LEVEL 3 I can identify differences and similarities

LEVEL 3 • I can identify differences and similarities or changes in different scientific ideas. • I can suggest solutions to problems and build models to represent my ideas. • I can give scientific evidence to answer questions.

LEVEL 5 • I can use more than one abstract idea or model to describe processes. • I can explain processes and suggest solutions to problems by using models. • I can recognise scientific questions that might not have answers. • I understand how scientists use ideas and evidence for scientific ideas

LEVEL 7 • I can make connections between abstract ideas and use models. • I can decide which factors are important when explaining processes • I can explain how different pieces of evidence support scientific ideas. • I can explain how processes are accepted or rejected in the scientific community.

LEVEL 4 • I can use scientific ideas to describe simple processes. • I can use simple models to describe scientific ideas. • I can give scientific evidence to debate for and against arguments.

LEVEL 8 • I can describe processes in detail using abstract ideas and models. • I can use an appropriate approach to evaluate different explanations or arguments. • I can analyse new scientific developments

LEVEL 6 I can identify strengths and weaknesses of different models. I can describe scientific evidence that supports or refutes (to prove to be false, wrong or incorrect) different arguments. I understand how new scientific evidence is discussed and interpreted.

LEVEL 3 • I can state the reason of different scientific and technological developments. • I can make connections or links. • I can point out areas of our lives and jobs that involve science.

LEVEL 5 • I can describe viewpoints a range of people may have on science. • I can indicate how scientific or technological developments may affect different groups of people in different ways. • I can identify ethical or moral issues linked to scientific or technological developments. • I can link uses of science to scientific ideas.

LEVEL 7 I can suggest ways that science and technology can be influenced. I can explain how scientific discoveries can change world views. I can point out economic, ethical and social arguments for and against science. I understand how creative thinking helps with the development of new ideas.

LEVEL 4 • I can describe pros and cons of different scientific and technological developments. • I can recognise uses of different scientific ideas. • I can point out areas of our lives and jobs that involve science.

LEVEL 8 • I can describe ways that a society influences scientific development. • I have evaluated the effects science has on society as a whole. • I can explain the unintended consequences that may occur as scientific theories develop. • I can make balanced judgements about the impact of science on society.

LEVEL 6 I can describe how decisions on the use of science vary in different economies and cultures I can explain how societies are affected by different science ideas. I can describe how scientific developments help scientists pose new questions I can describe how science is put into use in different jobs.

LEVEL 3 • I can draw tables and graphs of my results. • I can use simple scientific language. • I can say why it is important to work in groups when doing an experiment.

LEVEL 5 • I can tell the difference between opinion and evidence relating to science. • I can decide on the best way to represent data. • I can use appropriate scientific and mathematical symbols when communicating ideas. • I can suggest how teamwork in experiments may improve results.

LEVEL 7 • I can explain how information may be manipulated in order to influence ideas. • • I can represent abstract ideas using symbols, flow diagrams and graphs. • I can explain how scientists with different specialism’s have contributed to science.

LEVEL 4 • I can present data appropriately. • I can use appropriate scientific language to communicate ideas. • I can use scientific and mathematical symbols when communicating ideas.

LEVEL 8 • I can critically evaluate information and evidence. • • I can construct strong and well structured explanations in a variety of ways. • I can determine skills that would be necessary to solve scientific problems.

LEVEL 6 I can identify lack of balance in the presentation of info or evidence. I can communicate qualitative or quantitative data appropriately. I can tell the difference between primary, secondary sources and simulations.

LEVEL 3 • I can identify control variables in an experiment. • I can select equipment for a practical. • I can take simple measurements and observations during a practical. • I know how to be safe during a practical.

LEVEL 5 • I can recognise important variables in investigations. • I can explain why I use certain equipment or information for an investigation. • I repeat results where appropriate. • I understand obvious risks involved and take necessary action.

LEVEL 7 • I can form questions that can be investigated. • I can identify variables and explain why some cannot be controlled. • I can identify sources of error and take account of them. • I know why risk assessment is needed and can develop one.

LEVEL 4 • I can decide when I need to carry out a fair test. • I can select the appropriate equipment for an investigation. • I can take measurements or observations during a practical and identify ranges. • I know the risks involved in a practical.

LEVEL 8 • I can justify my strategy when investigating different scientific questions. • I can select methods to collect quality data. • I can adapt my work to control risks by taking expert advice.

LEVEL 6 • I can plan investigations and identify variables which are dependant and independent. • I can justify my choice of results collection. • I can chose appropriate ranges, numbers and values. • I can recognise familiar risks and take action to control them.

LEVEL 3 • I can see patterns in my results. • I can describe what I have found out in a practical. • I can suggest ways to improve my practical.

LEVEL 5 • I can see patterns in my results, including graphs and recognise odd results. • I can give reasons for differences in repeated investigations. • I can draw conclusions using more than one piece of evidence. • I evaluate my results and method and suggest ways to improve them.

LEVEL 7 • I can explain how data can be interpreted in different ways and how unexpected outcomes could be significant. • I can identify quantitative relationships between variables. • I can assess the strength of evidence in supporting a conclusion. • I can suggest ways to improve my results.

LEVEL 4 • I can recognise patterns in my results, including graphs. • I can draw conclusions from data presented in different ways. • I can give scientific evidence in my conclusions. • I can suggest ways to improve my practical.

LEVEL 8 • I can give explanations for unexpected observations and results. • I can process and use data and link the importance of variables. • I can critically interpret and evaluate and put together conflicting evidence. • I can suggest ways to improve my results and ways to take the investigation further.

LEVEL 6 • I can use science to suggest why there might be inconsistencies or limitations in evidence collected. • I can select and manipulate data and use it in my conclusions. • I can make and explain conclusions that link to the evidence I collected. • I can make valid comments on quality of my data.