1. APP Assessing pupils’ progress KS3 Science Levelled criteria with suggested examples Main menu AF1, AF2, AF3, AF4, AF5 Overview APP Criteria poster Essex Science Team 2009

2. Main menu AF1 Thinking scientifically AF4 Using investigative approaches AF4 Using investigative approaches AF2 Understanding the applications and implications of science AF3 Communicating and collaborating in science AF5 Working critically with evidence

3. Essex Science Team 2009 AF1 Thinking Scientifically Level 5 Level 4 Level 5 Level 8 Level 6 Level 7 Level 8 Level 3 Level 3 Level 3 Level 4 Level 4 Level 4 Level 3 Level 5 Level 5 Level 6 Level 6 Level 6 Level 7 Level 8 Level 7 Level 7 Level 8 Using models for and in explanations The process of the development of scientific ideas and the role of the scientific community Weighing up evidence to construct arguments and explanations Provisional nature of Scientific evidence Back to Menu of AF1, AF2, AF3, AF4, AF5

4. Essex Science Team 2009 AF2 Understanding the applications and implications of science Level 5 Level 4 Level 5 Level 8 Level 6 Level 7 Level 8 Level 3 Level 3 Level 3 Level 4 Level 4 Level 4 Level 3 Level 5 Level 5 Level 6 Level 6 Level 6 Level 7 Level 8 Level 7 Level 7 Level 8 Effect of societal norms (political, social, cultural, economic) on science Implications, benefits and drawbacks of scientific and technological developments on society and the environment Creative use of scientific ideas to bring about technological developments Identification of how scientists use science in their work Back to Menu of AF1, AF2, AF3, AF4, AF5

5. Essex Science Team 2009 AF3 Communicating and collaborating in science Level 5 Level 4 Level 5 Level 8 Level 6 Level 7 Level 8 Level 3 Level 3 Level 3 Level 4 Level 4 Level 4 Level 3 Level 5 Level 5 Level 6 Level 6 Level 6 Level 7 Level 8 Level 7 Level 7 Level 8 Using appropriate presentation skills to enhance communication of scientific findings and arguments Presenting a range of views judging any possible misrepresentations Explaining ideas and evidence using appropriate conventions terminology and symbols Scientist communicating worldwide using conventions Back to Menu of AF1, AF2, AF3, AF4, AF5

6. Essex Science Team 2009 AF4 Using investigative approaches Level 5 Level 4 Level 5 Level 8 Level 6 Level 7 Level 8 Level 3 Level 3 Level 3 Level 4 Level 4 Level 4 Level 3 Level 5 Level 5 Level 6 Level 6 Level 6 Level 7 Level 8 Level 7 Level 7 Level 8 To effectively plan appropriate scientific investigations To support the gathering of evidence through the collection of precise and reliable data To identify and manipulate variables within the context of an investigation To be aware of the risks associated with the investigative process Back to Menu of AF1, AF2, AF3, AF4, AF5

7. Essex Science Team 2009 AF5 Working critically with evidence Level 5 Level 4 Level 5 Level 8 Level 6 Level 7 Level 8 Level 3 Level 3 Level 3 Level 4 Level 4 Level 4 Level 3 Level 5 Level 5 Level 6 Level 6 Level 6 Level 7 Level 8 Level 7 Level 7 Level 8 Evaluation of the planning and implementation of scientific investigations Processing and analysing data to support the evaluation process and draw conclusions Consideration of errors and anomalies Explanation and evaluation of evidence to support the scientific process Back to Menu of AF1, AF2, AF3, AF4, AF5

8. Essex Science Team 2009 AF1 Thinking scientifically Using models for and in explanations Level 3 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Represent things in the real world using simple physical models Example-This model car rolling down a slope could represent a real car rolling down a hill

9. Essex Science Team 2009 AF1 Thinking scientifically Using models for and in explanations Level 4 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Use simple models to describe scientific ideas Example-I can show using a ball for the Earth and a ball for the Sun how we have day and night

10. Essex Science Team 2009 AF1 Thinking scientifically Using models for and in explanations Level 5 Back to Thinking scientifically Across a range of contexts and practical situations pupils: (1) Use abstract ideas or models or more than one step when describing processes or phenomena Example-I can describe the pressure changes taking place in an aerosol can if you heat it in a flame (2) Explain processes or phenomena, suggest solutions to problems or answer questions by drawing on abstract ideas or models Example-The reason the pressure increases in a heated aerosol can is because the gas particles move faster when their temperature increases and hit the walls of the container more frequently and with more force.

11. Essex Science Team 2009 AF1 Thinking scientifically Using models for and in explanations Level 6 Back to Thinking scientifically Across a range of contexts and practical situations pupils: (1)Use abstract ideas or models of multiple factors when explaining processes or phenomena Example-I can explain why we have seasons by using a model Earth, set at an appropriate orientation in space, and a model Sun. (2) Identify the strengths and weaknesses of particular models Example-Using a sieve can show visually how small ‘bits’ can go through but big ‘bits’ can not. However, this does not mean that the walls of our digestive system have many ‘holes’ in them-the sieve is only a representation of the system.

12. Essex Science Team 2009 AF1 Thinking scientifically Using models for and in explanations Level 7 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Make explicit connections between abstract ideas and/or models in explaining processes or phenomena Example-Our digestive enzymes break down long chain molecules, which can be thought of as a chain of beads, into individual molecules which can be thought of as single beads. Any model showing the cutting of the long chain, by scissors for example, can be a useful way of visualising the process

13. Essex Science Team 2009 AF1 Thinking scientifically Using models for and in explanations Level 8 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Describe or explain processes or phenomena, logically and in detail, making use of abstract ideas and models from different areas of science Example-In the process of photosynthesis we need to use the particle model and our ideas of energy to show how plants make use of sunlight to combine the elements in Carbon Dioxide (CO 2 ) and Water (H 2 O) to make simpler sugar (C 6 H 12 O 6 )

14. Essex Science Team 2009 AF1 Thinking scientifically Weighing up evidence to construct arguments and explanations Level 3 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena Example-When we heat the water its temperature rises Use straightforward scientific evidence to answer questions, or to support their Findings Example-The reading on the thermometer shows me what is happening to the temperature.

15. Essex Science Team 2009 AF1 Thinking scientifically Weighing up evidence to construct arguments and explanations Level 4 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Identify scientific evidence that is being used to support or refute ideas or arguments. Example-When we mixed the two colourless liquids we saw a colour change-this shows that there was a chemical reaction.

16. Essex Science Team 2009 AF1 Thinking scientifically Weighing up evidence to construct arguments and explanations Level 5 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Identify the use of evidence and creative thinking by scientists in the development of scientific ideas Example-The use of the telescope enabled scientists to see distant ships approaching (the masts are seen first) and this gave them some evidence for a round Earth.

17. Essex Science Team 2009 AF1 Thinking scientifically Weighing up evidence to construct arguments and explanations Level 6 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Describe some scientific evidence that supports or refutes particular ideas or arguments, including those in development Example-The majority of scientists say that the increase in CO 2 emissions is contributing to an acceleration in the rate of Global warming.

18. Essex Science Team 2009 AF1 Thinking scientifically Weighing up evidence to construct arguments and explanations Level 7 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Employ a systematic approach in deciding the relative importance of a number of scientific factors when explaining processes or phenomena Example-When we are told, for example, that it has been shown that eating tomatoes will make us live longer we need to look at the data of the groups tested to see what other factors such as life style, exercise, smoking etc varied in the groups

19. Essex Science Team 2009 AF1 Thinking scientifically Weighing up evidence to construct arguments and explanations Level 8 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Select and justify an appropriate approach to evaluating the relative importance of a number of different factors in explanations or arguments Example-Set out and justify the steps you would take to try and show if there was a link between eating breakfast and concentration spans in school

20. Essex Science Team 2009 AF1 Thinking scientifically The process of the development of scientific ideas and the role of the scientific community Level 3 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Respond to ideas given to them to answer questions or suggest solutions to problems. Example-If the teacher shows me a model of the Earth rotating I can show when it is day and when it is night

21. Essex Science Team 2009 AF1 Thinking scientifically The process of the development of scientific ideas and the role of the scientific community Level 4 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Use scientific ideas when describing simple processes or phenomena Example-I can use a simple particle model to describe what happens when a solid melts.

22. Essex Science Team 2009 AF1 Thinking scientifically The process of the development of scientific ideas and the role of the scientific community Level 5 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Identify the use of evidence and creative thinking by scientists in the development of scientific ideas Example-I can track how the use of the microscope helped scientists think of microbes and their impact on our lives.

23. Essex Science Team 2009 AF1 Thinking scientifically The process of the development of scientific ideas and the role of the scientific community L evel 6 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Explain how new scientific evidence is discussed and interpreted by the scientific community and how this may lead to changes in scientific ideas. Example-I am aware that scientific ideas are published so that other scientists can check the results/evidence before accepting what is said

24. Essex Science Team 2009 AF1 Thinking scientifically The process of the development of scientific ideas and the role of the scientific community Level 7 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Explain the processes by which ideas and evidence are accepted or rejected by the scientific community Example-I am aware that scientific ideas are published in reputable publications so that other scientists can check and challenge the results/evidence before accepting or rejecting what has been said.

25. Essex Science Team 2009 AF1 Thinking scientifically The process of the development of scientific ideas and the role of the scientific community Level 8 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Analyse the development of scientific theories through the emergence of new, accepted ideas and evidence. Example-I can tell the story of how fossils provide vital evidence to support the proposed process of evolution

26. Essex Science Team 2009 AF1 Thinking scientifically Provisional nature of Scientific evidence Level 3 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Work towards Level 4-see next slide.

27. Essex Science Team 2009 AF1 Thinking scientifically Provisional nature of Scientific evidence Level 4 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Identify scientific evidence that is being used to support or refute ideas or arguments. Example-I know that scientists are continually collecting data, in order to support or argue against about the effects of Global warming

28. Essex Science Team 2009 AF1 Thinking scientifically Provisional nature of Scientific evidence Level 5 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Recognise scientific questions that do not yet have definitive answers Example-A large number of scientists are still trying to find out whether there is life elsewhere in our Galaxy.

29. Essex Science Team 2009 AF1 Thinking scientifically Provisional nature of Scientific evidence Level 6 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Describe some scientific evidence that supports or refutes particular ideas or arguments, including those in development Example-There has been a host of evidence to refute the claim that the MMR vaccine is dangerous.

30. Essex Science Team 2009 AF1 Thinking scientifically Provisional nature of Scientific evidence Level 7 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Explain how different pieces of evidence support accepted scientific ideas or contribute to questions that science cannot fully answer Example-Many health studies are taking place to find out if certain diseases and conditions can be prevented.

31. Essex Science Team 2009 AF1 Thinking scientifically Provisional nature of Scientific evidence Level 8 Back to Thinking scientifically Across a range of contexts and practical situations pupils: Analyse the development of scientific theories through the emergence of new, accepted ideas and evidence. Example-I can tell the story of how the development of ‘Tectonic plates’ has explained how the shape and positions of our land masses has change dove time

32. Essex Science Team 2009 AF2 Understanding the applications and implications of science Effect of societal norms (political, social, cultural, economic ) on science Level 3 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Work towards Level 5-see appropriate slide

33. Essex Science Team 2009 AF2 Understanding the applications and implications of science Effect of societal norms (political, social, cultural, economic ) on science Level 4 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Work towards Level 5-see appropriate slide

34. Essex Science Team 2009 AF2 Understanding the applications and implications of science Effect of societal norms (political, social, cultural, economic ) on science Level 5 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Describe different viewpoints a range of people may have about scientific or technological developments Example-Describe some of the arguments for and against the use of wind farms to produce electricity Identify ethical or moral issues linked to scientific or technological developments Example-Identify some objections people may have to the carrying of a compulsory organ donor card

35. Essex Science Team 2009 AF2 Understanding the applications and implications of science Effect of societal norms (political, social, cultural, economic ) on science Level 6 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Describe how different decisions on the uses of scientific and technological developments may be made in different economic, social or cultural contexts Example-Describe the differences they may be between how an irrigation canal might be constructed in a wealthy country and a poor country

36. Essex Science Team 2009 AF2 Understanding the applications and implications of science Effect of societal norms (political, social, cultural, economic ) on science Level 7 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Suggest ways in which scientific and technological developments may be influenced Example-Does it matter to you which ‘celebrities’ might favour a particular development? Suggest economic, ethical/moral, social or cultural arguments for and against scientific or technological developments Example-Suggest some arguments for and against the cloning of a favourite pet which has just died.

37. Essex Science Team 2009 AF2 Understanding the applications and implications of science Effect of societal norms (political, social, cultural, economic ) on science Level 8 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Describe ways in which the values of a society influence the nature of the science developed in that society or period of history Example-Discuss whether an aggressive ‘profit driven’ society produces the same type of science as a ‘caring, people first’ society.

38. Essex Science Team 2009 AF2 Understanding the applications and implications of science Creative use of scientific ideas to bring about technological developments Level 3 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: See level 6

39. Essex Science Team 2009 AF2 Understanding the applications and implications of science Creative use of scientific ideas to bring about technological developments Level 4 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: See level 6

40. Essex Science Team 2009 AF2 Understanding the applications and implications of science Creative use of scientific ideas to bring about technological developments Level 5 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Working towards Level 6-see next slide

41. Essex Science Team 2009 AF2 Understanding the applications and implications of science Creative use of scientific ideas to bring about technological developments Level 6 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Describe how particular scientific or technological developments have provided evidence to help scientists pose and answer further questions Example-What impacts can you describe that the development of the telescope/microscope provided?

42. Essex Science Team 2009 AF2 Understanding the applications and implications of science Creative use of scientific ideas to bring about technological developments Level 7 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Explain how creative thinking in science and technology generates ideas for future research and development Example-Give some reasons why there has been considerable research and development devoted to ‘electrically driven vehicles’

43. Essex Science Team 2009 AF2 Understanding the applications and implications of science Creative use of scientific ideas to bring about technological developments Level 8 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Explain the unintended consequences that may arise from scientific and technological developments Example-Give some reasons why excessive use of mobile phones may be a problem

44. Essex Science Team 2009 AF2 Understanding the applications and implications of science Implications, benefits and drawback of scientific and technological development on society and the environment Level 3 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: State the purposes of a variety of scientific or technological developments Example-What is the advantage of a dental X-Ray machine? Link applications of scientific developments to specific characteristics or properties Example-Tell me of some ways we can make use of the heating effect of an electric current in the house

45. Essex Science Team 2009 AF2 Understanding the applications and implications of science Implications, benefits and drawback of scientific and technological development on society and the environment Level 4 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Describe some simple positive and negative consequences of scientific and technological developments Example-What is good about home gaming machines and what is a drawback? Recognise applications of specific scientific ideas Example-State what Radiotherapy is and what it does

46. Essex Science Team 2009 AF2 Understanding the applications and implications of science Implications, benefits and drawback of scientific and technological development on society and the environment Level 5 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Indicate how scientific or technological developments may affect different groups of people in different ways Example-Give some reasons how an extra runway at an airport might affect a range of people Link applications of science or technology to their underpinning scientific ideas Example-Give some reasons how a commercial grower of fruit/flowers can increase their yields

47. Essex Science Team 2009 AF2 Understanding the applications and implications of science Implications, benefits and drawback of scientific and technological development on society and the environment Level 6 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Explain how societies are affected by particular scientific applications or ideas Example-Improved medical care can keep some people alive for a long time-compare and contrast some of the benefits and drawbacks of this happening

48. Essex Science Team 2009 AF2 Understanding the applications and implications of science Implications, benefits and drawback of scientific and technological development on society and the environment Level 7 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Explain how scientific discoveries can change worldviews Example-Give some reasons why the discovery of the ‘moons of Jupiter’ was so important Or Give some reasons why the study of fossils has supported a view about evolution

49. Essex Science Team 2009 AF2 Understanding the applications and implications of science Implications, benefits and drawback of scientific and technological development on society and the environment Level 8 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Evaluate the effects of scientific or technological developments on society as a whole Example-Discuss the benefits and drawbacks that mass car ownership has brought to our society Make balanced judgements about particular scientific or technological developments by evaluating the economic, ethical/moral, social or cultural implications Example-Examine the benefits and risks of making all inoculations compulsory

50. Essex Science Team 2009 AF2 Understanding the applications and implications of science Identification of how scientists use science in their work Level 3 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Identify aspects of our lives, or of the work that people do, which are based on scientific ideas. Example-What science does a nurse use everyday?

51. Essex Science Team 2009 AF2 Understanding the applications and implications of science Identification of how scientists use science in their work Level 4 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Identify aspects of science used within particular jobs or roles Example-what science might a health visitor/worker make use of?

52. Essex Science Team 2009 AF2 Understanding the applications and implications of science Identification of how scientists use science in their work Level 5 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: At Level 3, 4 and 6

53. Essex Science Team 2009 AF2 Understanding the applications and implications of science Identification of how scientists use science in their work Level 6 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: Describe how aspects of science are applied in particular jobs or roles Example-Which aspects of Physics, Chemistry and Biology might a Forensics Officer make use of to solve a crime?

54. Essex Science Team 2009 AF2 Understanding the applications and implications of science Identification of how scientists use science in their work Level 7 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: At Level 3,4 and 6

55. Essex Science Team 2009 AF2 Understanding the applications and implications of science Identification of how scientists use science in their work Level 8 Back to AF2 Understanding the applications and implications of science Across a range of contexts and practical situations pupils: At Level 3,4 and 6

56. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Using appropriate presentation skills to enhance communication of scientific findings and arguments Level 3 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Use scientific forms of language when communicating simple scientific ideas, processes or phenomena Example-use terms such as temperature and volume

57. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Using appropriate presentation skills to enhance communication of scientific findings and arguments Level 4 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Select appropriate ways of presenting scientific data Example-choose either a bar chart or line graph but may need help in plotting the line graph

58. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Using appropriate presentation skills to enhance communication of scientific findings and arguments Level 5 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Decide on the most appropriate formats to present sets of scientific data, such as using line graphs for continuous variables Example-able to plot a line graph on a given scale

59. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Using appropriate presentation skills to enhance communication of scientific findings and arguments Level 6 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Choose forms to communicate qualitative or quantitative data appropriate to the data and the purpose of the communication Example-can construct and plot their own line graph

60. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Using appropriate presentation skills to enhance communication of scientific findings and arguments Level 7 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Effectively represent abstract ideas using appropriate symbols, flow diagrams and different kinds of graphs in presenting explanations and arguments Example-use symbol equations to explain chemical reactions

61. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Using appropriate presentation skills to enhance communication of scientific findings and arguments Level 8 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Present robust and well structured explanations, arguments or counter arguments in a variety of ways Example-able to set out points in favour with evidence and points against with evidence and then to justify their final position

62. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Explaining ideas and evidence using appropriate conventions, terminology and symbols Level 3 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Present simple scientific data in more than one way, including tables and bar charts Example-can add data to a table or add data to a bar chart

63. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Explaining ideas and evidence using appropriate conventions, terminology and symbols Level 4 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena Example-use terms such as temperature and volume with their associated units Use scientific and mathematical conventions when communicating information or ideas Example-can add force arrows to a given diagram

64. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Explaining ideas and evidence using appropriate conventions, terminology and symbols Level 5 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Use appropriate scientific and mathematical conventions and terminology to communicate abstract ideas Example-can use appropriate arrows to show energy flow through a food chain

65. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Explaining ideas and evidence using appropriate conventions, terminology and symbols Level 6 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Distinguish between data and information from primary sources, secondary sources and simulations, and present them in the most appropriate form Example-can describe primary evidence using the ‘active voice’, We- - and can give references for secondary evidence quoted

66. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Explaining ideas and evidence using appropriate conventions, terminology and symbols Level 7 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Effectively represent abstract ideas using appropriate symbols, flow diagrams and different kinds of graphs in presenting explanations and arguments Example-can construct appropriate Sankey diagrams

67. Essex Science Team 2009 AF3 Communicating and Collaborating in Science Explaining ideas and evidence using appropriate conventions, terminology and symbols Level 8 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Present robust and well structured explanations, arguments or counter arguments in a variety of ways Example- able to set out points in favour with evidence and points against with evidence and then to justify their final position

68. Essex Science Team 2009 AF3 Communicating and Collaborating Presenting a range of views judging any possible misrepresentation Level 3 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: See Level 5

69. Essex Science Team 2009 AF3 Communicating and Collaborating Presenting a range of views judging any possible misrepresentation Level 4 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: See Level 5

70. Essex Science Team 2009 AF3 Communicating and Collaborating Presenting a range of views judging any possible misrepresentation Level 5 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Distinguish between opinion and scientific evidence in contexts related to science, and use evidence rather than opinion to support or challenge scientific arguments Example-in a given text is able to highlight opinion and evidence

71. Essex Science Team 2009 AF3 Communicating and Collaborating Presenting a range of views judging any possible misrepresentation Level 6 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Identify lack of balance in the presentation of information or evidence Example-able to discuss how science is used/misused in popular adverts

72. Essex Science Team 2009 AF3 Communicating and Collaborating Presenting a range of views judging any possible misrepresentation Level 7 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Explain how information or evidence from various sources may been manipulated in order to influence interpretation Example-able to discuss the best ways to advertise a new diet and what evidence they would choose to use to support their claims

73. Essex Science Team 2009 AF3 Communicating and Collaborating Presenting a range of views judging any possible misrepresentation Level 8 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Critically evaluate information and evidence from various sources, explaining limitations, misrepresentation or lack of balance Example-able to research and consult the original studies to check for misrepresentations and bias

74. Essex Science Team 2009 AF3 Communicating and Collaborating Scientists communicating worldwide using conventions Level 3 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: See Level 4

75. Essex Science Team 2009 AF3 Communicating and Collaborating Scientists communicating worldwide using conventions Level 4 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Identify simple advantages of working together on experiments or investigations Example-able to state an advantage of collaborating on collecting data

76. Essex Science Team 2009 AF3 Communicating and Collaborating Scientists communicating worldwide using conventions Level 5 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Suggest how collaborative approaches to specific experiments or investigations may improve the evidence collected Example-able to explain why increasing the number of groups collecting data can improve the reliability of the evidence

77. Essex Science Team 2009 AF3 Communicating and Collaborating Scientists communicating worldwide using conventions Level 6 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: See Level 7

78. Essex Science Team 2009 AF3 Communicating and Collaborating Scientists communicating worldwide using conventions Level 7 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Explain how scientists with different specialisms and skills have contributed to particular scientific or technological developments Example-able to discuss the inputs of a range of scientists into the development of new hospital equipment

79. Essex Science Team 2009 AF3 Communicating and Collaborating Scientists communicating worldwide using conventions Level 8 Back to AF3 Communicating and Collaborating in Science Across a range of contexts and practical situations pupils: Suggest the specialisms and skills that would be needed to solve particular scientific problems or to generate particular new scientific or technological developments Example-able to work in a group to put together a team of scientists to develop an artificial heart for humans

80. Essex Science Team 2009 AF4 Using investigative approaches To effectively plan appropriate scientific investigations Level 3 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Select equipment or information sources from those provided to address a question or idea under investigation Example-select a book from a box of given books to find out how tall a giraffe could be

81. Essex Science Team 2009 AF4 Using investigative approaches To effectively plan appropriate scientific investigations Level 4 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Select appropriate equipment or information sources to address specific questions or ideas under investigation Example-select an appropriate measuring cylinder, from a range given, to measure say 10cc

82. Essex Science Team 2009 AF4 Using investigative approaches To effectively plan appropriate scientific investigations Level 5 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Explain why particular pieces of equipment or information sources are appropriate for the questions or ideas under investigation Example-able to explain why a burette may be a better choice to measure out 5cc of liquid than a measuring cylinder

83. Essex Science Team 2009 AF4 Using investigative approaches To effectively plan appropriate scientific investigations Level 6 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Collect data choosing appropriate ranges, numbers and values for measurements and observations Example-if investigating actions that occur around normal body temperature then able to collect data at appropriate temperature divisions just below and above normal body temperature

84. Essex Science Team 2009 AF4 Using investigative approaches To effectively plan appropriate scientific investigations Level 7 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Formulate questions or ideas that can be investigated by synthesising information from a range of sources Example-able to design investigations into biotic and abiotic factors within a local park

85. Essex Science Team 2009 AF4 Using investigative approaches To effectively plan appropriate scientific investigations Level 8 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Justify their choice of strategies for investigating different kinds of scientific questions, using scientific knowledge and understanding Example-able to support, with evidence, their reasons for their choice of secondary resources when investigating the dangers associated with alcohol

86. Essex Science Team 2009 AF4 Using investigative approaches To identify and manipulate variables within the context of an investigation Level 3 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Identify one or more control variables in investigations from those provided Example-able to say for example that we are keeping the amount of water the same throughout our tests

87. Essex Science Team 2009 AF4 Using investigative approaches To identify and manipulate variables within the context of an investigation Level 4 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Decide when it is appropriate to carry out fair tests in investigations Example-able to say which factor they will change whilst keeping others the same

88. Essex Science Team 2009 AF4 Using investigative approaches To identify and manipulate variables within the context of an investigation Level 5 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Recognise significant variables in investigations, selecting the most suitable to investigate Example-able to explain their choice of variables to reflect the title of the investigation

89. Essex Science Team 2009 AF4 Using investigative approaches To identify and manipulate variables within the context of an investigation Level 6 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Apply scientific knowledge and understanding in the planning of investigations, identifying significant variables and recognising which are independent and which are dependent Example-able to explain, with examples, the difference between independent and dependent variables Justify their choices of data collection method and proposed number of observations and measurements Example-able to explain, in reference to the title of the investigation, how they have chosen the range for their observations and measurements

90. Essex Science Team 2009 AF4 Using investigative approaches To identify and manipulate variables within the context of an investigation Level 7 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Identify key variables in complex contexts, explaining why some cannot readily be controlled and planning appropriate approaches to investigations to take account of this Example-able to explain, using examples, situations where some variables are not easily controlled and how they would deal with this (such as when using a lamp at different distances to vary the level of illumination and then catering for the effect of the heat from the lamp)

91. Essex Science Team 2009 AF4 Using investigative approaches To identify and manipulate variables within the context of an investigation Level 8 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Justify their choice of strategies for investigating different kinds of scientific questions, using scientific knowledge and understanding Example-when investigating ‘which material is the best sound insulator?’ give supporting reasons why you would make use of common materials in the lab for your primary evidence but also carry out an internet research to see which materials are used in industry etc

92. Essex Science Team 2009 AF4 Using investigative approaches To support the gathering of evidence through collection of precise and reliable data Level 3 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Make some accurate observations or whole number measurements relevant to questions or ideas under investigation Example-can measure lengths to the nearest mm

93. Essex Science Team 2009 AF4 Using investigative approaches To support the gathering of evidence through collection of precise and reliable data Level 4 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Make sets of observations or measurements, identifying the ranges and intervals used Example-able to say that they will use the temperatures 20, 30, 40 50,60 70, 80, 90 and 100 degrees Celsius

94. Essex Science Team 2009 AF4 Using investigative approaches To support the gathering of evidence through collection of precise and reliable data Level 5 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Repeat sets of observations or measurements where appropriate, selecting suitable ranges and intervals Example-able to explain, using an example, why repeat readings help reliability

95. Essex Science Team 2009 AF4 Using investigative approaches To support the gathering of evidence through collection of precise and reliable data Level 6 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: See Level 7

96. Essex Science Team 2009 AF4 Using investigative approaches To support the gathering of evidence through collection of precise and reliable data Level 7 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Explain how to take account of sources of error in order to collect reliable data Example-able to explain, using examples, the impact that Human error, including parallax error, Random errors, and Systematic errors, including zero errors can have on an investigation

97. Essex Science Team 2009 AF4 Using investigative approaches To support the gathering of evidence through collection of precise and reliable data Level 8 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Choose and justify data collection methods that minimise error, and produce precise and reliable data Example-able to explain, using an example, how to minimise zero errors on a piece of equipment (e.g. top pan balance) -able to explain the difference in precision between a number of measuring cylinders

98. Essex Science Team 2009 AF4 Using investigative approaches To be aware of the risks associated with the investigative process Level 3 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Recognise obvious risks when prompted Example-say why they must wear safety goggles

99. Essex Science Team 2009 AF4 Using investigative approaches To be aware of the risks associated with the investigative process Level 4 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Identify possible risks to themselves and others Example-state the possible risks in an activity before commencing the activity

100. Essex Science Team 2009 AF4 Using investigative approaches To be aware of the risks associated with the investigative process Level 5 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Make, and act on, suggestions to control obvious risks to themselves and others Example-explain how to minimise the risks pointed out to them in the activity they are about to do

101. Essex Science Team 2009 AF4 Using investigative approaches To be aware of the risks associated with the investigative process Level 6 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Independently recognise a range of familiar risks and take action to control them Example- explain how to minimise the risks they have identified in the activity they are about to do

102. Essex Science Team 2009 AF4 Using investigative approaches To be aware of the risks associated with the investigative process Level 7 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Recognise the need for risk assessments and consult, and act on, appropriate sources of information Example-able to consult the appropriate Hazcards for safety information and procedures

103. Essex Science Team 2009 AF4 Using investigative approaches To be aware of the risks associated with the investigative process Level 8 Back to AF4 Using investigative approaches in Science Across a range of contexts and practical situations pupils: Adapt their approaches to practical work to control risk by consulting appropriate resources and expert advice Example- able to consult the appropriate Hazcards for safety information and procedures and discuss with the teacher any necessary modifications necessary

104. Essex Science Team 2009 AF5 Working critically with evidence Evaluation of the planning and implementation of scientific investigations Level 3 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Suggest improvements to their working methods Example-able to say that we should be more careful in using the measuring cylinder

105. Essex Science Team 2009 AF5 Working critically with evidence Evaluation of the planning and implementation of scientific investigations Level 4 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Suggest improvements to their working methods, giving reasons Example-able to state that the measuring cylinder reading should be taken when it is flat on a table and not held up in the air

106. Essex Science Team 2009 AF5 Working critically with evidence Evaluation of the planning and implementation of scientific investigations Level 5 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Evaluate the effectiveness of their working methods, making practical suggestions for improving them Example-explain why taking readings of the temperature closer together may have helped spot a significant event

107. Essex Science Team 2009 AF5 Working critically with evidence Evaluation of the planning and implementation of scientific investigations Level 6 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Make valid comments on the quality of their data Example-able to explain how confident they are with the conclusion they were able to draw from the data they collected

108. Essex Science Team 2009 AF5 Working critically with evidence Evaluation of the planning and implementation of scientific investigations Level 7 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Explain ways of modifying working methods to improve reliability Example-able to use an example to explain how they chose the experimental set up so that others could easily repeat their method

109. Essex Science Team 2009 AF5 Working critically with evidence Evaluation of the planning and implementation of scientific investigations Level 8 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Suggest and justify improvements to experimental procedures using detailed scientific knowledge and understanding and suggest coherent strategies to take particular investigations further Example-able to give evidence to justify the use of a heat filter with a lamp when using the lamp to provide a varying level of light illumination for photosynthesis investigations

110. Essex Science Team 2009 AF5 Working critically with evidence Consideration of errors and anomalies Level 3 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: See Level 5

111. Essex Science Team 2009 AF5 Working critically with evidence Consideration of errors and anomalies Level 4 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: See Level 5

112. Essex Science Team 2009 AF5 Working critically with evidence Consideration of errors and anomalies Level 5 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Provide straightforward explanations for differences in repeated observations or measurements Example-able to explain in terms of human error

113. Essex Science Team 2009 AF5 Working critically with evidence Consideration of errors and anomalies Level 6 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Suggest reasons based on scientific knowledge and understanding for any limitations or inconsistencies in evidence collected Example-able to explain in terms of human error and systematic error

114. Essex Science Team 2009 AF5 Working critically with evidence Consideration of errors and anomalies Level 7 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Assess the strength of evidence, deciding whether it is sufficient to support a conclusion Example-able to give a ‘level of confidence’ that the evidence collected leads to the conclusion suggested

115. Essex Science Team 2009 AF5 Working critically with evidence Consideration of errors and anomalies Level 8 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Propose scientific explanations for unexpected observations or measurements making allowances for anomalies Example-able to consider factors such as a door opening, a fan radiator kicking in, a change of scale on an instrument, a change of observer etc Critically interpret, evaluate and synthesise conflicting evidence. Example-able to weigh up the significance of the evidence and its source to reach a final view on an issue such as the MMR vaccine

116. Essex Science Team 2009 AF5 Working critically with evidence Processing and analysing data to support the evaluation process and draw conclusions Level 3 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Identify straightforward patterns in observations or in data presented in various formats, including tables, pie and bar charts Example-able to say that the bar chart shows that what is being talked about gets bigger Describe what they have found out in experiments or investigations, linking cause and effect Example-able to say as we heat the water more the temperature rises

117. Essex Science Team 2009 AF5 Working critically with evidence Processing and analysing data to support the evaluation process and draw conclusions Level 4 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Identify patterns in data presented in various formats, including line graphs Example- able to say that the line graph shows that as more load is added the spring gets longer Draw straightforward conclusions from data presented in various formats Example-able to say that the table shows that hot water can dissolve more sugar than cold water

118. Essex Science Team 2009 AF5 Working critically with evidence Processing and analysing data to support the evaluation process and draw conclusions Level 5 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Draw valid conclusions that utilise more than one piece of supporting evidence, including numerical data and line graphs Example-explain why something significant happens on the graph at body temperature and say why this would be expected Interpret data in a variety of formats, recognising obvious inconsistencies. Example-able to read patterns in a table or on a graph and spot any anomalous results

119. Essex Science Team 2009 AF5 Working critically with evidence Processing and analysing data to support the evaluation process and draw conclusions Level 6 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Select and manipulate data and information and use them to contribute to conclusions Example-able to back up any primary evidence collected with references to relevant secondary evidence such as in the study of heat conductors Draw conclusions that are consistent with the evidence they have collected and explain them using scientific knowledge and understanding. Example-our evidence collected showed that the rate of photosynthesis increased with level of illumination (within limiting factors)-this is what we expected as plants need light to carry out photosynthesis

120. Essex Science Team 2009 AF5 Working critically with evidence Processing and analysing data to support the evaluation process and draw conclusions Level 7 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Explain how data can be interpreted in different ways and how unexpected outcomes could be significant Example-able to discuss why anomalous results need to be investigated because they may point to something significant Identify quantitative relationships between variables, using them to inform conclusions and make further predictions Example-our data seems to show that as X doubles it leads to Y doubling-what may be the limits of this relationship?

121. Essex Science Team 2009 AF5 Working critically with evidence Processing and analysing data to support the evaluation process and draw conclusions Level 8 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Process data, including using multi-step calculations and compound measures, to identify complex relationships between variables. Example-able to carry out a range of investigations leading to F r =M x A

122. Essex Science Team 2009 AF5 Working critically with evidence Explanation and evaluation of evidence to support the scientific process Level 3 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: See Level 4

123. Essex Science Team 2009 AF5 Working critically with evidence Explanation and evaluation of evidence to support the scientific process Level 4 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Identify scientific evidence they have used in drawing conclusions Example (1) we measured the temperature to show that as we heated the water it got hotter (2) we consulted a range of secondary resources to show that smoking is harmful

124. Essex Science Team 2009 AF5 Working critically with evidence Explanation and evaluation of evidence to support the scientific process Level 5 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: See Level 6

125. Essex Science Team 2009 AF5 Working critically with evidence Explanation and evaluation of evidence to support the scientific process Level 6 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Suggest reasons based on scientific knowledge and understanding for any limitations or inconsistencies in evidence collected Example-the range of secondary resources we consulted all used a different number of participants in their trials and this led to some differences in results

126. Essex Science Team 2009 AF5 Working critically with evidence Explanation and evaluation of evidence to support the scientific process Level 7 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Explain how data can be interpreted in different ways and how unexpected outcomes could be significant Example- able to discuss why anomalous results need to be investigated because they may point to something significant Identify quantitative relationships between variables, using them to inform conclusions and make further predictions Example- our data seems to show that as X doubles it leads to Y doubling-what may be the limits of this relationship?

127. Essex Science Team 2009 AF5 Working critically with evidence Explanation and evaluation of evidence to support the scientific process Level 8 Back to AF5 Working critically with evidence Across a range of contexts and practical situations pupils: Critically interpret, evaluate and synthesise conflicting evidence Example- able to weigh up the significance of the evidence and its source to reach a final view on an issue such as the MMR vaccine

128. Essex Science Team 2009 Back to menu of AF1, AF2, AF3, AF4, AF5