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- For Implementation.pdf
- Description: Physics, Earth and Space Science Learning Matrix
Past Matrices:
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- Description: Physics, Earth and Space Science Learning Matrix
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- Description: Physics, Earth and Space Science Learning Matrix
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- For Implementation.pdf
- Description: Physics, Earth and Space Science Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Physics, Earth and Space Science Learning Matrix
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- Description: Physics, Earth and Space Science Learning Matrix
What is Physics, Earth and Space Science about?
[ Video Resource ]
- Title: Physics, Earth and Space Science
- Description: Physics, Earth and Space Science Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571924177
- Transcript: In conversation with David Housden Mere Manning Mairi Borthwick Transcript below: It's definitely more student-centered
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 subject weaves together learning from the physical world and planet Earth and beyond strands of The New Zealand Curriculum. Through both of these strands, ākonga will develop ways of thinking and working in science. Ākonga will be encouraged to be curious, by asking questions and finding answers about the physical and natural worlds.
Physics aims to explore how the universe works through the nature and properties of matter and energy. Ākonga will investigate the physical world by using models, laws, and theories of physics to explain and predict physical phenomena. They will learn how to use concepts such as motion, force, and energy to understand the universe. They can figure out how technologies work, and even start to come up with new ones.
Through Earth and Space Science, ākonga will learn about the Earth and how it works as a system, and how it interacts with the Sun and the Moon in the Solar System. They will also learn about how human actions impact Earth and space.
This subject focuses on Aotearoa New Zealand and Pacific contexts, including different knowledge systems that contribute to responsible decision making. Ākonga will be able to use these knowledge systems alongside physics, Earth and space science skills and knowledge to make decisions in their own communities and environments.
Whakataukī
Mā te whakaaro nui e hanga te whare; mā te mātauranga e whakaū
Big Ideas create the house; knowledge maintains it
The Science Learning Area whakataukī draws on the image of the wharenui to describe important ideas. This is significant in several ways.
Before a wharenui is built, the landscape must be considered, and the foundation must be firm and level. In science, the landscape is the physical and natural world. Respect for evidence is the foundation on which science ideas are built.
In te ao Māori, the wharenui is a physical building, a connection to whakapapa, the body of tūpuna, and a place of wānanga. There is tikanga and knowledge in every aspect of the wharenui. It is a vessel for knowledge of people, the environment, ways of doing and being, and a place where these ideas are discussed.
Science is also a place of meeting and learning, a connection to the past, and a way of discussing the present and the possible future. It can inform decisions we make about our environment. It aids technological advancement and gives better understanding of our wellbeing. In mātauranga Māori, and in science, knowledge and practices cannot be separated.
The whakataukī also refers to the maintenance of the wharenui through knowledge. To maintain the wharenui, we must think critically about new and old ideas, and constantly work to refine understanding. It is important that our ākonga and their wellbeing are always the epicentre of scientific inquiry. A safe and nurturing environment ensures a strong and thriving collective.
Subject-specific terms can be found in the glossary.
This subject weaves together learning from the physical world and planet Earth and beyond strands of The New Zealand Curriculum. Through both of these strands, ākonga will develop ways of thinking and working in science. Ākonga will be encouraged to be curious, by asking questions and finding answers about the physical and natural worlds.
Physics aims to explore how the universe works through the nature and properties of matter and energy. Ākonga will investigate the physical world by using models, laws, and theories of physics to explain and predict physical phenomena. They will learn how to use concepts such as motion, force, and energy to understand the universe. They can figure out how technologies work, and even start to come up with new ones.
Through Earth and Space Science, ākonga will learn about the Earth and how it works as a system, and how it interacts with the Sun and the Moon in the Solar System. They will also learn about how human actions impact Earth and space.
This subject focuses on Aotearoa New Zealand and Pacific contexts, including different knowledge systems that contribute to responsible decision making. Ākonga will be able to use these knowledge systems alongside physics, Earth and space science skills and knowledge to make decisions in their own communities and environments.
Whakataukī
Mā te whakaaro nui e hanga te whare; mā te mātauranga e whakaū
Big Ideas create the house; knowledge maintains it
The Science Learning Area whakataukī draws on the image of the wharenui to describe important ideas. This is significant in several ways.
Before a wharenui is built, the landscape must be considered, and the foundation must be firm and level. In science, the landscape is the physical and natural world. Respect for evidence is the foundation on which science ideas are built.
In te ao Māori, the wharenui is a physical building, a connection to whakapapa, the body of tūpuna, and a place of wānanga. There is tikanga and knowledge in every aspect of the wharenui. It is a vessel for knowledge of people, the environment, ways of doing and being, and a place where these ideas are discussed.
Science is also a place of meeting and learning, a connection to the past, and a way of discussing the present and the possible future. It can inform decisions we make about our environment. It aids technological advancement and gives better understanding of our wellbeing. In mātauranga Māori, and in science, knowledge and practices cannot be separated.
The whakataukī also refers to the maintenance of the wharenui through knowledge. To maintain the wharenui, we must think critically about new and old ideas, and constantly work to refine understanding. It is important that our ākonga and their wellbeing are always the epicentre of scientific inquiry. A safe and nurturing environment ensures a strong and thriving collective.
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, including its whakataukī, informs this subject's Significant Learning. This learning is critical for students to know, understand, and do in relation to the subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts that ākonga will encounter in their education.
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 may 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 four Big Ideas in Physics, Earth and Space Science. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
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, including its whakataukī, informs this subject's Significant Learning. This learning is critical for students to know, understand, and do in relation to the subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts that ākonga will encounter in their education.
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 may 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 four Big Ideas in Physics, Earth and Space Science. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
We can observe interactions in our Solar System. Interactions between the Sun, Moon, and Earth produce the tides, day and night, lunar cycles, eclipses, and seasons. Latitude and the Earth’s rotation contribute to heat distribution within the atmosphere and hydrosphere, affecting climate and the circulation of matter and energy on Earth.
Recognising how these interactions affect Earth helps us to appreciate our place in the Solar System and beyond. Different knowledge systems bring different perspectives to the relationships between people, the Earth, and space. Maramataka draws on knowledge and understanding of Earth and space to inform planting and gathering food in Aotearoa New Zealand.
The Earth and space are dynamic and interact with each other
We can observe interactions in our Solar System. Interactions between the Sun, Moon, and Earth produce the tides, day and night, lunar cycles, eclipses, and seasons. Latitude and the Earth’s rotation contribute to heat distribution within the atmosphere and hydrosphere, affecting climate and the circulation of matter and energy on Earth.
Recognising how these interactions affect Earth helps us to appreciate our place in the Solar System and beyond. Different knowledge systems bring different perspectives to the relationships between people, the Earth, and space. Maramataka draws on knowledge and understanding of Earth and space to inform planting and gathering food in Aotearoa New Zealand.
Big Idea Body:
Physics, Earth and space science, like all fields of science, is founded on inquiry. Patterns of the physical world can be explored and understood using models and representations. Graphs, trends, and simulations allow scientists to make predictions and answer questions about the physical world.
There are different inquiry approaches associated with different knowledge systems. Each knowledge system has its own language, symbols, and processes to investigate and communicate ideas. However, they can also inform each other. Mātauranga Māori can be used alongside science to inform inquiry practice.
Over time, inquiry approaches can build upon one another to grow understanding of the physical world, as knowledge is continuously developed through collaboration and review.
Inquiry approaches can be applied to explain concepts of the physical world
Physics, Earth and space science, like all fields of science, is founded on inquiry. Patterns of the physical world can be explored and understood using models and representations. Graphs, trends, and simulations allow scientists to make predictions and answer questions about the physical world.
There are different inquiry approaches associated with different knowledge systems. Each knowledge system has its own language, symbols, and processes to investigate and communicate ideas. However, they can also inform each other. Mātauranga Māori can be used alongside science to inform inquiry practice.
Over time, inquiry approaches can build upon one another to grow understanding of the physical world, as knowledge is continuously developed through collaboration and review.
Big Idea Body:
Earth’s systems are dynamic and interwoven. The boundaries between systems can be blurred, and changes to one part of a system can affect other parts or other systems in different ways. In Earth and space science, the Earth is made up of the biosphere (life), hydrosphere (water), atmosphere (air), and geosphere (ground).
We depend on the biosphere, hydrosphere, atmosphere, and geosphere for our survival. Mātauranga Māori positions ākonga inside these Earth systems, interweaving the wellbeing of people with the wellbeing of the environment.
To make ethical, informed decisions, ākonga should understand how parts of the system interact, and the possible implications of changes in the system, particularly changes caused by human activities.
Interacting processes within and between Earth’s systems influence the surface, climate, and life on Earth
Earth’s systems are dynamic and interwoven. The boundaries between systems can be blurred, and changes to one part of a system can affect other parts or other systems in different ways. In Earth and space science, the Earth is made up of the biosphere (life), hydrosphere (water), atmosphere (air), and geosphere (ground).
We depend on the biosphere, hydrosphere, atmosphere, and geosphere for our survival. Mātauranga Māori positions ākonga inside these Earth systems, interweaving the wellbeing of people with the wellbeing of the environment.
To make ethical, informed decisions, ākonga should understand how parts of the system interact, and the possible implications of changes in the system, particularly changes caused by human activities.
Big Idea Body:
A physical phenomenon is an observable event or process that involves physics concepts. Scientists investigate these phenomena by taking measurements and looking for patterns and relationships in them.
Physics concepts form the basis for understanding the physical world through the lens of physics. They help us to explain physical phenomena and underpin our understanding of the universe.
Physics conventions are internationally recognised practices that help scientists to communicate the patterns and relationships they find in physical phenomena. They include such conventions as the scientific method, SI units, equation variables, and peer review.
Physical phenomena can be explained through physics concepts and communicated using physics conventions
A physical phenomenon is an observable event or process that involves physics concepts. Scientists investigate these phenomena by taking measurements and looking for patterns and relationships in them.
Physics concepts form the basis for understanding the physical world through the lens of physics. They help us to explain physical phenomena and underpin our understanding of the universe.
Physics conventions are internationally recognised practices that help scientists to communicate the patterns and relationships they find in physical phenomena. They include such conventions as the scientific method, SI units, equation variables, and peer review.
Key Competencies in Physics, Earth and Space Science
Developing Key Competencies through 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, for example, solving a simpler problem or looking at extremes
- compare and contrast theories in order to understand the power and scope of a particular theory
- 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
- develop understanding of cause and effect when looking at the interactions between the geosphere, biosphere, hydrosphere, and atmosphere
- make predictions about the effects of natural events
- discuss the strengths and limitations of models.
Using language, symbols, and texts
Students of Physics, Earth and Space Science will:
- understand that words have very specific physics meanings that may be different from everyday use
- understand scale through metric system prefixes, for example, milli, micro, 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 about and communicating information, for example, mathematical and visual thinking, and the use of diagrams and analogies
- become familiar with interpreting data in typical representations, for example, 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:
- work collaboratively
- 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
- assess what information is relevant to a particular audience and how to communicate it most effectively.
Managing self
Students of Physics, Earth and Space Science will:
- identify gaps in their own knowledge and ask for help
- develop persistence when faced with challenging problems
- 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 physics concepts
- 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, for example, space travel, nuclear power, and climate change
- develop and adapt communication styles that are appropriate to given audiences to discuss complex concepts.
Key Competencies
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.
Developing Key Competencies through 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, for example, solving a simpler problem or looking at extremes
- compare and contrast theories in order to understand the power and scope of a particular theory
- 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
- develop understanding of cause and effect when looking at the interactions between the geosphere, biosphere, hydrosphere, and atmosphere
- make predictions about the effects of natural events
- discuss the strengths and limitations of models.
Using language, symbols, and texts
Students of Physics, Earth and Space Science will:
- understand that words have very specific physics meanings that may be different from everyday use
- understand scale through metric system prefixes, for example, milli, micro, 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 about and communicating information, for example, mathematical and visual thinking, and the use of diagrams and analogies
- become familiar with interpreting data in typical representations, for example, 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:
- work collaboratively
- 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
- assess what information is relevant to a particular audience and how to communicate it most effectively.
Managing self
Students of Physics, Earth and Space Science will:
- identify gaps in their own knowledge and ask for help
- develop persistence when faced with challenging problems
- 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 physics concepts
- 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, for example, space travel, nuclear power, and climate change
- develop and adapt communication styles that are appropriate to given audiences to discuss complex concepts.
Key Competencies
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.
Connections
Physics, Earth and Space Science is interdisciplinary, with direct links to Mathematics, Technology, Social Sciences, Music, and the other sciences.
Some examples of links to other subjects are:
Technology
- Advances in science can lead to new materials and resources for technological applications. New technologies allow science advancements and novel applications in fields such as medical science, engineering, product development, and resource management.
Geography
- Earth and Space Science includes geology and the study of natural forces that shape the land and bodies of water. Geography includes the way that land and water resources are used by people.
Music
- Physics includes the study of soundwaves. Musical instruments create soundwaves and musical performance includes the use of acoustics, amplification, and resonance.
Mathematics and Statistics
- All sciences use statistics conventions for collecting and analysing data and Mathematics conventions for recognising and interpreting patterns.
Environment and Societies
- Analysis of the interconnected nature of the natural environment and the impact of human decision making and action.
Physics, Earth and Space Science is interdisciplinary, with direct links to Mathematics, Technology, Social Sciences, Music, and the other sciences.
Some examples of links to other subjects are:
Technology
- Advances in science can lead to new materials and resources for technological applications. New technologies allow science advancements and novel applications in fields such as medical science, engineering, product development, and resource management.
Geography
- Earth and Space Science includes geology and the study of natural forces that shape the land and bodies of water. Geography includes the way that land and water resources are used by people.
Music
- Physics includes the study of soundwaves. Musical instruments create soundwaves and musical performance includes the use of acoustics, amplification, and resonance.
Mathematics and Statistics
- All sciences use statistics conventions for collecting and analysing data and Mathematics conventions for recognising and interpreting patterns.
Environment and Societies
- Analysis of the interconnected nature of the natural environment and the impact of human decision making and action.
Learning Pathway
Engaging in Physics, Earth and Space Science will help ākonga to engage with different career options and pathways, and further study.
Technical skill learning around inquiry approaches, including interpreting evidence, and creating models and representations of physical phenomena will support ākonga in a range of pathways related to engineering, environmental management, scientific development, technology, or data analysis.
The ability to interpret and communicate information about complex issues will help ākonga to make informed, responsible decisions related to themselves, their communities, and the world. Aside from everyday life, this will also set up ākonga to pursue pathways in community development, business management and policy making. Understanding of how Earth’s systems interact and how human actions impact Earth and space systems provides a strong foundation for pathways relating to sustainability and ecosystems.
Engaging in Physics, Earth and Space Science will help ākonga to engage with different career options and pathways, and further study.
Technical skill learning around inquiry approaches, including interpreting evidence, and creating models and representations of physical phenomena will support ākonga in a range of pathways related to engineering, environmental management, scientific development, technology, or data analysis.
The ability to interpret and communicate information about complex issues will help ākonga to make informed, responsible decisions related to themselves, their communities, and the world. Aside from everyday life, this will also set up ākonga to pursue pathways in community development, business management and policy making. Understanding of how Earth’s systems interact and how human actions impact Earth and space systems provides a strong foundation for pathways relating to sustainability and ecosystems.
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Introduction to Sample Course Outlines
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. 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.
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. 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.
Assessment Matrix
Conditions of Assessment for internally assessed standards
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
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 of teaching and learning. Care needs to be taken to allow 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.
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.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
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 of teaching and learning. Care needs to be taken to allow 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.
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.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
Assessor involvement during the assessment event is limited to:
- providing general feedback. They can suggest sections of student work that would benefit from further development, or skills a student may need to revisit across the work. Student work that has received sustained or detailed feedback is not suitable for submission towards this Achievement Standard.
- providing advice when students select relevant information recorded as observations, or providing students with comparative data.
- helping students develop good practice that is not a requirement of the assessment such as referencing and attribution of third-party content, and presentation of work. Students should not be limited to a method or decision about presentation – this decision can be made in consultation with the assessor.
At the start of the assessment event, assessors need to provide students with commonly used resources, tools, or equipment to support development of student evidence.
Assessment activities that involve a practical component must follow relevant safety protocols, as described in Safety and Science/Pūtaiao Guidance for Aotearoa New Zealand Schools and Kura.
Students may not:
- collaborate on their use of evidence in the assessment activity, even though evidence may be collected as a group
- practise the exact assessment task prior to assessment
- receive feedback or feedforward on the exact task prior to the assessment.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Assessor involvement during the assessment event is limited to:
- providing general feedback. They can suggest sections of student work that would benefit from further development, or skills a student may need to revisit across the work. Student work that has received sustained or detailed feedback is not suitable for submission towards this Achievement Standard.
- providing advice when students select relevant information recorded as observations, or providing students with comparative data.
- helping students develop good practice that is not a requirement of the assessment such as referencing and attribution of third-party content, and presentation of work. Students should not be limited to a method or decision about presentation – this decision can be made in consultation with the assessor.
At the start of the assessment event, assessors need to provide students with commonly used resources, tools, or equipment to support development of student evidence.
Assessment activities that involve a practical component must follow relevant safety protocols, as described in Safety and Science/Pūtaiao Guidance for Aotearoa New Zealand Schools and Kura.
Students may not:
- collaborate on their use of evidence in the assessment activity, even though evidence may be collected as a group
- practise the exact evidence collection task prior to assessment
- receive feedback or feedforward on the exact task prior to the assessment.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.