[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Chemistry and Biology Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/CB%20Learning%20Matrix_0.pdf?VersionId=85SmmPqpp_erb2QMS7wbPI_QFfpH5FhF
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- Draft for Pilot 2023.pdf
- Description: Chemistry and Biology Learning Matrix
Past Matrices:
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Chemistry and Biology Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-01/CB%20Learning%20Matrix%202022.pdf?VersionId=HkCnST93UOB1LlKCSy25qRzT306EaBVY
- File Extension: pdf
- File Size: 216KB
- Draft for Pilot 2022.pdf
- Description: Chemistry and Biology Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Chemistry and Biology Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/CB%20Learning%20Matrix_0.pdf?VersionId=85SmmPqpp_erb2QMS7wbPI_QFfpH5FhF
- File Extension: pdf
- File Size: 214KB
- Draft for Pilot 2023.pdf
- Description: Chemistry and Biology Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Chemistry and Biology Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-01/CB%20Learning%20Matrix%202022.pdf?VersionId=HkCnST93UOB1LlKCSy25qRzT306EaBVY
- File Extension: pdf
- File Size: 216KB
- Draft for Pilot 2022.pdf
- Description: Chemistry and Biology Learning Matrix
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 alter 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 the wharenui is built, the foundation must be firm and level. In science, respect for evidence is the foundation on which all ideas are built. The wharenui is constructed using various materials, and each serves a specific purpose with its own uniqueness. A poupou (wall post) is not the same as a heke (rafter), but they are joined and connected to make one wharenui. Science is also made of various disciplines, with their own properties, that focus on different areas of knowledge. The different areas of science connect and overlap to strengthen our understanding of complex ideas.
The wharenui is built by people, for people. It is a place of meeting and learning, built to protect and serve people through time. Science too, is a knowledge base built by people, for people. It informs decisions we make about health and our environment, it leads to technological advancement, and wellbeing. It is important that people and their wellbeing are housed at the centre of scientific developments, so that the wharenui of ideas can protect and serve us well.
The whakataukī also refers to the maintenance of the wharenui through knowledge. To maintain the wharenui, scientists must think critically about new and old ideas, and constantly work to refine understanding. As new knowledge comes to light, scientists must adjust their thinking to carry the knowledge and ideas of the past into the future.
This wharenui of collected wisdom is a shared responsibility. Everyone who lives in this wharenui is responsible for its maintenance, and we, as kaitiaki, must learn the tools needed to maintain it well. Science learning from the past is a gift to us from our ancestors, and science literacy is how ākonga access this gift and contribute to it. Kaiako, ākonga, scientists, and society, build and maintain the wharenui of knowledge and ideas.
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 alter 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 the wharenui is built, the foundation must be firm and level. In science, respect for evidence is the foundation on which all ideas are built. The wharenui is constructed using various materials, and each serves a specific purpose with its own uniqueness. A poupou (wall post) is not the same as a heke (rafter), but they are joined and connected to make one wharenui. Science is also made of various disciplines, with their own properties, that focus on different areas of knowledge. The different areas of science connect and overlap to strengthen our understanding of complex ideas.
The wharenui is built by people, for people. It is a place of meeting and learning, built to protect and serve people through time. Science too, is a knowledge base built by people, for people. It informs decisions we make about health and our environment, it leads to technological advancement, and wellbeing. It is important that people and their wellbeing are housed at the centre of scientific developments, so that the wharenui of ideas can protect and serve us well.
The whakataukī also refers to the maintenance of the wharenui through knowledge. To maintain the wharenui, scientists must think critically about new and old ideas, and constantly work to refine understanding. As new knowledge comes to light, scientists must adjust their thinking to carry the knowledge and ideas of the past into the future.
This wharenui of collected wisdom is a shared responsibility. Everyone who lives in this wharenui is responsible for its maintenance, and we, as kaitiaki, must learn the tools needed to maintain it well. Science learning from the past is a gift to us from our ancestors, and science literacy is how ākonga access this gift and contribute to it. Kaiako, ākonga, scientists, and society, build and maintain the wharenui of knowledge and ideas.
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 students 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 students 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 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 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 students 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 students 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 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 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 fully gain understanding.
Recognising the chemistry and biology methodologies that work in different situations, and how data can be applied to answer a question, are skills that scientists need when investigating the natural world.
Chemistry and Biology use a variety of inquiry approaches to gain understandings
Science disciplines use a diverse range of inquiry practices to explore the natural world and different questions require different approaches, to fully gain understanding.
Recognising the chemistry and biology methodologies that work in different situations, and how data can be applied to answer a question, are skills that scientists need when investigating the natural world.
Big Idea Body:
Ākonga live in a biological system and bring their own knowledge of how energy and matter cycle through 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 energy and matter are both conserved, even as they move through a system, helps ākonga to understand the balance and disruption of natural systems.
Matter and energy flow through biological systems
Ākonga live in a biological system and bring their own knowledge of how energy and matter cycle through 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 energy and matter are both conserved, even as they move through a system, helps ākonga to understand the balance and disruption of natural systems.
Big Idea Body:
Everything is made of chemicals. The particles that make up chemicals are conserved, but they can also be rearranged in predictable patterns. Understanding the link between particles, patterns, and properties will help ākonga identify the purpose or impact chemicals may have. Understanding the properties of matter can be used to inform decision making, and address issues about human and environmental wellbeing.
Properties of matter are determined by interactions of particles
Everything is made of chemicals. The particles that make up chemicals are conserved, but they can also be rearranged in predictable patterns. Understanding the link between particles, patterns, and properties will help ākonga identify the purpose or impact chemicals may have. 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. Any change in the balance of these interconnections will impact everything in the system, be it an ecosystem or a living organism.
An understanding of self, being of equal standing as all other living things allows ākonga to see their place as part of, rather than separate or superior to ecosystems, flora, and fauna. This lends weight to the understanding of links between health of the environment and health of self.
All living things are interconnected
To understand the world, ākonga must understand the intricate interconnections between themselves, other living things and the environment. Any change in the balance of these interconnections will impact everything in the system, be it an ecosystem or a living organism.
An understanding of self, being of equal standing as all other living things allows ākonga to see their place as part of, rather than separate or superior to ecosystems, flora, and fauna. This lends weight to the understanding of links between health of the environment and health of self.
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. Students 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 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
Students 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
Students 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 multi-nation projects are common
-
practise collaboration in their own science activities.
Managing self
Students 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
Students 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. Students 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 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
Students 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
Students 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 multi-nation projects are common
-
practise collaboration in their own science activities.
Managing self
Students 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
Students 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.
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Introduction to Sample Course Outlines
Sample Course Outlines are being produced 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 being produced 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
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.
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.
Students may be provided with a context, or could select this themselves (with teacher approval). Individual students may choose or be allocated different contexts at the teacher's discretion, or a class may be provided the same context.
Evidence for this Standard could be presented in a variety of ways, including (but not restricted to):
- oral presentation
- written report, pamphlet, or article (digital or paper)
- a poster, mural, infographic, cartoon, or comic strip
- a video or animation
- a slideshow.
Any of these forms of presentation may include karakia, lotu, mihi, whaikōrero, waiata, mele, pūrākau, mōteatea, talanoa, ako, or tok stori. Individual students may choose different forms of presenting their evidence (with teacher approval).
Learners may also complete a scaffolded task sheet with guidance as to what evidence is required and where to find it.
Evidence may come from a variety of sources, including (but not restricted to):
- notes from teaching and learning
- observations from experiments (including demonstrations or videos of experiments)
- research (secondary sources including websites, videos and books)
- observations from field trips (including virtual field trips)
- interviews
- discussions with whānau or kaumātua
- tuakana teina discussions.
Evidence may be collected by students individually, or as part of a group. The presentation may also be developed either individually or as part of a group. Evidence can be in te reo Māori, English, or New Zealand Sign Language.
The teacher may provide resources and information for use in the assessment, or the student may find their own resources as part of the learning programme (or a combination of both approaches may be used).
Authenticity needs to be assured according to school policies and practices. Where appropriate to the form of presentation, this may include:
- reference lists
- video recordings of experiments/field trips
- audio recordings or transcript of interviews/discussions
- teacher observation of student progress
- teacher observation of student contribution to group work
- student identification of their contribution to group research and/or presentation
- use of checkpoints.
Supporting evidence must be handed in if appropriate to the form of presentation.
The teacher 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 may be provided with a context, or could select this themselves (with teacher approval). Individual students may choose or be allocated different contexts at the teacher's discretion, or a class may be provided the same context.
Evidence for this Standard could be presented in a variety of ways, including (but not restricted to):
- oral presentation
- written report, pamphlet, or article (digital or paper)
- a poster, mural, infographic, cartoon, or comic strip
- a video or animation
- a slideshow.
Any of these forms of presentation may include karakia, lotu, mihi, whaikōrero, waiata, mele, pūrākau, mōteatea, talanoa, ako, or tok stori. Individual students may choose different forms of presenting their evidence (with teacher approval).
Learners may also complete a scaffolded task sheet with guidance as to what evidence is required and where to find it.
Evidence may come from a variety of sources, including (but not restricted to):
- notes from teaching and learning
- observations from experiments (including demonstrations or videos of experiments)
- research (secondary sources including websites, videos, and books)
- observations from field trips (including virtual field trips)
- interviews
- discussions with whānau or kaumātua
- tuakana teina discussions.
Evidence may be collected by students individually, or as part of a group. The presentation may also be developed either individually or as part of a group. Evidence can be in te reo Māori, English, or New Zealand Sign Language.
The teacher may provide resources and information for use in the assessment, or the student may find their own resources as part of the learning programme (or a combination of both approaches may be used).
Authenticity needs to be assured according to school policies and practices. Where appropriate to the form of presentation, this may include:
- reference lists
- video recordings of experiments / field trips
- audio recordings or transcript of interviews / discussions
- teacher observation of student progress
- teacher observation of student contribution to group work
- student identification of their contribution to group research and/or presentation
- use of checkpoints.
Supporting evidence must be handed in if appropriate to the form of presentation.
The teacher 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.