• PES Learning Matrix.pdf
PES Learning Matrix
What is Physics Earth and Space Science about?
In conversation with
David Housden
Mere Manning
Mairi Borthwick
Transcript below:
It's definitely more student-centered, isn't it. Trying to make sure that students are at the heart of it. They can see themselves in the narrative, hopefully. That's what will change the students. When the new Standards are presented to them, they'll look at it and go, oh, I see myself in there. So they'll grab that and run with it.
I think, from a teacher's perspective, it'll be much less prescriptive. That's a challenge for teachers, to be able to actually facilitate. So they are going to be much more facilitators than they are now. Less focus on specific content anyway. More focus around the process of learning, and the processes around physics and earth and space science.
We want them to become more critical thinkers and not just regurgitate knowledge. Basically, this is what this will hopefully enable the teachers to do. To widen the students' thinking a lot more. Maybe that will grow as their capacity grows. And I think the teacher's capacity. Because that's quite different for teachers from what we've perhaps done. Yeah, I think that's quite scary for teachers. I'm not... Maybe scary is too strong a word, but I think that that passing more control over to the ākonga is a really good thing, but also scary at the same time. The students' voice will be heard more, so they'll realise that they'll be listened to more. Or they'll feel valued in what they're presenting, because it's through their own lens.
What are the really most important things in our subjects? What are those really big ideas, what that significant learning really deeply is? Holding on to that and saying: We like doing these other things, but are they absolutely essential? I ask myself now whenever I do something, where is the student learner in this? That's what's made me stop and think about it at school now, when I go back, when I design something or I'm going to put something forward that I want the kids to sort of unpack, I go "where is the student learning in this"? I look at the makeup of the different cultures in my classroom, and say, am I allowing this authenticity to grow here.
When you look at mana ōrite mō te mātauranga Māori, you're constantly saying where's the mana ōrite here? Have we have we given it equal status in what we're writing? That's really good, because it helps to colour your lens, while you're thinking about it. It's really given us that type of whakaaro, when we start writing things. We're constantly going, okay, where are our Māori learners in this now?
Yeah, I think, at the moment it's not fair, but it's somewhat trepidation. Also, people wanting to do it right and that support is absolutely essential to enable people to feel comfortable. That when people make mistakes that there's a way of being able to be accepted for that mistake. And learning from that mistake, like we would do with our ākonga.
I think for me, one of the most exciting parts is the actual whole process of going through. Because it's an iterative process and so you think you've got somewhere, and then you find, no, you've got to make those changes. There's that constant... the discussion, the high level discussion that is going on. You're really delving deep into what you're trying to get at. That's really exciting. And the other exciting thing is other people challenge your thinking while you're in there. They make you stop and think, oh, yeah, that's actually quite correct, I didn't look at it that way. Then it makes you keep unpacking your thinking even more and more.
That's really good learning. I just have learned so much. In the end we present something as a word document, or some sort of web page. It never can do justice to what all the thinking and how we've gone through that process. So I find that part particularly challenging. One of the key things is actually give it a go and don't be scared of giving it a go. David you said, you know about you're going to make mistakes, but you learn from your mistakes. Take it one step at a time, just take one idea and run with it. Then come back and think, okay, I'll run with this next idea. Don't feel you've got to solve the whole puzzle at once. You're just putting one piece of the puzzle in place. The idea is that the rest of the school around you is going to help you build that puzzle. You're not the only one creating, putting the pieces there. It's about teamwork, it's about collaboration. Really encourage them to get together. Whether it's within departments or across schools and subject associations. That you're having those important discussions, really clarifying, and sorting your own thinking out.
Subject-specific terms can be found in the glossary.
This consolidated subject weaves together learning from two Science strands within The New Zealand Curriculum: the physical world and planet Earth and beyond.
In both these strands, ākonga develop skills in observation and research, and discover how these principles have built dynamic and rigorous scientific knowledge bases throughout the world. Ākonga will develop ways of thinking and ways of working in physics, and Earth and space science, as they explore mātauranga Māori concepts of taiao, whakapapa, mauri, mōhiotanga, māramatanga, and kaitiakitanga. By understanding that the taiao is dynamic and interwoven, key relationships are explored through physics ideas of transfer of energy, application of forces, and aspects of astronomy and oceanography.
Physics is one of the disciplines of science that seeks to explain the behaviour of everyday objects such as cars, and everyday phenomena such as energy transfer. In physics, ākonga learn how to describe, explain, and predict physical phenomena. Ākonga develop an understanding of important models, laws, and theories of physics, including those relating to energy, forces, and motion. They use their knowledge in learning how diverse phenomena can be explained, identify a range of contemporary issues and challenges, and generate potential technological solutions.
The planet Earth and beyond strand explores the dynamic relationships that exist within the Earth system, as well as the interconnections between the Earth’s subsystems: the geosphere (land), hydrosphere (water), atmosphere (air), and biosphere (life). Within these subsystems, the cycles of water, carbon, rock, and other materials continuously shape, influence, and sustain the Earth and its inhabitants. Ākonga will learn that humans can affect this interdependence in both positive and negative ways.
Earth and space science (ESS) also explores the cyclical interactions between the Earth system and the Sun and Moon. Ākonga will gain an understanding of the numerous interactions that occur between the Earth’s subsystems and the solar system. Planet Earth is dynamically linked with the solar system and the wider universe, and ESS investigates the structure and composition of these systems.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each of the Big Ideas in Physics Earth and Space Science.
The Science Learning Area curriculum, including its Whakataukī, informs this subject's Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education. The Learning Area's Whakataukī is:
Mā te whakaaro nui e hanga te whare; mā te mātauranga e whakaū.
Big Ideas create the house; knowledge maintains it.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the ‘not to be missed’ learning in a subject. There is no prescribed order to the Learning Matrix. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Physics Earth and Space Science. The nature of this subject as a discipline means aspects of Significant Learning often relate to more than one Big Idea, and vice versa.
Overarching the Big Ideas are five concepts, intrinsic to learning in this subject in Aotearoa New Zealand. These concepts centre around the taiao.
The first is whakapapa, which goes beyond lineage or genealogy to a deeper way of understanding connections to the taiao. Through whakapapa, ākonga can explore their world, both on planet Earth and beyond. The knowledge of mauri has been passed down from ancestors through whakapapa. It affects and is affected by the surrounding environment and is the essence of all things in the taiao. The understanding that all things have mauri encourages respectful exploration of and curiosity about the taiao. This curiosity or seeking to understand relates to the concept of mōhiotanga, what the ākonga already knows and can do, which they bring to the learning experience, and māramatanga, the understanding, comprehension, insight, enlightenment that unfolds as they explore further. Kaitiakitanga is essential to understanding relationships in/with the taiao. It speaks to the responsibility of being part of the taiao and the respect for the mauri of everything within it, including ourselves. It reminds us that we must take responsibility for the world around us and do all we can to maintain its mana and mauri.
The phenomena and concepts of the physical world can be investigated and explained through physical inquiry and problem solving
The nature of physics involves trying to find explanations for physical phenomena. Physics investigations can be used to build conceptual understanding of physical phenomena. Ākonga are actively engaged in understanding the physical world by constructing and using scientific models to describe, explain, predict, and control physical phenomena.
Models and other representations can be used to understand or demonstrate how a process works, or to explain ideas or a concept. More than one model can be used to explain different aspects of the same concept.
There are specific practices associated with furthering different knowledge systems. In te ao Māori it is important to acknowledge and adhere to the tikanga and kawa surrounding the development, transmission, and use of mātauranga Māori. Different scientific disciplines have unique systematic processes for investigating phenomena, claims, and hypotheses. Pacific and other indigenous knowledges have practices and ways of working to develop knowledge systems. Any learning in these knowledge systems should respect and follow these practices.
In exploring this Big Idea, kaiako and ākonga should consider how science ideas related to forces, energy, and motion can be considered through different worldviews. Physics phenomena can be conceptualised representatively. To engage with this Big Idea, ākonga may explore how mātauranga Māori represents physical phenomena. They may also explore the use and interpretation of representative tools, graphs, diagrams, and relationships.
Ākonga will develop scientific practices, recognising the significance of evidence by keeping records and considering the rigour of the data, recognising outliers, useful ranges, and number of data points.
The forces on objects can be described and predicted by using established physical relationships
Forces are part of our everyday experiences. When ākonga learn about established physical relationships, they are able to describe and explain tangible applications that can be investigated in a school or home context.
Ākonga will explore how relationships between things can be described using different representations including diagrams, graphs, equations, whakairo, and kōwhaiwhai.
Understanding these physical relationships can allow ākonga to understand the world around them and understand the implications of the laws and theories of physics, for example, the distance travelled by a bowling ball in a bowling alley.
Mātauranga Māori explores and expresses these physical relationships through concepts of kaitiakitanga and whakapapa. Ākonga can explore how the application of forces have played a vital role in te ao Māori through, for instance, pūrākau, and practices such as whakairo.
For Pacific ākonga, tangible and intangible relationships in physics can be explored through concepts such as vaka and vā.
Contexts for engaging with this Big Idea could include:
- sports such as pool, ice/air hockey
- movement of vehicles, including cars, boats/waka, planes
- slingshots, wind-up toys, bouncing balls.
Energy is transformed or transferred when things change or happen, but the total amount of energy always remains the same
The principle of conservation of energy can be used to understand physical systems. By learning about how energy can never be created or destroyed, but may be transformed or transferred, ākonga are able to engage with multiple aspects of the physical world.
The understanding of energy and energy transfer is pivotal to understanding what happens in the world around us, for example, switching on a light. It can be with or without the transfer of matter. Energy transfer helps us to understand many things, from how the national grid moves energy around Aotearoa New Zealand to the processes of climate change.
In engaging with this Big Idea, ākonga can explore mātauranga Māori concerning heat generation and fuel sources, and how te ao Māori makes use of energy transfer. Through practices such as whakataukī and oral traditions, ākonga can provide evidence of past usage and awareness of energy transfer.
Contexts for engaging with this Big Idea could include a focus on:
- warm and dry whare
- cooking food
- greenhouses
- simple electrical circuits for lighting in a whare
- bicycles
- climate change and rising sea levels.
Interacting processes within the Earth system dynamically shape and affect the surface, climate, and life on Earth
This Big Idea provides a fundamental understanding of our planet, and is an anchor point for understanding the necessity of a healthy and sustainable environment, in which humans and other organisms can coexist.
The Earth system is dynamic and interwoven. Changes in one part of the Earth system can affect the Earth system as a whole, in different ways. Human-induced changes can have ongoing effects on the Earth system; therefore, it is important for learners to understand their impact on the Earth system and the processes involved.
Mātauranga Māori expresses the existence and nature of the relationships between Earth systems in the natural world through concepts such as mauri, tapu, noa, and kaitiakitanga. In te ao Māori, mauri is an essential part of the natural and human-constructed world. Knowledge about the taiao is developed and maintained through observation and inquiry. This mātauranga, as well as principles such as kaitiakitanga, inform practices of everyday life.
Mātauranga Māori is found in the taiao, pūrākau, tikanga, and kawa, and supplies rich localised contexts that can be drawn upon to explore interactions within the Earth system.
Many ‘wicked problems’ - those that are difficult or impossible to solve due to their complexity - relate to changes within the taiao. To make ethical, informed decisions and choices, ākonga should understand how parts of the system interact, and the possible implications of changes in the system.
Ākonga engaging with this Big Idea at Level 6 of the Curriculum might study a systems interaction such as that between the biosphere, hydrosphere, and geosphere. For instance, a landslip caused by the clearing of vegetation (biosphere) followed by heavy rainfall (hydrosphere), causes the land to slip (geosphere).
The Earth and space systems within the universe interact with each other, and are constantly changing with time
This Big Idea provides a fundamental understanding of our place in the solar system and beyond, so we can appreciate the uniqueness of our planet, and the presence of complex life.
The dynamic interactions in our solar system result in everyday phenomena. The spin of the Earth determines day and night, while the orbit of the Earth around the Sun, and the Earth’s tilt produce seasons. The gravitational interaction of the Sun, Moon, and Earth produce the tides. The angle of the Sun relative to the Earth’s surface causes variations in surface temperature with latitude, and contribute to the distribution of heat by the atmosphere and hydrosphere, affecting climate and the global circulation of matter and energy.
By understanding stellar and planetary life-cycles we can also understand the future of our own planet, and solar system, as well as investigate the conditions that might allow for life on other planets.
Relationships and interactions between Earth and space systems can be understood through concepts such as whakapapa and the Earth and Moon formation, mana, tikanga, and kawa. Maramataka can inform an understanding of the relationship of the Earth, Moon, and Sun system, and the effect this has on life on Earth.
Ākonga can explore Māori, Pacific, and other indigenous knowledge bases to grow their understanding of astronomical observations, and the implications of these for life on Earth, for instance, the planting and harvesting of crops, navigation, and determining annual cycles.
Key Competencies in Physics Earth and Space Science
Learning in Physics Earth and Space Science provides meaningful contexts for developing Key Competencies from The New Zealand Curriculum. These Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning. Ākonga will engage with critical thinking and analysis, explore different perspectives on scientific issues, and develop their understanding of the role of science in society.
Thinking
Students of Physics Earth and Space Science will:
- develop the ability to choose appropriate problem solving strategies, eg solving a simpler problem or looking at extremes
- compare and contrast theories in order to understand the power and scope of a particular theory
- discuss implications of a theory to explore deep questions such as the nature of the universe
- contrast worldviews around the origins of the universe and investigate how these worldviews have shaped the scientific development of our understanding of the nature of our universe
- identify gaps in their own understanding and seek help in order to understand more complex concepts
- develop understanding of cause and effect when looking at the interactions between the geosphere, biosphere, hydrosphere, and atmosphere
- use systems thinking to look at the interweaving of the spheres
- develop three-dimensional thinking in explanations of phenomena
- make predictions about the effects of natural events
- explore the concept of thought experiments, asking the question: what would it mean if…?
- test systems and make sense of theories
- make links between models and physics concepts
- discuss the strengths and limitations of models.
Using language, symbols, and texts
Students of Physics Earth and Space Science will:
- express information in terms of equations and graphs
- understand that words have very specific physics meanings that may be different from everyday use
- understand scale through metric system prefixes, eg milli, micro, and kilo
- understand the importance of accuracy through the use of significant figures in data collection
- use mathematical relationships and models
- explore different ways of thinking and communicating information, eg mathematical and visual thinking and the use of diagrams and analogies
- become familiar with interpreting data in typical representations, eg graphs, tables, diagrams, flow charts, and cycles
- develop skills in communicating complex issues to a non-scientific audience
- critique data and information and understand what is valid or reliable.
Relating to others
Students of Physics Earth and Space Science will:
- undertake team work in which it is necessary to communicate, cooperate, and collaborate
- use wānanga and talanoa to explore and extend ideas and help each other's understanding
- explore different ways that things are represented and understood as well as different ways of thinking and generating knowledge
- develop effective communication with teachers and peers in order to discuss, explore, and gain understanding of complex concepts
- assess what information is relevant to a particular audience and how to communicate it most effectively
- undertake projects in the community that are subject specific or use physics, Earth, and space science concepts to address a local context.
Managing self
Students of Physics Earth and Space Science will:
- develop persistence when faced with challenging problems
- utilise models to show our understanding of the world around us
- embrace uncertainty and appreciate that a static view is unhelpful
- develop time management and organisational skills in both independent and team contexts.
Participating and contributing
Students of Physics Earth and Space Science will:
- understand the implications of decisions in relation to concepts such as conservation of energy and adjust their own positions and those of others
- apply understanding of concepts to real world examples
- critique the reliability and validity of evidence used in communication about science
- use data to reach conclusions that can influence others about particular advances, eg space travel, nuclear power, and climate change
- develop and adapt communication styles that are appropriate to given audiences to discuss complex concepts.
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
The Key Competencies in Science will also be relevant to learning in Physics Earth and Space Science.
Connections
As teachers of science, we know that science is relevant to just about everything; however, we cannot assume that our ākonga know this. If we teach our subject in isolation from other subjects, everyday life, or familiar contexts, students may never come to know it.
All ākonga are entitled to experience a broad education that makes thematic, culturally responsive links within and across learning areas, provides for coherent transitions between learning stages, and opens up pathways to further learning.
It is exciting and motivating for ākonga to recognise common threads and themes, and to find that knowledge and skills gained in one area support their learning in another. When ākonga discover that this is happening, their sense of what is relevant expands, and they find themselves gaining confidence in their ability to tackle new challenges. Ākonga also need to see how their learning in science connects to life outside and beyond school. Making such connections explicit can be a powerful motivating tool.
For example, learning in Physics is intrinsically connected to the Learning Areas of Mathematics and Pangarau.
No ētahi hononga pangarau, ka hono ētahi whakaaro ahupūngao anō hōki. Kimihia ētahi hononga e pa ana ki ēnei pukenga. Hei tauira: pikitia, whakaritenga pangarau, ko ngā kupu whakamarama hōki. Because of ideas in mathematics, some physics ideas are connected too. Ākonga can seek connections between the disciplines using similar modes of representation, eg pictures, mathematical equations, and words of explanation.
Learning Pathway
Consider bringing the world into the classroom (or vice versa) by:
- making connections with local iwi to build relationships with local mātauranga Māori experts and to open up opportunities for involvement in local iwi and hapū initiatives
- linking to local primary production and their supporting industries
- following breaking scientific news, such as extreme weather events, and natural disasters
- inviting in local guest speakers, eg engineers, kaumātua with expertise in astronomy and navigation, and electricians
- organising field trips, eg power station, building site, local restoration or conservation project, museum, or observatory
- engaging in an online field trip to places beyond your locality, for example, through LEARNZ
- tapping into outreach programmes provided by tertiary institutions and exploring opportunities beyond science departments, eg trade programmes, apprenticeships, engineering, and environmental pathways
- getting involved with a local or national Citizen Science project https://www.landcare.org.nz/file/citizen-science-inventory-updated-may-2018-lr/open or https://www.sciencelearn.org.nz/citizen_science
- exploring the National Science Challenges for a project, with relevance to your local area https://www.sciencelearn.org.nz/resources/1112-new-zealand-s-national-science-challenges. These projects all have a rich mātauranga Māori thread woven through them.
Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long Physics Earth and Space Science course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
More detailed sample Teaching and Learning Programmes will be developed during piloting.
Assessment Matrix
Conditions of Assessment for internally assessed standards
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts. Care needs to be taken to offer students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
Assessment against this Standard could include, but is not restricted to:
- a written report (for example: reports, blogs) of approximately 750-800 words
- poster (physical (A3 or larger) or digital; talk-overs and/or extra materials may be used where necessary)
- oral presentation (for example: podcasts, speech, radio, cell phone recordings or performance) of approximately 3-4 minutes
- videos or vlogs of approximately 3-4 minutes
- multimedia presentation (for example: PowerPoint, Google Slides), approximately 8-10 slides and 3 bullet points per slide plus comments
Information to inform evidence towards this Standard may be collected from field trips, observations, library research, internet searches, interviews, speakers, and/or investigations.
A common context is permissible. Data collection and research may be completed in small groups but students must complete the presentation individually.
The assessor can determine the time taken for the assessment as this is dependent on the context being used.
Appropriate technology such as digital devices (for example, the use of cell phones as audio recorders or video recorders) may be used.
Students must complete presentation of their learning individually. Where students have worked in groups, they will need to be able to show their individual contribution to the group activity.
Supporting evidence must be handed in if appropriate to the form of presentation to ensure validity.
Authenticity could be determined by appropriate methods such as reference lists, audio recordings (of interviews), or teacher observation of the collection of appropriate data.
Assessment against this Standard could include, but is not restricted to:
- a written report (for example: reports, blogs) of approximately 750-800 words
- well-annotated diagrams that link to contexts; (talk-overs and/or extra materials may be used where necessary)
- poster (physical (A3 or larger) or digital; talk-overs and/or extra materials may be used where necessary)
- slideshows (approximately 8-10 slides and 3 bullet points per slide plus comments)
- oral presentations (for example: podcasts, speech, radio, cell phone recordings or performance) of approximately 3-4 minutes
- videos or vlogs of approximately 3-4 minutes
Students must complete presentation of their learning individually. Where students have worked in groups, they will need to be able to show their individual contribution to the group activity.
Collection of evidence can occur over a number of weeks during teaching and learning. Ākonga can be given 4-6 hours to prepare their final presentation of learning.
Appropriate technology such as the use of digital devices (for example, the use of cell phones as audio recorders or video recorders, use of appropriate digital graphing tools, etc) may be used.
Supporting evidence must be handed in if appropriate to the form of presentation to ensure validity.
Authenticity will also need to be determined by appropriate methods such as audio recordings or teacher summaries of talk-overs, interviews, or accompanying explanations.