ASSESSMENT

Progression
Frameworks

FOR

SCIENCE
YEAR 3

Developed in Association with

 ASSESSMENT

Progression
Frameworks

Introduction
The Progression Framework for science is divided into two • Working Scientifically is based on the main skill areas
parts: Progression in concepts and Working Scientifically: which are broadly viewed as processes (e.g. planning
investigations, reporting findings). Each of these is then
•P
 rogression in concepts is based on the statements subdivided into individual skills. As the Programme of
relating to key ideas in science. It is split into Biology, Study statements are by Key Stage rather than by year,
Chemistry and Physics; within each of these a number of these have been taken as relating to the second year of
‘big ideas’ have been identified and used to show how each Key Stage and statements have been developed for
later statements progress from earlier ones. See below the previous year that represent progress towards that.
for more information about the big ideas.
See the separate document ‘About the Progression
Framework for science’ for more detailed information.

Developed in Association with

 Rising Stars Progression Framework for science, Year 3
Domain: Biology
'Big idea' Progression statement What to look for guidance What to look for guidance What to look for guidance
(Working towards expectations) (Meeting expectations) (Exceeding expectations)

1) Living things can be There is no content for this Big Idea in Year 3.
classified according to
observable features

2) Habitats provide living 3.2.1 Explore the Suggest how one of the requirements Explain what all plants need to flourish Compare the requirements of different
things with what they need requirements of plants for life and for plants to stay healthy could be and recognise how these plants and link these to particular
growth (air, light, water, nutrients explored. requirements vary in amount. habitats.
from soil, and room to grow) and
how they vary from plant to plant

LINK 4.1.2

3) Living things exhibit There is no content for this Big Idea in Year 3.
variation and adaptation and
these may lead to evolution

Numbering system:[Link] [Link] 1

 Rising Stars Progression Framework for science, Year 3
Domain: Biology
'Big idea' Progression statement What to look for guidance What to look for guidance What to look for guidance
(Working towards expectations) (Meeting expectations) (Exceeding expectations)

4a) Life exists in a variety of 3.4a.1 Identify and describe the Identify different parts of a flowering Describe what each part of a Suggest why parts may vary in size and
forms and goes through functions of different parts of plant: roots, stem/trunk, leaves and flowering plant does. shape from one species of flowering
cycles – Plants flowering plants: roots, stem/trunk, flowers. plant to another.
leaves and flowers

LINK 5.5.1

3.4a.2 Investigate the way in which Identify that water is transported Explain, with the aid of a diagram or Suggest how this process might vary
water is transported within plants within plants. plant, how water is carried up from from one type of plant to another.
the soil.

3.4a.3 Explore the part that flowers Describe the processes of pollination, Explain how pollination, seed Suggest why pollination, seed formation
play in the life cycle of flowering seed formation and seed dispersal. formation and seed dispersal play a and seed dispersal may vary from one
plants, including pollination, seed role in the reproduction of flowering type of plant to another.
formation and seed dispersal plants.

LINK 6.3.3

4b) Life exists in a variety of 3.4b.1 Identify that animals, Identify that animals, including Describe why animals depend on the Explain why a varied diet is important.
forms and goes through including humans, need the right humans, need the correct nutrition. correct nutrition.
cycles – Animals types and amount of nutrition, and
that they cannot make their own
food; they get nutrition from what
they eat

5) The human body has a LINKSIdentify

3.5.1 4.5.1; 4.5.3; 6.3.3 and
that humans Recognise that humans and some Explain which parts of the skeleton Compare the ways that the skeletons of
number of systems, each some other animals have skeletons other animals have skeletons and provide support and protection, and different animals provide support,
with its own function and muscles for support, protection muscles. how they allow for movement. protection and movement.
and movement

Numbering system:[Link] [Link] 2

 Rising Stars Progression Framework for science, Year 3
Domain: Chemistry
'Big idea' Progression statement What to look for guidance What to look for guidance What to look for guidance
(Working towards expectations) (Meeting expectations) (Exceeding expectations)

1) Different rocks have 3.1.1 Describe in simple terms how Understand that fossils indicate the Explain how fossils are formed. Explain the importance of studying
different properties and the fossils are formed when things that shape of previous life forms. fossils.
formation of soil & fossils have lived are trapped within rock
can be explained
LINK 3.2.1

3.1.2 Recognise that soils are Describe the appearance of soil, Describe how soil is made. Compare different soils in terms of
made from rocks and organic recognising that it is a mixture of composition.
matter materials.

2) Materials have physical 3.2.1 Compare and group together Identify that rocks vary in terms of Examine and test rocks, grouping Suggest uses for different kinds of rocks
properties which can be different kinds of rocks on the basis appearance and physical properties. them according to the results. based on their properties.
investigated and compared of their appearance and simple
physical properties

LINK 3.1.1

3) The physical properties of There is no content for this Big Idea in Year 3.
materials determine their
uses

4) Materials can exist in There is no content for this Big Idea in Year 3.
different states and that
these states can sometimes
be changed

Numbering system:[Link] [Link] 3

 Rising Stars Progression Framework for science, Year 3
Domain: Physics
'Big idea' Progression statement What to look for guidance What to look for guidance What to look for guidance
(Working towards expectations) (Meeting expectations) (Exceeding expectations)

1) There are contact and 3.1.1 Compare how things move on Recognise that things may move Compare how an object, such as a Predict how an object will move on other
non-contact forces; these different surfaces differently on different surfaces. toy car, will move on different surfaces and suggest why.
affect the motion of objects surfaces.

3.1.2 Notice that some forces need Recognise that magnetic forces don't Recognise the difference between Explore how magnetic attraction and
contact between two objects, but require physical contact. contact and contact forces. repulsion are affected by distance.
magnetic forces can act at a
distance

3.1.3 Observe how magnets attract Identify that magnets affect each Describe how magnets attract or repel Explore whether some magnets are
or repel each other and attract other. each other, and attract magnetic stronger than others.
some materials and not others materials.

3.1.4 Compare and group together Recognise that some materials are Group materials on the basis of Identify some applications of magnets
a variety of everyday materials on magnetic and that others are not. testing for being magnetic. and magnetic materials.
the basis of whether they are
attracted to a magnet, and identify
some magnetic materials

3.1.5 Describe magnets as having Recognise the term 'magnetic pole'. Describe and identify the poles of a Explore the similarities and differences
two poles magnet. between the two poles.

3.1.6 Predict whether two magnets Recognise that magnets affect each Predict outcomes of a particular Apply ideas about the interaction of
will attract or repel each other, other differently, depending on which arrangement of magnets. magnets to contexts such as toys.
depending on which poles are poles are facing.
facing

2) Day, night, month, There is no content for this Big Idea in Year 3.
seasonal change & year are
caused by the position and
movement of the Earth

Numbering system:[Link] [Link] 4

 Rising Stars Progression Framework for science, Year 3
Domain: Physics
'Big idea' Progression statement What to look for guidance What to look for guidance What to look for guidance
(Working towards expectations) (Meeting expectations) (Exceeding expectations)

3) Light & sound can be 3.3.1 Recognise that they need light Identify that light is necessary for Relate being able to see to the Recognise that vision involves light
reflected & absorbed and in order to see things and that dark vision. presence of light. travelling to the eyes.
enable us to see & hear is the absence of light

3.3.2 Notice that light is reflected Identify that mirrors reflect light. Describe how some objects reflect Recognise that some surfaces are better
from surfaces light. at reflecting light than others.

3.3.3 Recognise that light from the Recognise that light from the sun can Describe how and why our eyes Explain why sunlight can be dangerous
sun can be dangerous and that be dangerous. should be protected from sunlight. and how types of protection works.
there are ways to protect their eyes

3.3.4 Recognise that shadows are Recognise that light cannot pass Explain how shadows are made. Suggest how light is travelling to form a
formed when the light from a light through some objects. shadow.
source is blocked by a solid object

3.3.5 Find patterns in the way that Identify that the size of shadows can Describe how to change the size of a Relate position of an object and position
the size of shadows change be changed. shadow. of a screen to the size of the shadow.

LINK 1.2.1

4) Electricity can make There is no content for this Big Idea in Year 3.
circuits work and can be
controlled to perform useful
functions

Numbering system:[Link] [Link] 5

 Rising Stars Progression Framework for science, Year 3
Domain: Working scientifically
Process Sub-process Progression statement What to look for guidance What to look for guidance What to look for guidance
(Working towards expectations) (Meeting expectations) (Exceeding expectations)

1) Planning a) Pupils can ask 3.1.a.1 Ask relevant Pupil can ask simple questions that Pupil can, with support, develop Pupil can develop relevant, testable
investigations questions questions when prompted can be tested. relevant, testable questions, e.g. what questions.
(+) happens to shadows when the light
source moves.
b) Pupils can plan 3.1.b.1 Set up simple and Pupil can suggest different ways of Pupil can plan enquiry, such as Pupil can plan investigations using
an enquiry practical enquiries, answering question. comparative or fair test, e.g. different types of scientific enquiry.
comparative and fair tests comparing the effect of different
(+) factors on plant growth.

c) Pupils can 3.1.c.1 Set up comparative Pupil can, with support, set up a Pupil can set up a comparative test, Pupil can set up comparative and fair
identify and tests (+) comparative test. e.g. how far things move on different tests.
manage variables surfaces.

2) Conducting a) Pupils can use 3.2.a.1 Make systematic Pupil can use various equipment, Pupil can use various equipment, as Pupil can use various equipment, as
experiments equipment to take observations, using simple with assistance, e.g. a instructed, e.g. using a hand lens to instructed, repeatedly and with care.
measurements equipment (+) thermometer. examine rocks.

LINKS 2.2.a.1; 2.2.a.2

b) Pupils explore 3.2.b.1 Use standard units Pupil can recognise some standard Pupil can use standard Pupil can recognise the importance of
how to improve when taking measurements measurements, e.g. cm. measurements when taking using standard units and measure
the quality of data (+) measurements, e.g. measuring accurately.
distances between a light source and
an object.

c) Pupils There is no content for this sub-process in Year 3.

understand the
role of repeat
readings

Numbering system: [Link]

Key for Progression statements: (+) new statements; (^) split Programme of Study statement
6
 Rising Stars Progression Framework for science, Year 3
Domain: Working scientifically
Process Sub-process Progression statement What to look for guidance What to look for guidance What to look for guidance
(Working towards expectations) (Meeting expectations) (Exceeding expectations)

3) Recording a) Pupils record 3.3.a.1 Record findings in Pupil can, with assistance, draw Pupil can, with prompting, draw and Pupil can use words and diagrams to
evidence work with various ways (+) and label diagrams. label diagrams, e.g. to show how record findings.
diagrams and label water travels in a plant.
them

b) Pupils can 3.3.b.1 With prompting, Pupil can recognise the function of Pupil can, with prompting, use tables Pupil can use various ways to record
display data using suggest how findings may a table. to record evidence, e.g. recording evidence.
labelled diagrams, be tabulated (+) what happens when various rocks are
keys, tables and rubbed together.
bar charts

c) Pupils can 3.3.c.1 With prompting, use Pupil can recognise different ways Pupil can, with prompting, gather and Pupil can use various ways to record,
display data using various ways of recording, of gathering and displaying display evidence in various ways, e.g. group and display evidence.
line graphs grouping and displaying evidence. about the ways that magnets behave
evidence (+) in relation to each other.

4) Reporting a) Pupils process 3.4.a.1 With prompting, Pupil can, with prompting, suggest Pupil can, with prompting, write a Pupil can write a conclusion based on
findings findings to develop suggest conclusions from what enquiry shows. conclusion based on evidence, e.g. evidence.
conclusions and enquiries (+) exploring the strengths of different
identify causal magnets.
relationships

b) Pupils use 3.4.b.1 Suggest how Pupil can, with support, indicate Pupil can indicate findings from an Pupil can present findings either in
displays and findings could be reported findings from an enquiry that could enquiry that could be reported, e.g. writing or orally.
presentations to (+) be reported. answering questions about how rocks
report on findings are formed.

c) Pupils explain There is no content for this sub-process in Year 3.

confidence in
findings

Numbering system: [Link]

Key for Progression statements: (+) new statements; (^) split Programme of Study statement
7
 Rising Stars Progression Framework for science, Year 3
Domain: Working scientifically
Process Sub-process Progression statement What to look for guidance What to look for guidance What to look for guidance
(Working towards expectations) (Meeting expectations) (Exceeding expectations)

5) Conclusions a) Pupils can 3.5.a.1 Gather and record Pupil can collect data relevant to the Pupil can, with prompting, recognise Pupil can recognise patterns that
and predictions analyse data data about similarities, answering of questions. patterns that relate to scientific ideas, relate to scientific ideas.
differences and changes (+) e.g. investigating the behaviour of
magnets.

b) Pupils can draw 3.5.b.1 With prompting, Pupil can answer enquiry questions Pupil can, with support, use evidence Pupil can use evidence to produce a
conclusions suggest conclusions that using data and ideas. to produce a simple conclusion, e.g. simple conclusion.
can be drawn from data (+) the changes that occur when rocks
are in water.

c) Pupils can 3.5.c.1 Suggest possible Pupil can with prompting, suggest Pupil can suggest how an Pupil can use evidence to suggest
develop improvements or further how an investigation could be investigation could be extended, e.g. further relevant investigations.
investigation questions to investigate (+) extended. suggesting creative uses for different
further magnets.

Numbering system: [Link]

Key for Progression statements: (+) new statements; (^) split Programme of Study statement
8
 ASSESSMENT

Progression
Frameworks

Credits
Author: Ed Walsh, Cornwall Learning Text, design and layout © Rising Stars UK Ltd 2014
Copyeditor: Michelle Daley [Link]
Design: Stephanie Matthews, Kirsten Alexander Rising Stars UK Ltd, 7 Hatchers Mews,
and Kirsty Taylor Bermondsey Street, London SE13 3GS
Publisher: Camilla Erskine

Developed in Association with