| |
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:
 |
National Literacy Strategy (DfES Sep 2001) |
 |
 |
National Numeracy Strategy (DfEE Mar 1999) |
|
 |
QCA Science Schemes of Work from the Standards Site
at www.standards.dfee.gov.uk
|
|
Tests are taken in sections matched
to curriculum strands, to complement
lessons; confirm progress and facilitate future lesson
planning. |
|
|
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 5 - 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 5A Keeping
healthy |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
to identify factors which could affect pulse rate
and make predictions about the changes |
1 |
|
| 2 |
that to stay healthy we need an adequate and varied
diet |
1 |
|
| 3 |
that the heart and lungs are protected by the
ribs |
1 |
|
| 4 |
that we need exercise to stay healthy and to maintain
our muscles |
1 |
|
| 5 |
that the muscle in the walls of the heart contracts
regularly, pumping blood around the body |
1 |
|
| 6 |
that blood vessels carry blood around the body |
1 |
|
| 7 |
that when we exercise our muscles work harder |
1 |
|
| 8 |
that when humans exercise, muscles move parts
of the skeleton and this activity requires an increased
blood supply, so the heart beat increases and the
pulse rate is faster |
1 |
|
| 9 |
that substances like tobacco, alcohol and other
drugs can affect the way the body functions and
these effects can be harmful |
1 |
|
| 10 |
to represent data about resting pulse rate in
a bar chart and to say what this shows |
1 |
|
| |
Total number of questions
in this section |
10 |
 |
| Unit 5B Life
cycles |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that human young are dependent on adults for a
relatively long period |
1 |
|
| 2 |
that if living things did not reproduce they would
eventually die out |
1 |
|
| 3 |
that flowering plants reproduce |
1 |
|
| 4 |
about the life cycle of flowering plants including
pollination, fertilisation, seed production, seed
dispersal and germination |
1 |
|
| 5 |
that insects pollinate some flowers |
1 |
|
| 6 |
that plants produce flowers which have male and
female organs, seeds are formed when pollen from
the male organ fertilises the ovum (female) |
1 |
|
| 7 |
that seeds can be dispersed in a variety of ways |
1 |
|
| 8 |
that seeds need water and warmth (but not light)
for germination |
1 |
|
| 9 |
that many fruits and seeds provide food for animals
including humans |
1 |
|
| 10 |
that several seeds should be used in each set
of conditions in order to get reliable evidence |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 5C Gases
around us |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that air has weight and is all around us |
1 |
|
| 2 |
that soils have air trapped within them |
1 |
|
| 3 |
that gases are formed when liquids evaporate |
1 |
|
| 4 |
that gases are different from solids and liquids
in terms of how they do not maintain their shape
and volume |
1 |
|
| 5 |
that other liquids evaporate and form gases which
flow easily from place to place |
1 |
|
| 6 |
that gases flow more easily than liquids and in
all directions |
1 |
|
| 7 |
that there are many gases and many of these are
important to us |
1 |
|
| 8 |
that powders and sponges are solid materials with
air in the 'gaps' in between particles |
1 |
|
| 9 |
to identify and describe differences in properties
of solids, liquids and gases |
1 |
|
| 10 |
to use their results to compare the air trapped
in different soils |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 5D Changing
state |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that evaporation is when a liquid turns to a gas |
1 |
|
| 2 |
that liquids other than water evaporate |
1 |
|
| 3 |
that condensation is when a gas turns to a liquid |
1 |
|
| 4 |
that the boiling temperature of water is 100°C |
1 |
|
| 5 |
that condensation is the reverse of evaporation |
1 |
|
| 6 |
that melting, freezing, condensing and evaporating
are all changes of state that can be reversed |
1 |
|
| 7 |
that water evaporates from oceans, seas and lakes,
condenses as clouds and eventually falls as rain |
1 |
|
| 8 |
that air contains water vapour and when this hits
a cold surface it may condense |
1 |
|
| 9 |
that water collects in streams and rivers and
eventually finds its way to the sea |
1 |
|
| 10 |
to make careful measurements, recording them in
tables and graphs |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 5E Earth,
Sun and Moon |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that the Sun, Earth and Moon are approximately
spherical |
1 |
|
| 2 |
about the relative sizes of the Sun, Moon and
Earth |
1 |
|
| 3 |
that the Sun appears to move across the sky over
the course of a day |
1 |
|
| 4 |
that the Sun rises in the general direction of
the East and sets in the general direction of the
West |
1 |
|
| 5 |
that it is the Earth that moves, not the Sun,
and the Earth spins on its axis once every 24 hours |
1 |
|
| 6 |
that it is daytime in the part of the Earth facing
the Sun and night-time in the part of the Earth
away from the Sun |
1 |
|
| 7 |
that the Moon takes approximately 28 days to orbit
the Earth |
1 |
|
| 8 |
that the Earth takes a year to make one complete
orbit of the Sun, spinning as it goes |
1 |
|
| 9 |
that the different appearance of the Moon over
28 days provides evidence for a 28-day cycle |
1 |
|
| 10 |
to make observations of where the Sun rises and
sets and to recognise the patterns in these |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 5F Changing
sounds |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that sounds are made when objects or materials
vibrate |
1 |
|
| 2 |
that vibrations from sound sources travel through
different materials to the ear |
1 |
|
| 3 |
to devise a fair comparison of different materials |
1 |
|
| 4 |
that some materials are effective in preventing
vibrations from sound sources reaching the ear |
1 |
|
| 5 |
that the term 'pitch' describes how high or low
a sound is |
1 |
|
| 6 |
that high and low sounds can be loud or soft |
1 |
|
| 7 |
that the pitch of a drum depends on its size and
the tightness of its skin |
1 |
|
| 8 |
to suggest how to alter the pitch of a sound made
by air vibrating and to test the prediction |
1 |
|
| 9 |
that the pitch of a stringed instrument depends
on the length, thickness and tightness of the string |
1 |
|
| 10 |
to describe how the pitch of notes on a recorder
(or other wind instrument) can be altered by changing
the length of air column vibrating |
1 |
|
| |
Total number of questions
in this section |
10 |
|
|
