| Levels |
Progress indicators |
| Key aspects of learning |
| Suggesting explanations |
Comparing and evaluating explanations |
Evaluating the quality of evidence and accepting uncertainty |
Understanding how the science community operates |
| Level 1
|
Offers simple explanations for observations or events.
|
Begins to use their own experiences to support their ideas.
Recognises that other people may have different ideas.
|
Recognises that "we" do not have an explanation. |
Recognises that scientists find things out and share their ideas. |
| Level 2
|
Suggests cause-effect links for observations or events.
|
Prefers one explanation.
Accepts that their ideas may change if someone suggests a better idea. |
Recognises that "we" are uncertain about an explanation. |
Recognises that scientists test their ideas to select the best explanations. |
| Level 3
|
Suggests explanations supported by some evidence.
|
Explains why they changed or did not change their ideas, referring to the evidence.
With support, clarifies or changes their ideas in the light of the evidence. |
Accepts there is not enough evidence to choose an explanation. |
Recognises that scientists develop new ideas, building on previous science ideas.
Explains that scientists seek out evidence to support or refute ideas. |
| Level 4
|
Suggests an explanation and considers others linked to the evidence. |
Attempts to eliminate or support explanations using evidence.
Clarifies or changes their ideas after considering the evidence and argument. |
Is aware of the need to assess the quality of evidence. |
Recognises that scientists debate their ideas with others in the scientific community.
Explains that acceptance of an idea depends on evidence and argument. |
| Level 5
|
With reference to relevant scientific ideas, seeks other possible explanations that fit the evidence.
|
Clarifies or changes their explanation, presenting a case based on evidence and argument.
Considers suggested explanations and uses evidence to support or eliminate them. |
Assesses the quality of the available evidence. |
Recognises that scientists strive to add to or change the understandings held by the scientific community.
Explains that scientists present their ideas for critical scrutiny by other scientists. |
