How to use the focused assessments
It is not an 'off the peg' solution to scientific inquiry (SC1) assessment.
It is a flexible system that means you don't have to reinvent the wheel.
For some QCA units there is more than one focused assessment because different schools chose to focus on a different strand of scientific inquiry (SC1). This means that you can choose the one you prefer.
Each of these focused assessments was written for a particular class of children, working in a particular school. We strongly recommend that you amend any plan to suit your own class and circumstances.
The focus of the assessment may have an impact on the way the children record. For example if you are focusing on data interpretation, you may make decisions about how to carry out a fair test as a whole class that the teacher records on a flip chart, but the children may record their own results and write about their interpretation of those results. This reduces the need for unnecessary writing that may put children off science and reduces the time available for hands-on work and discussion.
- Classroom organisation for these focused assessments
- Recording Assessments
- How to decide on the next steps in children's SC1 learning
- How are IST project schools using this approach?
Classroom organisation for these focused assessments
As they are to be integrated into the normal programme of teaching there should be no special arrangements, although it is good to group children particularly carefully so that you are aware of which children may be supporting others and can ask additional questions accordingly. For Key Stage 2 it is assumed that the context will be a whole class lesson, but for Key Stage 1 some of the activities assume that the teacher can spend some time with a group at a time or that other adults will be available to support children. Sometimes it may be appropriate to group children together to provide them with a certain level of support, but sometimes differentiation can be managed by supporting individuals as appropriate.
Recording Assessments
A standard record sheet has been provided that will help you to record the 'next steps' for each group of children and what future teaching will be needed.
- Click here for 'next steps' record sheet
- Click here for example of completed 'next steps' sheet
A group/class record sheet for the year has also been provided, but the focused assessments can feed into your school's existing arrangements for recording progress in scientific inquiry (SC1).
- Click here for class record sheet
- Click here for example of completed class record sheet
How to decide on the next steps in children's SC1 learning
One way of using the assessment indicators at the bottom of each planned assessment is to help indicate what the appropriate next steps might be for the children that have achieved what was hoped for. The suggestions for differentiation provide an indication of the teaching that would facilitate this. For children who have attained the highest level shown, the next steps often involve expecting a higher degree of independence and freedom to develop their own lines of enquiry. Otherwise the National Curriculum level descriptors can be referred to for guidance, as can other published versions of progression in scientific inquiry (SC1) such as the New Star Science Skills Ladder (Ginn).
Consider whether children might need:
- Something similar presented in a different context
- Specific teaching of particular skills or processes of scientific enquiry
- Time allocated for the group to work closely with the teacher
- To work with different children or groups
- The opportunity to be more independent
- More structured support
- Less structured support
- To revisit the idea at a later date
How are IST project schools using this approach?
As they are to be integrated into the normal programme of teaching there should be no special arrangements, although it is good to group children particularly carefully so that you are aware of which children may be supporting others and can ask additional questions accordingly. For Key Stage 2 it is assumed that the context will be a whole class lesson, but for Key Stage 1 some of the activities assume that the teacher can spend some time with a group at a time or that other adults will be available to support children. Sometimes it may be appropriate to group children together to provide them with a certain level of support, but sometimes differentiation can be managed by supporting individuals as appropriate.