Professional learning paper: Significant Aspects of Learning
Assessing progress and achievement in the Sciences
The work in progress on Significant Aspects of Learning was reviewed in June and July
2015 in the light of feedback from practitioners, schools and education authorities and in
the context of developments in national education policy. This has led to a number of
changes both in the overarching paper and in each of the papers related to an area of the
curriculum.
Within each of the curriculum area papers changes include:
• the addition of two sections which set the context for the work on significant
aspects of learning
• the addition of references, wherever appropriate, to the relationship between
significant aspects of learning and the development of skills for learning life and
work, literacy and numeracy and digital competencies
• changes (usually minor) to the definition and illustration of the significant aspects
of learning in that area
• the use of a common format in the presentation of the significant aspects of
learning
• the insertion of hyperlinks to texts referenced in the paper.
This preface has been added to each paper. Feedback from practitioners made it clear that the
original papers lacked a clear initial statement of context and purpose.
Preface
This paper is one element of a suite of resources which support assessment of progress and
achievement. You are recommended to read this paper in conjunction with the following:
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Monitoring and tracking progress and achievement in the broad general education:
bit.ly/edscotapasal
Assessing progress and achievement overarching paper
Sciences progression framework
Annotated exemplification of work in the sciences: bit.ly/edscotsalsc
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Assessing progress and achievement in Sciences
This resource supplements the Sciences Principles and Practice paper, the Experiences and
Outcomes and the paper Concept development in the Sciences. These can be found on the sciences
homepage at: http://www.educationscotland.gov.uk/sciences
Introduction
The introduction to each paper has been revised as necessary to make clearer links to the
Principles and Practice paper which identifies the key aims of learning in the relevant
curriculum area.
The Sciences Principles and Practice paper identifies the key aims of learning in the sciences in the
context of Curriculum for Excellence:
Through learning in the sciences, children and young people develop their interest in, and
understanding of, the living, material and physical world. They engage in a wide range of
collaborative investigative tasks, which allows them to develop important skills to become
creative, inventive and enterprising adults in a world where the skills and knowledge of the
sciences are needed across all sectors of the economy.
This paper builds on this statement by making use of significant aspects of learning to support
practitioners in carrying out dependable valid, reliable and challenging assessment of progress and
achievement in the sciences. This paper provides:
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a description of the significant aspects of learning within the sciences
an outline of what breadth, challenge and application look like within the sciences
information on planning for progression through curriculum levels, using breadth, challenge
and application.
The overarching paper in this professional learning resource contains a section on ‘What are
the significant aspects of learning?’ Feedback suggested strongly that it would be helpful to
practitioners as they refer to and use the curriculum area papers to have a slightly abridged
version of this section included in each curriculum area paper.
What are significant aspects of learning?
Significant aspects of learning have been identified for each curriculum area. Each significant aspect
of learning brings together a coherent body of knowledge and understanding and related skills, as
outlined in the Principles and Practice paper and detailed in the Experiences and Outcomes. Each
significant aspect of learning
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Assessing progress and achievement in Sciences
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is common to all levels from early to fourth
can provide sound evidence of learning in accord with the principles of Building the
Curriculum 5: A Framework for Assessment
supports the practice of holistic (‘best fit’) assessment
can be effectively used to inform assessment of progression within a level and achievement
of a level
can be used to plan further progression within a level and from one level to the next.
Using significant aspects of learning makes assessing progress and achievement more dependable
and more manageable. This structure:
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supports practitioners in planning and integrating learning, teaching and assessment
ensures that learners and practitioners can draw on a range of meaningful, robust, valid and
reliable evidence from all four contexts of learning: classroom activities, interdisciplinary
learning, the life and ethos of the school and personal achievements, including those
outwith the school
affords learners space to demonstrate the breadth of their learning, effective responses to
challenging learning experiences and the ability to apply what they have learned in new and
unfamiliar situations
allows learners to progress by different routes and pathways through the experiences and
outcomes
helps practitioners avoid fragmented approaches to assessment which prevent learners
from demonstrating the full range of their knowledge, understanding and skills
removes the need to rely on evidence derived from single brief learning experiences or end
of unit tests
affords practitioners opportunities to plan and assess within a curricular area the
development of the skills, attributes and capabilities required for learning, life and work,
including the development of literacy, numeracy and digital competencies
supports practitioners in making holistic (‘best fit’) judgements about the achievement of a
level either in an individual significant aspect of learning or, drawing on evidence from
across the relevant significant aspects of learning, in a curriculum area.
The use of significant aspects of learning will inform:
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moderation activities based on holistic judgements supported by dependable evidence
monitoring and tracking progress in learning
quality assurance approaches
the use of assessment to inform improvement at all levels of the education system.
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Assessing progress and achievement in Sciences
A number of minor changes have been made in this section:
• the significant aspects are presented as a bold bullet pointed list
• numbering of significant aspects of learning has been removed; there were concerns
that numbering could be interpreted as an order of priority
• the wording of the introductory paragraphs has been slightly amended for clarity.
Significant aspects of learning in the sciences
There are eight significant aspects of learning within the sciences:
• Planet Earth
• Forces, electricity and waves
• Biological systems
• Materials
• Topical science
• Inquiry and investigative skills
• Scientific analytical thinking skills
• Skills and attributes of scientifically literate citizens
These have been drawn from the five main organisers of the sciences curriculum and the scientific
skills detailed in the Principles and Practice Paper. These are summarised below.
Knowledge and understanding of scientific ideas, principles and concepts of Planet Earth, Forces,
electricity and waves, Biological systems, Materials and Topical science
Drawing on their learning across the Experiences and Outcomes, learners
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demonstrate a secure knowledge and understanding of the big ideas and concepts of the
sciences
develop a curiosity and understanding of their environment and their place in the living,
material and physical world
develop skills in the accurate use of scientific language, formulae and equations
develop an understanding of the Earth’s resources and the need for responsible use of them.
Inquiry and investigative skills
As they experiment and carry out practical scientific investigations and other research to solve
problems and challenges, learners:
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plan and design scientific investigations and inquiries
carry out practical activities
analyse, interpret and evaluate scientific findings
present scientific findings.
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Assessing progress and achievement in Sciences
Scientific analytical thinking skills
In order to make sense of scientific evidence and concepts learners:
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develop a range of analytical thinking skills.
Skills and attributes of scientifically literate citizens
Children and young people develop as scientifically literate citizens with a lifelong interest in science
by:
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recognising the impact the sciences make on their lives, the lives of others, the environment
and on society
expressing opinions and making decisions on social, moral, ethical, economic and
environmental issues based upon sound understanding
developing scientific literacy skills.
What do breadth, challenge and application look like in the sciences?
Apart from the expansion of the final paragraph to make clearer references to skills for
learning, life and work, including references to ‘digital competencies’, and to the world of work,
there are no changes to this section.
Well‐planned learning, teaching and assessment provide opportunities for learners to experience
breadth, challenge and application across the significant aspects of the sciences.
Breadth
Learners demonstrate their achievements in the significant aspects of learning in the sciences in
relation to:
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a range of learning in the sciences across Planet Earth, Forces, electricity and waves,
Biological systems, Materials and Topical science
a range of investigations and inquiries to develop understanding of underlying scientific
concepts and awareness of themselves and the world
using a wide range of scientific language, formulae and equations in descriptions and
explanations of scientific concepts
expressing informed opinions and making decisions about a range of social, moral, ethical,
economic and environmental issues.
Breadth provides learners with opportunities to draw on their own experiences and interests in the
sciences to bring relevance to the learning. A range of stimuli for learning are explored, including
books, pictures, charts, the internet and media clips. Approaches to learning in the sciences include a
range of practical and research‐based investigations and inquiries such as observing, exploring,
classifying, sequencing and sorting, fair testing, and making associations. Learners have
opportunities to discuss and debate sciences in terms of assessing potential benefits and risks.
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Assessing progress and achievement in Sciences
Challenge
Opportunities for challenge allow learners to:
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demonstrate understanding of increasingly complex scientific contexts and concepts
develop a range of scientific analytical thinking skills in order to make sense of scientific
evidence and concepts
become increasingly evaluative, providing more detailed explanations based on more
complex evidence and understanding of underlying scientific concepts.
Learners engage in increasingly complex tasks and assignments including investigations and inquiries
with increasingly complex, or a greater number of, variables. Learners respond with increasing
accuracy and confidence when working with more complex scientific concepts in context. Using
open‐ended tasks and assignments provides opportunities for learners to become increasingly
independent, taking the initiative in decision making and justifying decisions. Learners use
increasingly complex procedures, techniques and equipment, and analyse increasingly complex
information.
Application
Learners link and apply their scientific knowledge and understanding and skills to new and unfamiliar
contexts by:
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analysing and interpreting evidence to draw conclusions and make sense of scientific ideas
using scientific skills, knowledge and understanding to think creatively and critically
recognising the impact the sciences make on individual’s lives, on the lives of others, and on
environment and society.
Learners may apply their understanding of scientific concepts, ideas and principles within and across
a range of scientific contexts. Consideration of coverage of scientific issues in all types of media
provides learners with opportunities to apply skills in analysing and interpreting evidence, to draw
conclusions and to consider the impact of science on individuals, the environment and society.
Practitioners will provide opportunities for children and young people to develop an awareness and
increasing understanding of the importance of science in society, the economy and the world of
work. Through their learning in the sciences, learners will develop important transferable skills for
learning, life and work. These skills include being able to: analyse and evaluate their own work and
the work of others; solve problems of increasing complexity; collaborate effectively; think and act
creatively; develop and use their digital competencies.
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Assessing progress and achievement in Sciences
Planning for progression through breadth, challenge and application in the sciences
The only changes to this section are minor: the removal of numbering and the addition of
several references to developing digital skills and competencies.
Learning in the sciences should be developed in an integrated way across all the significant aspects
of learning with children and young people engaging in a range of scientific investigations and
inquiries to develop their knowledge and understanding of underlying scientific concepts and to
develop a range of scientific analytical thinking skills. The following illustrates progression in each of
the significant aspects of learning in the sciences.
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Knowledge and understanding of scientific ideas, principles and concepts related to Planet
Earth
Biodiversity and interdependence
At early level learners observe and care for living things and discuss their findings. At first level they
carry out basic classification, explore what plants need for growth and know about food chains. At
second level learners use hierarchical schemes to classify living things and understand the
relationship among diversity, evolution, survival and extinction; they describe food webs and the
role of fertilisers. At third level learners explore biodiversity, understand photosynthesis and its
importance for life and explain the role, risks and benefits of fertilisers in global food production.
Energy sources and sustainability
Learners use toys and appliances at early level to explore and discuss what makes things go. At first
level they know that there is a range of energy sources and understand the importance of the sun as
an energy source. At second level learners understand transfer and conservation of energy and
develop informed views on reducing unwanted energy transfer and on using non‐renewable energy
sources. At third level learners understand the ways in which heat is transferred from hot to cold,
the concepts of conductivity and energy efficiency and the benefits and risks of renewable energy
sources.
Processes of the planet
Learners develop through early and first levels their knowledge of how water changes. At second
level they understand the water cycle in nature and know that matter exists in three states. Learners
at third level understand models of matter and the ways in which energy is involved in changes of
state; they understand the causes and impacts of climate change. Space: Learners progress from
describing daily changes through, at first level, initial understanding of the seasons to, at second
level, a sense of the scale of the solar system and knowledge of our place in it. At third level learners
understand the relationship between the solar system and the development of life on Earth and
explore the likelihood of life beyond Earth.
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Assessing progress and achievement in Sciences
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Knowledge and understanding of scientific ideas, principles and concepts related to Forces,
electricity and waves
Forces
At early level learners observe and describe the effects of simple forces. At first level learners predict
the effects of simple forces and understand that some forces can act over a distance. At second level
learners understand how forces change the shape or motion of an object, in particular the effects of
friction; they understand that there are several forces which act over a distance and develop initial
understanding of buoyancy. At third level they understand ways of improving efficiency in moving
systems, the relationship between the motion of an object and forces acting on it, the effects of the
gravitational field and the relationship between concepts of weight and mass.
Electricity
Learners at early level know about uses of electricity in daily life. At first level they understand that
electricity is a means of transferring energy and know how series circuits work. At second level
learners demonstrate understanding of energy transfer in a variety of circuits which use a variety of
components; at this stage they use their knowledge of some chemical reactions to build chemical
cells. At third level learners understand concepts of voltage and current and the advantages of
different types of circuit; they understand the relationship between the design of chemical cells and
voltage output.
Vibrations and waves
Learners progress from identifying and exploring sources of sound at early level to understanding at
first level that vibrations relate to pitch. At second level they understand the role of waves in the
transmission of sound and understand the concept of frequency; at this level they have initial
understanding of the properties of light. At third level learners understand refraction, describe
applications of light and know that visible light forms one part of the electromagnetic spectrum.
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Knowledge and understanding of scientific ideas, principles and concepts related to Biological
systems
Body systems and cells
At early level, learners are aware of the different parts of their body and at first level describe the
position and function of the skeleton and major organs. Learners progress from identifying their
senses at early level to discussing their reliability and limitations at first level. At second level they
understand how the body responds to external stimuli, exploring the role of technology in
monitoring and improving the quality of life at third level. By investigating body systems, learners
make informed decisions about their health and wellbeing at second level and relate this at
biological processes required to sustain life at third level.
At first level learners understand that germs can cause disease and discuss some ways of preventing
this. At second level they understand how microorganisms can be useful and are aware of the range
of microorganisms and how their growth can be controlled at third level. Learners, at third level
describe the role that vaccines play and explore how the body protects itself against disease.
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Assessing progress and achievement in Sciences
Learners develop their microscope skills and, at third level, relate the structure of some cells to their
function.
Inheritance
At first level, through observations of similarities and differences between individuals, learners
develop their understanding of how living things pass on genetic information to the next generation.
They progress at second level to distinguishing between inherited and non‐inherited characteristics.
At third level learners understand the role that DNA plays in inheritance and begin to examine the
moral and ethical questions which arise from technological developments.
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Knowledge and understanding of scientific ideas, principles and concepts related to Materials
Properties and uses of substances
At early level, learners select materials for particular purposes and share the reasons for their
choice. At first level learners explore the properties and sources of the materials they select and
progress at second level to understanding the impact of changes in structure has on the properties
of a substance. At third level learners understand the structure of the Periodic Table and uses of a
variety of elements. They understand how the properties of compounds differ from their constituent
elements.
Learners progress from predicting how solids will dissolve in water at first level to being able to
separate simple mixtures at second level. They progress at third level to understanding the
difference between pure substances and mixtures and select appropriate physical methods to
separate them.
At second level, learners develop their knowledge and understanding of substances that make up
the Earth’s surface. Properties, uses and methods of extraction of such materials are explored. At
third level, they describe the formation of these substances and are able to extract substances from
natural resources.
Chemical changes
At second level, learners explore methods used to sample, clean and conserve water. Learners at
second level understand that in simple chemical reactions new substances are formed. Progressing
from second into third level, they consider processes which take place in the environment and in the
laboratory and develop their understanding of the environmental impact of some chemical changes.
At third level they compare the properties of acids and bases and, through investigation, they
develop their understanding of energy changes in chemical reactions and some of the factors
affecting the rates of reactions. Learners use chemical names, formulae and equations to convey
information about chemical changes.
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Topical science
Opportunities should be taken to integrate aspects of topical science within each of the other
organisers. By considering these along with current issues of science, learners increasingly develop
their understanding of scientific concepts and their capacity to form informed social, moral and
ethical views. They reflect upon and critically evaluate media portrayal of scientific findings.
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Assessing progress and achievement in Sciences
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Inquiry and investigative skills
Investigating involves learners in using procedures such as planning, observing, measuring, analysing
and evaluating as well as more general skills such as decision making and communicating findings.
The evidence should demonstrate skills of scientific inquiry and these skills may be assessed through
a range of approaches.
Plan and design scientific investigations and inquiries
At early level the stimulus for investigating comes from play experiences supported by exploring
available resources such as books, pictures, signs, charts, the internet and media clips. Learners
share their thoughts and ideas, raise questions and make predictions. Learner planning includes
considering possible ways to proceed and making decisions about the steps to be carried out. At first
level learners contribute to investigating as a member of a collaborative group. The stimulus for
investigating leads to discussion of the specific scientific concept, idea or issue to be explored. At
second level learners investigate more independently and formulate questions and predictions
based on observations and/or on information they have gathered. In designing procedures they
identify the significant variables, decide which one to vary, which to control and which to observe or
measure. At third level learners, in a specific context, use observations, information and their own
knowledge and conceptual understanding to identify key questions. Having formulated hypotheses
and predictions, they design procedures to test a hypothesis requiring the control of an increased
number of more complex variables.
Carry out practical activities
At early level practical activities are based on exploration through play and the gathering of
information including through their senses. Learners begin to consider risks associated with specific
activities and take steps to ensure their own safety and that of others. At first level learners
collaborate with others to observe, collect information and make measurements using appropriate
equipment and units. They identify specific safety issues and respond appropriately to reduce the
potential of harm to themselves and others. At second level learners continue to gather information
from observations, extend the range of measuring techniques, units used and equipment, including
digital multimeters, sensors and dataloggers. Learners ensure safe use of all tools, equipment,
apparatus and procedures. At third level learners show initiative and increasing independence in the
decisions they make in relation to all aspects of a practical activity. The data and information
collected are more extensive and more complex and include information collected using data logging
equipment. There is increased precision in the use of scientific terminology and in the use of
measurement, scales and units. Learners use their knowledge and experience to anticipate and
apply safety measures to control all risks and hazards associated with the practical activity.
Analyse, interpret and evaluate scientific findings
At all levels learners make use of appropriate software to support the processes of analysis,
interpretation and evaluation of findings. At early level learners typically present their findings in the
form of photographs, video clips and drawings and provide oral descriptions and explanations of
what they did and what happened. Learners are supported to look for connections, patterns,
similarities and differences in the findings and to make links with their original question. Learners
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Assessing progress and achievement in Sciences
are encouraged to comment on the ways in which what they have found out answers their question
and how their findings relate to their everyday experiences. At first level learners select appropriate
forms of presentation for the data and information they have gathered. They construct tables of
data, charts and diagrams of various kinds, using labelling and scales where appropriate, and from
these identify significant patterns and relationships. Presenting the data/information assists learners
in their interpretation and leads to discussion of the extent to which the question being explored has
been answered. Learners identify limitations of their investigation and therefore improvements they
might make. At second level learners have an extended range of presentation methods, including
bar and line graphs, from which they can select the most appropriate for presenting the
data/information they have collected. They identify the relationship between the variables and use
this to draw an appropriate conclusion, consistent with the findings. At third level learners present
data and information in a number and variety of ways. This supports interpretation and analysis
leading to learners establishing the relationship between variables and to the examination of links to
the original question, prediction and/or hypothesis. Learners use their understanding of scientific
concepts to explain the findings in terms of cause and effect. Evaluation of a range of aspects of the
investigation or inquiry by the learner includes consideration of the relevance and reliability of the
data and information collected. Learners begin to consider alternative explanations and identify
further studies which might clarify the relationship or provide further evidence to enable greater
reliability.
Present scientific findings
At all levels learners make use of appropriate software to support their presentation of findings. At
early level learners present their findings through talk, drawings, photographs and displays. At first
level learners convey their findings orally, visually and in writing using a variety of media. They will
progress from responding to questions provided to support their presentations to structuring their
presentation in a coherent and logical way. At second level learners work individually and with
others to collate, organise and communicate their findings. They select ideas and relevant
information, organising and combining these in an appropriate way for a particular audience, using
suitable scientific vocabulary. They recognise the need to acknowledge their sources and do this
appropriately. They summarise the main points of their findings; beginning to develop scientific
report writing skills using appropriate headings and question prompts to presenting their findings. At
third level learners present findings of their research, investigation or inquiry in a coherent and
logical way, using scientific language appropriate to third level. They select the appropriate mode
and format of presentation of their work for the purpose suitable for its audience. They recognise
when it is appropriate to quote from sources and acknowledge sources appropriately. In presenting
their findings, they include relevant supporting detail and/or evidence.
Critical reflections of scientific information which illustrate informed thinking on a range of social,
moral, ethical, economic and environmental issues
These may include more open ended tasks which learners can shape themselves. Evidence may also
be generated when children and young people take an active part in a range of discussions and
debates.
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Assessing progress and achievement in Sciences
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Scientific analytical thinking skills
Learners progress in their scientific analytical skills through opportunities to develop these in a range
of contexts. These include practical and research‐based investigations and inquiries which can
generate data and information either produced by the learners themselves or from given or
researched sources. Developing scientific analytical thinking skills in the context of Planet Earth,
Forces, electricity and waves, Biological systems, Materials and Topical science helps learners
develop a depth of understanding of the underlying science concepts.
At early level learners build on their natural curiosity to develop skills of analysis by exploring, for
example, how things work. They draw on what they learn in the sciences to think creatively,
providing suggestions and solutions to everyday problems. They develop skills of reasoning and
provide explanations for their choices and decisions. At first level learners apply their learning in the
sciences and provide creative solutions to scientific issues and problems. They contribute to the
design process including combining components to make models. They develop their reasoning
skills, drawing on their knowledge and understanding of scientific concepts to make and test
predictions and provide explanations supported by evidence. At second and third levels learners
apply their understanding of science concepts to solve problems and provide solutions. They further
develop their creative thinking including through the engineering process, designing, constructing,
testing and modifying their solutions. Learners progress in their scientific analytical thinking skills
through working with increasingly complex contexts that require them to analyse, synthesis and
integrate their learning in the sciences.
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Skills and attributes of scientifically literate citizens
As learners progress as scientifically literate citizens, they recognise the impact science makes firstly
in relation to themselves and upon their everyday life, progressing to understanding the impact
science has on the environment and society. Through debate and discussion which take account of
relevant science concepts and ideas, they express their opinions, develop informed views on an
increasing range of social, moral, ethical, economic and environmental issues.
At early level learners talk about science in terms of assessing risk and benefits and develop an
understanding of science and the world around them. By third level, they express informed views,
both orally and in writing, and can present a reasoned argument based on evidence, demonstrating
their understanding of the underlying science concepts.
At early level learners develop respect for living things and their care and for the environment. They
progress through first level making connections between science and their own health and
wellbeing. By second level they develop their understanding of the relevance of science to their
future lives and become increasingly aware of the role of science in different careers and
occupations. At third level they increasingly develop their awareness of creativity, inventiveness and
the use of technologies in the development of the sciences, understand the impact of science on
society and discuss the moral and ethical implications of some developments.
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Assessing progress and achievement in Sciences
This section has been reworded to stress the value of using all elements of the professional
resource: overarching paper, relevant curriculum area paper(s), progression framework(s) and
annotated exemplification.
Next steps
Practitioners are encouraged to use this paper with the other elements of the professional learning
resource to inform reflection on practice and plan for improvement as they support learners’
progress and achievement in learning. The professional resource, including this paper, can be used
to stimulate, inform and support professional dialogue during quality assurance and moderation
activities.
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