Science moderation July 2008 - Fiendishlyclever · Scientific enquiry: Pupils describe or respond appropriately to simple features of objects, living things and events they observe,

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


Date of task: March 07 Subject: Science - forces


Y9 girl aged 14. CP – poor arm control/strength. Limited communication


Small group


To investigate effect of force on an elastic band using masses. Experiment was set up and student indicated which masses to put on


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


Experience/concept/knowledge

Level given: P7a

Assessed by: T Nadal

Date: June 08

Level given: P7


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


Date of task: First ½ spring term Subject: Science


Jack. Y7 pupils. Very weak with little vocabulary and a very short attention

span. Little retention or comprehension


Jack was able to name pieces of apparatus, request actions from his

peer/adults and record his answers with adult support


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.


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.


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



Harrison, G Mitchel

Date: July 2008


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


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




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


Date of task: 12/6/08 Subject:


Y6 ASD ADHD


Small group


Objective of work – discussion of sound

Sound circus – pupils to investigate


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


Was able to apply to new vocab to investigative science. Communicating

simple ideas

Level given:

Assessed by:

Date:

Level given: 1



Harrison, G Mitchel

Date: July 08


P7


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




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


Date of task: First ½ spring term Subject: Science AT1


Simon Y7. Very little speech and extremely poor hand/eye coordination


Work completed with 1:1 support from an adult


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.


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


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



Harrison, G Mitchel

Date: Jul 2008


Level 1





charts].

Pupils is able to identify which flame is hotter


Level 1





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


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


Pupil knew which was shortest/longest He was able to estimate

The group agreed this pupil was working at level 2


Date of task: 12/6/08 Subject: Science


Y6 MLD


Small group


Objective of work – discussion of sound

Sound circus – pupils to investigate


Very alert and interested

C was very vocal and able to communicate ideas and make simple

predictions about what she would see


Suggestions based on scientific understanding – making predictions

Link between vibrations and sound

Level given:

Assessed by:

Date:

Level given: 2



Harrison, G Mitchel

Date: July 2008


Level 1





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


Pupil was able to say whether what happened was what she expected

Level 3

Makes relevant observations and use simple equipment

Documents

Science moderation July 2008 - Fiendishlyclever · Scientific enquiry: Pupils describe or respond appropriately to simple features of objects, living things and events they observe,