Science

Key Skills Rubrics

Welcome to the Science Assessment for
Improving Learning Toolkit
There are three parts to the Assessment for Improving Learning Toolkit:
– Teachers’ Key Skill Rubrics
– Children’s Key Skill Rubrics
– Learning Advice

The toolkit supports teachers in the assessment of Key Skills as identified in the IPC Learning Goals. The
emphasis, as with all IPC assessment, is improving learning, and teachers should use the toolkit to inform future
teaching and learning, differentiation or curriculum decision-making. Assessment is integral to the Process to
Facilitate Learning and therefore rubrics should be used throughout the learning process, not just at the end of
learning. The Learning Advice provides suggestions to improve learning. These could be offered to individual
students or used to inform planning for the class or small groups as needed.

Teachers’ Key Skills Rubrics Children’s Key Skills Rubrics

– These criterion-referenced rubrics should not be – These rubrics can be edited to increase
edited to reduce subjective judgments. accessibility for all learners.
– There are four columns in each rubric – There are three columns, and once at the
– Beginning, Developing, Mastering and Mastering level, the learner is encouraged to
Innovating. innovate in their own way.
– The Innovating column includes ideas for – Each level has a sentence stem that begins with I
teacher reference but should be learner initiated am able to....
where possible.
– Each level (except Innovating) has a sentence
stem that begins with The learner is able to….

The end of milepost expectations (Mastering) in the rubrics were developed from the benchmarking of IPC
Learning Goals to various national and regional curricula. The rubrics should be applied consistently as this could
enable the comparison of assessment data from cohort to cohort.

As the rubrics are in English which is read left to right, we have organised the children’s rubrics with Mastering in
the first column on the left. The aim is to engage learners with what Mastering performance of Key Skills is like,
even if they do not read the entire rubric.

The IPC thematic units offer regular opportunities for practice and assessment of Key Skills. Only one Key Skill per
task should be assessed, and guidance on what and how to assess is provided in the unit tasks.

For more information on using rubrics, please see:

FAQs Rubric & Learning Advice
[Link]/ipc2020/page/assessment-rubrics

FAQs Assessment for Improving Learning Toolkit

[Link]/ipc2020/page/assessment-faq

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 Milepost 1 Teacher

1.06
Be able to suggest independent variables to test in a guided investigation

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Suggest changes to an – Identify the independent – I dentify what could be
investigation that is not variable in a given test changed in an investigation – Plan their own investigation
necessarily related to the and how
– Select relevant and – Explain the role of
independent variable
appropriate items/ – Identify what must stay the independent variables in
conditions for an same in an investigation tests
investigation from a given
– Suggest relevant and
selection
appropriate items/
conditions to test
(independent variables)
– State what will be
measured and suggest
how evidence will be
collected

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– U
se the language of ‘independent variable’ – E
xplain your thinking to someone else using
when referring to what is changing in the correct scientific terminology. Check you
investigation. are clear on your ideas for the independent
variables.
– Practise identifying the independent variable
through discussion with learning partners. – Try to think of more ways in which you
might collect evidence. Try them out to see
– Think about a test you have done. Are there
whether they work.
any similar tests/investigations you could do?
What types of things would you test?

Updated: 13/12/2022 3
 Milepost 1 Children

1.06
Be able to suggest independent variables to test in a guided investigation

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk and/or write about what could – Name which things we are changing – T
alk and/or write about what could be
be changed and how to make the when we are investigating a question, changed when we are looking into a
changes, when preparing for an and that these are called the question to investigate
investigation independent variable
– Talk and/or write about what must stay – Choose a condition or item to change
the same when we are investigating a from a given list that will help us
question answer a question
– Suggest which things we could
change (independent variables) when
investigating a question
– Talk about what will be measured
and how this can be done in an
investigation

Updated: 13/12/2022 4
 Milepost 1 Teacher

1.07
Be able to make predictions

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Make predictions that – Make a prediction worded – M
ake predictions that
indicate what they hope as an overall outcome. E.g. directly relate to what – Q
uestion others to
will happen rather than the strongest material will is being measured/ promote deeper thinking
thinking about what will be _____. OR the number investigated about predictions made
probably happen of animals will be the same
– Use scientific terminology – Connect predictions to
in all locations
– Fill in the blanks of a given in their prediction previous experiences
prediction statement with – State when an investigation
– Give a reason for their – Connect predictions to the
one of the options from is similar to another they
prediction real world
the investigation. E.g. have carried out and make
_____ will be the strongest a prediction based on this
previous experience

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– T
hink about previous investigations. How are – T
hink about what you are investigating
they similar or different to this one? Think e.g. strength, flexibility, range of plants in a
about whether previous investigations can location. Use the question in your prediction.
help you make a reasonable prediction. Try to consider the different test items and
compare them as part of your prediction.
– Imagine you are writing/telling a story. Think
about what might happen next. In a story, – Explain your thinking to someone else. Do
what happens next often depends on what they agree or do they have other ideas? Do
has already happened. Now think about what you need to change your prediction?
might happen in your investigation. Look
– Review predictions considering if they are
closely at everything you have and think
realistic, and discuss with others. Do they
about what you are going to do.
agree? Reject predictions based on or
– Play ‘silly’ and ‘sensible’ predictions with influenced by fiction/fantasy.
other children. Make some silly predictions,
such as: ‘I predict I’m going to grow one
metre tonight’, or ‘I predict a train will come
through our classroom in ten minutes’. Ask
why these ‘predictions’ are silly. Then make
sensible predictions such as: ‘I predict I’ll go
to sleep before tomorrow’. Ask the other
children to explain why they think these
predictions are sensible.
– Use the idea of ‘silly’ and ‘sensible’
predictions before you carry out an
investigation. List some silly predictions and
some sensible ones. Discuss why you have
chosen each. Then choose from the sensible
list.

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 Milepost 1 Children

1.07
Be able to make predictions

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk about what I think will happen and – Say what I think the results of an – Say what I want to see happen
what information we will collect investigation will be
– Complete a prediction to show what I
– Use correct science words when I talk – Talk about similarities between past think will happen or what the ‘winner’
about what I think will happen and current investigations and use this will be
to say what I think will happen
– Explain why I think something will
happen

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 Milepost 1 Teacher

1.08
Be able to use the senses safely to make observations

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Follow instructions to – State which senses are best – D
escribe the risks
make observations with to use for an investigation associated with using taste – I dentify tools that can
each sense to make observations replace the senses
– Check with an adult
– State the most obvious before proceeding with – Describe the risks – Use equipment to replace
risk within a context but observations they think associated with using the senses where there
does not yet generalise may be risky hearing to make is risk and for increased
this across a variety of observations accuracy e.g. probes
– Suggest which sense to
investigations
use when sorting and – Describe the risks – Explain how using a
classifying items in a associated with using sight particular sense may pose
particular way to make observations more risk to some children
than others
– Describe the risks
associated with using smell
to make observations
– Describe the risks
associated with
using touch to make
observations
– Use tools to assist the
senses
– Use equipment to reduce
risks when using the senses

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– D
iscuss how to make observations with – W
atch carefully how your teacher and other
peers. Think about what you are trying to find children measure and observe things in
out – which sense will be the most useful? scientific investigations. Do they do anything
special to keep themselves safe? Make sure
– When you are looking for information, think
that you understand what you are looking for
about exactly what it is you are trying to
and think about risks before you begin.
find out. You can work with another child to
share your ideas. Is your method safe? Does
it help you find what you need to know?

Updated: 13/12/2022 7
 Milepost 1 Children

1.08
Be able to use the senses safely to make observations

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk about why it is not always safe to – Talk about which one of my five senses – F
ollow instructions to use each of my
find out about things by tasting them will be the best for an investigation five senses safely in science
– Talk about why it is not always safe to – Talk to an adult about anything that – Talk about how to avoid risks and stay
find out about things by listening to might be unsafe in my investigation safe in an investigation
them
– Say which one of my five senses I
– Talk about why it is not always safe will use for sorting things to answer a
to find out about things by looking at question
them
– Talk about why it is not always safe to
find out about things by smelling them
– Talk about why it is not always safe to
find out about things by touching them
– Use tools which help me to find out
about things with my five senses
– Use equipment to make it safer to find
out about things with my five senses

Updated: 13/12/2022 8
 Milepost 1 Teacher

1.11
Be able to compare results with predictions

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Identify if the prediction – Describe the surprises in – J
udge whether their
they made is the same as their results prediction(s) was/were – E
xplain why their prediction
the results correct was incorrect
– Accept that differences
between predictions and – Describe what they – Is honest and truthful when
results inform learning found out and how this is comparing predictions and
similar or different to their results
prediction

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– Reflect on the prediction you made. – E

xplain to someone what your results show
Compare it to your results. Annotate the you about the investigation. Do they agree?
results that support your prediction and
– Are you able to identify how the results and
those that surprise you. Think about what
your prediction were different/the same?
you have learnt from this new information.
– Develop integrity through retaining
predictions and seeking out new learning
from unexpected results.

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 Milepost 1 Children

1.11
Be able to compare results with predictions

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk about what happened and say – Talk about anything that happened that – T
alk about how what happened was
if I was right or wrong about what I surprised me the same as what I thought would
thought would happen happen
– Show how I can learn from the
– Talk about what happened and how differences between what I thought
this is the same or different to what I would happen and what did happen
thought would happen

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 Milepost 1 Teacher

1.12
Be able to describe the method and results

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– State some of the things – Annotate (orally or written) – D
escribe each step of the
they did a diagram to show the method (orally or written) – A
pply language learning
method using visual prompts using the correct
– Tell a simple ‘story’ of the
verb tense for either
investigation – Recount a narrative of the – Explain the results they
instructional writing or to
investigation collected
create a report
– State how and the order – Complete a table to record
– Suggest improvements to
in which results were results
results charts
collected
– Select a way to record
– Contribute to group/shared results including using
records of results digital tools
– Explain what they did and
what they found out

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– B
efore completing your method try to add – U
se organising scaffolds to support step by
detail to better tell the story of what you did. step records of methods.
– Practise telling others what you found out – Carefully prepare results tables before
and show where/how you found things out starting the investigation to support getting
and the resources you used. accurate results.

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 Milepost 1 Children

1.12
Be able to describe the method and results

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Use pictures to talk or write about each – Use a picture to help explain how we – T
alk through some of the things that
step in our investigation did our investigation we did
– Talk or write about the results that we – Talk through all the steps, in the right – Talk through the steps that we took in
have order, that we took in our investigation our investigation
– Record our results in a given format – Talk about how we collected our
information and the order we did this
– Choose how we could record our
results – Share results to help a class
investigation
– Talk or write about how we did our
investigation and what we found out

Updated: 13/12/2022 12
 Milepost 1 Teacher

1.13
Be able to suggest improvements to investigations

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Be open minded to critical – Identify issues with an – I dentify what may have
reflection on how well an investigation – e.g. design unintentionally influenced – T
ry different ways of doing
investigation was carried or how it was carried out their results an investigation and decide
out which was the most
– Seek assistance/ – State why a measurement
successful
suggestions to improve may have lacked accuracy
how an investigation is – Appreciate how a group
– Suggest alternative tools
carried out has shared responsibility
or equipment to improve
for the outcome of
investigations
investigations

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– T
ry to discriminate between silly and more – W
ork with a partner and try out each other’s
realistic ways of investigating. Which of your ideas. When some ideas don’t work, talk this
ideas are practical? Which of your ideas through with your partner, your teacher and
would help you find out about a scientific other children without being critical. Try out
issue? some other ideas or modify your original
idea to make it work better.
– When your early investigations don’t work
out, don’t abandon your idea! Ask your – Reflect on what you did well. Think about
teacher or a friend how you could change the process. Were you accurate when
your idea to make it work. Now try it out measuring?
again – did it work better this time, or do you
– Set yourself a simple target before you begin
need to change it again?
each part of an investigation: How are you
– Talk with other children and your teacher going to show your teacher that you looked
about how important accuracy is in your life. really closely at something or measured
For example, discuss buying two ice creams really accurately?
from the ice cream van that are completely
– Start to think about fairness and what makes
different sizes – how does the ice cream
something fair. For example, if you poured
man measure the amount of ice cream he
just one drop of water onto one plant and
serves? Or, how important is it that shoes or
then lots and lots of water onto another,
clothes that somebody buys you fit you well?
would measurements of how much each
– Discuss with your teacher afterwards how plant has grown be ‘fair’?
well your chosen method and equipment
– Discuss with other children which resources
worked. Should you have used a different
you think were best and your reasons for this
piece of equipment? Why? Why not? Are
choice.
there any other pieces of equipment you
could have used that would have worked – Make sure that you are clear on what it is you
equally well? are looking for before you begin to gather
data. Ask your teacher or a friend to help you
clarify this first and then think this through
on your own before you start using the
resources.

Updated: 13/12/2022 13
 Milepost 1 Children

1.13
Be able to suggest improvements to investigations

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk about the things which we didn’t – Talk about any problems with our plan – L
isten to other people’s ideas and
mean to may have affected the results or the way that we did the investigation comments on how we did our
investigation
– Talk about why the measurements – Discuss ideas that could help us do the
might not be quite right investigation better
– Talk about how different tools
or equipment could make the
investigation better

Updated: 13/12/2022 14
 Milepost 2 Teacher

2.06
Be able to plan an investigation changing only one independent variable

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Identify what is being – Pose a question that can – A
sk a question and plan
measured in a test be investigated an investigation to help – C
reate safe investigations
answer it to pursue their own
– Pose questions related to – Pose a question that helps
interests
science learning them learn about the world – Plan an investigation
identifying the independent – Describe the extent to
– Suggest items/conditions – Identify what will be
variable which a test is fair
that could be tested measured/observed/
surveyed in order to – Describe the relationship – Explain the difference
– Follow a scaffold/template
answer a given question between the independent between independent and
to plan an investigation
variable and the results dependent variables
– Find things out through
they will record
investigations – Explain the connection
– Explain why there is only between independent and
– Plan parts of a given
1 independent variable in dependent variables
investigation indicating
their test
controlled variables
– Prioritise which
independent variables to
test focusing on those
most relevant to the
investigation question

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– T
ry adapting science questions into testable – K
eep reminding yourself of what you are
questions. Talk together about what is trying to find out in your investigation. Make
investigable and what is not. a list before you begin of all the things you
want to find out and check it regularly whilst
– Before you begin to prepare an investigation,
making your plan.
talk through your ideas with someone to
make sure you are changing only the right – List all the things you could find out in your
things. investigation, but that don’t really matter
this time. Then focus on what does matter
– Practise planning an investigation by
and make sure you have planned to get
redesigning a given test.
information on what is important.
– Look at what you are trying to find out.
– When you have worked out your experiment,
Check to make sure that your ways of
think very carefully of what could get in the
collecting evidence are connected to what
way of you getting good information.
you are trying to find out.
– Before planning an investigation, list the
– Tell someone exactly what you are trying
measurements you could take and how.
to find out in your investigation and how
From this list, identify the measurements
you plan to do this. Do they agree with your
you think will be easy to measure and which
plan? Do they have any suggestions?
will be a challenge. Next think about what
– With a partner, cut up and share your plans. you are investigating, which measurement
Can you put them in the right order? Is will help you to answer the question? Which
anything missing from your plans? measurements would not help you answer
the question?
– Think of what you have done in the past.
How does this help you make your mind up – Explain why you have planned this way
about what to do? of collecting evidence. Do others agree
with you that you have planned the best
way? Discuss any problems/challenges in
collecting this evidence.

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 Milepost 2 Children

2.06
Be able to plan an investigation changing only one independent variable

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Ask a question and suggest how to – Ask questions that we could investigate – C
hoose what information I need so
investigate it that we can answer the question
– Ask questions about the world around
– Plan an investigation choosing us – Ask questions about the science we
the thing that will be changed have been learning
– Talk about what information we can
(independent variables)
collect that will help us to answer a – Talk about what can be tested and
– Explain the connection between question investigated
the thing that will change and the
– Find answers to questions by testing – Fill in the blanks on a written plan for
information that we are collecting
things and collecting information how to investigate a question
– Talk about why it is important to
– Talk and/or write about the controlled
only change one thing at a time, the
variables, the things to keep the same
independent variable, when we are
when we are investigating
investigating a question
– Choose which are the right things to
change first because they will help
to answer the question that we are
investigating

Updated: 13/12/2022 16
 Milepost 2 Teacher

2.07
Be able to make informed predictions

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Make simple/basic – Make predictions directly – M
ake predictions that
links between previous related to the investigation include comparisons e.g. – Synthesise information
investigations and question This will be better/quicker/ from previous tests, real
predictions etc. than this. life and research to make
– State one piece of
predictions
knowledge or experience – State multiple influences
that influenced their on their prediction – Describe the different
prediction options that could become
– Make reasonable
predictions and describe
– Discuss and compare predictions
how they eliminate them
predictions with others
– Discuss predictions and
make changes based on
others’ thinking

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– I magine what could happen in your – B

efore you carry out an investigation think
investigation. Try to think of a reason why about what the most likely outcome is. Why
that would happen. Explain your thinking is this the most likely outcome? Are your
to someone else. Do they have the same ideas based on something you have done or
prediction, or do they have another idea? seen before?
Explore your thinking together.
– Before you begin your investigation think
– Review predictions making connections to about everything you already know about
previous learning. it. When you say what you think is going
to happen make sure you give the reasons
– Before you begin your investigation, check
why, using what you already know or have
your ideas out with someone. See if they
experienced.
think your prediction could happen. If they
think it is impossible to happen ask them – With other learners explain why you have
why and then see if you want to change your made your prediction.
mind.
– Before an investigation think of three
different predictions; are you able to explain
why each of these predictions may occur?
Which is the most likely result?

Updated: 13/12/2022 17
 Milepost 2 Children

2.07
Be able to make informed predictions

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk about what I think will happen and – Say what I think the results of the – T
alk about connections between past
use words like ‘better’ or ‘quicker’ to investigation will be and current investigations and use this
predict results to say what I think will happen
– Talk about the learning or experiences
– Talk about lots of different things, such that helped me predict what I think is
as my learning or my experiences, that going to happen
helped me predict what I think is going
– Talk about what I think will happen with
to happen
my friends and find out what they think
– Make predictions that are possible will happen
rather than impossible
– Talk about what I think will happen with
my friends, finding out what they think
will happen, and then use this to make
any changes to my own prediction

Updated: 13/12/2022 18
 Milepost 2 Teacher

2.08
Be able to identify potential risks in a planned investigation

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Follow step by step – Check with an adult – D
escribe risks in
instructions and respond to before proceeding with classroom-based – R
edesign investigations to
redirection to avoid risks an investigation they think investigations remove risks
may be risky
– Identify behaviours – Identify risks to others
– Follow instructions to reduce risk in an who are not part of the
carefully to avoid risk investigation investigation
– Select tools and methods
to reduce risk
– Describe the risks
associated with conducting
science investigations
outside the classroom

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– T
hink carefully about whether you can carry – M
ake a list of all of the equipment you
out the evidence collection and why it might could use to look at your evidence. Think
not be safe. What can you change to make of equipment that you might not have
sure it is safe? in school, but that you have seen on the
Internet or in reference materials. How
– Talk to your teacher about the kind of
would you use it? Can you think of reasons
evidence you need to collect in your
why it is not available in school?
investigation, e.g. measuring length and
height, looking closely at movement or – Now choose what equipment you are going
colour, finding out how much of something to use in your investigation and say or write
there is. Now take each piece of evidence the reasons why you have chosen these
you need and think of some ways in which things.
you might gather that evidence safely.
– Check that you can use all the equipment
– Relate the idea of ‘checking’ to real life you have chosen accurately. Perhaps
examples. For example, if you want to buy you can work in pairs and set each
something with your pocket money it is a other ‘accuracy tasks’ with each piece
good idea to double check that you have of equipment before beginning your
enough before you leave home. Try to think investigations.
of your own examples of checking when
beginning investigations.

Updated: 13/12/2022 19
 Milepost 2 Children

2.08
Be able to identify potential risks in a planned investigation

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk about what could be unsafe when – Discuss my investigation with an adult – F
ollow instructions in an investigation
doing an investigation in the classroom to check if anything is unsafe in what I and change what I am doing if
am looking into someone tells me how to make it safer
– Talk about what we could do to make
investigations safer – Follow instructions carefully to avoid
risks in an investigation
– Choose tools and ways to do things
that make investigations safer
– Talk about what could be unsafe when
doing an investigation outside the
classroom

Updated: 13/12/2022 20
 Milepost 2 Teacher

2.11
Be able to compare results to predictions and draw conclusions

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Describe their results – Judge whether their – G
enerate a new question/
and how this is similar or prediction was correct investigation in response to – D
escribe the limitations of
different to their prediction initial results the results and how this
– Describe what they
impacts the conclusion
have learnt from the – Rank results in relation
investigation to the question being – Compare results from
investigated different investigations
– Use results to inform
aimed at answering the
further or new predictions – Conclude whether
same question and decide
their investigation and
– Select the ‘best’ result from which are reliable
results help answer the
their investigation
investigation question

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– R
eflect on your predictions and the results. – C
ompare the results and sort them from
How similar or different are they? If you ‘best’ to ‘worst’ based on the investigation
did a similar investigation how might your question. How might this information be
predictions change? Why? Use these ideas to useful?
develop a more in-depth conclusion.
– Reflect on whether the investigation question
– Compare the results and decide which has been answered. If not, why not? If it
was the ‘best’ and ‘worst’ based on the has, what new questions do you have. Use
investigation question. this information to develop a more in-depth
conclusion.
– Make a statement, for example: ‘Jacques
is tall because he eats a lot’. Now try and – Question reasonableness of results
think of lots of other reasons why Jacques considering measurement tools, method and
might be tall. Play this game to develop units used. Could any of these things have
thinking about cause and effect. Now think impacted on the results? Could they be a
what is being investigated, can you make a reason your prediction does not match the
conclusion from your results? results?
– Think about why you can’t draw any
conclusions from your investigation. Why do
you think that is? What could you do better
next time? Could you make your first idea
clearer? Make sure you know what it is you
are investigating. Choose the best way of
measuring or looking.

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 Milepost 2 Children

2.11
Be able to compare results to predictions and draw conclusions

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Use what I have found out to create – Talk about what happened and say – T
alk about what happened and say
new questions to investigate how right or wrong about I was with whether this is the same or different to
what I thought would happen what I thought would happen
– Order results from the winner to the
loser in an investigation that compares – Talk about what I have learnt from
things what happened
– Talk about whether our investigation – Use what I found out to help me think
helped us answer the question we about other learning
were looking into
– Choose the winner when comparing
things in an investigation

Updated: 13/12/2022 22
 Milepost 2 Teacher

2.12
Be able to record and describe the method and results in a variety of ways

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Describe the method – Follow prompts to describe – D
escribe the method in
(orally or written) following the method detail – S
eek out terminology to
provided visual prompts extend their own scientific
– Use words and pictures to – Use scientific vocabulary
e.g. photos of them doing vocabulary (may include
make the method clear correctly
the investigation using terminology in
– Use technology to record – Record the method in a various languages)
– Complete given results
method and/or results as variety of ways following
tables – Record results and method
directed the sequence of the
in a well organised manner
investigation
– Suggest table design to
record results – Select and use technology
to record both method and
results appropriately
– Design a table to record
results

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– C
ompare your description of the method – Think about developing a structure through
with someone else in the same investigation which you can think about how to record.
group. How are they similar or different? So: What is it most important to record for
From the discussion add any further details. me? What is it most important for other
people to know? What is the best medium to
– Make a list of subheadings for describing
record this? How can I make the information
and recording the method. Refer to this to
clear to people?
check that you have included all the essential
information. – Compare your description of the method
with someone else in the class. Would they
– Before completing a results chart check
know how to repeat the investigation from
with a peer – explain to them what you will
your description? From the discussion add
measure when and where you will record it.
any further details.
Do they agree with your explanation?
– As part of the planning process discuss
– Practise measuring accurately before you
different ways of recording the results.
begin your investigation.
Decide which will be the most effective
based on the question you are trying to
answer.
– Once you have the measurements you
needed to take – distance, time, taste,
etc. – work with another child to identify
the different levels of detail. For example,
distance can be measured in metres,
centimetres or millimetres. ‘Taste’ can be
defined as sweet, sour, etc. but may need
an invented classroom scale of sweetness,
etc. How best can you make your results
understood by others?

Updated: 13/12/2022 23
 Milepost 2 Children

2.12
Be able to record and describe the method and results in a variety of ways

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk or write about how we did – Use word prompts to help us talk – U
se pictures to talk or write about each
our investigation including timings, through the steps of our investigation step in our investigation
measurements and how the results
– Use pictures and words to show how – Record our results in a given format
were recorded
we did our investigation
– Use correct words from my science
– Use digital tools to show how we did
learning to explain what we did and the
our investigation and the information
information we collected
we collected
– Explore different ways to show what
– Talk about how to organise the
we did in the right order
information we need to record to
– Choose a digital tool to best show answer our question
how we did our investigation and the
information we collected
– Create a table or chart to help us
record information that answers our
question

Updated: 13/12/2022 24
 Milepost 2 Teacher

2.13
Be able to compare investigations and results identifying possible anomalies

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Review their results and – Compare results from – I dentify potential errors/
identify if any seem out of different investigations inaccuracies in the – T
ry different methods of
place aimed at answering the investigation by analysing investigating and identify
same question and decide results any shortcomings.
if they support the same
– Judge whether their results – Consider issues of
conclusion
are reliable accuracy and the extent to
– Discuss results that seem which they impact results
to contradict each other
– Commit time to practising
aspects of investigations to
increase accuracy

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– T
hink about why your measurements and – T
hink about what you will have to measure
observations didn’t work out too well. Is or observe during your investigation. Imagine
it because you didn’t do things carefully yourself actually doing the investigation.
enough, or because you weren’t clear Is there anything that might be difficult to
what to measure or observe? Before you measure or observe? If there is, make the
do another investigation, check with your changes before you begin investigating.
teacher about how clear you really are.
– Think about the investigation you have
– Think about something you have found out just done. What was it about? Now draw
in the past that is connected in some way to a mind map that includes everything you
this investigation. Think about one way that know about this idea or about the skills you
it is connected to what you found out in this used. It doesn’t matter whether you learned
investigation. these things in school or not. When you
have finished your mind map see if anything
– Talk with a friend or your teacher about your
helps you give a fuller explanation of what
investigation. Try to think together about
happened.
other scientific things you know about or
have done that might help you explain what – As you do your investigation make lots of
you have just seen. notes about what you see happening. Don’t
just wait until the end. When you repeat your
– Play the ‘Silly Reasons’ game before each
investigation and something slightly different
investigation. For example: ‘How do you
happens, try to explain why there was a
know that I like eating onions?’ What
different result.
silly answer could you give? How about:
‘Because they are the same shape as – Imagine you are a detective. You have to
oranges’. Would that show that I liked eating say why you think the person you caught is
onions? Now think of a better answer. How guilty. Imagine looking at all of the evidence
about: ‘I see you buying them in the shop’. you have collected. Now imagine that your
Does that prove that I like eating onions or teacher is going to ask you every time why
that someone in my house does? What’s an you think your conclusions about your
even better answer? How about: ‘Because investigations are true. What will you say?
you always have them in your sandwiches’.
When you do your investigation make sure
you can use the best reasons to explain what
has happened.

Updated: 13/12/2022 25
 Milepost 2 Children

2.13
Be able to compare investigations and results identifying possible anomalies

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Look at the results carefully and decide – Talk about the results and how they are – L
ook at the results and say if any don’t
if any do not look right and suggest the same or different to results from seem to fit or be right
why that might be another investigation, which looked
into the same question, and decide
– Decide whether information collected
if the conclusion was the same both
in investigations can be compared or
times
if differences in the testing situation
means that this is not possible – Talk about results from different
investigations that should be similar but
are not

Updated: 13/12/2022 26
 Milepost 3 Teacher

3.06
Be able to plan a fair (test) investigation

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Recognise when a test is – Discuss the issues that – A
ddress issues at the
unfair might make a test unfair planning stage to make a – S
eek out and use models/
test as fair as possible simulations to investigate
– Annotate a given plan – Take resources into
question it is not possible
of a fair test identifying consideration when – Be realistic when planning
to answer in the classroom
the controlled and planning a test methods and resources for
independent variables an investigation – Describe how accuracy of
– List most of the equipment
measurement impacts on
needed – List tools and units for
how fair a test is
measuring
– Complete a chart listing
what changes and what – List equipment needed
stays the same in an
– Describe when a test is not
investigation (controlled
fair and explain why
and independent variables)
– Annotate their plan of
– Plan an investigation using
a fair test identifying
provided resources to
the controlled and
answer a given question
independent variables

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– P
ractise measuring with a range of tools, and – E
xplain to another child or your teacher the
decide which ones will be most useful for reasons behind your choice of question.
your investigation. Think about the units of
– Plan your investigation before you begin and
measurement. Do the unit and tool match?
reflect on your planning. Then reflect on the
What level of accuracy will be required?
investigation itself. Write and talk about these
– Try to be as clear as possible about the reflections so that you can see that the skills
question you want to answer and the kind of of science are at least as important as the
investigation it requires to answer it. Check factual content
you plan by listing what will change and what
– Work with a partner and think of a way to
stays the same. Remember that only one
investigate a question. Then critique each
thing should change to support fair testing.
other’s ideas against the criteria contained in
– Discuss examples of fairness based on the children’s assessment rubric. Add more
your life with other children. For example: detail to experiment plans.
Two children, equally good at netball, had
– Justify your suggestions before you begin
a netball shooting competition. They both
your investigations. You can do this formally
stood the same distance from the net and
or informally but you should structure your
had the same number of throws. What could
justification: This is what I am going to do.
make it easier for one child over another?
This is the equipment I am going to use. This
(Such as the use of a smaller ball, etc.)
is how I am going to use it. This is why I think
– Work with another child and critique each the investigation is as fair as possible. This is
other’s ideas. For example: This is what I why I think it will answer the question for me.
would do. What’s good and not-so-good These are the problems we might encounter.
about my suggestion? After conducting the investigation, you
should review your justification.
– Imagine carrying out the investigation.
Does it go smoothly or can you see any – Discuss media reports of science
difficulties? Can you eliminate some of these investigations with the rest of your class.
difficulties before you begin the investigation Think about how scientists might carry out
by rethinking what you will do? their investigations. Do the investigations
seem fair?

Updated: 13/12/2022 27
 Milepost 3 Children

3.06
Be able to plan a fair (test) investigation

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk through my plans with others and – Talk about what might make a test – Say when a test is unfair
make changes to make the test as fair unfair
– Add information onto a plan of a
as possible
– Choose only accessible resources fair test, showing which things are
– Talk about how to investigate a when planning an investigation staying the same and which things
question and what things we will need, are changing, naming these as the
– Write/draw a list of the equipment that
making sure that these are things that controlled and independent variables
we will need
we have and can actually do in school
– Make a list showing which thing
– Make a list of the tools that we will
will stay the same and which things
need and the information they will help
will change, naming these as the
us collect
controlled and independent variables
– Make a list of all the equipment that we
– Make a plan using the things that we
will need and use this to prepare for
have been given to investigate a given
the investigation
question
– Talk about how fair or unfair my test
was
– Make a plan for a fair test and show
which thing will stay the same and
which things will change, naming these
as the controlled and independent
variables

Updated: 13/12/2022 28
 Milepost 3 Teacher

3.07
Be able to make predictions related to the independent variable

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Make basic predictions that – Adjust predictions based on – U
se language or
are reasonable questions or prompts from probability/likelihood in – U
se terminology of
peers or adults their predictions independent, controlled
and dependent variable
– Predict following a – Rank the independent
correctly when explaining
structure e.g. If _____then variables being investigated
predictions
_____ will happen based on predicted results
– Make predictions including
units of measurement

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– T
hink through what you are going to do, one – T
hink about the measuring you will do in the
stage at a time. Check that your prediction investigation. Which unit will be best for what
relates to the investigation question, what is you are trying to measure? When making
being measured/tested and the options for your predictions be consistent with units
independent variables that are available. and make comparisons. Do you think the
difference between dependent variables will
– Compare your prediction with others.
be large or small?
Do you have the same ideas or different?
Discuss your reasons. – Make a list of probability words – you will
have used these in Mathematics. Try and use
these words when predicting the outcome
of your investigation. Is anything impossible?
Which result is more likely?

Updated: 13/12/2022 29
 Milepost 3 Children

3.07
Be able to make predictions related to the independent variable

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Use ‘probability’ words from my Maths – Change my idea on what I think will – Make predictions that are possible
learning to say what I think is likely to happen after talking it through with
happen other people
– Make predictions such as best to – Complete a sentence to show what I
worst results for each thing being think is going to happen
investigated

Updated: 13/12/2022 30
 Milepost 3 Teacher

3.08
Be able to conduct science investigations safely

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– State the risks when – Use tools and equipment – U
se tools and equipment
planning an investigation following guidance to correctly and safely – L
ead group learning
maintain safety supporting safety for all
– Give consideration to
when conducting science
others safety when working
investigations
scientifically

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– S
eek guidance with identified risks if you are – S
eek guidance when using a new tool or
unsure how to proceed. equipment. Is there a safe way to use it?
– Consider whether hygiene is a risk factor and – Practise a range of different measurements
plan safe practices. with increasing levels of accuracy while
maintaining safety. Work in pairs to check
each other’s accuracy and provide support
to help keep each other safe when
investigating.

Updated: 13/12/2022 31
 Milepost 3 Children

3.08
Be able to conduct science investigations safely

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Use tools and equipment the right way – Follow instructions to use tools and – T
alk about what could be unsafe when
to keep everyone safe equipment in the right way to keep making a plan for an investigation
everyone safe
– Think about how to keep everyone
safe when doing an investigation

Updated: 13/12/2022 32
 Milepost 3 Teacher

3.11
Be able to draw conclusions based on results and compare to original hypotheses and the real world

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Compare results in order – Identify whether the results – I dentify patterns in data
to offer an answer to the support the hypothesis or collected – C
ritically reflect on how
question being investigated not their thinking has changed
– Explain how the results
and why
– Connect their results to the support the hypothesis or
real world reject it – Seek out news or current
issues connected to the
– Generalise from results
investigation
drawing a conclusion or
making a new/revised – Explain the limitations of
hypothesis their conclusion using
language such as ‘evidence
– Justify their conclusion
of’ rather than ‘proves that’
– Suggest how what they
– Connect science learning
have learnt may have been
to local and global issues
used in real life

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– B
egin looking for patterns in your results. For – S
ort your results deciding whether they
example: My pulse rate is always fastest just support the original hypothesis or not.
after an activity. My pulse rate always slows
– From your results try to create a new
down as I begin to get my breath back.
hypothesis that can be investigated.
– Work with another child to develop an
– Identify patterns in the data collected. Try to
appropriate vocabulary and structure to use
explain the pattern and what caused it.
when explaining what you have done, found
out and how it connects to the real world.
Allow others to ask questions to be clear on
the learning.
– Before analysing results check that they can
be compared easily. E.g. was the same unit
of measurement used?

Updated: 13/12/2022 33
 Milepost 3 Children

3.11
Be able to draw conclusions based on results and compare to original hypotheses and the real world

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Talk about any patterns in the – Say whether the results support my – U
se our results to answer the question
information found in the results thinking we were looking into
– Talk about how the results support my – Suggest how what I have found out
thinking or have made me change my might be useful in the real world
mind
– Use what I found out to help me reach
a conclusion and say if my thinking has
changed and how
– Use my results and give reasons for my
conclusion
– Talk about how what I have found out
is useful in the real world

Updated: 13/12/2022 34
 Milepost 3 Teacher

3.12
Be able to record the method and results including tables, graphs, diagrams and/or models

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– Describe the method in – Follow a structure to – S
equence the description
the form of a past tense provide a record of the of the method providing – P
roduce various graphs
narrative method sufficient detail for from results and identify
someone else to follow which is the most suitable
– Create a graph from the
and say why
results – Explain expectations
of accuracy for – Creatively present results
– Communicate results in
measurements/ considering audience and
more than one way
observations messaging
– Use diagrams and videos – Explain the importance of
to support explaining the careful record keeping for
method scientists
– Present results in a suitable
way, selecting the method
depending on data
collected
– Justify their method for
presenting the results

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– M
ake a link with the rough drafts you might – O
nce you are used to using a range of
begin with in formal writing tasks. Discuss the different record keeping and annotations,
difference between notes used to brainstorm begin to justify your choices before you
ideas, recordings that are only for personal begin the recording process. This will help
use and recordings for other people. you realise that recording is an important
part of the process.
– Make a list of the different ways you present
results or data in Mathematics. Use this to – Try to reflect about recording by writing
help you decide which graph/chart might be a ‘How to Record’ booklet for younger
useful for presenting your results. children and then apply the advice to your
own work.
– Work with a partner or in a small group and
discuss each other’s recordings. You can – Discuss newspaper headlines with other
then offer constructive advice to each other children and, in particular, the extent to
on how – if at all – they might be improved. which they convey the meaning of the main
You can then reflect on your own recordings story. (Any newspaper story will do for this.)
to see if the same advice applies to your Then think about how you can convey the
work. key information of your investigation clearly
and concisely.
– Talk to other children about how to build
the best scale you can where conventional
measurements are inappropriate. Discuss
with other children the difference between
objective measurement and subjective
measurement using a scale.

Updated: 13/12/2022 35
 Milepost 3 Children

3.12
Be able to record the method and results including tables, graphs, diagrams and/or models

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Describe in detail all the steps, in the – Complete a given investigation – T
alk or write about how we did our
right order, that we took when we did template to make sure we include all investigation, making sure that this is in
our investigation, and give enough the steps that we took the past tense
information for someone else to be
– Draw and label a graph to show our
able to do the same experiment
results
– Talk about why it is important to make
– Share our results in at least two
careful observations and record the
different ways
information correctly
– Choose the best way to show how we
did our investigation
– Choose the best way to share the
information that we have collected
– Talk about why we have chosen to
show the information in this way

Updated: 13/12/2022 36
 Milepost 3 Teacher

3.13
Be able to evaluate investigations for fairness and suggest improvements

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able, but not
limited to, the following:
– State whether the – Discuss challenges and – A
nalyse an investigation
investigation went as successes in investigations and identify whether the – R
eplicate investigations to
planned design or carrying out increase reliability
– Be open minded to the
the investigation needs
– State whether the need for improvements – Explain how reliability
improvement
investigation was may be increased from
successful – Defend their test design replicating the test or how
the results may change
– Evaluate how fair they think
due to external factors
an investigation is
– Describe issues beyond
– Suggest ways to increase
fairness with scientific
fairness
investigations e.g. ethics

Learning Advice: Beginning to Learning Advice: Developing to

Developing Mastering

– T
o help evaluate your investigation - – T
o help analyse your investigation - Compare
Compare the plan of your investigation the plan of your investigation with what
with what was carried out. Did you stick was carried out. Did you stick to your plan?
to your plan? Why/why not? If you did the Why/why not? If you did the investigation
investigation again would you repeat what again what would you change to make
you did or follow the plan you originally improvements?
made?
– Use a scale (e.g. fair, mostly fair, not that
– Describe what was successful and what was fair, not fair at all) to decide how fair your
challenging about the investigation with a investigation was. Think about whether
peer. Can they suggest anything you could fairness could be improved and how.
practise to improve future investigations? E.g.
– Imagine this investigation was done by a
measuring skills.
scientist in a laboratory, what do you think
they might do differently to improve the
fairness of the test?

Updated: 13/12/2022 37
 Milepost 3 Children

3.13
Be able to evaluate investigations for fairness and suggest improvements

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Think carefully about the investigation – Talk about any problems we had – S
ay whether the investigation did, or
and say how we could make it better without investigation and say what didn’t, go the way we planned
by changing the plan or the way we went well
– Say whether the way we tried to the
did it
– Listen to other people’s ideas how question was good or not
– Talk about my investigation plan for to make our investigation better and
looking into a question and say why it repeat experiments when needed
is a good plan
– Say how our investigation was fair or
not
– Talk about ideas that would make the
investigation fairer

Updated: 13/12/2022 38