[ File Resource ]
- Title: Draft for Pilot 2023
- Description: PESS Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/PESS%20Learning%20Matrix_1.pdf?VersionId=P5ho8zW4r5XD52ngxCHAk5GCyje9_Mj.
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- Draft for Pilot 2023.pdf
- Description: PESS Learning Matrix
What is Physics Earth and Space Science about?
[ Video Resource ]
- Title: Physics Earth and Space Science
- Description: Physics Earth and Space Science Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571924177
- Transcript: In conversation with David Housden Mere Manning Mairi Borthwick Transcript below: It's definitely more student-centered
In conversation with
David Housden
Mere Manning
Mairi Borthwick
Transcript below:
It's definitely more student-centered, isn't it. Trying to make sure that students are at the heart of it. They can see themselves in the narrative, hopefully. That's what will change the students. When the new Standards are presented to them, they'll look at it and go, oh, I see myself in there. So they'll grab that and run with it.
I think, from a teacher's perspective, it'll be much less prescriptive. That's a challenge for teachers, to be able to actually facilitate. So they are going to be much more facilitators than they are now. Less focus on specific content anyway. More focus around the process of learning, and the processes around physics and earth and space science.
We want them to become more critical thinkers and not just regurgitate knowledge. Basically, this is what this will hopefully enable the teachers to do. To widen the students' thinking a lot more. Maybe that will grow as their capacity grows. And I think the teacher's capacity. Because that's quite different for teachers from what we've perhaps done. Yeah, I think that's quite scary for teachers. I'm not... Maybe scary is too strong a word, but I think that that passing more control over to the ākonga is a really good thing, but also scary at the same time. The students' voice will be heard more, so they'll realise that they'll be listened to more. Or they'll feel valued in what they're presenting, because it's through their own lens.
What are the really most important things in our subjects? What are those really big ideas, what that significant learning really deeply is? Holding on to that and saying: We like doing these other things, but are they absolutely essential? I ask myself now whenever I do something, where is the student learner in this? That's what's made me stop and think about it at school now, when I go back, when I design something or I'm going to put something forward that I want the kids to sort of unpack, I go "where is the student learning in this"? I look at the makeup of the different cultures in my classroom, and say, am I allowing this authenticity to grow here.
When you look at mana ōrite mō te mātauranga Māori, you're constantly saying where's the mana ōrite here? Have we have we given it equal status in what we're writing? That's really good, because it helps to colour your lens, while you're thinking about it. It's really given us that type of whakaaro, when we start writing things. We're constantly going, okay, where are our Māori learners in this now?
Yeah, I think, at the moment it's not fair, but it's somewhat trepidation. Also, people wanting to do it right and that support is absolutely essential to enable people to feel comfortable. That when people make mistakes that there's a way of being able to be accepted for that mistake. And learning from that mistake, like we would do with our ākonga.
I think for me, one of the most exciting parts is the actual whole process of going through. Because it's an iterative process and so you think you've got somewhere, and then you find, no, you've got to make those changes. There's that constant... the discussion, the high level discussion that is going on. You're really delving deep into what you're trying to get at. That's really exciting. And the other exciting thing is other people challenge your thinking while you're in there. They make you stop and think, oh, yeah, that's actually quite correct, I didn't look at it that way. Then it makes you keep unpacking your thinking even more and more.
That's really good learning. I just have learned so much. In the end we present something as a word document, or some sort of web page. It never can do justice to what all the thinking and how we've gone through that process. So I find that part particularly challenging. One of the key things is actually give it a go and don't be scared of giving it a go. David you said, you know about you're going to make mistakes, but you learn from your mistakes. Take it one step at a time, just take one idea and run with it. Then come back and think, okay, I'll run with this next idea. Don't feel you've got to solve the whole puzzle at once. You're just putting one piece of the puzzle in place. The idea is that the rest of the school around you is going to help you build that puzzle. You're not the only one creating, putting the pieces there. It's about teamwork, it's about collaboration. Really encourage them to get together. Whether it's within departments or across schools and subject associations. That you're having those important discussions, really clarifying, and sorting your own thinking out.
Subject-specific terms can be found in the glossary.
This consolidated 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 ways of working in science; in particular, physics, and Earth and space science.
Physics is a discipline of science which aims to explain the nature and properties of matter and energy. Through investigating the physical world strand, ākonga will describe, explain, and predict physical phenomena using models, laws, and theories of physics. Concepts such as motion, force, and energy will be used to create an understanding of the physical world, its systems, and its processes.
Earth and Space Science explores the dynamic and interconnected systems of planet Earth, and space. Through the planet Earth and beyond strand, ākonga will learn about Earth, its systems and subsystems, and its interaction with the sun and the moon in the Solar System.
This subject places emphasis on the physical world of Aotearoa New Zealand and the Pacific, including different knowledge systems that contribute to responsible decision making in our natural environment. Ākonga will learn that human actions can impact Earth and space systems, and that these systems are central to our health and wellbeing.
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 over 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 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 ways of working in science; in particular, physics, and Earth and space science.
Physics is a discipline of science which aims to explain the nature and properties of matter and energy. Through investigating the physical world strand, ākonga will describe, explain, and predict physical phenomena using models, laws, and theories of physics. Concepts such as motion, force, and energy will be used to create an understanding of the physical world, its systems, and its processes.
Earth and Space Science explores the dynamic and interconnected systems of planet Earth, and space. Through the planet Earth and beyond strand, ākonga will learn about Earth, its systems and subsystems, and its interaction with the sun and the moon in the Solar System.
This subject places emphasis on the physical world of Aotearoa New Zealand and the Pacific, including different knowledge systems that contribute to responsible decision making in our natural environment. Ākonga will learn that human actions can impact Earth and space systems, and that these systems are central to our health and wellbeing.
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 over 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 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 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 Physics Earth and Space Science. The nature of this subject as a discipline means aspects of Significant Learning often relate to more than one Big Idea, and vice versa.
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 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 Physics Earth and Space Science. The nature of this subject as a discipline means aspects of Significant Learning often relate to more than one Big Idea, and vice versa.
Big Idea Body:
Interactions in our solar system are observable and interconnected. The interaction of the sun, moon, and earth produce the tides, day and night, lunar cycles, eclipses and the seasons. Latitude and the earth’s rotation contribute to heat distribution by the atmosphere and hydrosphere, affecting climate and the circulation of matter and energy on Earth.
Understanding these interactions supports an understanding of our place in the solar system and beyond. Different knowledge systems bring different perspectives to the relationships between the earth and space systems. Maramataka draws on knowledge and understanding of Earth and space systems to inform planting and gathering food in Aotearoa New Zealand.
Earth and space systems are dynamic and interact with each other
Interactions in our solar system are observable and interconnected. The interaction of the sun, moon, and earth produce the tides, day and night, lunar cycles, eclipses and the seasons. Latitude and the earth’s rotation contribute to heat distribution by the atmosphere and hydrosphere, affecting climate and the circulation of matter and energy on Earth.
Understanding these interactions supports an understanding of our place in the solar system and beyond. Different knowledge systems bring different perspectives to the relationships between the earth and space systems. Maramataka draws on knowledge and understanding of Earth and space systems 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 and investigations. Patterns of the physical world can be explored and understood using models and representations. Graphs, trends, and simulations allow physics and Earth space scientists to make predictions and look for explanations.
There are different inquiry processes associated with different knowledge systems. Each knowledge system has its own language, symbols, and processes to investigate and communicate ideas.
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 and investigations. Patterns of the physical world can be explored and understood using models and representations. Graphs, trends, and simulations allow physics and Earth space scientists to make predictions and look for explanations.
There are different inquiry processes associated with different knowledge systems. Each knowledge system has its own language, symbols, and processes to investigate and communicate ideas.
Big Idea Body:
Earth’s systems are dynamic and interwoven. The boundaries between one system and another are often arbitrary, and changes in one part can affect other parts in different ways.
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 cause by human activity.
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 one system and another are often arbitrary, and changes in one part can affect other parts in different ways.
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 cause by human activity.
Big Idea Body:
A physical phenomenon is a natural event that has measurable physical attributes. Scientists investigate these phenomena by looking for patterns and relationships in their measurements. Motion, force, and energy have been explored in this way and have rules and conventions that are used to explain them and make predictions.
Understanding these physics principles and conventions allows ākonga to ka mua, ka muri, walk backwards into the future, building on the knowledge of the past.
Physical phenomena can be explained through physics principles and communicated using physics conventions
A physical phenomenon is a natural event that has measurable physical attributes. Scientists investigate these phenomena by looking for patterns and relationships in their measurements. Motion, force, and energy have been explored in this way and have rules and conventions that are used to explain them and make predictions.
Understanding these physics principles and conventions allows ākonga to ka mua, ka muri, walk backwards into the future, building on the knowledge of the past.
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
Ākonga 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
Ākonga 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 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
Ākonga 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
Ākonga 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
Ākonga of Physics Earth and Space Science will:
- understand the implications of decisions in relation to concepts such as conservation of energy and adjust their own positions and that of others
- apply understanding of concepts to real world examples
- critique the reliability and validity of evidence used in communication about science
- use data to reach conclusions that can influence others about particular advances, 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
Ākonga 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
Ākonga 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 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
Ākonga 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
Ākonga 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
Ākonga of Physics Earth and Space Science will:
- understand the implications of decisions in relation to concepts such as conservation of energy and adjust their own positions and that of others
- apply understanding of concepts to real world examples
- critique the reliability and validity of evidence used in communication about science
- use data to reach conclusions that can influence others about particular advances, 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, and the other sciences.
Ākonga would benefit by being given opportunities to develop further understanding of Physics, Earth, and Space Science by engaging in complementary subjects:
Mathematics – Mathematics and Statistics
Science – Agriculture and Horticultural Science, Biology, Chemistry
Technology – Digital Technologies, Engineering, Processing Technologies
Social Sciences – Environment and Societies, Geography.
Physics, Earth, and Space Science is interdisciplinary with direct links to Mathematics, Technology, Social Sciences, and the other sciences.
Ākonga would benefit by being given opportunities to develop further understanding of Physics, Earth, and Space Science by engaging in complementary subjects:
Mathematics – Mathematics and Statistics
Science – Agriculture and Horticultural Science, Biology, Chemistry
Technology – Digital Technologies, Engineering, Processing Technologies
Social Sciences – Environment and Societies, Geography.
Learning Pathway
Engaging in Physics Earth and Space Science will help ākonga to engage with different career options and pathways, and further study.
Technical skill learning around inquiry approaches, including interpreting evidence, and creating models and representations of physical phenomena will support ākonga in a range of pathways related to engineering, environmental management, scientific development, technology, or data analysis. Understanding of how to adhere to tikanga and kawa in inquiry practices will also support ākonga to engage meaningfully in their community.
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. Understanding of how to adhere to tikanga and kawa in inquiry practices will also support ākonga to engage meaningfully in their community.
The ability to interpret and communicate information about complex issues will help ākonga to make informed, responsible decisions related to themselves, their communities, and the world. Aside from everyday life, this will also set up ākonga to pursue pathways in community development, business management and policy making. Understanding of how Earth’s systems interact and how human actions impact Earth and space systems provides a strong foundation for pathways relating to sustainability and ecosystems.
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Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long Physics Earth and Space Science course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long Physics Earth and Space Science course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
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.
Assessment against this Standard could include, but is not restricted to:
- a written report (for example: reports, blogs) of approximately 750-800 words
- poster (physical (A3 or larger) or digital; talk-overs and/or extra materials may be used where necessary)
- oral presentation (for example: podcasts, speech, radio, cell phone recordings or performance) of approximately 3-4 minutes
- videos or vlogs of approximately 3-4 minutes
- multimedia presentation (for example: PowerPoint, Google Slides), approximately 8-10 slides and 3 bullet points per slide plus comments
Information to inform evidence towards this Standard may be collected from field trips, observations, library research, internet searches, interviews, speakers, and/or investigations.
A common context is permissible. Data collection and research may be completed in small groups but students must complete the presentation individually.
The assessor can determine the time taken for the assessment as this is dependent on the context being used.
Appropriate technology such as digital devices (for example, the use of cell phones as audio recorders or video recorders) may be used.
Students must complete presentation of their learning individually. Where students have worked in groups, they will need to be able to show their individual contribution to the group activity.
Supporting evidence must be handed in if appropriate to the form of presentation to ensure validity.
Authenticity could be determined by appropriate methods such as reference lists, audio recordings (of interviews), or teacher observation of the collection of appropriate data.
Assessment against this Standard could include, but is not restricted to:
- a written report (for example: reports, blogs) of approximately 750-800 words
- well-annotated diagrams that link to contexts; (talk-overs and/or extra materials may be used where necessary)
- poster (physical (A3 or larger) or digital; talk-overs and/or extra materials may be used where necessary)
- slideshows (approximately 8-10 slides and 3 bullet points per slide plus comments)
- oral presentations (for example: podcasts, speech, radio, cell phone recordings or performance) of approximately 3-4 minutes
- videos or vlogs of approximately 3-4 minutes
Students must complete presentation of their learning individually. Where students have worked in groups, they will need to be able to show their individual contribution to the group activity.
Collection of evidence can occur over a number of weeks during teaching and learning. Ākonga can be given 4-6 hours to prepare their final presentation of learning.
Appropriate technology such as the use of digital devices (for example, the use of cell phones as audio recorders or video recorders, use of appropriate digital graphing tools, etc) may be used.
Supporting evidence must be handed in if appropriate to the form of presentation to ensure validity.
Authenticity will also need to be determined by appropriate methods such as audio recordings or teacher summaries of talk-overs, interviews, or accompanying explanations.