[ File Resource ]
- Title: For Implementation
- Description: Science Learning Matrix
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- For Implementation.pdf
- Description: Science Learning Matrix
Past Matrices:
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- Title: Draft for Pilot 2023
- Description: Science Learning Matrix
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- Draft for Pilot 2023.pdf
- Description: Science Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Science Learning Matrix
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- Draft for Pilot 2022.pdf
- Description: Science Learning Matrix
[ File Resource ]
- Title: For Implementation
- Description: Science Learning Matrix
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- File Size: 219KB
- For Implementation.pdf
- Description: Science Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Science Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-10/SC%20Learning%20Matrix.pdf?VersionId=Vrmb.jD9cJtc6GG0c98zqq92xlcsvZ2t
- File Extension: pdf
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- Draft for Pilot 2023.pdf
- Description: Science Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Science Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/SC%20Learning%20Matrix_0.pdf?VersionId=SNyDNLFusFjIx2JsomP85V8_2aK.0H7O
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- Draft for Pilot 2022.pdf
- Description: Science Learning Matrix
What is Science about?
[ Video Resource ]
- Title: Science
- Description: 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/571925804
- Transcript: In conversation with Sabina Cleary Andrea Tritton Faye Booker Transcript below: I think
In conversation with
Sabina Cleary
Andrea Tritton
Faye Booker
Transcript below:
I think, the learning is going to drive what's happening in the classrooms a lot more. And the assessment should fall out more naturally than it has in the past. Whereas in the past, a lot of the driving has been by the assessment. I think, there's an opportunity for schools to be able to personalise and differentiate the place that they're designing their teaching, and connect with their students. Four bigger Standards gives bigger, wider scope to bring in things that are relevant, and have a really rich programme, and have the assessment, drop out from that. Rather than lots of smaller Standards directed specifically to that outcome. Here's a nice big, rich, broad programme. The various assessments can fall out of that programme.
I think it's important to start and engage with the change package, and why the changes are there. What New Zealanders, students, whānau, parents, community were saying, and why we've got these changes. I think, that feedback that went into the change package was that a lot of the assessment in particular is not working for a lot of students around the country at the moment. It's important to keep that in mind, that there are reasons behind these changes as we move forward.
To try, especially with mana ōrite, allowing Māori students to see themselves in science. Having an understanding of science to make decisions about your everyday life for you and your family, your whānau.
Having a really rich diverse scientific community for the country is really important. These changes around the equity, and who we're seeing taking senior sciences, are hopefully going to make a real difference in that regard.
I guess the learning matrix is a way of helping teachers design, what their whole programme is going to look like over the course of a year, or maybe a semester. To think about how both content knowledge, as well as the nature of science Standards, that are sort of underpinning things, can be interwoven. We have a crowded curriculum at the moment for science. I think, the learning matrix helps reduce some of that crowding. The learning matrix identifies the significant things that shouldn't be left to chance for students to understand, and grapple with, and learn to use. It was challenging.
Huge responsibility to be part of that SEG and know that whatever you come up with is going to make a difference for hopefully every learner in the country. It was a privilege too, to be involved in that process. Especially with the shift towards including mātauranga Māori. For those those of us, who don't come from that background, we realise that we're privileged to be stepping into that space. Really wanting to take on board advice and information from people who do have that knowledge. But also wanting to make sure that we're not using fear as a way of not moving forward. Because we have to shift forward. We have to make these changes.
Our wide range of backgrounds and experiences was really good. We challenged each other on things, and made sure we were in the right space. Bringing ourselves back to that change package, and why are we making these changes to the Standard? It's really good to be there and safely challenge each other around that. With the intent of the best outcome we can for students.
I think teachers should take risks. Be open to taking some risks, and trying things, and reflecting on it, making changes. Involve the students and community, and other teachers, and collaborate with this. Know that you're not going to get it right first time, and everybody's learning. It's remembering too that there's so much amazing stuff going on in the country already, and that teachers shouldn't feel like everything needs to be thrown out. That there's already a lot of people that have shifted their practice far already. There's ways of applying a different lens to how they're teaching. To bring all those amazing experiences and ways of designing a learning programme, and fitting that into where the changes are heading.
I've already noticed a shift in the conversations that are in the various teaching network. I encourage people to keep reaching out to people from different backgrounds and experiences. Because I think that's where some of that richness is. It's very easy when you're in a school to just get stuck in your own bubble. The more you can reach out and connect across different schools, even different regions, that will give you some really rich resource to try things out with your students.
Subject-specific terms can be found in the glossary.
Science involves generating and testing ideas and gathering evidence to understand, explain, and develop knowledge about the natural world. Scientists do this by making observations, carrying out investigations and modelling, and by communicating and debating with others.
Scientific thinking does not belong to one culture. It is a global collection of understandings that have come from logical, systematic work, and from creative insight built on a foundation of respect for evidence.
Scientific progress comes from questioning knowledge and how it is applied, so that new evidence and different perspectives can contribute to the global understanding of our natural world.
In Aotearoa New Zealand, Science uses the nature of science strand from The New Zealand Curriculum to teach ākonga what science is, and how scientists work. Ākonga will develop their scientific literacy, and their understanding of mātauranga Māori as a body of knowledge that both supports and challenges scientific thinking.
Science learning is theoretical and practical. It has diverse areas of specialisation with internationally recognised symbols, languaging, and conventions. Through developing science literacies and inquiry methods, and understanding different knowledge systems and perspectives, ākonga will be further empowered to make decisions, and take action in an ever-changing local and global landscape.
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.
Science involves generating and testing ideas and gathering evidence to understand, explain, and develop knowledge about the natural world. Scientists do this by making observations, carrying out investigations and modelling, and by communicating and debating with others.
Scientific thinking does not belong to one culture. It is a global collection of understandings that have come from logical, systematic work, and from creative insight built on a foundation of respect for evidence.
Scientific progress comes from questioning knowledge and how it is applied, so that new evidence and different perspectives can contribute to the global understanding of our natural world.
In Aotearoa New Zealand, Science uses the nature of science strand from The New Zealand Curriculum to teach ākonga what science is, and how scientists work. Ākonga will develop their scientific literacy, and their understanding of mātauranga Māori as a body of knowledge that both supports and challenges scientific thinking.
Science learning is theoretical and practical. It has diverse areas of specialisation with internationally recognised symbols, languaging, and conventions. Through developing science literacies and inquiry methods, and understanding different knowledge systems and perspectives, ākonga will be further empowered to make decisions, and take action in an ever-changing local and global landscape.
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 the connection between the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Science Big Idea.
The Science Learning Area, including its whakataukī, informs this subject's Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Science. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
The Science Learning Area has four distinct subjects at NCEA Level 1. These are: Science; Chemistry and Biology; Physics, Earth and Space Science; and Agricultural and Horticultural Science.
These subjects are distinct but also interconnected. Ākonga who explore more than one of these subjects will find connecting themes in the Significant Learning and the nature of science, but the Achievement Standards for these subjects assess different competencies.
This section outlines the meaning of, and the connection between the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Science Big Idea.
The Science Learning Area, including its whakataukī, informs this subject's Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Science. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
The Science Learning Area has four distinct subjects at NCEA Level 1. These are: Science; Chemistry and Biology; Physics, Earth and Space Science; and Agricultural and Horticultural Science.
These subjects are distinct but also interconnected. Ākonga who explore more than one of these subjects will find connecting themes in the Significant Learning and the nature of science, but the Achievement Standards for these subjects assess different competencies.
Big Idea Body:
Science is a body of knowledge. It has rules and it is held accountable to those rules. Evidence must be collected in a way that is repeatable and known theories can be challenged by new evidence, or new understanding. This means that scientists take part in peer review to discuss evidence, theories, and conclusions. Scientists work hard to identify bias in their work and in the work of others.
Scientists also draw on other bodies of knowledge to gain understanding through different ways of looking at the world. People working in science in Aotearoa New Zealand learn from and build on knowledge that has been generated by those who came before them, especially from mātauranga Māori and Pacific knowledges.
Ākonga can appreciate how science operates and can use appropriate tools in their own science practice by understanding how science knowledge has developed and changed over time. Ākonga will also know that wānanga and talanoa can be used to discuss existing science knowledge, allowing new knowledge to emerge.
Science knowledge is contested and refined over time
Science is a body of knowledge. It has rules and it is held accountable to those rules. Evidence must be collected in a way that is repeatable and known theories can be challenged by new evidence, or new understanding. This means that scientists take part in peer review to discuss evidence, theories, and conclusions. Scientists work hard to identify bias in their work and in the work of others.
Scientists also draw on other bodies of knowledge to gain understanding through different ways of looking at the world. People working in science in Aotearoa New Zealand learn from and build on knowledge that has been generated by those who came before them, especially from mātauranga Māori and Pacific knowledges.
Ākonga can appreciate how science operates and can use appropriate tools in their own science practice by understanding how science knowledge has developed and changed over time. Ākonga will also know that wānanga and talanoa can be used to discuss existing science knowledge, allowing new knowledge to emerge.
Big Idea Body:
Inquiries answer questions. They can be used to generate or evaluate information. There are different inquiry approaches that involve making observations, investigating, gathering evidence, and collecting and interpreting data. Different inquiry approaches are appropriate for answering different questions.
Careful observations of the natural world contribute to the recorded practice, protocols, and kōrero tuku iho of mātauranga Māori. These observations have led to robust understanding of natural phenomena and are a type of inquiry approach.
Another type of inquiry approach is a scientific investigation. These investigations follow a set of rules and there are different types for different fields of science.
Exploring through research and modelling are inquiry approaches that can be used when an investigation or an observation is not practical.
When ākonga carry out inquiries themselves, they learn to think critically about information, data, and claims from the investigations of others. A lifelong learner can collect, investigate, and evaluate data to enhance their participation in society.
Science uses different inquiry approaches to develop understanding
Inquiries answer questions. They can be used to generate or evaluate information. There are different inquiry approaches that involve making observations, investigating, gathering evidence, and collecting and interpreting data. Different inquiry approaches are appropriate for answering different questions.
Careful observations of the natural world contribute to the recorded practice, protocols, and kōrero tuku iho of mātauranga Māori. These observations have led to robust understanding of natural phenomena and are a type of inquiry approach.
Another type of inquiry approach is a scientific investigation. These investigations follow a set of rules and there are different types for different fields of science.
Exploring through research and modelling are inquiry approaches that can be used when an investigation or an observation is not practical.
When ākonga carry out inquiries themselves, they learn to think critically about information, data, and claims from the investigations of others. A lifelong learner can collect, investigate, and evaluate data to enhance their participation in society.
Big Idea Body:
Ākonga have access to a huge volume of information from the internet and other sources. This information can be presented in different modes such as infographics, diagrams, tables, cartoons, animations, and anecdotes. It is important to recognise valid evidence and to distinguish science from disinformation. Ākonga need to understand how science is communicated and miscommunicated.
Science texts use subject-specific vocabulary and science specific strategies to communicate information. Articles, reports, graphs, and data sets are also used to communicate in science. Ākonga will need to communicate their own findings and understandings in different styles for different audiences during their lives. Clear, well-reasoned, concise arguments based on solid evidence are a cornerstone of science practice.
In Science, ākonga will also build their verbal literacy through talking, debating, explaining, and listening in wānanga and talanoa. Engaging with different ideas is part of the process for developing and communicating science knowledge.
Science uses subject-specific literacy to communicate knowledge
Ākonga have access to a huge volume of information from the internet and other sources. This information can be presented in different modes such as infographics, diagrams, tables, cartoons, animations, and anecdotes. It is important to recognise valid evidence and to distinguish science from disinformation. Ākonga need to understand how science is communicated and miscommunicated.
Science texts use subject-specific vocabulary and science specific strategies to communicate information. Articles, reports, graphs, and data sets are also used to communicate in science. Ākonga will need to communicate their own findings and understandings in different styles for different audiences during their lives. Clear, well-reasoned, concise arguments based on solid evidence are a cornerstone of science practice.
In Science, ākonga will also build their verbal literacy through talking, debating, explaining, and listening in wānanga and talanoa. Engaging with different ideas is part of the process for developing and communicating science knowledge.
Big Idea Body:
Ākonga are empowered when they can take action in their own world. In Science, ākonga learn to explore different perspectives, develop and express their own reasoned opinions, and make decisions. They will question the decisions of others, and discuss tiakitanga as it relates to responsible decisions and actions. Ākonga will explore their understanding of kuleana and vā as they learn about the importance of looking at different perspectives when making decisions.
Ākonga will look at real world issues (including problems, needs, and opportunities) at a personal, community, or global level. They will bring their own worldview, experiences, and knowledge while also building their critical inquiry skills.
Ākonga will learn about the complexity of decision making through real world examples. They will also learn that mātauranga Māori and science knowledge are used for responsible decision making and action. One of the ways that ākonga will do this is through developing their understanding of tiakitanga contributing to responsible science practice.
Science-based information can be used in decision making and action
Ākonga are empowered when they can take action in their own world. In Science, ākonga learn to explore different perspectives, develop and express their own reasoned opinions, and make decisions. They will question the decisions of others, and discuss tiakitanga as it relates to responsible decisions and actions. Ākonga will explore their understanding of kuleana and vā as they learn about the importance of looking at different perspectives when making decisions.
Ākonga will look at real world issues (including problems, needs, and opportunities) at a personal, community, or global level. They will bring their own worldview, experiences, and knowledge while also building their critical inquiry skills.
Ākonga will learn about the complexity of decision making through real world examples. They will also learn that mātauranga Māori and science knowledge are used for responsible decision making and action. One of the ways that ākonga will do this is through developing their understanding of tiakitanga contributing to responsible science practice.
Key Competencies in Science
Developing Key Competencies through Science
Learning in 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. Students will engage with critical thinking and analysis, explore different perspectives on scientific issues, and develop their understanding of the role of science in society.
Thinking
Students of Science will:
- understand that there is no one scientific method
- develop a greater understanding of the nature of science
- recognise how science and mātauranga Māori can help solve world problems
- recognise that mātauranga Māori and Pacific knowledges use robust, evidence-based understandings of the natural world
- understand how models and theories have developed through time and are influenced by culture and politics
- grasp increasingly complex science concepts and apply them to an ever-growing range of contexts
- understand that science knowledge is developed through investigation
- select, plan, and carry out a range of appropriate investigations (including evaluating method and data)
- analyse information in its various forms and know how to check the sources of information
- identify the assumptions that underlie claims made by journalists, scientists, and themselves, and to check these against the evidence
- learn to distinguish science from disinformation.
Using language, symbols, and texts
Students of Science will:
- develop knowledge of the vocabulary, numeric and symbolic systems, and conventions of science such as graphs, significant figures, formulae, units, and diagrams
- use appropriate ways to communicate their own science ideas and understanding of evidence.
Relating to others
Students of Science will:
- learn to define the problem or issue to be investigated and establish what knowledge they already bring and what new knowledge they may need to gain
- learn how to determine the different perspectives that people apply to their views of a science issue
- use scientific understandings to make decisions and respond in social and cultural contexts.
Managing self
Students of Science will:
- engage in scientific conversations about their science experiences, the quality of their evidence and the evidence of others
- be open-minded and able to distinguish between their own and others' positions and findings.
Participating and contributing
Students of Science will:
- use science-based conclusions to generate and evaluate a range of possible responses (including consideration of cultural, social, environmental, ethical, economic, and political implications)
- understand that science is a collaborative activity and practice mahi tahi, wānanga, and talanoa in their own science activities
- engage in wānanga or talanoa with peers to understand a body of knowledge and the ideas of others
- where appropriate, debate evidence and justify points of view using a scientific perspective.
Key Competencies
This section of New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through Science
Learning in 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. Students will engage with critical thinking and analysis, explore different perspectives on scientific issues, and develop their understanding of the role of science in society.
Thinking
Students of Science will:
- understand that there is no one scientific method
- develop a greater understanding of the nature of science
- recognise how science and mātauranga Māori can help solve world problems
- recognise that mātauranga Māori and Pacific knowledges use robust, evidence-based understandings of the natural world
- understand how models and theories have developed through time and are influenced by culture and politics
- grasp increasingly complex science concepts and apply them to an ever-growing range of contexts
- understand that science knowledge is developed through investigation
- select, plan, and carry out a range of appropriate investigations (including evaluating method and data)
- analyse information in its various forms and know how to check the sources of information
- identify the assumptions that underlie claims made by journalists, scientists, and themselves, and to check these against the evidence
- learn to distinguish science from disinformation.
Using language, symbols, and texts
Students of Science will:
- develop knowledge of the vocabulary, numeric and symbolic systems, and conventions of science such as graphs, significant figures, formulae, units, and diagrams
- use appropriate ways to communicate their own science ideas and understanding of evidence.
Relating to others
Students of Science will:
- learn to define the problem or issue to be investigated and establish what knowledge they already bring and what new knowledge they may need to gain
- learn how to determine the different perspectives that people apply to their views of a science issue
- use scientific understandings to make decisions and respond in social and cultural contexts.
Managing self
Students of Science will:
- engage in scientific conversations about their science experiences, the quality of their evidence and the evidence of others
- be open-minded and able to distinguish between their own and others' positions and findings.
Participating and contributing
Students of Science will:
- use science-based conclusions to generate and evaluate a range of possible responses (including consideration of cultural, social, environmental, ethical, economic, and political implications)
- understand that science is a collaborative activity and practice mahi tahi, wānanga, and talanoa in their own science activities
- engage in wānanga or talanoa with peers to understand a body of knowledge and the ideas of others
- where appropriate, debate evidence and justify points of view using a scientific perspective.
Key Competencies
This section of New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Science uses transferable, interdisciplinary skills that connect with other subjects, particularly those that use critical thinking, systems thinking, analysis, and research.
Some examples of links to other subjects are:
Mathematics and Statistics
- All sciences use Statistics conventions for collecting and analysing data, and Mathematics conventions for recognising and interpreting patterns.
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
- 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 sound waves. Musical instruments create sound waves and musical performance includes the use of acoustics, amplification, and resonance.
Health and Physical Education
- Health and Physical Education shares understandings with Science about how the human body works and behaves.
Science uses transferable, interdisciplinary skills that connect with other subjects, particularly those that use critical thinking, systems thinking, analysis, and research.
Some examples of links to other subjects are:
Mathematics and Statistics
- All sciences use Statistics conventions for collecting and analysing data, and Mathematics conventions for recognising and interpreting patterns.
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
- 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 sound waves. Musical instruments create sound waves and musical performance includes the use of acoustics, amplification, and resonance.
Health and Physical Education
- Health and Physical Education shares understandings with Science about how the human body works and behaves.
Learning Pathway
Science offers ākonga a platform for gaining and applying skills across a wide range of potential pathways. Science thinking is logical and creative, subject-specific and transferable. Through Science, ākonga will learn skills in critical thinking, communication, collaboration, analysis, research, inquiry, peer review, and systems thinking.
Learning in Science may lead ākonga to a career in research and development, medicine, dentistry, food and nutrition, psychology, engineering, education, agriculture, biosecurity, forestry, conservation, resource management, architecture, or politics.
There are many pathways for furthering science studies at tertiary level. Ākonga may wish to study a general science course, or specialise in areas such as neuroscience, zoology, medical laboratory science, forensic pathology, physiotherapy, veterinary science, electrical engineering, or aeronautics.
More broadly, science skills are used in career pathways such as hairdressing, dairy farming, production management, pest control, or the armed forces.
Science fosters the ability to interpret and communicate information about complex issues. This will help ākonga to make informed, responsible decisions related to themselves, their communities, and the world. Science also encourages looking at the world from multiple perspectives and seeking out evidence to support conclusions. These skills are valuable in every career pathway.
Science offers ākonga a platform for gaining and applying skills across a wide range of potential pathways. Science thinking is logical and creative, subject-specific and transferable. Through Science, ākonga will learn skills in critical thinking, communication, collaboration, analysis, research, inquiry, peer review, and systems thinking.
Learning in Science may lead ākonga to a career in research and development, medicine, dentistry, food and nutrition, psychology, engineering, education, agriculture, biosecurity, forestry, conservation, resource management, architecture, or politics.
There are many pathways for furthering science studies at tertiary level. Ākonga may wish to study a general science course, or specialise in areas such as neuroscience, zoology, medical laboratory science, forensic pathology, physiotherapy, veterinary science, electrical engineering, or aeronautics.
More broadly, science skills are used in career pathways such as hairdressing, dairy farming, production management, pest control, or the armed forces.
Science fosters the ability to interpret and communicate information about complex issues. This will help ākonga to make informed, responsible decisions related to themselves, their communities, and the world. Science also encourages looking at the world from multiple perspectives and seeking out evidence to support conclusions. These skills are valuable in every career pathway.
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Introduction to Sample Course Outlines
Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. Examples of how a year-long 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 Science course could be constructed using the new Learning Matrix and Achievement Standards are provided here. They are indicative only and do not mandate any particular context or approach.
Assessment Matrix
Conditions of Assessment for internally assessed standards
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
Assessors should ensure student evidence at any achievement level includes understanding of tiakitanga in the context of responsible science practice in the local issue.
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 Standard.
- giving guidance to students about the choice of contexts or issues to enable students to engage fully with all aspects of the assessment.
- 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 the 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.
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 Standard.
- giving direction by providing a purpose and skeletal method for the investigations and context.
- 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 the 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 must be actively involved in any group component to this assessment and will need to identify their contribution.
During the investigations students may wānanga, talanoa, consult with others, discuss with classmates, or consult a wider body of knowledge as they collect overarching findings.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.