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Try our easy to implement, online
testing and learning resource, measuring the achievement of
key objectives in Key Stage 1 and Key Stage 2, from:
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National Literacy Strategy (DfES Sep 2001) |
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National Numeracy Strategy (DfEE Mar 1999) |
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QCA Science Schemes of Work from the Standards Site
at www.standards.dfee.gov.uk
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Tests are taken in sections matched
to curriculum strands, to complement
lessons; confirm progress and facilitate future lesson
planning. |
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Dedicated teacher notes for each
question enable the tests to be reviewed once
completed with individual children or in groups and methodology
discussed. |
Results are reported directly against the objectives measured,
providing a readily available means of tracking and recording
progress for each child.
| Key Stage 1 - Science
Year 1 - Objectives measured: |
|
| There is a separate test for each unit of the QCA Scheme
of Work, which are delivered to measure the specific objectives
listed below. These can be taken separately and in any
order, to coincide with when the particular test is most
appropriate for each individual child. |
 |
|
| Unit 1A Ourselves |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that we have five senses which allow us to find
out about the world |
1 |
|
| 2 |
that humans have bodies with similar parts |
1 |
|
| 3 |
that the term 'animal' includes humans |
1 |
|
| 4 |
that all animals, including humans, grow and change
as they become older |
1 |
|
| 5 |
to match young and adults of the same animals |
1 |
|
| 6 |
that animals, including humans, are living |
1 |
|
| 7 |
to ask questions and make suggestions about growing
and getting older |
1 |
|
| 8 |
to make observations and comparisons about the
way animals move |
1 |
|
| 9 |
that we need to eat and drink to stay alive |
1 |
|
| 10 |
to make observations and comparisons of height |
1 |
|
| |
Total number of questions
in this section |
10 |
 |
| Unit 1B Growing
plants |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that plants are living but that an artificial
plant is not living |
1 |
|
| 2 |
to treat growing plants with care |
1 |
|
| 3 |
that plants grow |
1 |
|
| 4 |
that plants have leaves, stems and flowers |
2 |
|
| 5 |
that plants provide food for humans |
1 |
|
| 6 |
to conclude that plants need water to grow |
1 |
|
| 7 |
that green plants need light to grow |
1 |
|
| 8 |
that there are different plants in the immediate
environment |
1 |
|
| 9 |
that plants have roots |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 1C Sorting
and using materials |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that there are many materials and these can be
named and described |
1 |
|
| 2 |
that some materials are magnetic but most are
not |
2 |
|
| 3 |
that objects are made from materials, and different,
everyday objects can be made from the same materials |
1 |
|
| 4 |
that every material has many properties which
can be recognised using our senses and described
using appropriate vocabulary |
1 |
|
| 5 |
that materials are chosen for specific purposes
on the basis of their properties |
1 |
|
| 6 |
that materials can be used in a variety of ways |
1 |
|
| 7 |
to group materials together and make a record
of groupings |
1 |
|
| 8 |
to use appropriate vocabulary to describe materials |
1 |
|
| 9 |
that materials can be sorted in a variety of ways
according to their properties |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 1D Light
and dark |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that light is essential for seeing things |
1 |
|
| 2 |
that the Sun is the source of light for the Earth |
1 |
|
| 3 |
that there are many sources of light |
1 |
|
| 4 |
that objects cannot be seen in darkness |
1 |
|
| 5 |
that shiny objects are not light sources |
1 |
|
| 6 |
that light sources vary in brightness |
1 |
|
| 7 |
to observe and make comparisons of sources of
light |
1 |
|
| 8 |
that shiny objects need a light source if they
are to shine |
1 |
|
| 9 |
that it is dangerous to look at the Sun because
it is so bright |
1 |
|
| 10 |
that sources of light show up best at night-time |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 1E Pushes
and pulls |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that pushing or pulling things can make objects
start or stop moving |
1 |
|
| 2 |
that there are many sorts of movement which can
be described in many ways |
2 |
|
| 3 |
to ask questions about what is causing movement |
1 |
|
| 4 |
to make suggestions about how objects can be made
to move and to find out whether they were right |
2 |
|
| 5 |
to observe and describe different ways of moving |
1 |
|
| 6 |
to recognise hazards and risks to themselves in
moving objects |
1 |
|
| 7 |
that it is not only ourselves that make things
move by pushing |
1 |
|
| 8 |
to identify similarities and differences between
the movement of different objects |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 1F Sound
and hearing |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that there are many different sources of sound |
1 |
|
| 2 |
to measure distances using non-standard (or standard)
measures |
1 |
|
| 3 |
that we use our sense of hearing for a range of
purposes, including recognising hazards and risks |
1 |
|
| 4 |
that there are many different ways of making sounds |
1 |
|
| 5 |
that there are many ways of describing sounds |
1 |
|
| 6 |
that sounds seem louder the nearer you are to
the source |
1 |
|
| 7 |
that sounds get fainter as they travel away from
a source |
1 |
|
| 8 |
that we hear with our ears |
1 |
|
| 9 |
to turn ideas about hearing into questions that
can be tested |
1 |
|
| 10 |
that some sounds can be heard from a long distance |
1 |
|
| |
Total number of questions
in this section |
10 |
|
|
