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Try our easy to implement, online testing and learning resource, measuring the achievement of key objectives in Key Stage 1 and Key Stage 2, from:

National Literacy Strategy (DfES Sep 2001)
National Numeracy Strategy (DfEE Mar 1999)
QCA Science Schemes of Work from the Standards Site at www.standards.dfee.gov.uk

Tests are taken in sections matched to curriculum strands, to complement
lessons; confirm progress and facilitate future lesson planning.
Dedicated teacher notes for each question enable the tests to be reviewed once
completed with individual children or in groups and methodology discussed.


Results are reported directly against the objectives measured, providing a readily available means of tracking and recording progress for each child.

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Key Stage 2 - Science Year 5 - Objectives measured:
There is a separate test for each unit of the QCA Scheme of Work, which are delivered to measure the specific objectives listed below. These can be taken separately and in any order, to coincide with when the particular test is most appropriate for each individual child.  
Unit 5A Keeping healthy No. of
Questions
No. Children should learn:
1 to identify factors which could affect pulse rate and make predictions about the changes 1
2 that to stay healthy we need an adequate and varied diet 1
3 that the heart and lungs are protected by the ribs 1
4 that we need exercise to stay healthy and to maintain our muscles 1
5 that the muscle in the walls of the heart contracts regularly, pumping blood around the body 1
6 that blood vessels carry blood around the body 1
7 that when we exercise our muscles work harder 1
8 that when humans exercise, muscles move parts of the skeleton and this activity requires an increased blood supply, so the heart beat increases and the pulse rate is faster 1
9 that substances like tobacco, alcohol and other drugs can affect the way the body functions and these effects can be harmful 1
10 to represent data about resting pulse rate in a bar chart and to say what this shows 1
  Total number of questions in this section 10
Unit 5B Life cycles No. of
Questions
No. Children should learn:
1 that human young are dependent on adults for a relatively long period 1
2 that if living things did not reproduce they would eventually die out 1
3 that flowering plants reproduce 1
4 about the life cycle of flowering plants including pollination, fertilisation, seed production, seed dispersal and germination 1
5 that insects pollinate some flowers 1
6 that plants produce flowers which have male and female organs, seeds are formed when pollen from the male organ fertilises the ovum (female) 1
7 that seeds can be dispersed in a variety of ways 1
8 that seeds need water and warmth (but not light) for germination 1
9 that many fruits and seeds provide food for animals including humans 1
10 that several seeds should be used in each set of conditions in order to get reliable evidence 1
  Total number of questions in this section 10
Unit 5C Gases around us No. of
Questions
No. Children should learn:
1 that air has weight and is all around us 1
2 that soils have air trapped within them 1
3 that gases are formed when liquids evaporate 1
4 that gases are different from solids and liquids in terms of how they do not maintain their shape and volume 1
5 that other liquids evaporate and form gases which flow easily from place to place 1
6 that gases flow more easily than liquids and in all directions 1
7 that there are many gases and many of these are important to us 1
8 that powders and sponges are solid materials with air in the 'gaps' in between particles 1
9 to identify and describe differences in properties of solids, liquids and gases 1
10 to use their results to compare the air trapped in different soils 1
  Total number of questions in this section 10
Unit 5D Changing state No. of
Questions
No. Children should learn:
1 that evaporation is when a liquid turns to a gas 1
2 that liquids other than water evaporate 1
3 that condensation is when a gas turns to a liquid 1
4 that the boiling temperature of water is 100°C 1
5 that condensation is the reverse of evaporation 1
6 that melting, freezing, condensing and evaporating are all changes of state that can be reversed 1
7 that water evaporates from oceans, seas and lakes, condenses as clouds and eventually falls as rain 1
8 that air contains water vapour and when this hits a cold surface it may condense 1
9 that water collects in streams and rivers and eventually finds its way to the sea 1
10 to make careful measurements, recording them in tables and graphs 1
  Total number of questions in this section 10
Unit 5E Earth, Sun and Moon No. of
Questions
No. Children should learn:
1 that the Sun, Earth and Moon are approximately spherical 1
2 about the relative sizes of the Sun, Moon and Earth 1
3 that the Sun appears to move across the sky over the course of a day 1
4 that the Sun rises in the general direction of the East and sets in the general direction of the West 1
5 that it is the Earth that moves, not the Sun, and the Earth spins on its axis once every 24 hours 1
6 that it is daytime in the part of the Earth facing the Sun and night-time in the part of the Earth away from the Sun 1
7 that the Moon takes approximately 28 days to orbit the Earth 1
8 that the Earth takes a year to make one complete orbit of the Sun, spinning as it goes 1
9 that the different appearance of the Moon over 28 days provides evidence for a 28-day cycle 1
10 to make observations of where the Sun rises and sets and to recognise the patterns in these 1
  Total number of questions in this section 10
Unit 5F Changing sounds No. of
Questions
No. Children should learn:
1 that sounds are made when objects or materials vibrate 1
2 that vibrations from sound sources travel through different materials to the ear 1
3 to devise a fair comparison of different materials 1
4 that some materials are effective in preventing vibrations from sound sources reaching the ear 1
5 that the term 'pitch' describes how high or low a sound is 1
6 that high and low sounds can be loud or soft 1
7 that the pitch of a drum depends on its size and the tightness of its skin 1
8 to suggest how to alter the pitch of a sound made by air vibrating and to test the prediction 1
9 that the pitch of a stringed instrument depends on the length, thickness and tightness of the string 1
10 to describe how the pitch of notes on a recorder (or other wind instrument) can be altered by changing the length of air column vibrating 1
  Total number of questions in this section 10

 

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