science moderation july 2008 - fiendishlyclever · scientific enquiry: pupils describe or respond...
TRANSCRIPT
Nottinghamshire Special Schools
Science moderation portfolio
July 2008
Present
******* Children and Young People’s Services
************** Beech Hill School
************ Derrymount School
************* Fountaindale School
************** Carlton Digby School
************* Carlton Digby School
Evidence for Assessment
Date of task: Feb 08 Subject: Science
Background information of child: Name, age, year group, specific need
Rosie 15 years. No verbal response, complex needs, poor sight, extremely
limited movement
Setting/staffing: 1:1, small group, whole class
Small group 1:1 with task
Outline of task: including support given and objective if appropriate
To investigate the properties of chocolate at a sensory level
Evidence: What did the child actually do/say? (Include paying attention and interest)
After experiencing the chocolate. Rosie responded to the tastes and smells
she liked in her usual manner
Conclusion: What does this show? Experience/response/skill/attitude/concept/ knowledge
She can respond to stimuli
Level given: P3iic
Assessed by: T Nadal
Date: June 08
Level given: P3(ii)
If level is different from above please comment overleaf
Moderated by: R Butler, N Amos, L
Harrison, G Mitchel
Date: July 08
NC Level Evidence of that level in moderation
sample P3(ii)
Pupils use emerging conventional communication.
They greet known people and may initiate
interactions and activities, for example, switching on
a favourite piece of equipment in the light and sound
room. They can remember learned responses over
increasing periods of time and may anticipate known
events, for example, balls falling and bouncing on the
floor. They may respond to options and choices with
actions or gestures, for example, touching one
substance rather than another. They actively explore
objects and events for more extended periods, for
example, feeling the textures of different parts of a
plant. They apply potential solutions systematically to
problems, for example, tipping a container in order to
pour out its contents.
Pupil smiled Physical disability prevents pupil from achieving some aspects of this level. She has made a choice about what she prefers
Evidence for Assessment
Date of task: March 07 Subject: Science - forces
Background information of child: Name, age, year group, specific need
Y9 girl aged 14. CP – poor arm control/strength. Limited communication
Setting/staffing: 1:1, small group, whole class
Small group
Outline of task: including support given and objective if appropriate
To investigate effect of force on an elastic band using masses. Experiment was set up and student indicated which masses to put on
Evidence: What did the child actually do/say? (Include paying attention and interest)
Emily indicated which masses to put on and tried to read the scale – choice of 3. She indicated from choice of 3 what was happening (not recorded). Some understanding of concept
Conclusion: What does this show? Experience/response/skill/attitude/concept/ knowledge
Experience/concept/knowledge
Level given: P7a
Assessed by: T Nadal
Date: June 08
Level given: P7
If level is different from above please comment overleaf
Moderated by: R Butler, N Amos, L Harrison, G Mitchel
Date: July 2008
NC Level Evidence for level
P6
Pupils recognise distinctive features of objects, for
example, the features of living things in their
environment, and know where they belong, for example,
feathers on a bird, leaves on a tree. They begin to make
generalisations, connections and predictions from
regular experience, for example, expecting that ice
cream will melt, or making wheeled objects move faster
by pushing on a smooth surface or releasing them down
a slope. Pupils sort materials according to a single
criterion when the contrast is obvious. They closely
observe the changes that occur, for example, when
materials are heated, cooled or mixed. Pupils identify
some appliances that use electricity. They show they
know some sources of sound and light, for example,
remembering their location.
Pupil has achieved all relevant aspects of P6 (relevant to his work) Secure P6
P7
Pupils understand the scientific use of some simple
vocabulary, such as before, after, bumpy, grow, eat,
move and can communicate related ideas and
observations using simple phrases, for example, which
food to give which animal. Pupils can demonstrate
simple properties of light, sound and movement, for
example, bright, noisy/quiet, fast/slow. They make
simple records of their findings, for example, by putting
pictures of an activity in sequence. They begin to make
suggestions for planning and evaluating their work, for
example, responding to the question ‘Was that right or
wrong?’
‘Showing’, ‘demonstrating’ ‘trying out’ ‘responding’ etc
may be done by any means appropriate to the pupil’s
preferred mode of communication and physical abilities.
For some pupils this may mean directing an adult
undertaking the task
She communicated that it got bigger She made observations that the elastic band got longer She made a prediction about what would happen (towards L3). Physical disabilities prevent pupil from making her own records. Working at P7
Evidence for Assessment
Date of task: First ½ spring term Subject: Science
Background information of child: Name, age, year group, specific need
Jack. Y7 pupils. Very weak with little vocabulary and a very short attention
span. Little retention or comprehension
Setting/staffing: 1:1, small group, whole class
Jack was able to name pieces of apparatus, request actions from his
peer/adults and record his answers with adult support
Outline of task: including support given and objective if appropriate
Working with a more able peer. Jack carried out practical work to filter
rock salt. We went through the process of filtering and recovering the salt
working in pairs. Jack was able to access the practical work with his
partner needing the teacher to keep an eye on them and to make sure they
remained on task. At the end of the lesson Jack had to match up the
names of the parts with their corresponding location on the diagram.
Evidence: What did the child actually do/say? (Include paying attention and interest)
Jack was able to participate in the practical and used all the equipment
with minimal support. Jack needed help when drawing his lines although
he could recognise the words and point to the correct part of the diagram,
he became confused when he needed to draw in the line.
Conclusion: What does this show? Experience/response/skill/attitude/concept/ knowledge
Jack was familiar with the names of the key pieces of apparatus used in
this practical work. He could point at the equipment on the bench and
also at the correct part of the diagram
Level given: P8
Assessed by: R Butler
Date: Spring 08
Level given: P8
If level is different from above please comment overleaf
Moderated by: R Butler, N Amos, L
Harrison, G Mitchel
Date: July 2008
NC Level Evidence for level
P6
Pupils recognise distinctive features of objects, for example,
the features of living things in their environment, and know
where they belong, for example, feathers on a bird, leaves on
a tree. They begin to make generalisations, connections and
predictions from regular experience, for example, expecting
that ice cream will melt, or making wheeled objects move
faster by pushing on a smooth surface or releasing them down
a slope. Pupils sort materials according to a single criterion
when the contrast is obvious. They closely observe the
changes that occur, for example, when materials are heated,
cooled or mixed. Pupils identify some appliances that use
electricity. They show they know some sources of sound and
light, for example, remembering their location.
P7
Pupils understand the scientific use of some simple
vocabulary, such as before, after, bumpy, grow, eat, move and
can communicate related ideas and observations using simple
phrases, for example, which food to give which animal. Pupils
can demonstrate simple properties of light, sound and
movement, for example, bright, noisy/quiet, fast/slow. They
make simple records of their findings, for example, by putting
pictures of an activity in sequence. They begin to make
suggestions for planning and evaluating their work, for
example, responding to the question ‘Was that right or
wrong?’
‘Showing’, ‘demonstrating’ ‘trying out’ ‘responding’ etc may be
done by any means appropriate to the pupil’s preferred mode
of communication and physical abilities. For some pupils this
may mean directing an adult undertaking the task
P8
Pupils show they have observed patterns or regular changes in
features of objects, living things and events, for example,
chrysalis/butterfly day/night. They make some contribution to
planning and evaluation and to recording their findings. They
identify a range of common materials and know about some of
their properties. They sort materials using simple criteria and
communicate their observations of materials in terms of these
properties. Pupils make their own observations of changes of
light, sound or movement that result from actions, for
example, using a volume control or a dimmer switch and can
describe the changes when questioned directly.
Pupil has met all P8 criteria that apply to the task
Evidence for Assessment
Date of task: 12/6/08 Subject:
Background information of child: Name, age, year group, specific need
Y6 ASD ADHD
Setting/staffing: 1:1, small group, whole class
Small group
Outline of task: including support given and objective if appropriate
Objective of work – discussion of sound
Sound circus – pupils to investigate
Evidence: What did the child actually do/say? (Include paying attention and interest)
Played with equipment and described what he saw. Some help with
spellings given but ideas his own. Vocab supplied during intro to lesson
and on board
Conclusion: What does this show? Experience/response/skill/attitude/concept/ knowledge
Was able to apply to new vocab to investigative science. Communicating
simple ideas
Level given:
Assessed by:
Date:
Level given: 1
If level is different from above please comment overleaf
Moderated by: R Butler, N Amos, L
Harrison, G Mitchel
Date: July 08
NC Level Evidence for level
P7
Pupils understand the scientific use of some simple
vocabulary, such as before, after, bumpy, grow, eat, move and
can communicate related ideas and observations using simple
phrases, for example, which food to give which animal. Pupils
can demonstrate simple properties of light, sound and
movement, for example, bright, noisy/quiet, fast/slow. They
make simple records of their findings, for example, by putting
pictures of an activity in sequence. They begin to make
suggestions for planning and evaluating their work, for
example, responding to the question ‘Was that right or
wrong?’
‘Showing’, ‘demonstrating’ ‘trying out’ ‘responding’ etc may be
done by any means appropriate to the pupil’s preferred mode
of communication and physical abilities. For some pupils this
may mean directing an adult undertaking the task
P8
Pupils show they have observed patterns or regular changes in
features of objects, living things and events, for example,
chrysalis/butterfly day/night. They make some contribution to
planning and evaluation and to recording their findings. They
identify a range of common materials and know about some of
their properties. They sort materials using simple criteria and
communicate their observations of materials in terms of these
properties. Pupils make their own observations of changes of
light, sound or movement that result from actions, for
example, using a volume control or a dimmer switch and can
describe the changes when questioned directly.
Level 1
Scientific enquiry: Pupils describe or respond appropriately to
simple features of objects, living things and events they
observe, communicating their findings in simple ways [for
example, talking about their work, through drawings,simple
charts].
Pupil is working within level 1.
• Communicates with simple observations
• Can describe observations
• Did not communicate what he did because he was
not asked on this occasion
Evidence for Assessment
Date of task: First ½ spring term Subject: Science AT1
Background information of child: Name, age, year group, specific need
Simon Y7. Very little speech and extremely poor hand/eye coordination
Setting/staffing: 1:1, small group, whole class
Work completed with 1:1 support from an adult
Outline of task: including support given and objective if appropriate
Working with a more able peer. As an introduction to energy transfer
Simon had to compare the properties of the blue and orange Bunsen
flames. With reference to his results Simon had to say which one heated
water the most.
Evidence: What did the child actually do/say? (Include paying attention and interest)
Simon participated in the experiment but needed help from an adult to
read his thermometer and calculate the change in temperature. Simon
did colour in his own Bunsen flames and could use the large timer on the
board with a little help to know when to take his readings
Conclusion: What does this show? Experience/response/skill/attitude/concept/ knowledge
Simon could describe the characteristics of each of the flames and knew
which one was the hottest. Simon’s practical skills were also very good –
needing only support reading the thermometer (and writing)
Level given:
Assessed by: R Butler – Beech Hill
Date: Spring term
Level given: 1
If level is different from above please comment overleaf
Moderated by: R Butler, N Amos, L
Harrison, G Mitchel
Date: Jul 2008
NC Level Evidence for level
Level 1
Scientific enquiry: Pupils describe or respond appropriately to
simple features of objects, living things and events they
observe, communicating their findings in simple ways [for
example, talking about their work, through drawings,simple
charts].
Pupils is able to identify which flame is hotter
NC Level Evidence for level
Level 1
Scientific enquiry: Pupils describe or respond appropriately to
simple features of objects, living things and events they
observe, communicating their findings in simple ways [for
example, talking about their work, through drawings,simple
charts].
Level 2
Pupils respond to suggestions about how to find things out
and, with help, make their own suggestions about how to
collect data to answer questions. They use simple texts, with
help, to find information. They use simple equipment provided
and make observations related to their task. They observe and
compare objects, living things and events. They describe their
observations using scientific vocabulary and record them,
using simple tables when appropriate. They say whether what
happened was what they expected.
Pupil can identify which fish is dead and which is not. Can identify features of a dead fish. He can make comparisons
The group agreed this pupil was working at level 2
NC Level Evidence for level
Level 2
Pupils respond to suggestions about how to find things
out and, with help, make their own suggestions about
how to collect data to answer questions. They use simple
texts, with help, to find information. They use simple
equipment provided and make observations related to
their task. They observe and compare objects, living
things and events. They describe their observations using
scientific vocabulary and record them, using simple
tables when appropriate. They say whether what
happened was what they expected.
Pupil knew which was shortest/longest He was able to estimate
The group agreed this pupil was working at level 2
Evidence for Assessment
Date of task: 12/6/08 Subject: Science
Background information of child: Name, age, year group, specific need
Y6 MLD
Setting/staffing: 1:1, small group, whole class
Small group
Outline of task: including support given and objective if appropriate
Objective of work – discussion of sound
Sound circus – pupils to investigate
Evidence: What did the child actually do/say? (Include paying attention and interest)
Very alert and interested
C was very vocal and able to communicate ideas and make simple
predictions about what she would see
Conclusion: What does this show? Experience/response/skill/attitude/concept/ knowledge
Suggestions based on scientific understanding – making predictions
Link between vibrations and sound
Level given:
Assessed by:
Date:
Level given: 2
If level is different from above please comment overleaf
Moderated by: R Butler, N Amos, L
Harrison, G Mitchel
Date: July 2008
NC Level Evidence for level
Level 1
Scientific enquiry: Pupils describe or respond appropriately to
simple features of objects, living things and events they
observe, communicating their findings in simple ways [for
example, talking about their work, through drawings,simple
charts].
Level 2
Pupils respond to suggestions about how to find things out
and, with help, make their own suggestions about how to
collect data to answer questions. They use simple texts, with
help, to find information. They use simple equipment provided
and make observations related to their task. They observe and
compare objects, living things and events. They describe their
observations using scientific vocabulary and record them,
using simple tables when appropriate. They say whether what
happened was what they expected.
Pupil was able to say whether what happened was what she expected
Level 3
Makes relevant observations and use simple equipment