1. Animals including Humans Year 5 - Melissa
PLAN Primary Science – Supporting Assessment
Animals including Humans Year 5 - Melissa
© Pan London Assessment Network (PLAN) July 2019
This resource has been developed by the Pan London Assessment Network and is supported by the Association for Science Education.

2. PLAN Primary Science - Supporting Assessment
PLAN Primary Science is a set of resources produced to enable teachers to have a clearer understanding of National Curriculum expectations for meeting the standard. Annotated collections of children’s work provide examples of what working at the expected standard for primary science might look like for the knowledge and conceptual understanding statements of the programmes of study (POS).
It is not the intention of these resources to specifically exemplify the working scientifically statements.  However, aspects of working scientifically have been shown as an integral part of the teaching and learning of the knowledge and concepts.
The resources provided have been cross moderated multiple times before publishing so that they can be used with confidence by teachers and subject leaders.
Each collection of work shows one example of how a pupil has met National Curriculum statements for a particular area of content but these are not intended to be the definitive way of teaching these statements.

3. Structure of the resources
Each resource contains the relevant National Curriculum statements for the unit of work and prior learning, a planning matrix, annotated work and a summary sheet.  The matrix provides an interpretation of the key learning of the National Curriculum statements, and suggestions of key vocabulary.  In order to be meet the expectations pupils must firstly understand the key concept and then be provided with opportunities to apply that knowledge. This is a key planning tool.
Key Learning
Possible Evidence
Secure
Show understanding of a concept by using scientific vocabulary correctly
Overview paragraph describing curriculum
Key vocabulary – list of words
Possible ways to demonstrate key learning, particularly correct usage of vocabulary
Apply knowledge in familiar related contexts
Suggestions of contexts to use.
Possible ways to demonstrate that a pupil has gone beyond recall of facts and can apply the key learning, for example using the vocabulary and basic principles to produce explanations, usually within Working Scientifically contexts.

4. Contents of the materials
Please note: The NC statements for each topic area for the relevant year group are stated on the slide. Only the statements in bold on that slide have been exemplified. In these cases the teachers have chosen to split the statements within the topic area to teach at different times.
The prior NC statements relevant to the topic area are also stated and use to determine pupil’s knowledge at the start of the unit.
Each slide has been annotated with coloured text. Please see key below:
Red Commentary to explain how evidence meets/does not meet NC statements
Blue Commentary to highlight features of working scientifically
Green   Pupil Speak
Grey Other relevant information eg. vocabulary used

5. Year 2 Statements – Prior learning
Pupils should be taught to:
notice that animals, including humans, have offspring which grow into adults (2-Animals including Humans)

6. Year 4 statements Year 5 Statement Pupils should be taught to:
describe the changes as humans develop to old age (5-Animals including Humans)

7. Later Statements
Pupils do not need to be taught content they will learn in later year groups. They can be challenged by applying the content for their year group in broader contexts.
Pupils in Key Stage 3 will be taught about:
reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta.

8. Shows understanding of a concept using scientific vocabulary correctly
Assessment guidance
Key learning
Possible Evidence
SECURE
Shows understanding of a concept using scientific vocabulary correctly
When babies are young they grow rapidly. They are very dependent on their parents. As they develop they learn many skills. At puberty, a child’s body changes and develops primary and secondary sexual characteristics. This enables the adult to reproduce.
This needs to be taught alongside PSHE
Useful guidance can be obtained at:
Key vocabulary
Puberty, the vocabulary to describe a range of sexual characteristics
Can explain the changes that takes place in boys and girls during puberty
Can explain how a baby changes physically as it grows and also what it is able to do
Applying knowledge in familiar related contexts, including a range of enquiries
This unit is likely to be taught through direct instruction due to its sensitive nature
Update with final version

9. describe the changes as humans develop to old age
Direct teaching and follow up PowerPoint of learning
describe the changes as humans develop to old age
The unit was taught with a series of slides to generate discussion around the changes. The teacher added detail and used scientific vocabulary to describe these changes and why they happen. The children then recorded it onto a PowerPoint. The teacher found that in the past some children were uncomfortable recording this in their books as their parents would see it. Allowing them to do this electronically meant that they used the correct vocabulary and were more confident in explaining puberty.
This series of PowerPoint slides were created by Melissa using the information that she had retained from the teacher’s presentation.
The PowerPoint slides show that Melissa can describe the changes as humans develop to old age.

10. describe the changes as humans develop to old age
PowerPoint of learning (contd.)
describe the changes as humans develop to old age

11. Overall Summary - Secure
The PowerPoint that Melissa produced after the teacher’s presentation shows that she understood and retained the important changes that take place as humans develop to old age.

12. Acknowledgements
Front slide image from shutterstock