AF1 thinking scientifically -threads of progression
Threads of knowledge I can use models for and in explanations.
Level 3
Bloom’s taxonomy (knowledge)
concrete thinking; simple explanations
linking cause to Effect; beginning to make
generalisations; recall learned material
Level 4
Bloom’s taxonomy (comprehension)
Correct scientific terminology and
conventions used in descriptions and
simple explanations. Uses concrete
thinking (not abstract ideas) familiar
contexts, making predictions
Level 5
Bloom’s taxonomy (application)
Wider range of knowledge and
understanding; applying concrete ideas to
less familiar situations; beginning to use
abstract ideas and models.
I can use evidence to decide what arguments and
explanations I can use to explain something.
I can see how scientific ideas develop. I can see how scientists
work together to develop ideas.
I can see that scientific evidence is provisional; it can be
changed when new evidence is found.
AF1 3.1-I can use physical models to represent things in
the real world.
AF1 3.2-I can identify differences, similarities or changes Bloom’s taxonomy vocab
related to simple scientific ideas, processes or Recall, sort, name, list, identify, state, select,
define, label, match, draw, write, record,
phenomena. recognise
AF1 3.3-I can use simple scientific evidence to answer
questions.
I can use simple scientific evidence to support my
findings in experimental work.
AF1 3.4-I can respond to ideas to answer questions
I can suggest solutions to problems.
AF 1 4.1-I can use simple models to describe scientific Bloom’s taxonomy vocab
ideas. Present, convert, define, locate information,
compare, illustrate from text, describe,
summarise, tabulate, classify, decide,
AF1 4.2-I can identify scientific evidence that is being
used to support or refute ideas or arguments.
AF1 4.3-I can use scientific ideas to describe simple
processes or phenomena.
AF1 5.1-I can use abstract ideas or models or more than
one step, when describing processes or phenomena.
AF1 5.2-I can explain processes or phenomena, suggest Bloom’s taxonomy vocabulary
solutions to problems or answer questions by drawing Devise, solve, calculate, modify, construct,
clarify, predict, relate, explain, solve, any
on abstract ideas or models. ideas…complete, demo how, what/how,
1 problem, if…how
AF1 5.3- I can identify the use of evidence and creative What would happen, employ, use a new
thinking by scientists in the development of scientific context.
ideas.
AF1 5.4-I can recognise scientific questions that do not
yet have definitive answers.
AF2 Understanding the applications and implications of science-threads of progression

2
Threads of knowledge
Level 3
Bloom’s taxonomy (knowledge)
concrete thinking; simple explanations
linking cause to effect; beginning to make
generalisations; recall learned material.
Level 4
Bloom’s taxonomy (comprehension)
Correct scientific terminology and
conventions used in descriptions and simple
explanations. Uses concrete thinking (not
abstract ideas)familiar contexts, making
predictions.
Level 5
I can understand the effects of political, social and cultural ‘norms’
on science.
I can understand how scientific ideas have been creatively used to
bring about technological developments.
I can understand the implications, benefits and drawbacks of
scientific and technological development on society and the
environment.
I can identify how scientists use science in their work.
AF2 3.1-I can explain the purposes of a variety of
scientific or technological developments.
AF2 3.2- I can see why things are used because of their Bloom’s taxonomy vocabulary
Recall, sort, name, list, identify, state, select,
particular properties or characteristics.
define, label, match write, record, recognise.
AF2 3.3- I can identify aspects of our lives, or work
that people do, that are based on scientific ideas.
AF2 4.1- I can describe some simple positive and Bloom’s taxonomy vocabulary
Present, convert, define locate information,
negative consequences of scientific and technological
compare, illustrate from text, describe,
development. summarise, tabulate, classify, decide.
AF2 4.2- I can recognise applications of specific
scientific ideas.
AF2 4.3- I can identify aspects of science used within
particular jobs or roles.
AF2 5.1-I can describe different viewpoints that a
range of people may have about scientific or
technological development.
3
Bloom’s taxonomy (application)
Wider range of knowledge and
understanding; applying concrete ideas to
less familiar situations; beginning to use
abstract ideas and models.
Level 6
Bloom’s taxonomy (analysis)
Wider range of concepts and processes;
using abstract idea,
models and theories to explain why things
happen and to identify patterns in a wide
range of contexts; break information down
and identify parts.
Level 7
Bloom’s taxonomy (evaluation,
synthesis/generalisation)
Linking ideas from different areas to provide
explanations;
AF2 5.2-I can Identify ethical or moral issues linked to Bloom’s taxonomy vocabulary
Devise, solve, calculate, modify, construct,
scientific or technological developments.
clarify, predict, relate, explain, solve, any
ideas…complete, demo how, what/how,
problem, if…how
AF2 5.3-I can Indicate how scientific or technological What would happen, employ, use a new
context.
developments may affect different groups of people in
different ways.
AF2 5.4-I can Link applications of science or
technology to their underpinning scientific ideas.
AF2 6.1-I can describe how different decisions on the
uses of scientific and technological developments may
be made in different economic, social or cultural
contexts.
AF2 6.2-I can describe how particular scientific or
technological developments have provided evidence Bloom’s taxonomy vocabulary
to help scientists pose and answer further questions. Prioritise, plan, infer, reason, conclude,
select, order, divide/separate logically
AF2 6.3-I can explain how societies are affected by explain why, contrast, determine, separate,
compare, distinguish, break down, key point
particular scientific applications or ideas.
from, deduce, arrange.
AF2 6.4-I can describe how aspects of science are
applied in particular jobs or roles.
AF2 7.1-I can suggest ways in which scientific and
technological developments may be influenced.
AF2 7.2-I can suggest economic, ethical/moral, social Bloom’s taxonomy vocabulary
Summarise, judge, evaluate, discriminate,
or cultural arguments for and against scientific or prioritise, appraise, defend, argue, validate,
technological developments. provide evidence of, rank, recommend,
4
Using patterns and models to make
predictions; using quantitative relationships
in explanations, especially proportionality;
Making choices based on reasoned
argument; verifying the value of evidence.
AF3 Communicating and collaborating in science-threads of progression
Threads of knowledge
AF2 7.3-I can explain how creative thinking in science Improve ,assess.
and technology generates ideas for future research
and development.
AF2 7.4-I can explain how scientific discoveries can
change worldviews.
I can use presentation skills to communicate.
5
 I can use presentation skills to communicate scientific
arguments.
I can explain ideas and evidence using scientific
conventions, language and symbols.
I can present a range of views.

I can see where views are misrepresented.

I know the conventions scientists use to communicate

Level 3
Bloom’s taxonomy (knowledge)
concrete thinking; simple explanations
linking cause to effect; beginning to make
generalisations; recall learned material.
worldwide.
AF3 3.1-I can use scientific forms of language when
communicating simple scientific ideas, processes or
phenomena.
AF3 3.2-I can present simple scientific data in more Bloom’s taxonomy vocabulary
Recall, sort, name, list, identify, state,
than one way, including tables and bar charts.
select, define, label, match write, record,
recognise.

AF3 3.3-I can identify simple advantages of working

together on experiments or investigations.

Level 4 AF3 4.1-I can choose appropriate ways of presenting

scientific data.
Bloom’s taxonomy AF3 4.2-I can use appropriate scientific forms of Bloom’s taxonomy vocabulary
(comprehension)
6
Correct scientific terminology and
conventions used in descriptions and simple
explanations. Uses concrete thinking(not
abstract ideas)familiar contexts, making
predictions.
Level 5
Bloom’s taxonomy (application)
Wider range of knowledge and
understanding; applying concrete ideas to
less familiar situations; beginning to use
abstract ideas and models.
Level 6
language to communicate scientific ideas, processes Present, convert, define locate information,
compare, illustrate from text, describe,
or phenomena.
summarise, tabulate, classify, decide.
AF3 4.3-I can use appropriate scientific forms of
language to communicate scientific ideas, processes
or phenomena.
AF3 5.1-I can decide on the most appropriate formats
to present sets of scientific data, such as using line
graphs for continuous variables.
AF3 5.2-I can use appropriate scientific and Bloom’s taxonomy vocabulary
Devise, solve, calculate, modify, construct,
mathematical conventions and terminology to clarify, predict, relate, explain, solve, any
communicate abstract ideas. ideas…complete, demo how, what/how,
problem, if…how
AF3 5.3-I can distinguish between opinion and What would happen, employ, use a new
context.
scientific evidence in contexts related to science, and
use evidence rather than opinion to support or
challenge scientific arguments.
AF3 5.4-I can suggest how collaborative approaches to
specific experiments or investigations may improve
the evidence collected.
AF3 6.1-I can choose forms to communicate
qualitative or quantitative data appropriate to the
data and the purpose of the communication.
AF3 6.2-I can distinguish between data and
7

Bloom’s taxonomy (analysis)
Wider range of concepts and processes;
using abstract idea,
models and theories to explain why things
happen and to identify patterns in a wide
range of contexts; break information down
and identify parts.
Level 7
Bloom’s taxonomy (evaluation,
synthesis/generalisation)
Linking ideas from different areas to provide
explanations;
Using patterns and models to make
predictions; using quantitative relationships
in explanations, especially proportionality;
Making choices based on reasoned
argument; verifying the value of evidence.
information from primary sources, secondary sources
and simulations, and present them in the most
appropriate form.
AF3 6.3-I can identify lack of balance in the
presentation of information or evidence.
AF3 7.1-I can effectively represent abstract ideas using
appropriate symbols, flow diagrams and different
kinds of graphs in presenting explanations and
arguments .
AF3 7.2-I can explain how information or evidence
from various sources may be manipulated in order to
influence interpretation.
AF3 7.3-I can explain how scientists with different
specialisms and skills have contributed to particular
scientific or technological developments.
Bloom’s taxonomy vocabulary
Prioritise, plan, infer, reason, conclude,
select, order, divide/separate logically,
explain why, contrast, determine,
separate, compare, distinguish, break
down, key point from, deduce, arrange.
Bloom’s taxonomy vocabulary
Summarise, judge, evaluate, discriminate,
prioritise, appraise, defend, argue, validate,
provide evidence of, rank, recommend,
Improve, assess.

AF4 Using investigative approaches-threads of progression

Threads of knowledge I can effectively plan appropriate scientific investigations.

8

Level 3
Bloom’s taxonomy (knowledge)
concrete thinking; simple explanations
linking cause to effect; beginning to make
generalisations; recall learned material.
Level 4
Bloom’s taxonomy
(comprehension)
Correct scientific terminology and
I can identify and manipulate variables within an
investigation.
I can gather evidence through collection of precise and
reliable data.
I am aware of the risks associated with the investigative
process.
AF4 3.1-I can select equipment or information sources
from those provided, so that I can try to answer a
question or idea under investigation.
AF4 3.2-I can identify one or more control variables in Bloom’s taxonomy vocabulary
Recall, sort, name, list, identify, state,
an investigation from those provided.
select, define, label, match write, record,
recognise.
AF4 3.3-I can make some accurate observations or
whole number measurements relevant to questions or
ideas under investigation.
AF4 3.4-I can recognise obvious risks when prompted.
AF4 4.1-I can select the right equipment or
information to address a specific question or idea
under investigation.
9
conventions used in descriptions and simple
explanations.
Uses concrete thinking (not abstract ideas)
familiar contexts, making predictions.
Level 5
Bloom’s taxonomy (application)
Wider range of knowledge and
understanding; applying concrete ideas to
less familiar situations; beginning to use
abstract ideas and models.
Level 6
AF4 4.2-I can decide when to carry out fair tests in Bloom’s taxonomy vocabulary
Present, convert, define locate information,
investigations.
compare, illustrate from text, describe,
summarise, tabulate, classify, decide.
AF4 4.3-I can make sets of observations or
measurements, identifying the ranges and intervals
used.
AF4 4.4-I can identify possible risks to myself and
others.
AF4 5.4-I can explain why particular pieces of
equipment or information sources are appropriate for
the questions or ideas under investigation.
AF4 5.2-I can recognise significant variables in Bloom’s taxonomy vocabulary
Devise, solve, calculate, modify, construct,
investigations, selecting the most suitable to
clarify, predict, relate, explain, solve, any
investigate. ideas…complete, demo how, what/how,
problem, if…how
AF4 5.3-I can repeat sets of observations or What would happen, employ, use a new
context.
measurements where appropriate, selecting suitable
ranges and intervals.
AF4 5.4-I can make, and act on, suggestions to control
obvious risks to myself and others.
AF4 6.1-I can collect data choosing appropriate
ranges, numbers and values for measurements and
observations.
AF4 6.2-I can apply scientific knowledge and
10

Bloom’s taxonomy(analysis)
Wider range of concepts and processes;
using abstract idea,
models and theories to explain why things
happen and to identify patterns in a wide
range of contexts; break information down
and identify parts.
understanding in the planning of investigations,
identifying significant variables and recognising which
are independent and which are dependent.
AF4 6.3-I can justify my choices of data collection
method and proposed number of observations and
measurements.
Bloom’s taxonomy vocabulary
Prioritise, plan, infer, reason, conclude,
select, order, divide/separate logically,
explain why, contrast, determine,
separate, compare, distinguish, break
down, key point from, deduce, arrange.

AF4 6.4-I can Independently recognise a range of

Level 7
Bloom’s taxonomy (evaluation,
synthesis/generalisation)
Linking ideas from different areas to provide
explanations;
Using patterns and models to make
predictions; using quantitative relationships
in explanations, especially proportionality;
Making choices based on reasoned
argument; verifying the value of evidence.
familiar risks and take action to control them.
AF4 7.1-I can formulate questions or ideas that can be
investigated by synthesising information from a range
of sources.
AF4 7.2 I can identify key variables in complex
contexts, explaining why some cannot readily be Bloom’s taxonomy vocabulary
controlled and planning appropriate approaches to Summarise, judge, evaluate, discriminate,
investigations to take account of this. prioritise, appraise, defend, argue, validate,
provide evidence of, rank, recommend,
AF4 7.3-I can explain how to take account of sources Improve, assess.
of error in order to collect reliable data.
AF4 7.4-I can recognise the need for risk assessments
and consult, and act on, appropriate sources of
information.

AF5 working critically with evidence-threads of progression

11
 I can evaluate the planning and implementation of scientific
investigations.
I can take into consideration errors and anomalies.

I can process and analyse data to support the evaluation process

and draw conclusions.
I can explain and evaluate evidence to support the scientific
process.
Level 3 AF5 3.1-I can suggest improvements to my methods.

Bloom’s taxonomy (knowledge) AF5 3.2-I can identify simple patterns in observations. Bloom’s taxonomy vocabulary
concrete thinking; simple explanations Recall, sort, name, list, identify, state,
linking cause to effect; beginning to make select, define, label, match write, record,
generalisations; recall learned material. recognise.

AF5 3.3-I can identify simple patterns in data

presented in various formats, including tables, pie and
bar charts
AF5 3.4-I can describe what I have found in
experiments or investigations, linking cause and
effect.

Level 4 AF5 4.1-I can suggest improvements in my methods,

giving reasons.

12
Bloom’s taxonomy
(comprehension)
Correct scientific terminology and
conventions used in descriptions and simple
explanations.
Uses concrete thinking(not abstract
ideas)familiar contexts, making predictions.
Level 5
Bloom’s taxonomy (application)
Wider range of knowledge and
understanding; applying concrete ideas to
less familiar situations; beginning to use
abstract ideas and models.
Level 6
Bloom’s taxonomy(analysis)
AF5 4.2-I can identify patterns in data presented in Bloom’s taxonomy vocabulary
Present, convert, define locate information,
various formats, including line graphs.
compare, illustrate from text, describe,
summarise, tabulate, classify, decide.
AF5 4.3-I can draw simple conclusions from data
presented in different formats.
AF5 4.4-I can identify scientific evidence I have used in
drawing conclusions.
AF5 5.1-I can evaluate the effectiveness of my working
methods, making practical suggestions for improving
them.
AF5 5.2-I can provide straightforward explanations for Bloom’s taxonomy vocabulary
Devise, solve, calculate, modify, construct,
differences in repeated observations or
clarify, predict, relate, explain, solve, any
measurements. ideas…complete, demo how, what/how,
problem, if…how
AF5 5.3-I can draw valid conclusions that utilise more What would happen, employ, use a new
context.
than one piece of supporting evidence, including
numerical data and line graphs.
AF5 5.4-I can interpret data in a variety of formats,
recognising obvious inconsistencies.
AF5 6.1-I can make valid comments on the quality of
my data.
AF5 6.2-I can suggest reasons based on scientific Bloom’s taxonomy vocabulary
13
Wider range of concepts and processes;
using abstract idea,
models and theories to explain why things
happen and to identify patterns in a wide
range of contexts; break information down
and identify parts.
knowledge and understanding for any limitations or
inconsistencies in evidence collected.
AF5 6.3-I can select and manipulate data and
information and use them to contribute to
conclusions.
Prioritise, plan, infer, reason, conclude,
select, order, divide/
Separate, logically, explain why, contrast,
determine, separate, compare, distinguish,
break down, key point from, deduce,
arrange.

AF5 6.4-I can draw conclusions that are consistent

Level 7
Bloom’s taxonomy (evaluation,
synthesis/generalisation)
Linking ideas from different areas to provide
explanations;
Using patterns and models to make
predictions; using quantitative relationships
in explanations, especially proportionality;
Making choices based on reasoned
argument; verifying the value of evidence.
with the evidence I have collected and explain them
using scientific knowledge and understanding.
AF5 7.1-I can explain ways of modifying working
methods to improve reliability.
AF5 7.2-I can assess the strength of evidence, deciding Bloom’s taxonomy vocabulary
Summarise, judge, evaluate, discriminate,
whether it is sufficient to support a conclusion. prioritise, appraise, defend, argue, validate,
provide evidence of, rank, recommend,
AF5 7.3-I can explain how data can be interpreted in Improve, assess.
different ways and how unexpected outcomes could
be significant.
AF5 7.4-I can identify quantitative relationships
between variables, using them to inform conclusions
and make further predictions.

14