Experimental and Investigative Science
>Method<
With help #Name# can come up with ideas of how to find things out.
#Name# has #his# own suggestions about how to find things out.
#Name# recognises the need for fair tests.
With help #Name# can carry out a fair test.
#Name# understands the importance of fair tests.
#Name# can identify the key factors that need to be considered in an experiment.
#Name# uses #his# scientific knowledge when making predictions.
#Name# can select an appropriate strategy from #his# own scientific knowledge.

>Predictions - apparatus<
#He# can make simple predictions and
#He# can make good predictions and
#He# makes predictions based on #his# scientific understanding and
#He# uses apparatus with care for a range of tasks and
#He# manipulates apparatus with precision and skill and
#He# can make quantitative predictions using #his# scientific knowledge and

>Observations<
 gives simple descriptions of what #he# observes.
 uses simple equipment to make observations.
 carefully compares objects and events and
 makes relevant observations and measurements using a range of simple equipment.
 selects suitable equipment for observing and measuring.
 makes precise observations and measurements.
 records observations clearly.
 is beginning to repeat observations and measurements when necessary.
 makes systematic observations and measurements with precision using a wide range of apparatus.
 can decide on the level of precision required.
 knows when to repeat measurements and observations.

>Recording<
#He# talks about #his# work and produces drawings and simple charts.
#He# describes #his# observations and can record them using simple tables.
#He# can record #his# observations in a variety of ways.
#He# can display #his# results using simple graphs.
#He# presents #his# measurements clearly using tables and bar charts.
#He# presents #his# data neatly in graphs and can use lines of best fit.
Where there are anomalies #he# explains and allows for them when drawing #his# graph.
#He# presents #his# final results with a degree of precision.

>Interpreting<
#Name# can comment on what happens and
#Name# can spot and explain simple patterns in recorded measurements and
#Name# can use #his# graphs to point out trends and
#Name# can identify measurements that do not fit the main trend and
#Name# uses scientific knowledge to draw conclusions and
#Name# uses scientific understanding to interpret the salient features of graphs and
#Name# uses #his# data to test relationships and

>Conclusions<
 explain what #he# has found out.
 is beginning to relate #his# conclusions to scientific understanding.
 draw conclusions that are consistent with the evidence.
 draw conclusions that are consistent with #his# evidence.
 decide whether the data #he# has collected is sufficient for a conclusion.
 critically evaluates graphs to identify shortcomings in the data.
 can consider how #he# could collect additional data to test #his# conclusions.

Life Processes and Living Things
>Life processes<
#Name# understands that animals and plants need food, water, air and light to live.
#Name# understands the important differences between living and non-living things.
#Name# has a good understanding of the life processes of living things.
#Name# can use #his# knowledge of life processes in #his# explanations.
#Name# can use #his# knowledge of life processes to find similarities between animals and plants.
#Name# has a good knowledge of biological systems.
#Name# demonstrates excellent knowledge when describing how biological systems function.

>Parts of .. 1<
#He# can name the parts of the body and
#He# uses scientific names for some major organs of body and
#He# can describe the human bodys organs main functions and
#He# can explain the importance of the human bodys organs and
#He# can identify the difference between the cells structures of animals and plants and
#He# relates #his# knowledge of the cellular structure to the function the cells carry out and

>Parts of .. 2<
 knows the parts of a plant.
 knows the parts of a plant and its flower.
 knows the function of the parts of a flower.
 can explain how they are essential to the organism.
 uses scientific terminology when describe life processes.

>Processes<
#He# knows that living things grow and reproduce and
#He# is beginning to clarify the main processes in #his# own mind and
#He# can explain how cells are adapted to their functions and
#He# can explain the chemical change taking place during respiration or photosynthesis and
#He# understands the importance of cell division in life processes and

>Changes<
 can describe the main stages of the life cycles of humans.
 can describe the main stages of the life cycles of a plant.
 can describe the main stages of the life cycles of humans and plants.
 can explain how diet affects the health of humans or lack of light affects plant growth.
 can predict how changes in the environment will affect organisms.
 how organisms maintain their internal environment by responding to external changes.

>Variation<
#Name# describes animals and plants in simple terms and
#Name# can sort living things into groups, using simple features and
#Name# sorts living things using terms such as number of legs or shape of leaf and
#Name# can use keys to identify and group living things systematically and
#Name# understands the importance of classification and
#Name# understands the factors that cause variation and
#Name# can distinguse between inherited variations and those affected by the environment and
#Name# understands how selective breeding uses inherited characteristics and
#Name# has a good understanding of genetics and

>Ecosystems<
 can identify a range of common animals.
 understands that different living things are found in different places.
 understands how animals are suited to different environments.
 can explain how organisms are suited to different habitats.
 has constructed food chains, showing feeding relationships within a habitat.
 understands how the abundance of organisms in a habitat is affected by the environment.
 can explain how feeding relationships within a habitat affect population sizes.
 can predict the effects of environmental change on ecosystems.
 can describe and explain patterns of nutrient transfer within an ecosystem.

Materials and their Properties
>Knowledge<
#Name# has look at the texture and appearance of different materials.
#Name# knows the names a properties of a range of materials.
#Name# sorts materials in a variety of ways according to their properties.
#Name# has a good knowledge of materials and their properties.
#Name# can use #his# knowledge of materials to describe chemical and physical changes.
#Name# is aware of how the nature of materials is linked to their composition.
#Name# has an extensive understanding of materials and their properties.
#Name# has a depth of knowledge of the nature and behaviour of materials.

>Properties<
#He# describes materials using simple terms and
#He# can describe similarities and differences between materials and
#He# can sort materials using everyday terms and
#He# can explain how some materials are particularly suitable for specific purposes and
#He# understands the different properties of solids, liquids and gases and
#He# can distinguish metals from other solids by their properties and
#He# understands how matter is made up of particles and
#He# can explain, using the particle model, changes in state and
#He# can relate the properties of materials to differences in the structure and bonding and

>Mixtures<
 can describe methods of separating simple mixtures.
 can apply #his# knowledge of separating salt or sand from water, to other similar mixtures.
 understands the differences between elements, compounds and mixtures.
 uses symbols and formulae to represent elements and compounds.
 can describe a range of chemical reactions, such as oxidation or neutralisation.
 can recognise a range of chemical reactions, such as reduction or thermal decomposition.

>Changes 1<
#He# is aware of how heating and bending change material and
#He# is aware of reversible and irreversible changes and
#He# describes changes using scientific terms and
#He# correctly identifies changes in state and
#He# is beginning to use simple equations to summarise reactions and
#He# can apply #his# knowledge to explain how rainwater acts upon limestone and
#He# can apply #his# knowledge to explain how rocks are weathered and
#He# can use chemical formulae in balanced equations and
#He# uses balanced equations to describe reactions and

>Changes 2<
 makes predictions whether changes are reversible or not.
 can describe similarities between chemical reactions.
 relates changes of state to energy transfers.
 makes predictions about other chemical reactions using patterns of reactivity.
 can apply #his# knowledge of chemical reactions to suggest how substances could be made.
 recognise that the way in which an elements react is related to its electronic structure.

Physical Processes
>Knowledge<
#Name# can describe similarities and differences between simple physical processes.
#Name# gives simple explanations of physical processes using #his# own knowledge and understanding.
#Name# has an increasing knowledge and understanding of physical processes.
#Name# can apply #his# ideas about physical processes.
#Name# has an extensive knowledge and understanding of physical processes.

>Phenomena 1<
#He# understands how brightness and colour effect the quality of light and
#He# has experimented with bulbs making different electrical circuits and
#He# understands how breaks in circuits stop bulbs from lighting and
#He# can describe how a electrical circuit may be switched on or off and
#He# uses #his# ideas about electricity to make changes such as altering the current in a circuit and
#He# can explain, using abstract ideas, how electric current is a flow of charge and
#He# understands electromagnets and how electricity and magnetism are related and
#He# can apply #his# understanding to problems such conserving energy during normal energy transfer and

>Phenomena 2<
 understands how loudness and pitch effect the quality of sound.
 understands how applying a force alters the direction and speed of an object.
 can describe how the apparent position of the Sun changes over the course of a day.
 uses #his# ideas about sound to make changes such as altering the pitch or loudness of a sound.
 can explain how the sum of several forces determines the direction of an object.
 can explain, using abstract ideas, how wind and waves are energy resources.
 can apply #his# understanding gravitational attraction to determine the movement of satellites and planets.

>Concepts 1<
#He# is aware that sound and light can come from a variety of sources.
#He# can describe the changes in light which result from actions such as switching on a simple electrical circuit.
#He# can describe the changes in movement which result from actions such as pushing or pulling objects.
#He# can make simple generalisations such as sounds become fainter further from the source.
#He# can make generalisations about how motion is affected by different forces.
#He# can make generalisations about how sounds are heard through different materials.
#He# can use abstract ideas such as forces being balanced when an object is stationary.
#He# can use abstract ideas such as objects being seen when light from them enters the eye.
#He# can apply the concept of transfer of energy in a variety of contexts.
#He# can apply the concept of the refraction and dispersion of light in a variety of contexts.
#He# can apply abstract ideas to explain the appearance of objects in different colours of light.
#He# can apply abstract ideas to explain how frequency of vibration affects the pitch of a sound.

>Observing<
#Name#
#Name# uses the correct units when measuring or calculating and
#Name# can do calculations that involve more than one step and
#Name# can interpret graphs such as speed-time graphs and
#Name# makes good use of #his# data and
#Name# can considered a number of factors when explaining a phenomena and
#Name# considers ways of obtaining data, such as data relating to the solar system and

>Models<
 can compare the movement of objects in terms of speed or direction.
 can use the idea that light travels to explain phenomena such as the formation of shadows.
 can use models to explain the length of a day or year.
 can use models to describe how electricity flows in a parallel circuit.
 can use models to describe how sound waves pass through a medium.
 understands how wave models are useful in explaining how light and sound are transmitted.
 uses #his# knowledge to explain patterns that #he# find.


