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- Title: New Zealand Institute of Physics (NZIP)
- URL: https://nzip.org.nz/
URL: https://nzip.org.nz/
Description:
- Title: Earth and Space Educators of New Zealand
- URL: https://www.earthspacescience.org.nz/
URL: https://www.earthspacescience.org.nz/
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Links Title: Additional Support
- Title: New Zealand Institute of Physics (NZIP)
- URL: https://nzip.org.nz/
URL: https://nzip.org.nz/
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- Title: Earth and Space Educators of New Zealand
- URL: https://www.earthspacescience.org.nz/
URL: https://www.earthspacescience.org.nz/
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Additional Support
- Title: New Zealand Institute of Physics (NZIP)
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URL: https://nzip.org.nz/
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- Title: Earth and Space Educators of New Zealand
- URL: https://www.earthspacescience.org.nz/
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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 withDavid HousdenMere ManningMairi BorthwickTranscript 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.
Pathways
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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[ File Resource ]
- Title: PES Level 1 Course Outline 1
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/PES%20Level%201%20Course%20Outline%201.docx?VersionId=vhpK1fcT30HkxycWUAx7y5aGySil7I6R
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- Title: PES Level 1 Course Outline 2
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- PES Level 1 Course Outline 2.docx
[ File Resource ]
- Title: PES Level 1 Course Outline 1
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/PES%20Level%201%20Course%20Outline%201.docx?VersionId=vhpK1fcT30HkxycWUAx7y5aGySil7I6R
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- PES Level 1 Course Outline 1.docx
[ File Resource ]
- Title: PES Level 1 Course Outline 2
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- PES Level 1 Course Outline 2.docx
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.
More Support
[ Video Resource ]
- Title: Setting the scene: Insights into kaupapa Māori
- Description: In this video, we introduce our Kaikōrero who will explore mātauranga Māori concepts in a series of videos; Tuihana Pook, Hine Waitere, Tihirangi Brightwell.
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/772238305?h=0c3a2a8af7
- Transcript: EnglishGreetings. My name is Tuihana Pook from Te Whānau-a-Kauaetangohia
English
Greetings. My name is Tuihana Pook from Te Whānau-a-Kauaetangohia, from Te Whānau-a-Apanui. My tribal motto is Tihirau is the mountain, Whangaparāoa is the river, Whangaparāoa is the school, the marae is Kauaetangohia, the ancestral house is Kauaetangohia, his wife was Te Whatianga, that is our dining hall. The school is Te Kura Mana Māori o Whangaparāoa. I stand here in front of the leader Hoani Retimana Waititi. Greetings to you all.
I stand here as a descendant of Ngāti Tūwharetoa and Ngāti Kahungunu the tribes on my mother's side. I acknowledge the tribe of Ngāti Tūwharetoa and sub-tribe Tutemohuta. I climb the sacred mountain Tauhara. Below are the swirling waters of Taupō-nui-a-Tia. That is my connection to Te Arawa. On my adoptive father's side, I affiliate to Ngāti Hau, and Ngāti Rangi, the Whanganui tribe and the tribe of Taranaki Whānui. Greetings, I am Hine Waitere. I acknowledge you all from Te Whare Wānanga o Awanuiārangi, greetings.
Greetings to all. I acknowledge you all. Who am I on my mother's side? Taranaki is my mountain. Waiaua is my river. Kurahaupō is my canoe. Taranaki, Ngāti Kahungunu and Muaūpoko are my tribes. My sub-tribe is Ngāti Tamarongo, Orimupiko and Parihaka are my marae. Ōpunake is my standing place. Moving across to my father's side, Hikurangi is my mountain. Waiapu is my river. Horouta is my canoe. Ngāti Porou is my tribe. However, Rolleston, Canterbury is my home now. My name is Matua Tihirangi Brightwell. I am a Māori language teacher, haka troupe and kī-o-rahi teacher at Lincoln High School. Greetings to you all.
Hello everyone! As we start to engage in this work with lots of significant concepts, we just want to make our audience aware that this is directed toward people who are beginning a conversation about significant Māori concepts. And it's a conversation begun, not one that's ended. And many of the entry points have come from a personalised space.
From all the matters that descend from a genealogy the genealogies are linked to all such words as standing place, rangatiratanga, kaitiakitanga, taonga, and tikanga. These things are all linked to the programmes that we are running. There is nothing better. It is the purpose that matters.
All of the kaupapa that are discussed are enormous kaupapa to discuss, and they are massive pukapuka in their own right. And we are able to talk about them in a way that is speaking to our kaiako and those in the education system. And we can do that because we have got the knowledge from those who have gone before us, who have handed on this knowledge to us. So there's a massive amount of kōrero to be had, and for whānau out there this is just the beginning.
Te Reo Māori
Kia ora. Ko Tuihana Pook tōku ingoa. Nō te whānau ā Kauaetangohia nō Te Whānau-ā-Apanui. Ko taku pepeha ko Tihirau te maunga, ko Whangaparāoa te awa, ko Whangaparāoa te kura, ko te marae ko Kauaetangohia, ko te tipuna whare ko Kauaetangohia, ko tana wahine ko Te Whatianga, koinā tō mātou whare kai. Ko te kura, ko Te Kura Mana Māori o Whangaparāoa. Ānei i tū nei au i mua i te rangatira nei a Hoani Retimana Waititi. Kia ora koutou.
E tū ake nei te uri o Ngāti Tūwharetoa me Ngāti Kahungunu hoki ko aku iwi i te taha o tōku māmā. Rere ana te mihi ki te iwi o Ngāti Tūwharetoa me te hapū o Tutemohuta. Ka piki ake au ki runga i te maunga tapu ko Tauhara kei raro rā e reporepo ana te moana ko Taupō-nui-a-Tia. Koinā te hononga o te waka Te Arawa. Ki te taha o tōku pāpā whāngai Ngāti Hau, Ngāti Rangi hoki i a ia anō hoki hononga ki te iwi o Whanganui ā, ki te iwi o Taranaki Whānui. Tēnei te mihi, ko Hine Waitere tēnei. Tēnei te mihi ki a koutou katoa mai i te Whare Wananga o Awanuiārangi, tēnā tātou.
Kia ora tātou. Ngā mihi nui ki a tātou katoa. Ko wai tēnei ki te taha o tōku māmā? Ko Taranaki te maunga, ko Waiaua te awa, ko Kurahaupō te waka, ko Taranaki, ko Ngāti Kahungunu ko Muaūpoko ngā iwi. Ko Ngāti Tamarongo te hapū, ko Orimupiko ko Parihaka ngā marae, ko Ōpunake tōku tūrangawaewae. Whakawhiti atu ki te taha o tōku pāpā, ko Hikurangi te maunga, ko Waiapu te awa, ko Horouta te waka, ko Ngāti Porou te iwi. Ahakoa ērā ko Waitaha, ko Rolleston tōku kāinga ināianei. Ko Matua Tihirangi Brightwell tōku ingoa. He kaiako reo māori kapa haka me te kī-o-rahi ahau ki te Kura Tuaroa o Waihora. Nō reira tēnā tātou katoa.
Kia ora tātou. I a mātou e tīmata ana ki te uru ki ēnei mahi me te maha o ngā ariā matua, e hiahia ana mātou kia mōhio te hunga whakarongo e hāngai ana tēnei ki ngā tāngata e tīmata ana ki te whakawhitiwhiti kōrero mō ngā ariā Māori matua. Ā, ko te tīmatanga o ngā kōrerorero tēnei, ehara i te mutunga. Ko te maha o ngā wāhi uru i hua ake i tētahi wāhi matawhaiaro.
Mai i ngā kaupapa katoa ka heke mai i tētahi whakapapa ko ngā whakapapa ka hono atu ki ngā kupu katoa pēnei i te tūrangawaewae, rangatiratanga, kaitiakitanga, ngā taonga, ā tātou tikanga hoki. Ko ēnei katoa ka hono ki ngā kaupapa katoa kei te whakahaeretia. Nō reira, kāore i kō atu, kāore i kō mai. Ko te kaupapa te mea nui.
Ko ngā kaupapa katoa e kōrerohia ana he kaupapa nui, ā, he pukapuka nunui tonu. Ā, ka taea e mātou te kōrero i ērā mā tētahi ara e mārama ai ā mātou kaiako me ngā tāngata i roto i te punaha mātauranga. Ka taea te pērā i te mea kei a mātou ngā mātauranga o rātou mā, nā rātou ngā kōrero i tuku iho ki a mātou. Nō reira he nui ngā kōrero, he nui ngā kōrero mā ngā whanau he tīmatanga noa iho tēnei.
[ Video Resource ]
- Title: Insights into kaupapa Māori: Tikanga
- Description: This video explores Tikanga.
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/772241190?h=c616f6b5f0
- Transcript: EnglishTikanga. There are numerous explanations of tikanga. There are tikanga that govern behaviour on the marae. There are tikanga that pertain to our homes
English
Tikanga. There are numerous explanations of tikanga. There are tikanga that govern behaviour on the marae. There are tikanga that pertain to our homes, and tikanga that pertain to our families our sub-tribes and our tribes. There are many explanations of tikanga. There are many aspects.
It connects to all the things that we do, our language, and aspects of Māori knowledge, the aspects that pertain to our homes, our true homeland, our land. Indeed, all tikanga is there. Therefore, if we were to follow the themes that relate to us, the Māori people, we must follow. We must make connections to tikanga.
For lots of people, the very first point of contact is on the marae. So, the very first point of contact is on the marae. So, for a lot of our students and family and teachers, they will see tikanga in action for the first time on the marae. And so what is this thing of tikanga? And to me, it's a way to behave and interact with people and my surroundings. Te taha wairua, you know, the unseen world that keeps me safe. So I know in each circumstance, if I can follow tikanga in how I interact with people. How do I interact with my pakeke? How do I interact with my tamariki? How to interact if I'm going on to a marae? How do I behave if I'm hosting people onto my marae or onto my whare? How do I behave at tangihanga? How do I behave at hākari? And tikanga tells me how to do that. And what it does is it protects me, and my mana, and my wairua. And it protects the mana and the wairua of the people who I am interacting with as well.
It gives me the mechanism to judge what is pono, what is tika and perhaps what is given with aroha. But it does provide the blueprint for reading and being able to anticipate what might be about to unfold when I'm in a social context.
How to implement it in the classroom? If a subject or a learning area is ever entering in a te ao Māori space through their content or through their pedagogy, then that’s an opportunity to engage in tikanga. Isn't it? And so if we are in the Food and Nutrition Department, there's always opportunity to engage with tikanga in that space. One hundred percent. If we're in the Outdoor Education space, there’s always opportunity to engage with tikanga in that space. If I'm going to visit the domain of Tāne or Tangaroa, there's a multitude of tikanga that you can follow to keep you and your students safe. If you're in the technology space working with wood, you know, you're creating things in that space, a lot of tikanga there as well.
There are multiple resonances, isn't it, with the way in which tikanga plays out as we engage with people. And increasingly we're challenged to think about mātauranga, ownership of mātauranga, the whole ability to think about even data sovereignty in terms of evidence, how it's housed, who houses it? The whole idea of individualism and collectivism too. So as I collect evidence about one person, invariably, I'm collecting it about a whakapapa, about a group of people. So what does that mean too, in the ways in which we engage respectfully with communities? What are your thoughts?
You have a right. There are other tikanga we need to follow in relation to the collection of research data. There are also tikanga on how to use the data collected. The question is: Who does the information belong to? Where did the information come from? Who will care for it?
Te Reo Māori
Tikanga. He nui ngā whakamārama mō, mō tikanga. Ko ngā tikanga e pā ana ki ngā marae ko ngā tikanga e pā ana ki wā tātou kāinga, ngā tikanga e pā ana ki wā tātou whānau wā tātou hapū, wā tātou iwi. He nui ngā whakamārama he nui ngā āhuatanga. Ka hono atu tēnei ki wā tātou mahi katoa i roto o wā tātou, te reo, i roto o ngā āhuatanga mō mātauranga Māori, i roto o ngā āhuatanga e pā ana ki wā tātou kāinga haukāinga, wā tātou whenua, kei reira katoa ngā tikanga. Nō reira, mehemea kei te whai haere tātou i ngā kaupapa e pā ana ki tātou te iwi Māori me whai atu anō, me hono atu anō ki ngā tikanga.
Mō te nuinga o ngā tāngata ko te wāhi tuatahi e kitea ai te tikanga ko te marae. Nā, ko te wāhi tuatahi e kitea ai te tikanga ko te marae. Nā, mō te nuinga o ā tātou ākonga, ngā whānau me ngā kaiako ko te marae te wāhi tuatahi e kite ai rātou i te whakatinanatanga o ngā tikanga, he aha hoki tēnei mea te tikanga? Ki ōku whakaaro he whanonga, he tauwhitiwhiti ki te tangata me taku taiao. Ko te taha wairua, te wāhi matahuna tērā, e tiaki ana i ahau. Nā, e mōhio ana ahau i ia āhuatanga, ki te ū ahau ki te tikanga o te āhua o taku tauwhitiwhiti me te tangata, ka pēhea taku tauwhitiwhiti ki ōku pākeke, ka pēhea taku tauwhitiwhiti ki aku tamariki? Ka pēhea taku tauwhitiwhiti ina haere au ki tētahi marae? Me pēhea te āhua o aku whanonga mēnā e manaaki ana au i tētahi iwi i taku marae ki taku whare rānei? Me pēhea aku whanonga i te tangihanga? Me pēhea aku whanonga i te hākari? Ko tā te tikanga, he tohutohu mai ki ahau me pēhea. Ko tāna, he tiaki i ahau, taku mana me taku wairua, ā, ka tiaki i te mana me te wairua o ngā tāngata e tauwhitiwhiti nei ahau hoki.
Ka tuku mai ki ahau tētahi tikanga whakawā he aha te pono, he aha te tika, ā, i ngā mea ka homai i runga i te aroha. Engari ka whakarato hoki i te mahere mō te mahi pānui me te āhei ki te matapae he aha ngā mahi kei tua i ahau e tū ana i te horopaki ā-pāpori.
He aha te whakatinana ki te akomanga? Mēnā e kuhu atu ana tētahi kaupapa, kaupapa ako rānei, ki tētahi mokowā ao Māori, arā, ngā kōrero, ngā tikanga ako rānei, koinā te āheinga ki te whakauru ki te tikanga. Nē rā? Nō reira mēnā tātou kei roto i te Tari Kai me te Taioranga, he āheinga anō tērā ki te whakauru ki te tikanga i taua mokowā. Āe mārika. Mēnā tātou kei te mokowā mātauranga taiao, he āheinga anō tērā ki te whakauru atu ki te tikanga i taua mokowā. Ki te haere au ki te ao o Tāne, o Tangaroa rānei, he nui ngā tikanga ka taea e koe te whai haere e noho haumaru ai koutou ko ō tauira. Mēnā kei roto koe i te mokowā hangarau e mahi ana me te rākau, kei te mōhio koe, kei te hanga mea koe i roto i taua mokowā, otirā he nui ngā tikanga kei taua mokowā.
He huhua ngā take paoro nē, arā, mō te āhuatanga o te tikanga i a tātou e tauwhitiwhiti ana ki te tangata otirā e nui haere ake ana ngā wero hei whai whakaarotanga te mātauranga, te rangatiratanga o te mātauranga, te āhei ki te whai whakaaro ki te tino rangatiratanga o ngā raraunga, otirā e pā ana ki ngā taunakitanga, te rokiroki, mā wai e tiaki? Te whakaaro nui o te takitahi me te tōpūtanga hoki. Nā, i ahau e kohi taunakitanga ana mō tētahi tangata, i te mutunga iho, e kohikohi ana ahau i te whakapapa, o tētahi rōpū tangata. Nā, he aha te tikanga o tērā, arā, ngā huarahi e whakaute ai te whakawhiti whakaaro ki ngā hapori? He aha ō whakaaro?
He tika tāhau. He tikanga anō me whai atu tātou e pā ana ki ngā āhuatanga o te kohikohi rangahau. He tikanga anō mō te whakamahi i ngā rangahau kua kohikohitia Ko te pātai, nā wai, nā wai ngā kōrero? I ahu mai ngā kōrero i hea? Mā wai e tiaki?
[ Video Resource ]
- Title: Insights into kaupapa Māori: Whakapapa
- Description: This video explores Whakapapa.
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/772266235?h=db0f2eafe8
- Transcript: EnglishWhakapapa is extremely important in the Māori world. From genealogy
English
Whakapapa is extremely important in the Māori world. From genealogy, you know who you are and where you are from, where you originated from. You know your land you know your territory, your hapū. It begins with your pepeha, that is, your mountain, your river, and down to your hapū. Others mention your connections to your marae. It is a huge thing if you know your genealogy. Then you can make links to your relatives from each and every tribe. That is all I have to say.
Thank you. You are correct. Whakapapa is the beginning of all things. Everything begins with whakapapa, and we know that we whakapapa to Ngā atua. And whakapapa to me is a collection of stories and lives and experiences and important works and deeds and people that came before me. And that's all my whakapapa. I'm here now in the present but if you look behind my shoulder, you'll see all of my ancestors behind me, and all of their mahi and their deeds.
Yes, me too. It is about certainly... it gives you a place to stand. It gives you a right to be in a particular place and to be able to connect to, as you were saying, to people, to atua, to things, to historic moments in time. But it also comes with roles and responsibilities. You know? So I think whakapapa for me, when it puts you into a matrix of relationships with people and with place, it doesn't come free. Yeah? It comes with a real need to understand then - what are my roles and responsibilities in this place? Yeah? Having this as a korowai (cloak) of who I am and where I come from.
If we want to localise it, then what I would say is an example of whakapapa in kura is understanding your mana whenua, and learning about your mana whenua in your area. And so to understand where you are, and where your school is, you are under the korowai, you are under the protection and the mana of the people of the land in your area. So get to know them, learn about their stories, learn about their people, learn about their marae, learn about the whenua. Why is their awa called that? Why is the maunga called that? Why is the marae called that? What’s the whakapapa of my area? So that would be a way for any kura to be able to engage in any learning context, is to draw on the whakapapa of the place where you are, among a whole range of things.
But equally, you know, we've got a whakapapa of our way of understanding and classifying and engaging the world. We might start with Rangi and Papa, right? Papatūānuku, Ranginui, and all of the atua that came from that have a whakapapa. And what we’re trying to do is to create an understanding of who we are and where we've come from. Not only physically, physiologically, but conceptually as well.
And so it's really vital that we say to the children: Know who you are. Don't be shy or embarrassed. Don't be shy or embarrassed of, you know, my father's this, or my mother is that. People are treasures. You are a treasure. So every person is important. Every person is unique because they have a whakapapa.
Te Reo Māori
Ko te whakapapa te mea nui i roto i te ao Māori. Mai i te whakapapa ka mōhio koe ko wai koe, nō hea koe, i ahu mai koe i hea. Ka mōhio koe tō whenua ka mōhio koe tō takiwā, tō hapū. Ka tīmata mai tō pepeha arā tō maunga, tō awa, heke iho ki tō iwi. Ka hari ētahi ki tēnā marae, ki tēnā marae. He mea nui mehemea kei te mōhio koe tō whakapapa Ka taea e a koe te hono atu ki tēnā o ō whanaunga ki ērā o ō whanaunga mai i tēnā iwi ki tēnā iwi. Huri au, koirā tāku.
Tēnā koe. Tika tāu. Te tīmatanga o ngā mea katoa ko te whakapapa Ka tīmata ngā mea katoa i te whakapapa, me te mōhio anō e whakapapa ana tātou ki ngā atua nā, ko te whakapapa ki ahau he kohinga kōrero, oranga, wheako hoki me ngā mahi, ngā mahi nunui me nga tāngata nō mua i ahau. Koinā katoa taku whakapapa Kei konei ahau ināianei, Engari ki te titiro koe ki tua o taku pakihiwi, ka kite koe i ōku tīpuna katoa, kei muri i ahau, me ā rātou mahi nunui.
Āe, me au hoki, he tūmomo pūmautanga - e whai tūranga ai koe. Ka whai mana koe ki te tū i tētahi wāhi me te tūhono atu ki taua wāhi, pērā i āu kōrero i mua, te hononga ki te tangata, ki ngā atua, ki ngā āhuatanga mīharo o mua. Engari tērā anō ōna here, ōna haepapatanga. Nē rā? Nā, ko te whakapapa ki ahau, ka whakanoho i a koe ki roto i tētahi mahere o ngā hononga ki te tangata, ki te wāhi, otirā ehara i te mea kāore he utu. Nē rā? Me tino mārama koe he aha aku mahi me ngā haepapatanga i tēnei wāhi? Nē rā? Kia noho tēnei hei korowai mōku, ko wai ahau, ā, i ahu mai au i whea. Ki te hiahia kia whakahāngaitia tēnei, nā ko taku tauira pea o te whakapapa i roto i te kura, ko te mārama ki tō mana whenua, te ako i ngā kōrero mō tō mana whenua i tō rohe. Kia mārama koe ko wai koe, kei hea tō kura, kei raro koe i te korowai, i te kākahu whakamaru me te mana o te iwi o te whenua i tō rohe. Me mōhio koe ki a rātou, me ako i ā rātou kōrero, me ako ko wai ō rātou tāngata, me ako i ngā kōrero mō ngā marae, me te whenua. He aha i whakaingoatia ai tō rātou awa ki taua ingoa? He aha i whakaingoatia ai tō rātou maunga ki taua ingoa? He aha i whakaingoatia ai tō rātou marae ki taua ingoa? He aha te whakapapa o taku rohe? Nā, he huarahi tērā e tauwhitiwhiti ai tētahi kura i ngā horopaki ako katoa, arā, te nanao atu ki te whakapapa o te wāhi e noho nā koe, tae atu ki ētahi atu āhuatanga whānui.
Tāpiri ki tērā, he whakapapa tā mātou o te huarahi e mārama ai mātou, e whakarōpū ai mātou, e whakauru ai mātou ki te ao. Ka tīmata pea ki a Rangi rāua ko Papa, nē? He whakapapa tō Papatūānuku, tō Ranginui, tō ngā atua katoa i ahu mai ai i a rāua, ā, ko tā mātou e whakamātau nei, ko te whakapiki i te māramatanga ko wai mātou, ā, i ahu mai mātou i hea. Kaua ko te taha tinana me te taha hinengaro anake, engari te taha ariā hoki.
Nō reira he tino waiwai te kī atu ki ngā tamariki, Me mōhio ko wai koe, kaua e whakamā. Kaua e whakamā ki te kī, anei taku pāpā, anei taku māmā. He taonga, he taonga te tangata, he taonga koe. Otirā he hira ngā tāngata katoa. He ahurei ia tangata i te mea he whakapapa tōna.
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.