What is Chemistry and Biology about?
[ Video Resource ]
- Title: Chemistry and Biology
- Description: Chemistry and Biology Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 6 minutes
- Video URL: https://player.vimeo.com/video/571867726
- Transcript: In conversation with Ian Torrie Linda Ngapo Rachel Heeney Matthew Easterbrook Transcript below: I really like that we discussed at length about the big ideas in science. Education before assessment
In conversation with
Ian Torrie
Linda Ngapo
Rachel Heeney
Matthew Easterbrook
Transcript below:
I really like that we discussed at length about the big ideas in science. Education before assessment, always. For me, we've got 2,200 girls. I want it to suit them, and I want it to suit the students for where I consider my Tūrangawaewae up north. I'm really pleased that I can see both aspects really accommodated and going to enjoy the learning more and see success.
I think another big change will be in the nature of the assessment. Particularly with the externals, that they won't be just a series of three-hour exams at the end of the year, there's a lot more flexibility. I'm looking forward to improve success by all students, because of the nature of the assessment tasks.
There is some change in terms of the science and concepts. There's more connection between some of the bigger ideas. One of the biology Standards incorporates ecosystems and the idea of interconnectedness with the biology behind microorganisms. Connecting those ideas will be new for some.
Mōku ake, mō te mana ōrite he miharo te kite ka ako ngā tamariki katoa o te motu i te taha Māori, me te taha koiora, hei tūāpapa mō a rātou akoranga.
Mana ōrite is exciting because Māori, all of our kids across New Zealand will get mātauranga Māori and biology as the foundation for their learning.
For me it's not about the achievement Standards that will excite people at my school. It’s about the big ideas and these underpinning ideas, mana ōrite, mātauranga Māori. They will be enhancing our teaching. We won't carry out the formal assessment, but it will certainly drive our teaching programme, and allow for change there as it will in other schools. We have a range of cultures who will all benefit from these underlying ideas.
Whether we assess Level 1 NCEA or not, we would use the learning matrix as our core for developing our learning programs within the school. Perhaps that’s the most valuable part of this exercise, because not all students will in the future need Level 1 NCEA as a qualification.
If the teachers can focus their thoughts on what is really good learning outcomes for my students, it will change the viewpoint of teachers from being assessment driven to saying “fundamentally, we're about learning”.
I've really enjoyed being able to take on something new, really develop it and be helped by the experiences in the past. I'm feeling happy to be an older teacher, because I can draw on my experiences in different schools, and through different forms of assessment, to be able to help bring in something new.
Our group comes from quite diverse backgrounds and yet we've been able to reach a consensus which everybody has bought into and I think that's amazing. We've been able to identify the underpinning key concepts that are important for all students in biology and chemistry moving forward.
Ko te mea uaua nā te tere o ēnei mahi, he mahi uaua, he mahi roa, he anini o te mahunga heoi ko te mea whakamutunga kia ea pai enei mahi, kia tutuki pai enei mahi, kia pai mō ngā tamariki.
I was just saying, the frustrating thing is, because it's running at a fast pace, we’re having to work extra hard, extra long, but at the end of the day it's for the kids.
When the schools get the new materials, it has to be looked at when you're in the right headspace, you're going to have to have the time to look at it.
And I think the advice I would give to teachers out there on that is, don't think that this is a case of you can just tweak your existing learning programme and somehow massage it to fit. It's an opportunity to really look afresh with new eyes, new vision, and say this is an opportunity that we should seize and move forward.
I'd suggest having a really good, deep look at that material that's out and adapt it to suit your school, your students, your community.
Subject-specific terms can be found in the glossary.
This consolidated subject weaves together learning from the living world and material world strands of The New Zealand Curriculum. Through both of these strands, ākonga will develop ways of thinking and ways of working in science, and in particular, biology and chemistry.
Through the living world strand, ākonga develop an understanding of the variation, continuity, and interconnectedness of life. They seek evidence to explain the nature of living things and interactions within and between biological systems.
The material world strand involves the study of matter and the changes it undergoes. Ākonga develop an understanding of the atomic composition of matter and use this to explain and predict the properties and behaviour of different everyday materials. The study of chemistry allows us to predict how substances may behave when surrounding conditions change, and how they react to form new substances.
This subject places emphasis on the living and material world of Aotearoa New Zealand and the Pacific, including the sustainability of our unique taonga — fauna, flora, and ecosystems. As a result of learning through a local context, ākonga are able to explore kaitiakitanga and make more informed decisions about significant issues such as environmental pollution and sustainable science practices.
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 consolidated subject weaves together learning from the living world and material world strands of The New Zealand Curriculum. Through both of these strands, ākonga will develop ways of thinking and ways of working in science, and in particular, biology and chemistry.
Through the living world strand, ākonga develop an understanding of the variation, continuity, and interconnectedness of life. They seek evidence to explain the nature of living things and interactions within and between biological systems.
The material world strand involves the study of matter and the changes it undergoes. Ākonga develop an understanding of the atomic composition of matter and use this to explain and predict the properties and behaviour of different everyday materials. The study of chemistry allows us to predict how substances may behave when surrounding conditions change, and how they react to form new substances.
This subject places emphasis on the living and material world of Aotearoa New Zealand and the Pacific, including the sustainability of our unique taonga — fauna, flora, and ecosystems. As a result of learning through a local context, ākonga are able to explore kaitiakitanga and make more informed decisions about significant issues such as environmental pollution and sustainable science practices.
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 Chemistry and Biology Big Idea.
The Science Learning Area, including its whakataukī, inform this subject's Significant Learning — learning that is critical for akonga to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts ākonga should 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 within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that ākonga 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 Chemistry and Biology. 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 Chemistry and Biology Big Idea.
The Science Learning Area, including its whakataukī, inform this subject's Significant Learning — learning that is critical for akonga to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts ākonga should 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 within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that ākonga 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 Chemistry and Biology. 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:
Science disciplines use a diverse range of inquiry practices to explore the natural world and different questions require different approaches, to gain fuller understanding.
Recognising the differences and similarities between chemistry and biology methodologies, ways of communicating, and how data can be applied to answer a question in different situations, are skills that scientists need when investigating the natural world. Interpreting the chemistry or biology of natural world examples can be complex. By modelling reactions and concepts in the laboratory, ākonga can use accessible communication tools to enhance their understanding and interpretation of observations, relating to the wider world outside of the laboratory. Modelling of more complex ideas will allow ākonga to engage with different knowledge systems and perspectives more meaningfully, as they relate to scientific issues.
Chemistry and Biology are dynamic bodies of knowledge that use unique models and language to explain the material and living environment
Science disciplines use a diverse range of inquiry practices to explore the natural world and different questions require different approaches, to gain fuller understanding.
Recognising the differences and similarities between chemistry and biology methodologies, ways of communicating, and how data can be applied to answer a question in different situations, are skills that scientists need when investigating the natural world. Interpreting the chemistry or biology of natural world examples can be complex. By modelling reactions and concepts in the laboratory, ākonga can use accessible communication tools to enhance their understanding and interpretation of observations, relating to the wider world outside of the laboratory. Modelling of more complex ideas will allow ākonga to engage with different knowledge systems and perspectives more meaningfully, as they relate to scientific issues.
Big Idea Body:
Ākonga are complex biological systems, living within a network of larger and more complex biological systems, all of which rely on the fundamental principles of chemical change. Ākonga will bring their own perspectives of how matter and energy are transferred throughout the environment and living things. Investigating this further through both biology and chemistry perspectives allows ākonga to explore the complex systems that they are part of. Understanding that matter is conserved, even as it moves through a system, helps ākonga to understand the balance and disruption of natural systems. It will allow ākonga to recognise patterns in the ways that chemical reactions rearrange atoms and redistribute energy, both in laboratory models, as well as the wider world. The conservation of energy and matter is important foundational learning. It underpins all aspects of chemistry, including the chemistry occurring in biological systems at every level of complexity. It will allow ākonga to recognise the impact of chemicals on all aspects of society and explore how this depends on the state, quantity, and location of the chemicals.
Matter and energy are conserved in chemical change and in biological systems
Ākonga are complex biological systems, living within a network of larger and more complex biological systems, all of which rely on the fundamental principles of chemical change. Ākonga will bring their own perspectives of how matter and energy are transferred throughout the environment and living things. Investigating this further through both biology and chemistry perspectives allows ākonga to explore the complex systems that they are part of. Understanding that matter is conserved, even as it moves through a system, helps ākonga to understand the balance and disruption of natural systems. It will allow ākonga to recognise patterns in the ways that chemical reactions rearrange atoms and redistribute energy, both in laboratory models, as well as the wider world. The conservation of energy and matter is important foundational learning. It underpins all aspects of chemistry, including the chemistry occurring in biological systems at every level of complexity. It will allow ākonga to recognise the impact of chemicals on all aspects of society and explore how this depends on the state, quantity, and location of the chemicals.
Big Idea Body:
All matter is made up of chemicals, which are composed of submicroscopic particles. The arrangement and interactive forces between these particles determine the properties of a material. Understanding the link between particles and properties will help ākonga identify the purpose or impact chemicals may have. This will allow a deeper understanding of why certain materials are chosen for a purpose, by applying knowledge of how different materials can behave or interact in varied conditions, both in the laboratory and wider world. Understanding the properties of matter can be used to inform decision-making, and address issues about human and environmental wellbeing.
Matter is made of very small particles interacting to determine properties of materials
All matter is made up of chemicals, which are composed of submicroscopic particles. The arrangement and interactive forces between these particles determine the properties of a material. Understanding the link between particles and properties will help ākonga identify the purpose or impact chemicals may have. This will allow a deeper understanding of why certain materials are chosen for a purpose, by applying knowledge of how different materials can behave or interact in varied conditions, both in the laboratory and wider world. Understanding the properties of matter can be used to inform decision-making, and address issues about human and environmental wellbeing.
Big Idea Body:
To understand the world, ākonga must understand the intricate interconnections between themselves, other living things, and the environment. Understanding the nature of DNA as the universal molecule of inheritance allows ākonga to appreciate how all living things are connected via the rich information carried in genes.
An understanding of self, being of equal standing with all other living things, allows ākonga to see their place as part of, rather than separate or superior to, ecosystems, flora, and fauna. It will allow ākonga a more meaningful understanding of the connections within and between all living creatures, and to see how any change in the balance of these interconnections will impact everything in the system, be it an ecosystem or a living organism. Understanding links between health of the environment and health of self will allow ākonga to see their importance as part of biological systems, from the level of the individual to a larger ecosystem, or our planet as a whole.
All living things are related and live as part of interconnected systems
To understand the world, ākonga must understand the intricate interconnections between themselves, other living things, and the environment. Understanding the nature of DNA as the universal molecule of inheritance allows ākonga to appreciate how all living things are connected via the rich information carried in genes.
An understanding of self, being of equal standing with all other living things, allows ākonga to see their place as part of, rather than separate or superior to, ecosystems, flora, and fauna. It will allow ākonga a more meaningful understanding of the connections within and between all living creatures, and to see how any change in the balance of these interconnections will impact everything in the system, be it an ecosystem or a living organism. Understanding links between health of the environment and health of self will allow ākonga to see their importance as part of biological systems, from the level of the individual to a larger ecosystem, or our planet as a whole.
Key Competencies in Chemistry and Biology
Developing Key Competencies through Chemistry and Biology
Learning in Chemistry and Biology 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
Ākonga of Chemistry and Biology will:
- critically engage with chemistry and biology ideas in popular media
- develop their ability to evaluate the validity of sources of information
- use their understanding to make evidence-based decisions in their everyday lives
- identify and interpret patterns in data
- understand that chemistry and biology thinking has developed over time, and will continue to develop in response to new layers of evidence
- develop their understanding of scientific methods.
Using language, symbols, and texts
Ākonga of Chemistry and Biology will:
- use models, equations, analogies, diagrams, and representations to convey and interpret abstract ideas
- be able to visually represent and interpret data using tables and graphs
- develop knowledge of vocabulary, conventions, symbols, and numeric systems of chemistry and biology.
Relating to others
Ākonga of Chemistry and Biology will:
- explore and deepen their understanding of genealogy and their interconnectedness to the environment and all other living things
- acknowledge and explore perspectives drawn from knowledge systems that apply to scientific issues
- be able to justify their own perspective on scientific issues
- understand that chemistry and biology are collaborative activities that cross disciplines, and in which multi-nation projects are common
- practise collaboration in their own science activities.
Managing self
Ākonga of Chemistry and Biology will:
- develop the self-efficacy and confidence to seek out scientific evidence in their everyday lives
- develop reliable and systematic strategies for approaching problems based on scientific methods
- be able to identify and justify their own perspective on chemistry and biology issues
- respectfully critique their own work and the work of others.
Participating and contributing
Ākonga of Chemistry and Biology will:
- use an understanding of their place in the interrelationships of the environment to engage with kaitiakitanga
- use their chemistry and biology vocabulary and understanding to better comprehend the relevance of public issues to their lives
- develop the confidence to contribute to societal decisions on public issues rooted in chemistry and biology
- be able to resist unscientific claims and recommend strategies for healthy living that are grounded in chemistry and biology.
Key Competencies
This section of 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 Chemistry and Biology
Learning in Chemistry and Biology 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
Ākonga of Chemistry and Biology will:
- critically engage with chemistry and biology ideas in popular media
- develop their ability to evaluate the validity of sources of information
- use their understanding to make evidence-based decisions in their everyday lives
- identify and interpret patterns in data
- understand that chemistry and biology thinking has developed over time, and will continue to develop in response to new layers of evidence
- develop their understanding of scientific methods.
Using language, symbols, and texts
Ākonga of Chemistry and Biology will:
- use models, equations, analogies, diagrams, and representations to convey and interpret abstract ideas
- be able to visually represent and interpret data using tables and graphs
- develop knowledge of vocabulary, conventions, symbols, and numeric systems of chemistry and biology.
Relating to others
Ākonga of Chemistry and Biology will:
- explore and deepen their understanding of genealogy and their interconnectedness to the environment and all other living things
- acknowledge and explore perspectives drawn from knowledge systems that apply to scientific issues
- be able to justify their own perspective on scientific issues
- understand that chemistry and biology are collaborative activities that cross disciplines, and in which multi-nation projects are common
- practise collaboration in their own science activities.
Managing self
Ākonga of Chemistry and Biology will:
- develop the self-efficacy and confidence to seek out scientific evidence in their everyday lives
- develop reliable and systematic strategies for approaching problems based on scientific methods
- be able to identify and justify their own perspective on chemistry and biology issues
- respectfully critique their own work and the work of others.
Participating and contributing
Ākonga of Chemistry and Biology will:
- use an understanding of their place in the interrelationships of the environment to engage with kaitiakitanga
- use their chemistry and biology vocabulary and understanding to better comprehend the relevance of public issues to their lives
- develop the confidence to contribute to societal decisions on public issues rooted in chemistry and biology
- be able to resist unscientific claims and recommend strategies for healthy living that are grounded in chemistry and biology.
Key Competencies
This section of 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
Chemistry and Biology uses transferrable, interdisciplinary skills that connect with other subjects, particularly those that use critical thinking, systems thinking, analysis, and research.
Some examples of links to other subjects are:
Mathematics and Statistics
- Chemistry and Biology uses Statistics conventions for collecting and analysing data and Mathematics conventions for recognising and interpreting patterns.
Environment and Societies
- Chemistry and Biology, and Environment and Societies, both look at the interconnected nature of the natural environment and the impact of human decision-making and action.
Food and Nutrition
- Chemistry and Biology, and Food and Nutrition, both look at the relationship between molecules and life.
Psychology
- Chemistry, Biology, and Biochemistry are applied in Psychology to understand the human brain.
Health and Physical Education
- Health and Physical Education share understandings with Biology of how the human body works and behaves.
Chemistry and Biology uses transferrable, interdisciplinary skills that connect with other subjects, particularly those that use critical thinking, systems thinking, analysis, and research.
Some examples of links to other subjects are:
Mathematics and Statistics
- Chemistry and Biology uses Statistics conventions for collecting and analysing data and Mathematics conventions for recognising and interpreting patterns.
Environment and Societies
- Chemistry and Biology, and Environment and Societies, both look at the interconnected nature of the natural environment and the impact of human decision-making and action.
Food and Nutrition
- Chemistry and Biology, and Food and Nutrition, both look at the relationship between molecules and life.
Psychology
- Chemistry, Biology, and Biochemistry are applied in Psychology to understand the human brain.
Health and Physical Education
- Health and Physical Education share understandings with Biology of how the human body works and behaves.
Learning Pathway
Chemistry and Biology connects the details of how materials around us are constructed, with the complexity of how living things interact. Ākonga engaging in this subject will learn that details matter as much as the big picture. The skills required to analyse and apply, think critically, and interpret the world around them are transferrable to a wide range of pathways.
Through Chemistry and Biology, ākonga will learn skills in critical thinking, communication, collaboration, analysis, research, inquiry, peer review, and systems thinking. Learning in Chemistry and Biology may lead ākonga to a career in research and development, medicine, dentistry, food and nutrition, psychology, education, agriculture, viticulture, biosecurity, forestry, conservation, resource management, or politics.
There are many pathways for furthering chemistry and biology studies at tertiary level. Ākonga may wish to study a general science course, or specialise in areas such as botany, neuroscience, zoology, medical laboratory science, forestry, forensic pathology, physiotherapy, veterinarian science, or psychology.
Chemistry and Biology fosters the ability to interpret and communicate information about complex issues which will help ākonga to make informed, responsible decisions related to themselves, their communities, and the world. Learning about different inquiry methods encourages looking at the world from multiple perspectives and seeking out evidence to support conclusions. These skills are valuable in every career pathway.
Chemistry and Biology connects the details of how materials around us are constructed, with the complexity of how living things interact. Ākonga engaging in this subject will learn that details matter as much as the big picture. The skills required to analyse and apply, think critically, and interpret the world around them are transferrable to a wide range of pathways.
Through Chemistry and Biology, ākonga will learn skills in critical thinking, communication, collaboration, analysis, research, inquiry, peer review, and systems thinking. Learning in Chemistry and Biology may lead ākonga to a career in research and development, medicine, dentistry, food and nutrition, psychology, education, agriculture, viticulture, biosecurity, forestry, conservation, resource management, or politics.
There are many pathways for furthering chemistry and biology studies at tertiary level. Ākonga may wish to study a general science course, or specialise in areas such as botany, neuroscience, zoology, medical laboratory science, forestry, forensic pathology, physiotherapy, veterinarian science, or psychology.
Chemistry and Biology fosters the ability to interpret and communicate information about complex issues which will help ākonga to make informed, responsible decisions related to themselves, their communities, and the world. Learning about different inquiry methods encourages looking at the world from multiple perspectives and seeking out evidence to support conclusions. These skills are valuable in every career pathway.
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 Chemistry and Biology 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 Chemistry and Biology 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 observations, or providing students with comparative data
- helping students develop good practice that is not a requirement of the assessment such as referencing and attributing 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 assessment.
Students may not:
- collaborate on their use of observations in the Assessment Activity with others, even though the collection of the observations may be carried out or collected as a group
- practise the exact task prior to the assessment activity
- 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 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 Standard.
- providing advice when students consider the quality of their recorded observations, or providing students with comparative data
- ensuring students use good laboratory practices to ensure quality observations, for example pointing to gas test or pH testing methodologies
- 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, assessors should provide students with reference material stating the five generic reaction equations, the appropriate chemical word equations and the balanced chemical equations.
While this Standard does not assess practical work, assessment activities that may involve a practical component must follow relevant safety protocols, as described in Safety and Science/Pūtaiao Guidance for Aotearoa New Zealand Schools and Kura.
Each student will use observations, from a minimum of three different reaction types from EN2, to support evidence of their understanding. Practical work is not assessed, however it generates valuable observations. Selection of observations used for submission is to be carried out by the student.
At the start of the assessment event, assessors need to provide students with commonly used resources, tools, or equipment to support development of student assessment.
Students may not:
- collaborate on their use of observations in the Assessment Activity even though the collection of the observations may be carried out as a group
- receive feedback or feedforward during the Assessment Activity
- be assessed on reaction types other than those listed in the Explanatory Notes.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.