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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 2 - Science
Year 3 - 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. |
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|
| Unit 3A Teeth
and eating |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that all animals, including humans, need to feed |
1 |
|
| 2 |
that animals need to feed to grow and to be active |
1 |
|
| 3 |
some foods can be damaging to our teeth |
1 |
|
| 4 |
that the shape of the teeth makes them useful
for different purposes |
1 |
|
| 5 |
that humans have teeth – molars for chewing,
canines for tearing, incisors for cutting –
and that teeth help us to eat |
1 |
|
| 6 |
that we have two sets of teeth and adult teeth
have to last |
1 |
|
| 7 |
that different animals have different diets |
1 |
|
| 8 |
that an adequate and varied diet is needed to
keep healthy |
1 |
|
| 9 |
to make observations and comparisons of different
teeth, identifying important features |
1 |
|
| 10 |
that healthy teeth need healthy gums |
1 |
|
| |
Total number of questions
in this section |
10 |
 |
| Unit 3B Helping
plants grow well |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that plants can provide food for us and some plants
are grown for this |
1 |
|
| 2 |
that water is taken in through the roots |
1 |
|
| 3 |
that plant growth is affected by temperature |
1 |
|
| 4 |
that in experiments and investigations involving
living things, using just one plant in each set
of conditions does not give sufficient evidence |
1 |
|
| 5 |
that plants need leaves in order to grow well |
1 |
|
| 6 |
that plants need healthy roots, leaves and stems
to grow well |
1 |
|
| 7 |
that plants need water, but not unlimited water,
for healthy growth |
1 |
|
| 8 |
that water is transported through the stem to
other parts of the plant |
1 |
|
| 9 |
that plants need light for healthy growth |
1 |
|
| 10 |
to recognise when a comparison of plant growth
is unfair |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 3C Characteristics
of materials |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
to identify a range of common materials and that
the same material is used to make different objects |
2 |
|
| 2 |
to recognise properties such as hardness, strength
and flexibility and compare materials in terms of
these properties |
1 |
|
| 3 |
that materials are suitable for making a particular
object because of their properties and that some
properties are more important than others when deciding
what to use |
1 |
|
| 4 |
to plan a test to compare the absorbency of different
papers, deciding what evidence to collect, considering
what to change, what to keep the same and what to
measure |
1 |
|
| 5 |
to obtain evidence to test scientific ideas |
1 |
|
| 6 |
to plan how to find out which pair of tights is
most stretchy, making a fair comparison |
1 |
|
| 7 |
to plan and carry out a test safely |
1 |
|
| 8 |
to decide what to change, what to keep the same
and what to measure |
1 |
|
| 9 |
to decide whether the test was fair |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 3D Rocks
and soils |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that there are different kinds of soil depending
on the rock from which they come |
1 |
|
| 2 |
that beneath all surfaces there is rock |
1 |
|
| 3 |
that particles of different sizes can be separated
by sieving |
1 |
|
| 4 |
that rocks are used for a variety of purposes |
1 |
|
| 5 |
to observe and compare rocks |
1 |
|
| 6 |
that rocks are chosen for particular purposes
because of their characteristics |
1 |
|
| 7 |
to observe differences and make comparisons |
1 |
|
| 8 |
that rocks can be grouped according to observable
characteristics |
1 |
|
| 9 |
that differences between rocks can be identified
by testing |
1 |
|
| 10 |
to recognise when a test is unfair |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 3E Magnets
and springs |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that magnets attract some metals but not others
and that other materials are not attracted to magnets |
1 |
|
| 2 |
that there are forces between magnets and that
magnets can attract (pull towards) and repel (push
away from) each other |
1 |
|
| 3 |
that when a spring is stretched or compressed
upward, it exerts a downward force on whatever is
compressing or stretching it, and that when an elastic
band is stretched downward, it exerts an upward
force on whatever is stretching it |
2 |
|
| 4 |
to make and test predictions about whether materials
are magnetic or not |
1 |
|
| 5 |
to make generalisations about what happens when
magnets are put together |
1 |
|
| 6 |
to make predictions of the effects of stretching
elastic bands by different amounts |
1 |
|
| 7 |
to plan a fair test and decide what to measure
and what equipment to use |
1 |
|
| 8 |
that forces act in particular directions |
1 |
|
| 9 |
to explain the conclusions in terms of the size
of the force |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 3F Light
and shadows |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that shadows of objects in sunlight change over
the course of the day |
1 |
|
| 2 |
that the Sun does not move, its apparent movement
is caused by the spinning of the Earth on its axis |
1 |
|
| 3 |
that the Sun appears highest in the sky at midday |
1 |
|
| 4 |
that shadows are formed when light travelling
from a source is blocked |
1 |
|
| 5 |
that shadows change in length and position throughout
the day |
1 |
|
| 6 |
that opaque objects/materials do not let light
through and transparent objects/materials let a
lot of light through |
1 |
|
| 7 |
that the higher the Sun appears in the sky the
shorter the shadow |
1 |
|
| 8 |
that shadows are similar in shape to the objects
forming them |
1 |
|
| 9 |
that when the Sun is behind them their shadow
is in front |
1 |
|
| 10 |
that the Sun appears to move across the sky in
a regular way every day |
1 |
|
| |
Total number of questions
in this section |
10 |
|
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