Personal Assessment Form Module

Personal Assessment Form
Module:PEQ6031 Regnum: 165229 Date:15/10/18
A personal assessment is a university requirement.
Its purpose is to ensure you reflect on what you have learnt from completing your assignment.

If you do not complete a personal assessment form, your mark will be reduced by up to 5%. It must be original for this assignment.

The personal assessment form must be typed.
For hard copy submissions: submit the form with your assignment
For online submissions: import this form into the front of your assignment and upload it to Turnitin as one document.
Work has been uploaded to Turnitin (tick box) ?
What have you learnt from completing this assignment? Relate this reflection directly to one of the Teachers’ Standards.

That progression is an important factor in a lesson plan
What impact will this assignment have on your future practice in school?
That the 3 are linked in a cycle and you can not do one without the other. This will help me be able to create mid term plans with progression and engaging activities
What is your target for the marker to comment upon?
References style
NC 2014 Year 5 programme of study
Pupils should be taught to:
Describe the Sun, Earth and Moon as approximately spherical bodies. Name and order the eight planets from the Sun
Start the lesson by discussing and asking the children to estimate the shape and size of the earth, moon and sun as a class. This will be assessed by the teacher asking the children questions about their estimations and asking them to expand on their answers. Then the teacher will bring out 3 different size balls (small, medium, large) and tell the children that they represent the moon, earth and sun.
Children complete fact file about the planets in our solar system. Children should be able to draw each planet. Fact file should be organised in distance from the sun. It should contain key facts about each planet and a drawing of each planet. Fact file must contain information re: distance from the sun and size.

Children will be introduced to the mnemonic ‘My Very Easy Method Just Speeds Up Naming Planets’. Explain that Pluto is now called a dwarf planet. Children will then be able to work in partners and make their own.

Children will be able to explain their estimations on the shaping and sizes of the moon, earth and sun.

Children will be able to answer the teachers questions based on their findings. Teacher should try using open ended questions to get the children to expand and deepen their answers.

Children will be able to state which size ball represents the moon, sun and earth.
Working scientifically-
Teacher will be questioning the children, children will be asking questions to the teacher.
Children can label pictures of the earth, moon and sun and to go a step further can add in their sizes.
Children will be able to estimate the sizes.
Children will be able to produce a fact file based on the planets
Children will be able write the distance size of each planet.

Children will be able to write a descriptive piece based on the planets.

Working scientifically-
Children will be able to draw each planet based on what they look like.
Children should be able to sequence the planets in order.

Children will be able to state the different planets in order away from the sun.
Children will be able to remember and use the original mnemonic to remember the order.

Children will be able to work in partners to make up their own mnemonics.
Working scientifically-
Children will be able to label the planets with their names
Children will be able to work in partners and record each other singing their mnemonics.
Pupils should be taught to:
Describe the movement of the Earth, and other planets, relative to the Sun in the solar systemAsk if children have heard of Ptolemy, Alhazen, Copernicus or Galileo. From the early 2nd century up until Copernicus (1473-1543) developed his heliocentric theory of the Solar System (that the earth ; other planets orbited the Sun) everyone thought that the Sun ; planets orbited the Earth (Ptolemaic geocentric theory described in the early 2nd century based on Ancient Greek philosophers’ ideas (Aristotle); then Alhazen criticised Ptolemy’s model in 1038 but reinforced the geocentric theory – see website list). However it was not until Galileo (1564-1642) showed scientific proof that Copernicus was right that some people began to believe his theory. However Galileo got into a lot of trouble with the Church authorities because the theory went against the ideas in the Bible. It was only in 1992 that Galileo was finally officially pardoned by the Church authorities who agreed his theories were correct. Watch BBC Learning Clip at

Children should create a poster of their findings of one of the scientists.
Children to do a role play of the different planets and the distances between them in the correct order. In order to do this the teacher should provide the children with cards with the diameters on. Discuss what a diameter is. With cards made, ask one child to hold the Sun card. Another child uses a trundle wheel to measure 36m in playground. Ask child to walk the 36m from the Sun, to get to the nearest planet of Mercury. Each 1m ? 1 million km!! At 150m (150 million km!) ask 2 children to hold Earth ; Moon and so on for the other planets. At the end get the children to look back at the sun to see the distance.

Use papier mâché to create the Sun and planets – scrunch newspaper into a ball of the relevant size ; cover with strips of newspaper dipped in diluted PVA glue. When dry, paint with relevant colours. Use needle ; thread to attach plants to wire coat hanger. Children should be able to state all three of the scientists names
They should be able to explain at least one of the scientist theories.

They should be able to create a poster based on the information given
Working scientifically-
Children should be able to make a poster
The poster should include pictures of the scientist theories.

Children will be able to work as a class and organise themselves in the correct planet order
Children will be able to explain the ratio of the diameter eg. 1m = 1 million km.
Children will be able to explain why the they can’t do the roleplay to scale.

Working scientifically-
Teachers will be able to take photos of the children doing their roleplay.

Teacher will be able to observe and watch how the children use the different equipment and how the children organise themselves in the planets order.

Children will be able to make their own solar systems
Children will be able to place the planets in order
Children will be able to paint and create the planets based on what they look like
Working scientifically-
Children will be creating models of the solar system to size which shows their understanding
Children will be able to sequence the planets in order.

Pupils should be taught to:
Describe the movement of the Moon relative to the Earth Children will be given plasticine (world) on a straw (axis), and the children can physically move the world on its axis. To progress this children will be given another ball of plasticine to act as the moon. This was they can orbit the moon around the earth.
Class led demonstration, children partner up together. One child roleplays being the earth while the other children acts as the moon. Children should then carefully spin on as they moon/earth would on their axis and the child whose the moon should rotate around the earth.

Write Neil Armstrong iwb. Can anyone explain who this person was? The first man to walk on the Moon in 1969!. Watch and discuss/ask questions on the video at BBC History:.

The Moon – What do children already know about the Moon? Humans have set foot on it, it orbits the Earth as the Earth orbits the Sun. Ask several children to come to front and draw a picture of the Moon. How can it have so many different shapes?
Children need to know that the moon changes shape due to the moon orbiting the earth. When the Moon is between Earth and the Sun, the lit side is hidden from us. As it moves around Earth, more and more of the lit side comes into view. Then it begins to disappear again. Children will be able to explain how the world moves on its axis
Children will be able to highlight how the moon orbits the earth.

Working scientifically-
By using plasticine children are able to create model of their work
Children take pictures of their work
Children will be able to led the demonstration based on the knowledge they have learnt
Children will be able to work in pairs
Children will be able to use role play to show how the moon orbits the earth
Working scientifically-
Teachers can record the students in their pairs doing their roleplay
Teachers can record a voice note of the children explaining what they have been doing.
Children can comment on who the first man on the moon was
Children will know what the moon looks like
Children will learn that depending on the time of month the moon changes shape
Working scientifically-
Children can draw the different stages of the moon
Children can watch and ask questions based on the video
Pupils should be taught to:
Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky Recap Sun is at the centre of our solar system ; is very important for life on Earth. Write Does the Sun move across the sky? on IWB. Discuss this with children: who agrees or disagrees? Tell children that the Earth rotates on its own axis. How long does it take? 24 hours/a day. It rotates from West to East in an anticlockwise direction, making the Sun appear to rise in the East and set in the West. Look at websites showing animated rotation., or;nohtml5=FalseUsing a bright torch as source of the Sun’s light, hold a small globe in front of the beam. Model how as the Earth turns anticlockwise it casts half the world in shadow and darkness. The Sun appears to rise from the East giving us daylight. Get children to call out different countries to see if it will be day or night for them.
Show the children the weather forecast during the winter and the summer. The children should be able to compare the two season and see that the time for sunset and sun rise decreases winter. They should also notice that the length of day light decreases. Children will be able to say how long the earth takes to rotate around the Sun.
Children will be able to explain that the earth rotates the sun while rotating on its own axis.
Children will be able to describe that the sun rises from west to east.
Working scientifically-
By asking questions teachers will be able to assess the children knowledge.
Children watching the video, allows the teacher to observe and assess the children.

Children will be able state that the world spins in an anticlockwise motion.
Children will be able to point at the side of the world that will be in daytime or nigh time.
Children will be able to explain why half the world is dark while the rest is light.
Working scientifically-
Children can draw a scatter graph to show when the sun rises and when the light peaks during the day and what time the sun sets.

Children will be able to compare the differences between the two seasons
Children will be able to use the forecast to state when the sunrises and when it sets
Children will be able to construct their own graphs.

Working scientifically-
Children should create a bar chart with the months along the bottom and the hours of sunlight along the side. Children should plot the months according to the average sunlight.

How are assessment for learning, planning and progression linked in primary science?
Assessment for learning (AFL) with in a primary school is linked to progression and planning as teachers need to ensure that in their plans they have provided enough opportunities for them to be able to assess their students throughout their science lessons. Assessment is defined as a an action or an instance about making a judgment on someone or something. In science, assessment is used to provide the opportunity for teachers to adjust their teaching methods and collect data, which will help optimise the learning of their students (National Science Education, 2018). Assessment is broken down into two different sections. There is formative assessment which offers teachers to give constant feedback and information to the students throughout their learning. Whereas, Summative differs, as the assessment happens at the end of a topic or unit which is compared against the governments grading requirements. This assignment is focused on Year 5 topic of Earth and Space in finding activities that can encourage pupils to progress and work scientifically within science. The National Curriculum (2015) for science states the different objectives used in the Appendix which then links to working scientifically.
The medium term plan (appendix 1) that was produced shows that it is important for teachers to plan their lessons with a focus on progression, this can be done by planning encouraging activities that will allow students to develop in their learning. Most of the activities from the appendix are a good way for teachers to be able to see the children’s progression and them working scientifically, this is because the different methods used are more formative than summative, so the teacher can observe throughout. For example, the objective: describe the movement of the Earth, and other planets, relative to the Sun in the solar system, for this, one activity that was chosen was to get the children to do a roleplay of how far the other planets are from the sun. To start the lesson, the children will be given the distances of each planet on a card, the class will then go outside and use a trundle wheel to measure the distances from each planets in the sequence. This is a good way to achieve the objective and show progression as the children will be able to work as a group and be able to learn how to use the equipment appropriately. This activity also works alongside the National Curriculum (2013) as one of the aims it to develop children’s understanding of the processes, methods and the nature of the world around them. The teacher during this lesson will be able to observe the children using their equipment but also be able to record or take photos of the children participating. The photos can then be put into their books and the children can write a few sentences on explaining what they did during the lesson or they can have a group discussion with the teacher questioning them which will help to probe their understating and to catch any misconceptions, this also shows that they are working scientifically.
The activities chosen are a way of assessing children without them realising that they are being assessed. The reason for this is because by adding progression and assessment into an engaging lesson, children will be able to enjoy the lesson without having to focus on the pressures of them being watched. This technique will produce a more stimulating environment that will motivate and encourage children to be more successful in their learning. Naylor (2005) agrees that if assessment has been embedded into a lesson it can creates a positive atmosphere as it allows the children to enhance their motivation and self-esteem. He also states that as the children aren’t aware it creates a more purposeful and realistic lesson. However, other academics explain that assessment can have a negative impact on the students which can inhibit their learning. This is because teachers can focus to much on the quantity of work instead of the quality. The Assessment reform group (1999) agrees with this statement as they illustrate that teachers can push students too far with the presentation of their work and by adding pressure on them to exceed their expectations.
Assessment for learning, planning and progression are all linked. It’s a constant cycle of observing, assessing and planning, due to the fact that teachers have to be able to observe their children and assess them off what they are observing and then base their progression on the teachers assessment. It can also be shown on teachers lesson plans or mid-term plans, as teachers plan for the next steps in the children’s learning and development (Anon). It can also be highlighted when teaching a class as teachers are constantly observing and taking note of what the children say or their work which shows formative assessment but also shows the children’s enhancing their own learning.
To conclude, assessment for learning, planning and progression are all link in a primary school. This can be shown from teachers mid-term plans, long-term plans and their lesson plans. They are all linked in a cycle that teachers have to go through to bring out the best in the children’s learning and to move them up to the next levels. By doing the midterm plan, it was a good way to demonstrate how to bring in fun and engaging activities to do in a lesson. This is important as every lesson should be as engaging as it can as it keeps the children concentrating but also unaware of the progression or learning that is taking place.
Anon, (2018). Effective Practice: Observation, Assessment and Planning. online Available at: Accessed 9 Oct. 2018. (2018). assessment definition – Bing. online Available at:;form=EDGEAR;qs=PF;cvid=e285122817984e58ba1b608b574eab83;cc=GB;setlang=en-GB Accessed 9 Oct. 2018. (2018). What is assessment for learning? / Underlying principles of assessment for learning / Assessment for learning / Home – Assessment. online Available at: Accessed 10 Oct. 2018.

BookWidgets Blog. (2018). The differences between formative and summative assessment – Infographic. online Available at: Accessed 9 Oct. 2018. (2018). online Available at: Accessed 9 Oct. 2018.

GOV.UK. (2018). National curriculum in England: science programmes of study. online Available at: Accessed 10 Oct. 2018.

Hodgson, C., Pyle, K. and Shamsan, Y. (2009). Assessment for Learning in science – what goes on in the primary schools in England?. National Foundation for Educational Research.

Loughland, T. and Kilpatrick, L. (2013). Formative assessment in primary science. Education 3-13, 43(2), pp.128-141. Accessed 9 Oct. 2018.

National Science Education Standards. (1996). Washington, D.C.: National Academy Press. Accessed 14 Oct. 2018.

Naylor, S., Goldsworthy, A. and Keogh, B. (2007). Active assessment. Oxford: Routled Accessed 14 Oct. 2018.