Level descriptors - Science
Science Key Stage 1-3
The performance descriptions for P1 to P3 are common across all subjects. They outline the types and range of general performance that some pupils with learning difficulties might characteristically demonstrate. Subject-focused examples are included to illustrate some of the ways in which staff might identify attainment in different subject contexts.
Descriptor / GuidanceP1(i) / Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted.
P1(ii) / Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, looking towards flashes of light or turning towards loud sounds. They may give intermittent reactions, for example, sometimes withdrawing their hands from changes in temperature.
P2(i) / Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, discarding objects with unfamiliar textures. They begin to show interest in people, events and objects, for example, leaning forward to follow the scent of a crushed herb. They accept and engage in coactive exploration, for example, feeling materials in hand-over-hand partnerships with a member of staff.
P2(ii) / Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a consistent dislike for certain flavours or textures. They recognise familiar people, events and objects, for example, moving towards particular features of familiar environments. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, rejecting food items after recent experience of bitter flavours. They cooperate with shared exploration and supported participation, for example, examining materials handed to them.
P3(i) / Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, reaching out towards a sound making object. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, pressing hard objects into soft textures. They observe the results of their own actions with interest, for example, scrunching up paper and examining the product. They remember learned responses over more extended periods, for example, reaching out to touch a live animal with caution and sensitivity.
P3(ii) / Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, switching on a favourite piece of equipment in the light and sound room. They can remember learned responses over increasing periods of time and may anticipate known events, for example, balls falling and bouncing on the floor. They may respond to options and choices with actions or gestures, for example, touching one substance rather than another. They actively explore objects and events for more extended periods, for example, feeling the textures of different parts of a plant. They apply potential solutions systematically to problems, for example, tipping a container in order to pour out its contents.
From level P4 to P8, many believe it is possible to describe pupils' performance in a way that indicates the emergence of skills, knowledge and understanding in science. The descriptions provide an example of how this can be done.
P4 / Pupils explore objects and materials provided, changing some materials by physical means and observing the outcomes, for example, when mixing flour and water. They know that certain actions produce predictable results, for example, that sponges can be squeezed. They 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. They show interest in a wide range of living things, handling and observing them, for example, collecting items on a visit to a farm, or on a walk in the woods.
Descriptor / Guidance
P5 / Pupils anticipate and join in activities focused on enquiry into specific environments, for example, finding the hamster under the straw, or the worms in a wormery. They group objects and materials in terms of simple features or properties, for example, temperature or colour. They can indicate the before and after of material changes. They engage in experimentation with a range of equipment in familiar and relevant situations, for example, initiating the activation of a range of light sources. They answer simple scientific questions, for example, 'Where is the flower?' 'Is it hot/cold?'.
P6 / Pupils explore objects and materials provided in an appropriate way. They recognise features of objects, for example, the features of living things in their environment, knowing where they belong, for example, eyes on a face, leaves on a tree. They begin to make generalisations, connections and predictions from regular experience, for example, expecting that ice cream will melt, or by predicting that wheeled objects move faster when pushed harder. They consistently sort materials according to given criteria when the contrast is obvious. They closely observe the changes that occur, for example, when materials are heated, cooled or mixed. They identify some appliances that use electricity. They can recall sources of sound and light, for example, remembering their location.
P7 / Pupils actively join in scientific investigations. They understand some simple, scientific vocabulary and can communicate related ideas and observations using simple phrases, for example, indicate which food to give which animal. They sort materials reliably with given criteria, for example, hard or soft. They observe some of the simple properties of light, sound and movement, for example, shadows, volume or speed. They begin to record their findings, for example, pictorially. They begin to make suggestions for planning and evaluating their work.
P8 / Pupils explore and observe similarities, differences, patterns and changes in features of objects, living things and events. They begin to make their own contributions to planning and evaluation and to recording their findings in different ways. 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. They make their own observations of changes in light, sound or movement that result from actions, for example, pressing a switch. They can describe the changes when questioned directly.
SC1 – Scientific enquiry
1 / Pupils describe or respond appropriately to simple features of objects, living things and events they observe, communicating their findings in simple ways [for example, talking about their work, through drawings, simple charts].
2 / 2c Pupils respond to suggestions about how to find things out – with adult help, make suggestions on how to investigate a simple experiment
2c With Help, make their own suggestions about how to collect data to answer questions – can collect a range of data (3 pieces of evidence)
2c They describe their observations using scientific vocabulary
2c Record them, using simple tables when appropriate
2b They use simple texts, with help, to find information
2b They use simple equipment provided and make observations related to their task
2a They observe and compare objects, living things and events
2a They say whether what happened was what they expected / 2c e.g. how to make a toy car run faster
2c e.g. 3 heights of ramps
2c To use some specific vocabulary to describe what they have found e.g. steeper, faster, higher etc
Put results into a table provided
2b To order a given text (adult to read as required) using scientific knowledge which can be provided using their ideas / suggestions
To be able to take actual measurement e.g. Using a stop watch
2a To use the data they have collected to make a simple statement
To describe un simple terms, the outcome e.g. I expected the higher ramp to make the car go faster.
3 / 3c They recognise why it is important to collect data to answer questions - Using evidence obtained explain what they found
3c They provide explanations for observations and for simple patterns in recorded measurements
3c They communicate in a scientific way what they have found out and suggest improvements in their work
3b The use simple texts to find information
3b Pupils respond to suggestions and put forward their own ideas about how to find the answer to a question
3b Where appropriate, they carry out a fair test with some help, recognising and explaining why it is fair
3a They make relevant observations and measure quantities, such as length or mass, using a range of simple equipment
3a They record their observations in a variety of ways / 3c Identifying trends e.g. the car went faster because the ramp was higher
3b e.g. child can finish this sentence “I could make this better by ….”
e.g. audio text, teacher read text
Independently make suggestions on how to investigate a simple experiment
e.g. Dissolving Alka-Seltzer in water, only changing one variable
3a e.g. balance, measuring cylinder, stop watch, digital thermometer etc
e.g. tally chart, photos
4 / Pupils recognise that scientific ideas are based on evidence. In their own investigative work, they decide on an appropriate approach [for example, using a fair test] to answer a question. Where appropriate, they describe, or show in the way they perform their task, how to vary one factor while keeping others the same. Where appropriate, they make predictions. They select information from sources provided for them. They select suitable equipment and make a series of observations and measurements that are adequate for the task. They record their observations, comparisons and measurements using tables and bar charts. They begin to plot points to form simple graphs, and use these graphs to point out and interpret patterns in their data. They begin to relate their conclusions to these patterns and to scientific knowledge and understanding, and to communicate them with appropriate scientific language. They suggest improvements in their work, giving reasons.
SC2 – Life processes and living things
1 / Pupils recognise and name external parts of the body [for example, head, arm] and of plants [for example, leaf, flower]. They communicate observations of a range of animals and plants in terms of features [for example, colour of coat, size of leaf]. They recognise and identify a range of common animals [for example, fly, goldfish, robin].
2 / 2c They recognise that difference living things are found in different places (e.g. ponds, woods)
2c They describe the basis for their groupings
2b They sort living things into groups, using simple features
2b They recognise that living things grow and reproduce
2a Pupils use their knowledge about living things to describe the basic condition / 2c to indicate where these living / things may be found (habitat)
-To match objects / pictures to habitats
e.g. number of legs, shape of leaf
2b To sort / group objects / pictures etc into groups e.g. 8 pictures into 3 groups
2a Know 3 stages of development – baby, adult, old age and know adult male and female are needed to produce young
-e.g. a supply of food, water, air, light that the animals and plants need in order to survive – minimum of 3 conditions to be described
3 / 3c They provide simple explanations for changes in living things
3b They identify ways in which an animal is suited to its environment
3a Pupils use their knowledge and understanding of basic life processes when they describe differences between living and non-living things / 3c e.g. diet affecting the health of humans or other animals, lack of light or water altering plant growth. – to match / indicate why plant / animal has grown in a different way and relate it to conditions
3b e.g. a fish having fins to help it swim – to identify living things adaptation to its environment
3a e.g. growth, reproduction – to both sort living from non-living and explain why / clarify it for 4 out of 7 life processes (MRS FREG)
4 / Pupils demonstrate knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study. They use scientific names for some major organs of body systems [for example, the heart at key stage 2, the stomach at key stage 3] and identify the position of these organs in the human body. They identify organs [for example, stamen at key stage 2, stigma, root hairs at key stage 3] of different plants they observe. They use keys based on observable external features to help them to identify and group living things systematically. They recognise that feeding relationships exist between plants and animals in a habitat, and describe these relationships using food chains and terms [for example, predator and prey].
Attainment target 3: Sc3 Materials and their prop