QCA Schemes of Work

							                              QCA Science Scheme of Work
                                End of Unit Assessment
                                   Guidance notes
The assessment sheets
The assessment sheets are a record of end of unit assessments.
The differentiated expectations from the front of each QCA unit, which are derived from the learning
outcomes, have been arranged into three columns representing below expected, expected and above
expected outcomes.
A suggested level range has been given for the ‘expected’ outcomes for each unit. This should be used as a
guide only, as depth of understanding, consistency and breadth of context should also be taken into account
when assigning levels. As a general rule of thumb, children within the ‘expected’ range would be working at
level 2 at the end of Y2, level 3 at the end of Y4, and level 4 at the end of Y6.
For further support, the QCA materials ‘Assessing Progress in Science’ (available from the QCA website)
has extended level descriptors for Sc1 to Sc4, and these can be helpful for levelling.

The learning objectives from each unit have been printed on the reverse of each sheet.
Teachers may use these to show coverage, adaptations to the unit, specific difficulties etc.

Completing the sheets
At the end of each unit, teachers write each child’s name in the column that represents the “best fit” for that
child. A separate sheet can be used for specific pupil groups, eg boys/girls, different sets, etc.
For children who are working below average, specific learning objectives which caused difficulty could be
highlighted, and any other reasons added.

Using the information to inform planning and teaching
At the end of each term, the information from the end of unit recording sheets can be transferred to a
tracking grid, examples available on the EGfL website.
Those children who have achieved the ‘below expected’ outcomes could be noted as ‘B’, those who have
achieved the ‘expected’ outcomes could be noted as ‘E’, and those children who have achieved the ‘above
expected’ outcomes could be noted as ‘A’ on the tracking grid.
During pupil progress meetings there would need to be discussion about the science provision for those
children within the ‘below expected’ range and planning adjusted accordingly, particularly within Scientific
Enquiry which is covered in every unit.
Similarly the teacher would need to ensure that the children in the ‘above expected’ range are being suitably
challenged.

In addition to the end of unit assessments, termly assessments for Sc1 should be made. These should be
based on the Scientific Enquiry work completed each term within two units, plus any focussed Sc1 activities
planned for assessment purposes.
The assessment activities from the QCA materials ‘Assessing Progress in Science’ will provide extra
evidence, and the accompanying extended level descriptors will help teachers to level the work.
It is suggested that levels for Sc1 are entered onto the tracking grid termly, while levels for Sc2-4 could be
ascertained at the end of the year, by looking at the child’s achievement across the range of units (B,E or A),
and using the QCA extended level descriptors.

From Spring 2010, APP (Assessing Pupil Progress) materials will be available for Science, and the APP
Assessment criteria can then be used to support the assessment of Sc1.

The completed sheets could be kept in a folder, passed onto the appropriate teacher, and made available to
the science subject leader to facilitate monitoring and evaluation of the subject.
At the end of each unit, the teacher should evaluate the effectiveness of the unit and make any necessary
adjustments to planning for future use.