For further information, see the booklet Assessment for learning (Ref: 0521-2004) from Learning and teaching in the primary years
http://www.standards.dfes.gov.uk/primary/publications/learning_and_teaching/1041163/.

Phase 1

Find a key word using an index and then locate the relevant information on a page (teacher observation, self-assessment).

Phase 2

Speak in a clear and interesting way as part of an oral presentation including relevant details, for example about appliances that use electricity and the associated dangers; move from a simple description to include an explanation of how or why a process occurs; use causal connectives, for example because, so, this causes, to tell the audience why something has happened (feedback from other children, group discussion, teacher observation).

Phases 3 and 4

Interpret a flow chart or cyclical diagram to explain a process, using language and gestures appropriately, initially with support, then in a small group, moving on to read and write independently; produce a simple flow chart or cyclical diagram independently, making choices about presenting information to suit the purpose; produce writing, diagrams and pictures that are well organised, and use conjunctions but and because to assist in explaining a process to the reader; include comparative expressions, for example brighter, less bright in explanations (oral or written) and use vocabulary linked to scientific investigations, for example bulb, circuit, connection, mains; create a glossary for their own or class booklet (marking and feedback against agreed success criteria).