2. LEVEL 3 I can identify differences and similarities or changes in different scientific ideas. I can suggest solutions to problems and build models to represent my ideas. I can give scientific evidence to answer questions.

3. LEVEL 5 I can use more than one abstract idea or model to describe processes. I can explain processes and suggest solutions to problems by using models. I can recognise scientific questions that might not have answers. I understand how scientists use ideas and evidence for scientific ideas

4. LEVEL 7 I can make connections between abstract ideas and use models. I can decide which factors are important when explaining processes I can explain how different pieces of evidence support scientific ideas. I can explain how processes are accepted or rejected in the scientific community.

5. LEVEL 4 I can use scientific ideas to describe simple processes. I can use simple models to describe scientific ideas. I can give scientific evidence to debate for and against arguments.

7. LEVEL 8 I can describe processes in detail using abstract ideas and models. I can use an appropriate approach to evaluate different explanations or arguments. I can analyse new scientific developments

8. LEVEL 6 I can identify strengths and weaknesses of different models. I can describe scientific evidence that supports or refutes (to prove to be false, wrong or incorrect) different arguments. I understand how new scientific evidence is discussed and interpreted.

10. I can state the reason of different scientific and technological developments. I can make connections or links. I can point out areas of our lives and jobs that involve science. LEVEL 3

11. LEVEL 5 I can describe viewpoints a range of people may have on science. I can indicate how scientific or technological developments may affect different groups of people in different ways. I can identify ethical or moral issues linked to scientific or technological developments. I can link uses of science to scientific ideas.

12. LEVEL 7 I can suggest ways that science and technology can be influenced. I can explain how scientific discoveries can change world views. I can point out economic, ethical and social arguments for and against science. I understand how creative thinking helps with the development of new ideas.

13. LEVEL 4 I can describe pros and cons of different scientific and technological developments. I can recognise uses of different scientific ideas. I can point out areas of our lives and jobs that involve science.

15. LEVEL 8 I can describe ways that a society influences scientific development. I have evaluated the effects science has on society as a whole. I can explain the unintended consequences that may occur as scientific theories develop. I can make balanced judgements about the impact of science on society.

16. LEVEL 6 I can describe how decisions on the use of science vary in different economies and cultures I can explain how societies are affected by different science ideas. I can describe how scientific developments help scientists pose new questions I can describe how science is put into use in different jobs.

18. LEVEL 3 I can draw tables and graphs of my results. I can use simple scientific language. I can say why it is important to work in groups when doing an experiment.

19. LEVEL 5 I can tell the difference between opinion and evidence relating to science. I can decide on the best way to represent data. I can use appropriate scientific and mathematical symbols when communicating ideas. I can suggest how teamwork in experiments may improve results.

20. LEVEL 7 I can explain how information may be manipulated in order to influence ideas. I can represent abstract ideas using symbols, flow diagrams and graphs. I can explain how scientists with different specialism’s have contributed to science.

21. LEVEL 4 I can present data appropriately. I can use appropriate scientific language to communicate ideas. I can use scientific and mathematical symbols when communicating ideas.

23. LEVEL 8 I can critically evaluate information and evidence. I can construct strong and well structured explanations in a variety of ways. I can determine skills that would be necessary to solve scientific problems.

24. LEVEL 6 I can identify lack of balance in the presentation of info or evidence. I can communicate qualitative or quantitative data appropriately. I can tell the difference between primary, secondary sources and simulations.

26. LEVEL 3 I can identify control variables in an experiment. I can select equipment for a practical. I can take simple measurements and observations during a practical. I know how to be safe during a practical.

27. LEVEL 5 I can recognise important variables in investigations. I can explain why I use certain equipment or information for an investigation. I repeat results where appropriate. I understand obvious risks involved and take necessary action.

28. LEVEL 7 I can form questions that can be investigated. I can identify variables and explain why some cannot be controlled. I can identify sources of error and take account of them. I know why risk assessment is needed and can develop one.

29. LEVEL 4 I can decide when I need to carry out a fair test. I can select the appropriate equipment for an investigation. I can take measurements or observations during a practical and identify ranges. I know the risks involved in a practical.

31. LEVEL 8 I can justify my strategy when investigating different scientific questions. I can select methods to collect quality data. I can adapt my work to control risks by taking expert advice.

32. LEVEL 6 I can plan investigations and identify variables which are dependant and independent. I can justify my choice of results collection. I can chose appropriate ranges, numbers and values. I can recognise familiar risks and take action to control them.

34. LEVEL 3 I can see patterns in my results. I can describe what I have found out in a practical. I can suggest ways to improve my practical.

35. LEVEL 5 I can see patterns in my results, including graphs and recognise odd results. I can give reasons for differences in repeated investigations. I can draw conclusions using more than one piece of evidence. I evaluate my results and method and suggest ways to improve them.

36. LEVEL 7 I can explain how data can be interpreted in different ways and how unexpected outcomes could be significant. I can identify quantitative relationships between variables. I can assess the strength of evidence in supporting a conclusion. I can suggest ways to improve my results.

37. LEVEL 4 I can recognise patterns in my results, including graphs. I can draw conclusions from data presented in different ways. I can give scientific evidence in my conclusions. I can suggest ways to improve my practical.

39. LEVEL 8 I can give explanations for unexpected observations and results. I can process and use data and link the importance of variables. I can critically interpret and evaluate and put together conflicting evidence. I can suggest ways to improve my results and ways to take the investigation further.

40. LEVEL 6 I can use science to suggest why there might be inconsistencies or limitations in evidence collected. I can select and manipulate data and use it in my conclusions. I can make and explain conclusions that link to the evidence I collected. I can make valid comments on quality of my data.