the way they are formed and cycle through and current to explain the operation of electric Earth systems. They model how the circuits and use a field model to explain represent investigation findings in graphical form, but may relative positions of Earth, the Sun and the interactions between magnets. not yet be able to distinguish between the representations Moon affect phenomena on Earth. of continuous and discrete variables in a graph. Students develop questions and hypotheses that Students identify and construct questions can be investigated using a range of inquiry skills. use an appropriate technique in the ‘ruler drop’ and problems that they can investigate They independently design and improve measurement of reaction times, but are not yet able to scientifically and make predictions based appropriate methods of investigation including the suggest how digital technologies may be used to generate on scientific knowledge. They plan control and accurate measurement of variables more accurate, precise or reliable data. experiments, identifying variables to be and systematic collection of data. They explain changed, measured and controlled. They how they have considered reliability, precision, use data from their own investigations to support their consider accuracy and ethics when safety, fairness and ethics in their methods and arguments, but are not yet able to incorporate class findings planning investigations, including designing identify where digital technologies can be used to into their discussions and conclusions. field or experimental methods. enhance the quality of data. They analyse trends in data, explain relationships between variables Students summarise data from different and identify sources of uncertainty. When sources and construct representations of selecting evidence and developing and justifying their data to reveal and analyse patterns conclusions, they account for inconsistencies in and relationships, and use these when results and identify alternative explanations for justifying their conclusions. They explain findings. how modifications to methods could improve the quality of their data and apply Students evaluate the validity and reliability of their scientific knowledge and investigation claims made in secondary sources with reference findings to evaluate claims made by others. to currently held scientific views, the quality of the They use appropriate scientific language, methodology and the evidence cited. They representations and simple word equations construct evidence-based arguments and use to communicate science ideas, methods appropriate scientific language, representations and findings. and balanced chemical equations when communicating their findings and ideas for specific purposes.
the way they are formed and cycle through Earth systems. They model how the relative positions of Earth, the Sun and the Moon affect phenomena on Earth. Students identify and construct questions and problems that they can investigate scientifically and make predictions based on scientific knowledge. They plan experiments, identifying variables to be changed, measured and controlled. They consider accuracy and ethics when planning investigations, including designing field or experimental methods. Students summarise data from different sources and construct representations of their data to reveal and analyse patterns and relationships, and use these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and apply their scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate scientific language, representations and simple word equations to communicate science ideas, methods and findings. represent investigation findings in graphical form, but may not yet be able to distinguish between the representations of continuous and discrete variables in a graph. use an appropriate ‘ruler drop’ technique in the measurement of reaction times, but are not yet able to suggest how digital technologies may be used to generate more accurate, precise or reliable data. use data from their own investigations to support their arguments, but are not yet able to incorporate class findings into their discussions and conclusions. and current to explain the operation of electric circuits and use a field model to explain interactions between magnets. Students develop questions and hypotheses that can be investigated using a range of inquiry skills. They independently design and improve appropriate methods of investigation including the control and accurate measurement of variables and systematic collection of data. They explain how they have considered reliability, precision, safety, fairness and ethics in their methods and identify where digital technologies can be used to enhance the quality of data. They analyse trends in data, explain relationships between variables and identify sources of uncertainty. When selecting evidence and developing and justifying conclusions, they account for inconsistencies in results and identify alternative explanations for findings. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and use appropriate scientific language, representations and balanced chemical equations when communicating their findings and ideas for specific purposes.
7-10_Indicative_Progression_Science.docx