnetic/non-magnetic, differences between types of forces ||  ||
 * 11. Conclusions and decisions || Draw conclusions that are consistent with the findings and consider others’ views to inform opinions and decisions. || As stated. ||  ||
 * __**Reflect**__ ||  ||   ||   ||
 * 12. Review success || Begin to evaluate how far success criteria fully reflect successful outcomes. || Pupils to consider whether their success criteria’s were too limited based on the outcomes (use of peer assessment to draw comparisons). ||  ||
 * 13. Evaluate learning || Identify the learning/thinking strategy they have used. || As stated. ||  ||
 * 14. Link Learning || Link the learning to dissimilar but familiar situations. || As stated. ||  ||
 * 14. Link Learning || Link the learning to dissimilar but familiar situations. || As stated. ||  ||