The secondary curriculum review
The level descriptions for level 4 to 8 and exceptional performance have been modified. The aim of the modifications is to complement the revisions to the programmes of study and maintain standards. For ease of comparison, the current level descriptions appear alongside the modified version.
| Level | Current level description | Modified level description |
|---|---|---|
| 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. | Pupils decide on an appropriate approach including using a fair test to answer a question, and select suitable equipment and information from that provided. They use methods that are adequate for the task, taking action to control obvious risks to themselves. They make a series of observations and measurements and vary one factor while keeping others the same. They record their observations, comparisons and measurements using tables and bar charts and begin to plot points to form simple graphs. They interpret data containing positive and negative numbers. They begin to relate their conclusions to patterns in data, including graphs, and to scientific knowledge and understanding. They communicate their conclusions using appropriate scientific language. They suggest improvements in their work, giving reasons. |
| 5 | Pupils describe how experimental evidence and creative thinking have been combined to provide a scientific explanation [for example, Jenner's work on vaccination at key stage 2, Lavoisier's work on burning at key stage 3]. When they try to answer a scientific question, they identify an appropriate approach. They select from a range of sources of information. When the investigation involves a fair test, they identify key factors to be considered. Where appropriate, they make predictions based on their scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it effectively. They make a series of observations, comparisons or measurements with precision appropriate to the task. They begin to repeat observations and measurements and to offer simple explanations for any differences they encounter. They record observations and measurements systematically and, where appropriate, present data as line graphs. They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding. They make practical suggestions about how their working methods could be improved. They use appropriate scientific language and conventions to communicate quantitative and qualitative data. | Pupils decide appropriate approaches to a range of tasks, including selecting sources of information and apparatus. They use methods that obtain data systematically and take action to control risks to others as well as themselves. They use line graphs to present data, interpret numerical data and draw conclusions from them. They analyse findings to draw scientific conclusions that are consistent with the evidence. They make practical suggestions about how their working methods could be improved. They communicate these using scientific and mathematical language and conventions. They evaluate their working methods to make practical suggestions for improvements. |
| 6 | Pupils describe evidence for some accepted scientific ideas and explain how the interpretation of evidence by scientists leads to the development and acceptance of new ideas. In their own investigative work, they use scientific knowledge and understanding to identify an appropriate approach. They select and use sources of information effectively. They make enough measurements, comparisons and observations for the task. They measure a variety of quantities with precision, using instruments with fine-scale divisions. They choose scales for graphs and diagrams that enable them to show data and features effectively. They identify measurements and observations that do not fit the main pattern shown. They draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them. They make reasoned suggestions about how their working methods could be improved. They select and use appropriate methods for communicating qualitative and quantitative data using scientific language and conventions. | Pupils identify an appropriate approach in investigatory work, selecting and using sources of information, scientific knowledge and understanding. They use methods to collect adequate data for the task, measuring with precision, using instruments with fine-scale divisions, and identify the need to repeat measurements and observations. They recognise a wide range of risks and take action to control them. They record data and features effectively, choosing scales for graphs and diagrams. They analyse findings to draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them and account for any inconsistencies in the evidence. They manipulate numerical data to make valid comparisons and draw valid conclusions. They communicate qualitative and quantitative data effectively using scientific language and conventions. They evaluate evidence, making reasoned suggestions about how their working methods could be improved. |
| 7 | Pupils describe some predictions based on scientific theories and give examples of the evidence collected to test these predictions. In their own work, they use scientific knowledge and understanding to decide on appropriate approaches to questions. They identify the key factors in complex contexts and in contexts in which variables cannot readily be controlled, and plan appropriate procedures. They synthesise information from a range of sources, and identify possible limitations in secondary data. They make systematic observations and measurements with precision, using a wide range of apparatus. They identify when they need to repeat measurements, comparisons and observations in order to obtain reliable data. Where appropriate, they represent data in graphs, using lines of best fit. They draw conclusions that are consistent with the evidence and explain these using scientific knowledge and understanding. They begin to consider whether the data they have collected are sufficient for the conclusions they have drawn. They communicate what they have done using a wide range of scientific and technical language and conventions, including symbols and flow diagrams. | Pupils plan appropriate approaches and procedures by synthesising information from a range of sources and identifying key factors in complex contexts and in which variables cannot readily be controlled. They use methods to obtain reliable data, including making systematic observations and measurements with precision, using a range of apparatus. They recognise the need for, and carry out, a simple risk assessment. They record data in graphs, using lines of best fit. They analyse findings to draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain these conclusions and identify possible limitations in primary and secondary data. They use quantitative relationships between variables. They communicate effectively using a wide range of scientific and technical language and conventions, including symbols and flow diagrams. They begin to consider whether the data they have collected are sufficient for the conclusions they have drawn. |
| 8 | Pupils give examples of scientific explanations or models that have had to be changed in the light of additional scientific evidence. They evaluate and synthesise data from a range of sources. They recognise that investigating different kinds of scientific questions requires different strategies, and use scientific knowledge and understanding to select an appropriate strategy in their own work. They decide which observations are relevant in qualitative work and include suitable detail in their records. They decide the level of precision needed in comparisons or measurements, and collect data enabling them to test relationships between variables. They identify and begin to explain anomalous observations and measurements and allow for these when they draw graphs. They use scientific knowledge and understanding to draw conclusions from their evidence. They consider graphs and tables of results critically. They communicate findings and arguments using appropriate scientific language and conventions, showing awareness of a range of views. | Pupils recognise that different strategies are required to investigate different kinds of scientific questions, and use scientific knowledge and understanding to select an appropriate strategy. They adapt their approach to practical work to control risk. They record data that are relevant and sufficiently detailed, and choose methods that will obtain these data with the precision and reliability needed. They analyse data and begin to explain, and allow for, anomalies. They carry out multi-step calculations and use compound measures, such as speed, appropriately. They communicate findings and arguments showing awareness of a range of views. They evaluate evidence critically and suggest how inadequacies can be remedied. |
| EP | Pupils give examples of scientific explanations and models that have been challenged by subsequent experiments and explain the significance of the evidence in modifying scientific theories. They evaluate and synthesise data from a range of sources. They recognise that investigating different kinds of scientific questions requires different strategies, and use scientific knowledge and understanding to select an appropriate strategy in their own work. They make records of relevant observations and comparisons, clearly identifying points of particular significance. They decide the level of precision needed in measurements and collect data that satisfy these requirements. They use their data to test relationships between variables. They identify and explain anomalous observations and measurements, allowing for these when they draw graphs. They use scientific knowledge and understanding to interpret trends and patterns and to draw conclusions from their evidence. They consider graphs and tables of results critically and give reasoned accounts of how they could collect additional evidence. They communicate findings and arguments using appropriate scientific language and conventions, showing their awareness of the degree of uncertainty and a range of alternative views. | Pupils recognise that different approaches are required to investigate different kinds of scientific questions, and use scientific knowledge and understanding to select appropriate strategies. They take account of the difference between risk and hazard in making risk assessments. They make records of relevant observations and comparisons, clearly identifying points of particular significance. They decide the level of precision needed for measurements and collect data that satisfy these requirements. They analyse findings to interpret trends and patterns and draw conclusions from their evidence. They make effective use of a range of quantitative relationships between variables in calculations or when using data to support evidence. They communicate findings and arguments showing their awareness of the degree of uncertainty and a range of alternative views. They evaluate evidence critically and give reasoned accounts of how they could collect additional evidence. |
| Level | Current level description | Modified level description |
|---|---|---|
| 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]. | Pupils recall simple scientific knowledge and terminology of life processes and living things, such as scientific names for major organs. They describe some phenomena and processes, such as feeding relationships between plants and animals, drawing on scientific knowledge and understanding. They recognise that evidence can support or refute a scientific idea, such as in the identification and grouping of living things. They recognise some applications and implications of science, such as the use of predators to control pest populations. |
| 5 | Pupils demonstrate an increasing knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study. They describe the main functions of organs of the human body [for example, the heart at key stage 2, stomach at key stage 3], and of the plant [for example, the stamen at key stage 2, root hairs at key stage 3]. They explain how these functions are essential to the organism. They describe the main stages of the life cycles of humans and flowering plants and point out similarities. They recognise that there is a great variety of living things and understand the importance of classification. They explain that different organisms are found in different habitats because of differences in environmental factors [for example, the availability of light or water]. | Pupils recall straightforward scientific knowledge and terminology of life processes and living things. They describe phenomena and processes, such as the main functions of organs and how these functions are essential, drawing on abstract ideas. They explain processes and phenomena, such as the main stages of the life cycles of humans and flowering plants in more than one step or using a model. They apply and use knowledge and understanding in familiar contexts. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as the classification of living things. They describe applications and implications of science, such as solving some of the health problems that arise when organ damage occurs. |
| 6 | Pupils use knowledge and understanding drawn from the key stage 3 programme of study to describe and explain life processes and features of living things. They use appropriate scientific terminology when they describe life processes [for example, respiration, photosynthesis] in animals and plants. They distinguish between related processes [for example, pollination, fertilisation]. They describe simple cell structure and identify differences between simple animal and plant cells. They describe some of the causes of variation between living things. They explain that the distribution and abundance of organisms in habitats are affected by environmental factors [for example, the availability of light or water]. | Pupils recall detailed scientific knowledge and terminology of life processes and living things, for example simple cell structure. They describe phenomena and processes using abstract ideas. They take account of a number of factors, such as environmental factors affecting the distribution of organisms in habitats, or use abstract ideas or models in their explanations of phenomena and processes. They apply and use knowledge and understanding in unfamiliar contexts such as food chains in a habitat. They describe some evidence for some accepted scientific ideas, such as the causes of variation between living things. They explain the importance of some applications and implications of science, such as the use of selective breeding. |
| 7 | Pupils use knowledge and understanding of life processes and living things drawn from the key stage 3 programme of study to make links between life processes in animals and plants and the organ systems involved. They explain the processes of respiration and photosynthesis in terms of the main underlying chemical change. They use their knowledge of cell structure to explain how cells [for example, ovum, sperm, root hair] are adapted to their functions. They identify common variations between individuals, including some features [for example, eye colour] that are inherited and others [for example, height] that can also be affected by environmental factors. They construct models [for example, food webs, pyramids of numbers] to show feeding relationships, and explain how these relationships affect population size. | Pupils recall detailed scientific knowledge and terminology of life processes and living things and make links between different areas. They describe a wide range of phenomena and processes such as respiration and photosynthesis, using abstract ideas and sequencing a number of points. They make links between different areas of science in their explanations. They apply and use more abstract knowledge and understanding, such as inherited and environmental variation, in a range of contexts. They explain how evidence supports some accepted scientific ideas, such as the structure and function of cells. They explain, using abstract ideas where appropriate, the importance of some applications and implications of science, such as the uses of cells in stem cell research. |
| 8 | Pupils demonstrate an extensive knowledge and understanding of life processes and living things drawn from the key stage 3 programme of study by describing and explaining how biological systems function. They relate the cellular structure of organs to the associated life processes [for example, the absorption of food in the digestive system, gas exchange in the lungs]. They recognise, predict and explain changes in biological systems [for example, the effect of increased carbon dioxide concentration on the growth of greenhouse crops, the consequences of smoking for organ systems]. They explain how characteristics can be inherited by individuals and apply their knowledge [for example, in relation to selective breeding]. They predict the short-term and long-term effects of environmental change on ecosystems and use their understanding of such systems to justify their predictions. | Pupils demonstrate an extensive knowledge and understanding of life processes and living things. They use and apply this effectively in their descriptions and explanations, identifying links between topics for example relating cellular structure of organs to their associated life processes. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts. They show they understand the relationship between evidence and scientific ideas, such as the short-term and long-term effects of environmental change on ecosystems and why scientific ideas may need to be changed. They describe and explain the importance of a wide range of applications and implications of science such as relating photosynthesis and respiration to changes in the atmosphere and growth of crops. |
| EP | Pupils demonstrate both breadth and depth of knowledge and understanding drawn from the key stage 3 programme of study when they describe and explain how biological systems function. They recognise that organisms respond to change, and describe ways in which this is achieved. They relate their understanding of internal and external cellular structures to life processes [for example, the increased surface areas of cells in the digestive system]. They relate their understanding of cellular structure to inheritance and variation and explain how this leads to new varieties [for example, how genetic engineering is a modern form of selective breeding]. They recognise the importance of quantitative data [for example, related to populations in an environment] when they describe and explain patterns of change within an ecosystem. | Pupils demonstrate both breadth and depth of knowledge and understanding of how biological systems function. They apply this effectively in their descriptions and explanations, identifying links and patterns within and between topics for example linking internal and external cell structures to life processes. They interpret, evaluate and synthesise data from a range of sources in a range of contexts and apply their understanding to a wide range of biological systems. They demonstrate an understanding of how scientific knowledge and understanding changes, for example in the study of global climate change, building on processes such as questioning, investigating and evidence gathering. They describe and explain the importance of a wide range of applications and implications of science in familiar and unfamiliar contexts such as solving problems arising from global climate change. |
| Level | Current level description | Modified level description |
|---|---|---|
| 4 | Pupils demonstrate knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study. They describe differences between the properties of different materials and explain how these differences are used to classify substances [for example, as solids, liquids, gases at key stage 2, as acids, alkalis at key stage 3]. They describe some methods [for example, filtration, distillation] that are used to separate simple mixtures. They use scientific terms [for example, evaporation, condensation] to describe changes. They use knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not. | Pupils recall simple scientific knowledge and terminology of the properties and classification of materials such as rocks. They describe some phenomena and processes, such as separation methods, drawing on scientific knowledge and understanding. They recognise that evidence can support or refute scientific ideas, for example the classification of reactions as reversible and irreversible. They recognise some applications and implications of science, such as the safe use of acids and alkalis. |
| 5 | Pupils demonstrate an increasing knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study. They describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals from other solids. They identify a range of contexts in which changes [for example, evaporation, condensation] take place. They use knowledge about how a specific mixture [for example, salt and water, sand and water] can be separated to suggest ways in which other similar mixtures might be separated. | Pupils recall straightforward scientific knowledge and terminology of materials and their properties. They describe phenomena and processes, drawing on abstract ideas. They explain processes and phenomena such as the formation of sedimentary rocks in more than one step or using a model. They apply and use knowledge and understanding in familiar contexts, such as identifying changes of state. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as basing separation methods for mixtures on physical and chemical properties. They describe applications and implications of science, such as the uses of metals based on their specific properties. |
| 6 | Pupils use knowledge and understanding of the nature and behaviour of materials drawn from the key stage 3 programme of study to describe chemical and physical changes, and how new materials can be made. They recognise that matter is made up of particles, and describe differences between the arrangement and movement of particles in solids, liquids and gases. They identify and describe similarities between some chemical reactions [for example, the reactions of acids with metals, the reactions of a variety of substances with oxygen]. They use word equations to summarise simple reactions. They relate changes of state to energy transfers in a range of contexts [for example, the formation of igneous rocks]. | Pupils recall detailed scientific knowledge and terminology of properties of materials. They describe phenomena and processes using abstract ideas, such as the particle model applied to solids, liquids and gases. They take account of a number of factors or use abstract ideas or models, such as word equations, in their explanations of phenomena and processes. They apply and use knowledge and understanding, such as relating changes of state to energy transfers, in unfamiliar contexts. They describe some evidence for some accepted scientific ideas, such as the patterns in the reactions of acids with metals and the reactions of a variety of substances with oxygen. They explain the importance of some applications and implications of science, such as the production of new materials with specific desirable properties. |
| 7 | Pupils use knowledge and understanding drawn from the key stage 3 programme of study to make links between the nature and behaviour of materials and the particles of which they are composed. They use the particle model of matter in explanations of phenomena [for example, changes of state]. They explain differences between elements, compounds and mixtures in terms of their constituent particles. They recognise that elements and compounds can be represented by symbols and formulae. They apply their knowledge of physical and chemical processes to explain the behaviour of materials in a variety of contexts [for example, the way in which natural limestone is changed through the action of rainwater, ways in which rocks are weathered]. They use patterns of reactivity [for example, those associated with a reactivity series of metals] to make predictions about other chemical reactions. | Pupils recall detailed scientific knowledge and terminology of properties of materials and make links between different areas. They describe a wide range of phenomena and processes using abstract ideas and sequencing a number of points, for example in the rock cycle. They make links between different areas of science in their explanations, such as between the nature and behaviour of materials and their particles. They apply and use more abstract knowledge and understanding, such as the particle model of matter, and symbols and formulae for elements and compounds, in a range of contexts. They explain how evidence supports some accepted scientific ideas, such as the reactivity series of metals. They explain, using abstract ideas where appropriate, the importance of some applications and implications of science, such as the need to consider the availability of resources, and environmental effects, in the production of materials. |
| 8 | Pupils demonstrate an extensive knowledge and understanding drawn from the key stage 3 programme of study, which they use to describe and explain the behaviour of, and changes to, materials. They use the particle model in a wide range of contexts. They describe what happens in a range of chemical reactions and classify some [for example, oxidation, neutralisation]. They represent common compounds by chemical formulae and use these formulae to form balanced symbol equations for reactions [for example, those of acids with metals, carbonates or oxides]. They apply their knowledge of patterns in chemical reactions to suggest how substances [for example, salts] could be made. | Pupils demonstrate an extensive knowledge and understanding of the behaviour of, and changes to, materials. They use and apply this effectively in their descriptions and explanations, identifying links between topics. They represent common compounds by chemical formulae and use these formulae to form balanced symbol equations for reactions. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, such as describing chemical reactions, classifying them and suggesting how new substances could be made. They show they understand the relationship between evidence and scientific ideas and why scientific ideas may need to be changed. They describe and explain the importance of a wide range of applications and implications of science. |
| EP | Pupils demonstrate both breadth and depth of knowledge and understanding drawn from the key stage 3 programme of study when they describe and explain the nature and behaviour of materials. They use particle theory in a wider range of contexts, recognising that differences in the properties of materials relate to the nature of the particles within them. They recognise, and give explanations for, examples of chemical behaviour that do not fit expected patterns. They routinely use balanced symbol equations for reactions. They interpret quantitative data about chemical reactions, suggesting explanations for patterns identified. | Pupils demonstrate both breadth and depth of knowledge and understanding of the nature and behaviour of materials. They apply this effectively in their descriptions and explanations, identifying links and patterns within and between topics. They interpret, evaluate and synthesise data from a range of sources in a range of contexts and apply their understanding to a wide range of chemical systems, such as explaining chemical behaviours that do not fit expected patterns. They demonstrate an understanding of how scientific knowledge and understanding changes, building on processes such as questioning, investigating and evidence gathering. They describe and explain the importance of a wide range of applications and implications of science in familiar and unfamiliar contexts. |
| Level | Current level description | Modified level description |
|---|---|---|
| 4 | Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They describe and explain physical phenomena [for example, how a particular device may be connected to work in an electrical circuit, how the apparent position of the Sun changes over the course of a day]. They make generalisations about physical phenomena [for example, motion is affected by forces, including gravitational attraction, magnetic attraction and friction]. They use physical ideas to explain simple phenomena [for example, the formation of shadows, sounds being heard through a variety of materials]. | Pupils recall simple scientific knowledge and terminology of physical processes, such as how to connect electrical components. They describe some phenomena and processes drawing on scientific knowledge and understanding, for example the observed position of the sun in the sky over the course of a day. They recognise that evidence can support or refute a scientific idea, such as sounds being heard through a variety of materials. They recognise some applications and implications of science, such as the use of electrical components to make electrical devices. |
| 5 | Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They use ideas to explain how to make a range of changes [for example, altering the current in a circuit, altering the pitch or loudness of a sound]. They use some abstract ideas in descriptions of familiar phenomena [for example, objects are seen when light from them enters the eye at key stage 2, forces are balanced when an object is stationary at key stage 3]. They use simple models to explain effects that are caused by the movement of the Earth [for example, the length of a day or year]. | Pupils recall straightforward scientific knowledge and terminology of physical processes, such as how to alter the pitch of a sound. They describe phenomena and processes, such as balanced forces, drawing on abstract ideas. They explain processes and phenomena in more than one step, or using a model, for example the length of a day or a year. They apply and use knowledge and understanding in familiar contexts. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as objects being seen when light from them enters the eye. They describe applications and implications of science, such as the ways sound can be produced and controlled, for example in musical instruments. |
| 6 | Pupils use and apply knowledge and understanding of physical processes drawn from the key stage 3 programme of study. They use abstract ideas in some descriptions and explanations [for example, electric current as a way of transferring energy, the sum of several forces determining changes in the direction or the speed of movement of an object, wind and waves as energy resources available for use]. They recognise, and can give examples of, the wide application of many physical concepts [for example, the transfer of energy by light, sound or electricity, the refraction and dispersion of light]. They give explanations of phenomena in which a number of factors have to be considered [for example, the relative brightness of planets and stars]. | Pupils recall detailed scientific knowledge and terminology of physical processes. They describe phenomena and processes using abstract ideas, such as electric current as a way of transferring energy. They take account of a number of factors in their explanations of phenomena and processes, for example in the relative brightness of stars and planets. They also use abstract ideas or models, for example sustainable energy sources and the refraction of light. They apply and use knowledge and understanding in unfamiliar contexts. They describe some evidence for some accepted scientific ideas, such as the transfer of energy by light, sound or electricity, and the refraction and dispersion of light. They explain the importance of some applications and implications of science, such as the use of unsustainable sources of energy. |
| 7 | Pupils use knowledge and understanding of physical processes drawn from the key stage 3 programme of study to make links between different phenomena. They make connections between electricity and magnetism when explaining phenomena [for example, the strength of electromagnets]. They use some quantitative definitions [for example, speed, pressure] and perform calculations, using the correct units. They apply abstract ideas in explanations of a range of physical phenomena [for example, the appearance of objects in different colours of light, the relationship between the frequency of vibration and the pitch of a sound, the role of gravitational attraction in determining the motion of bodies in the solar system, the dissipation of energy during energy transfers]. | Pupils recall detailed scientific knowledge and terminology of physical processes and make links between different areas, for example how energy is transferred by radiation and by conduction, convection and evaporation. They describe a wide range of phenomena and processes using abstract ideas and sequencing a number of points. They make links between different areas of science in their explanations, such as between electricity and magnetism. They apply and use more abstract knowledge and understanding in a range of contexts, such as the appearance of objects in different colours of light. They explain how evidence supports some accepted scientific ideas, such as the role of gravitational attraction in determining the motion of bodies in the solar system. They explain, using abstract ideas where appropriate, the importance of some applications and implications of science, such as the uses of electromagnets. |
| 8 | Pupils demonstrate an extensive knowledge and understanding of the physical processes in the key stage 3 programme of study. They use models to describe and explain phenomena [for example, the magnetic field of an electromagnet, the passage of sound waves through a medium]. They use quantitative relationships between physical quantities in calculations that may involve more than one step. They offer detailed and sometimes quantitative interpretations of graphs [for example, speed-time graphs]. They consider ways of obtaining data [for example, of the solar system] and they use their knowledge of physical processes to explain patterns that they find. They consider physical phenomena from different perspectives [for example, relating the dissipation of energy during energy transfer to the need to conserve limited energy resources]. | Pupils demonstrate an extensive knowledge and understanding of the physical processes. They use and apply this effectively in their descriptions and explanations, identifying links between topics. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts. They show they understand the relationship between evidence and scientific ideas and why scientific ideas may need to be changed, for example the developing understanding of the structure of the solar system. They describe and explain the importance of a wide range of applications and implications of science. |
| EP | Pupils demonstrate both breadth and depth of knowledge and understanding of the physical processes in the key stage 3 programme of study when they describe and explain physical phenomena. They make effective use of a range of quantitative relationships between physical quantities. They understand how models [for example, the particle model] are useful in explaining physical phenomena [for example, how sweating causes cooling]. They apply their understanding of physical phenomena to a wide range of systems [for example, recognising the role of gravitational attraction in determining the movement of satellites, planets and stars]. They recognise the importance of quantitative data and make effective use of this when they consider questions such as energy efficiency. | Pupils demonstrate both breadth and depth of knowledge and understanding of physical processes. They apply this effectively in their descriptions and explanations, identifying links and patterns within and between topics. They interpret, evaluate and synthesise data, such as data on energy efficiency, from a range of sources in a range of contexts and apply their understanding to a wide range of physical systems. They demonstrate an understanding of how scientific knowledge and understanding changes, building on processes such as questioning, investigating and evidence gathering. They describe and explain the importance of a wide range of applications and implications of science in familiar and unfamiliar contexts, for example alternative methods of electricity generation. |
