Assessment Wheel – Science

Year 3 Cogs

Working Scientifically – Ideas and Evidence

Working Scientifically - Planning

Working Scientifically – Obtaining and Presenting Evidence

Working Scientifically – Considering Evidence and Evaluating

The opportunities for working scientifically should be provided across Years 3 and 4 so that the expectations of the
programme of study can be met by the end of Year 4. Pupils are not expected to cover each aspect for every area of study.

Plants

Animals, including humans

Rocks

Light

Forces and Magnets

YEAR 3
Working I can ask simple questions I can ask relevant I can use simple models
Scientifica and recognising that they questions and using to describe scientific
lly can be answered in different types of ideas..
Ideas and different ways. scientific enquiries to
evidence answer them.
W S I can identify and I can set up simple I can take accurate I can use a range of
Planning classify. I can perform practical enquiries, measurements using equipment, for
Experimen simple tests using simple comparative and fair standard unit. example
tal equipment, observing tests making accurate thermometers and
Work closely. and careful data loggers.
observations.
W S I can gather and record I can gather, record, I can record findings
Obtaining data to help in answering classify and present using simple scientific
and questions. data in a variety of ways language, drawings,
Presenting to help in answering labelled diagrams,
Evidence questions. keys, bar charts, and
tables
W S I can use my observations I can use results to draw I can suggest new I can use
Considerin and ideas to suggest simple conclusions and questions and straightforward
g answers to questions suggest improvements predictions for new scientific evidence to
Evidence values in my results. I answer questions or
and can identify to support their
Evaluating differences, findings
similarities or changes
using my knowledge of
scientific ideas and
processes. .
Plants I recognise that plants I know that different I can explain why I can name the parts I can explain how I know that plants
need light, warmth and plants need different plants need healthy of a flower and the pollen and seeds are make their own food
water to grow and that conditions to grow well. roots and stems by part these play in the dispersed and how but need nutrients
plants need healthy investigating how life cycle of the seeds develop. from the soil, air,
leaves, roots and stems to water is transported in plant. water and sunlight to
grow well. a plant. do so.
Animals, I can describe a healthy I know that humans and I can name some of the I know that I use my I can research
and varied diet. some other animals have bones in my skeleton muscles and skeleton different food
including
a skeleton and can and compare these to move. I know that groups and how they
humans
describe the main with the skeletons of when one muscle keep us healthy. I
functions of my other animals. contracts another can use my research
skeleton. relaxes and can use a to design menus for
model to show how different people.
this happens.
Rocks I know that rocks are By observing and testing I can group rocks I can explain how I can identify I know that soils are
found under the ground different rocks, I can according to the way fossils are formed, similarities and formed partly from
we walk on and can name group them by their they were formed, using and can research differences between rock, partly from
some common rocks. properties and the vocabulary, igneous, more about the living different types of soil. other matter that was
appearance. I know that sedimentary and things whose fossils once alive.
the different properties metamorphic. have been found.
of rocks make them
suitable for different
purposes.
Light I know that I cannot see I can explain that I I know that shadows I can explain that I can explain why I can explain that
in the dark. Dark is the cannot see shiny objects are similar in shape to shadows are formed there are changes in even transparent
absence of light and we in the dark because they the objects forming when light is blocked. shadows caused by objects block some
need light to see. I can are not light sources. I them and that the I can investigate how the sun over the light and form
explain why it is know that to see shadows caused by the the size of shadows course of a day and shadows.
dangerous to look at the something light must sun change over the change depending on can predict changes
sun and can tell you what reflect off it. course of the day. the position of the by observing
to do to protect your object blocking the patterns.
 eyes. light.

Forces I can describe how to use I know that for push and I can investigate with I can investigate I can describe some I can describe
pushes and pulls to make pull forces to have an magnets, looking at different types of uses for magnets and magnets as having
and
things speed up, slow affect there must be materials that are magnet and devise an suggest other two poles and observe
Magnets
down, stop or change contact but magnetic attracted to a magnet. investigation to find creative ways to use what happens when
direction or shape. I forces act from a I can classify materials out which magnet is magnets in everyday the similar or
know that pushes and pulls distance. as magnetic or non- the strongest. life. opposite poles are
are forces. magnetic. placed next to each
other.