Progress Grid
Name:
Strand:
Science Sept 2015
Science
Biology
Preliminary
Foundation
(Simple steps)
Developing
(Need tasks broken
into smaller
sections)
Chemistry
Working at this level overall
1. Working towards Foundation level.
Physics
Working at this level overall
1. Working towards Foundation level.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Working at this level overall
1. Can follow explanations of concepts, and ideas
about biology, when broken down into simple
steps.
Working at this level overall
1. Can follow explanations of concepts, and ideas
about chemistry, when broken down into simple
steps.
Working at this level overall
1. Can follow explanations of concepts, and ideas
about physics, when broken down into simple
steps.
Working at this level overall
1. Can use apparatus safely in the lab with close
supervision.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
2. Can recall some simple ideas and key terms
about biology when prompted.
2. Can recall some simple ideas and key terms
about chemistry when prompted.
2. Can recall some simple ideas and key terms
about physics when prompted.
2. Can describe the results of an experiment in a
simple way.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Working at this level overall
1. Can explain observations and results of
experiments. Can recall learned material with
limited prompting.
Working at this level overall
1. Can explain observations and results of
experiments. Can recall learned material with
limited prompting.
Working at this level overall
1. Can explain observations and results of
experiments. Can recall learned material with
limited prompting.
Working at this level overall
1. Can select suitable apparatus to complete a
practical safely and effectively.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
2. Can compare and contrast groups or objects in
biology: for example, different types of cells.
2. Can compare and contrast groups or objects in
biology: for example, different types of cells.
2. Can compare and contrast groups or objects in
biology: for example, different types of cells.
2. Can carry out a practical with minimal
supervision.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Working at this level overall
1. Working towards Foundation level.
Practical Skills
Working at this level overall
1. Working towards Foundation level.
3. Can use tables and graphs to display results in a
suitable format.
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Intermediate
Working at this level overall
1. Can use correct biology terminology and
understand key concepts.
Working at this level overall
1. Can use correct chemistry terminology and
understand key concepts.
Working at this level overall
1. Can use correct physics terminology and
understand key concepts.
Working at this level overall
1. Can produce a useful and comprehensive risk
assessment.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
2. Can make predictions about experiments and
start to make links with prior learning.
2. Can make predictions about experiments and
start to make links with prior learning.
2. Can make predictions about experiments and
start to make links with prior learning.
2. Can identify independent, dependent and control
variables.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
3. Can work independently for tasks that involve
explanations and descriptions.
Can cope with more extended questions or tasks.
3. Can work independently for tasks that involve
explanations and descriptions.
Can cope with more extended questions or tasks.
3. Can work independently for tasks that involve
explanations and descriptions.
Can cope with more extended questions or tasks.
3. Can plan and carry out a practical taking into
account variables and safe practice.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Established
Working at this level overall
1. Has a deeper knowledge and understanding of
biology.
Working at this level overall
1. Has a deeper knowledge and understanding of
chemistry.
Working at this level overall
1. Has a deeper knowledge and understanding of
physics.
Working at this level overall
1. Can evaluate data, showing awareness of
potential sources of random and systematic error.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
2. Can apply their knowledge to different situations
and begin to use abstract ideas and models.
2. Can apply their knowledge to different situations
and begin to use abstract ideas and models.
2. Can apply their knowledge to different situations
and begin to use abstract ideas and models.
2. Can use experiment variables to make
predictions using scientific knowledge and
understanding.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Advanced
Exceptional
(Gifted and
Talented)
3. Can work with independence and cope with
more open ended tasks or questions.
Can break information down into parts, picking out
the useful content.
3. Can work with independence and cope with
more open ended tasks or questions. Can break
information down into parts, picking out the useful
content.
3. Can work with independence and cope with
more open ended tasks or questions. Can break
information down into parts, picking out the useful
content.
3. Can use adapted apparatus to obtain reliable
and valid data from experiments.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Working at this level overall
1. Can make links with other topics or areas in
biology.
Working at this level overall
1. Can make links with other topics or areas in
chemistry.
Working at this level overall
1. Can make links with other topics or areas in
physics.
Working at this level overall
1. Can identify further questions from scientific
results.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
2. Can work with a high level of independence.
Can grasp abstract ideas and are able to explain
key biological concepts in their own words
demonstrating a deep understanding.
2. Can work with a high level of independence. Can
grasp abstract ideas and are able to explain key
chemical concepts in their own words
demonstrating a deep understanding.
2. Can work with a high level of independence.
Can grasp abstract ideas and are able to explain
key physics concepts in their own words
demonstrating a deep understanding.
2. Can calculate a mean and process results to
gain more information.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
3. Can make choices based on reasoned argument
at a high level. Can compare different ideas about
biological concepts and compare and contrast
them.
3. Can make choices based on reasoned argument
at a high level. Can compare different ideas about
chemical concepts and compare and contrast
them.
3. Can make choices based on reasoned argument
at a high level. Can compare different ideas about
physics concepts and compare and contrast them.
3. Can explain the importance of repeatability,
reproducibility, publishing results and peer reviews
in developing scientific methods and theories.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Working at this level overall
1. Can work with a high level of independence due
to their creativity and deep understanding.
Working at this level overall
1. Can work with a high level of independence due
to their creativity and deep understanding.
Working at this level overall
1. Can work with a high level of independence due
to their creativity and deep understanding.
Working at this level overall
1. Working above Advanced
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
2. Can evaluate their work and communicate their
thoughts clearly and articulately to staff and other
students.
2. Can evaluate their work and communicate their
thoughts clearly and articulately to staff and other
students.
2. Can evaluate their work and communicate their
thoughts clearly and articulately to staff and other
students.
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: New Sept 2015
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Exemplification Notes: Amended Sept 2015 - was
Y7&8
Exemplification Notes: Amended Sept 2015 - was
Y7&8