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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 6 - 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 6A Interdependence
and adaptation |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that green plants need light in order to grow
well |
1 |
|
| 2 |
that green plants make new plant material using
air, water in the presence of light |
1 |
|
| 3 |
that for this to take place the green plant requires
leaves |
1 |
|
| 4 |
that fertilisers are often added to soils to provide
plants with the nutrients they need |
1 |
|
| 5 |
that animals and plants in a local habitat are
interdependent |
1 |
|
| 6 |
how animals and plants in a local habitat are
suited to their environment |
1 |
|
| 7 |
that food chains begin with a plant (the producer) |
1 |
|
| 8 |
that water and nutrients are taken in through
the root |
1 |
|
| 9 |
that different plants grow in different soil conditions |
1 |
|
| 10 |
that roots anchor the plant in the soil
|
1 |
|
| |
Total number of questions
in this unit |
10 |
 |
| Unit 6B Micro-organisms
(short unit) |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that there are very small organisms called micro-organisms
which can be harmful |
1 |
|
| 2 |
that some micro-organisms can cause common illnesses |
1 |
|
| 3 |
that micro-organisms feed and grow |
1 |
|
| 4 |
that micro-organisms are useful in food production |
1 |
|
| 5 |
that micro-organisms bring about decay |
1 |
|
| 6 |
that decay can be beneficial |
1 |
|
| 7 |
that micro-organisms can cause food to decay |
1 |
|
| |
Total number of questions
in this unit |
7 |
|
| Unit 6C More
about dissolving |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that solids which do not dissolve in water can
be separated by filtering which is similar to sieving |
1 |
|
| 2 |
to make predictions about which types of water
contain dissolved materials and test these predictions |
1 |
|
| 3 |
that when solids dissolve a clear solution is
formed (which may be coloured), the solid cannot
be separated by filtering |
1 |
|
| 4 |
that when the liquid evaporates from a solution
the solid is left behind |
1 |
|
| 5 |
to make predictions about what happens when water
from a solution evaporates and to test these predictions |
1 |
|
| 6 |
to turn ideas about helping solids dissolve more
quickly into a form that can be investigated and
decide how to carry out a fair test |
1 |
|
| 7 |
to decide what apparatus to use and to make careful
observations and measurements |
1 |
|
| 8 |
that several repeated measurements provide data
that can be used with more confidence |
1 |
|
| 9 |
to evaluate a graph in terms of how well it represents
experimental results |
1 |
|
| 10 |
to make comparisons and draw conclusions |
1 |
|
| |
Total number of questions
in this unit |
10 |
|
| Unit 6D Reversible
and irreversible changes (short unit) |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that mixing materials can cause them to change |
1 |
|
| 2 |
that some changes that occur when materials are
mixed cannot easily be reversed |
1 |
|
| 3 |
that insoluble materials can be separated by filtering
and solids which have dissolved can be recovered
by evaporating the liquid from the solution |
2 |
|
| 4 |
that heating some materials can cause them to
change |
2 |
|
| 5 |
that when materials are burned, new materials
are formed |
1 |
|
| 6 |
that the changes that occur when most materials
are burned are not reversible |
1 |
|
| |
Total number of questions
in this unit |
8 |
|
| Unit 6E Forces
in action |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that the Earth and objects are pulled towards
each other; this gravitational attraction causes
objects to have weight |
1 |
|
| 2 |
that weight is a force and is measured in newtons |
1 |
|
| 3 |
that several forces may act on one object |
1 |
|
| 4 |
to represent the direction of forces by arrows |
1 |
|
| 5 |
that when an object is submerged in water, the
water provides an upward force (upthrust) on it |
1 |
|
| 6 |
that how much an elastic band stretches depends
on the force acting on it |
1 |
|
| 7 |
that when an object falls, air resistance acts
in the opposite direction to the weight |
1 |
|
| 8 |
that air resistance slows moving objects |
1 |
|
| 9 |
to distinguish between a scientific explanation
for results and descriptions or other statements |
1 |
|
| 10 |
to interpret a line graph and use it to describe
the motion of spinners falling |
1 |
|
| |
Total number of questions
in this section |
10 |
|
| Unit 6F How we
see things (short unit) |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that we see light sources because light from the
source enters our eyes |
1 |
|
| 2 |
that light from an object can be reflected by
a mirror, the reflected light enters our eyes and
we see the object |
1 |
|
| 3 |
that the direction of a beam or ray of light travelling
from a light source can be indicated by a straight
line with an arrow |
1 |
|
| 4 |
that when a beam of light is reflected from a
surface, its direction changes |
1 |
|
| 5 |
that shiny surfaces reflect light better than
dull surfaces |
1 |
|
| 6 |
to identify factors which might affect the size
and position of the shadow of an object |
1 |
|
| 7 |
to recognise differences between shadows and ‘reflections’ |
1 |
|
| |
Total number of questions
in this section |
7 |
|
| Unit 6G Changing
circuits (short unit) |
No.
of
Questions |
|
No. |
Children
should learn: |
|
| 1 |
that the brightness of bulbs, or speed of motors,
in a circuit can be changed |
1 |
|
| 2 |
that care needs to be taken when components in
a circuit are changed to ensure bulbs/motors do
not burn out |
1 |
|
| 3 |
that there are conventional symbols for components
in circuits and these can be used to draw diagrams
of circuits |
1 |
|
| 4 |
that circuit diagrams, using these symbols, can
be understood by anyone who knows the symbols and
can be used for constructing and interpreting circuits |
1 |
|
| 5 |
that the brightness of bulbs in a circuit can
be changed by changing wires in a circuit |
1 |
|
| 6 |
to suggest a question to investigate, to decide
what to do and what equipment to use to test this |
1 |
|
| 7 |
to make fair comparisons and draw conclusions |
1 |
|
| 8 |
to explain observations in terms of knowledge
about electrical circuits |
1 |
|
| |
Total number of questions
in this section |
8 |
|
|
