Delivering the Middle Years Programme curriculum framework: Sciences. Jakarta, August 29-31, 2014 Workshop Leader: Brian Neises

Transcription

1 Delivering the Middle Years Programme curriculum framework: Sciences Jakarta, August 29-31, 2014 Workshop Leader: Brian Neises website: themypteacher.com The aims of the teaching and learning of the workshop are to encourage and enable participants to: continue to develop a collaborative approach to the structures and principles of the subject group framework and requirements build upon effective teaching and learning strategies and design assessment tasks that will support the implementation of the subject groups and requirements continue to engage in relevant, innovative, challenging student-centred environments continue to align their educational beliefs and values to reflect those of the IB in order to create a challenging programme of international education reflect upon their own practice and capabilities.

2 Learner Profile Expectations Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective Be curious, and be willing to look up answers in appropriate guides. Develop your conceptual knowledge of the program, and the framework requirements. Take initiative in making reasoned, ethical decisions to solve complex problems (like how you make the MYP work in a school!) Collaborate effectively, listening carefully to the perspectives of other individuals and groups. Speak leanly! Act with integrity and honesty. Respect copyright (no pictures or videos of the presentation please), and other boundaries (sorry I cannot give you any of my own samples!) Seek and evaluate a range of points of view, and be willing to grow from the experience. Show empathy, compassion and respect (even if we re really tired!) Be willing to take the role of learner, and all that it entails! Make sure you are taking care of your body, heart, and mind. Work to understand your strengths and weaknesses in order to support the learning and personal development of our students. Note as an educator: There is always a bureaucratic answer to the what and why questions. However, there should also be a much deeper pedagogical answer to these questions. The MYP framework has requirements we must abide by, but these are built on good pedagogy. My request to you is to be willing to go beyond the checklists and requirements, and consider what is best practice for your students learning.

3 ! Session 1 Principles

4 ile IB learner profil IB learner profile IB learn IB learner prof IB learner profile IB learner profile IB lear IB learner profile IB learner profile IB learner profile IB lea IB learner profi IB learner pro The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. 3

5 SMART Goal-Setting Worksheet Step 1: Write down your goal in as few words as possible. Step 2: Make your goal detailed and SPECIFIC. Step 3: Make your goal is MEASUREABLE. Step 4: Make your goal ATTAINABLE. Step 5: Make your goal RELEVANT.why Step 6: Make your goal TIMELY.

6 SMART Goal-Setting Worksheet Step 1: Write down your goal in as few words as possible. Step 2: Make your goal detailed and SPECIFIC. Step 3: Make your goal is MEASUREABLE. Step 4: Make your goal ATTAINABLE. Step 5: Make your goal RELEVANT.why Step 6: Make your goal TIMELY.

7 SMART Goal-Setting Worksheet Step 1: Write down your goal in as few words as possible. Step 2: Make your goal detailed and SPECIFIC. Step 3: Make your goal is MEASUREABLE. Step 4: Make your goal ATTAINABLE. Step 5: Make your goal RELEVANT.why Step 6: Make your goal TIMELY.

8 SMART Goal-Setting Worksheet Step 1: Write down your goal in as few words as possible. Step 2: Make your goal detailed and SPECIFIC. Step 3: Make your goal is MEASUREABLE. Step 4: Make your goal ATTAINABLE. Step 5: Make your goal RELEVANT.why Step 6: Make your goal TIMELY.

9 Programme standards and practices with requirements for the Middle Years Programme Section A: Philosophy Standard A The school s educational beliefs and values reflect IB philosophy. 1. The school s published statements of mission and philosophy align with those of the IB. 2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy. 3. The school community demonstrates an understanding of, and commitment to, the programme(s). MYP requirement a. The school ensures that all staff, students and parents understand the central importance of the personal project for students in year 5 of the programme (or community project for programmes that end in MYP year 3 or 4). 4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community. 5. The school promotes responsible action within and beyond the school community. 6. The school promotes open communication based on understanding and respect. 7. The school places importance on language learning, including mother tongue, host country language and other languages. 8. The school participates in the IB world community. 9. The school supports access for students to the IB programme(s) and philosophy. MYP requirement a. The school strongly encourages participation for all students. Section B: Organization Standard B1: Leadership and structure The school s leadership and administrative structures ensure the implementation of the IB programme(s). 1. The school has developed systems to keep the governing body informed about the ongoing implementation and development of the programme(s). 2. The school has developed a governance and leadership structure that supports the implementation of the programme(s). Programme standards and practices 15

10 Requirements for the Middle Years Programme 3. The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s). 4. The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position. MYP requirement a. The MYP coordinator is part of the school pedagogical leadership team. 5. The school develops and implements policies and procedures that support the programme(s). MYP requirements a. The school has developed and implements a language policy that is consistent with IB expectations. b. The school has developed and implements an inclusion/special educational needs policy that is consistent with IB expectations and with the school s admissions policy. c. The school has developed and implements an assessment policy that is consistent with IB expectations. d. The school has developed and implements an academic honesty policy that is consistent with IB expectations. 6. The school has systems in place for the continuity and ongoing development of the programme(s). MYP requirement a. The school s organizational structures support the implementation of all subject groups offered by the school, approaches to learning, service and the personal project (or community project for programmes that end in MYP year 3 or 4). 7. The school carries out programme evaluation involving all stakeholders. Standard B2: Resources and support The school s resources and support structures ensure the implementation of the IB programme(s). 1. The governing body allocates funding for the implementation and ongoing development of the programme(s). 2. The school provides qualified staff to implement the programme(s). 3. The school ensures that teachers and administrators receive IB-recognized professional development. MYP requirement a. The school complies with the IB professional development requirement for the MYP at authorization and at evaluation. 16 Programme standards and practices

11 Requirements for the Middle Years Programme 4. The school provides dedicated time for teachers collaborative planning and reflection. 5. The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s). 6. The library/multimedia/resources play a central role in the implementation of the programme(s). 7. The school ensures access to information on global issues and diverse perspectives. 8. The school provides support for its students with learning and/or special educational needs and support for their teachers. 9. The school has systems in place to guide and counsel students through the programme(s). 10. The student schedule or timetable allows for the requirements of the programme(s) to be met. MYP requirements a. The schedule or timetable provides a broad and balanced choice of subjects from the required MYP subject groups. b. The schedule or timetable provides the minimum required teaching hours per year for the required MYP subject groups. c. The schedule or timetable promotes concurrency of learning. 11. The school utilizes the resources and expertise of the community to enhance learning within the programme(s). 12. The school allocates resources to implement the PYP exhibition, the MYP personal project (or community project for programmes that end in MYP year 3 or 4), the DP extended essay and the IBCC reflective project for all students, depending on the programme(s) offered. Section C: Curriculum Standard C1: Collaborative planning Collaborative planning and reflection supports the implementation of the IB programme(s). 1. Collaborative planning and reflection addresses the requirements of the programme(s). MYP requirements a. The school has an approach to curriculum planning that involves all MYP teachers. b. Collaborative planning and reflection facilitates interdisciplinary learning to strengthen cross-curricular skills and the deepening of disciplinary understanding. 2. Collaborative planning and reflection takes place regularly and systematically. 3. Collaborative planning and reflection addresses vertical and horizontal articulation. 4. Collaborative planning and reflection ensures that all teachers have an overview of students learning experiences. 5. Collaborative planning and reflection is based on agreed expectations for student learning. 6. Collaborative planning and reflection incorporates differentiation for students learning needs and styles. Programme standards and practices 17

12 Requirements for the Middle Years Programme 7. Collaborative planning and reflection is informed by assessment of student work and learning. 8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. 9. Collaborative planning and reflection addresses the IB learner profile attributes. Note: Collaborative planning and reflection is used as a single concept as the two processes are interdependent. Standard C2: Written curriculum The school s written curriculum reflects IB philosophy. 1. The written curriculum is comprehensive and aligns with the requirements of the programme(s). MYP requirements a. The curriculum fulfills the aims and objectives of each subject group offered in each year of the programme and the personal project (or community project for programmes that end in MYP year 3 or 4). b. The written curriculum includes an approaches to learning planning chart for all years of the programme. c. The written curriculum includes subject group overviews for each subject group offered for each year of the programme. d. Unit plans are documented according to the MYP unit planning process. e. The curriculum fosters disciplinary and interdisciplinary understanding. f. There is a system for the regular review of individual unit plans and of the planning of approaches to learning skills. 2. The written curriculum is available to the school community. 3. The written curriculum builds on students previous learning experiences. 4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. MYP requirement a. The written curriculum includes the prescribed key concepts and related concepts in each subject group. 5. The written curriculum allows for meaningful student action in response to students own needs and the needs of others. MYP requirement a. The curriculum provides sufficient opportunities for students to meet the learning outcomes for service in every year of the programme. 6. The written curriculum incorporates relevant experiences for students. 7. The written curriculum promotes students awareness of individual, local, national and world issues. 18 Programme standards and practices

13 Requirements for the Middle Years Programme 8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives. 9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s). 10. The written curriculum integrates the policies developed by the school to support the programme(s). 11. The written curriculum fosters development of the IB learner profile attributes. Standard C3: Teaching and learning Teaching and learning reflects IB philosophy. 1. Teaching and learning aligns with the requirements of the programme(s). MYP requirements a. Teaching and learning at the school uses global contexts as contexts for inquiry. b. Teaching and learning allows students to meet the MYP objectives in each year of the programme for each subject group studied. 2. Teaching and learning engages students as inquirers and thinkers. 3. Teaching and learning builds on what students know and can do. 4. Teaching and learning promotes the understanding and practice of academic honesty. 5. Teaching and learning supports students to become actively responsible for their own learning. 6. Teaching and learning addresses human commonality, diversity and multiple perspectives. 7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue. 8. Teaching and learning demonstrates that all teachers are responsible for language development of students. 9. Teaching and learning uses a range and variety of strategies. 10. Teaching and learning differentiates instruction to meet students learning needs and styles. 11. Teaching and learning incorporates a range of resources, including information technologies. 12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students own needs and the needs of others. 13. Teaching and learning engages students in reflecting on how, what and why they are learning. 14. Teaching and learning fosters a stimulating learning environment based on understanding and respect. 15. Teaching and learning encourages students to demonstrate their learning in a variety of ways. 16. Teaching and learning develops the IB learner profile attributes. Note: Teaching and learning is used as a single concept as the two processes are interdependent. Programme standards and practices 19

14 Requirements for the Middle Years Programme Standard C4: Assessment Assessment at the school reflects IB assessment philosophy. 1. Assessment at the school aligns with the requirements of the programme(s). MYP requirements a. The school uses the prescribed assessment criteria for each subject group in each year of the programme. b. Teachers standardize their understanding and application of criteria before deciding on achievement levels. 2. The school communicates its assessment philosophy, policy and procedures to the school community. 3. The school uses a range of strategies and tools to assess student learning. 4. The school provides students with feedback to inform and improve their learning. 5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s). MYP requirement a. The school has a system for the qualitative monitoring of student involvement in service according to the school s learning expectations for service. 6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s). 7. The school analyses assessment data to inform teaching and learning. 8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work. 9. The school has systems in place to ensure that all students can demonstrate a consolidation of their learning through the completion of the PYP exhibition, the MYP personal project (or community project for programmes that end in MYP year 3 or 4), the DP extended essay and the IBCC reflective project, depending on the programme(s) offered. 20 Programme standards and practices

15 ! Session 2 Written Curriculum: Aims & Objectives vs Assessed Curriculum: Criteria

16 Sciences in the MYP Aims The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience. The aims of MYP sciences are to encourage and enable students to: understand and appreciate science and its implications consider science as a human endeavour with benefits and limitations cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments develop skills to design and perform investigations, evaluate evidence and reach conclusions build an awareness of the need to effectively collaborate and communicate apply language skills and knowledge in a variety of real-life contexts develop sensitivity towards the living and non-living environments reflect on learning experiences and make informed choices. 8 Sciences guide

17 Sciences in the MYP Objectives The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation. Subject groups must address all strands of all four objectives at least twice in each year of the MYP. The objectives for years 1, 3 and 5 of the programme are provided in the guide and their use is mandatory. These objectives relate directly to the assessment criteria found in the Assessed curriculum section of this guide. Together these objectives reflect the holistic nature of science and the real-world work of scientists. They enable students to engage with all aspects of science, either through individual objectives or connected processes. A. Knowing and understanding Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments. Assessment of this objective must be done using tests or exams. To reach the highest level students must make scientifically supported judgments about the validity and/or quality of the information presented to them. Assessment tasks could include questions dealing with scientific claims presented in media articles, or the results and conclusions from experiments carried out by others, or any question that challenges students to analyse and examine the information and allows them to outline arguments about its validity and/or quality using their knowledge and understanding of science. In order to reach the aims of sciences, students should be able to: i. explain scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse and evaluate information to make scientifically supported judgments. B. Inquiring and designing Intellectual and practical skills are developed through designing, analysing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry. Sciences guide 9

18 Objectives When students design a scientific investigation they should develop a method that will allow them to collect sufficient data so that the problem or question can be answered. To enable students to design scientific investigations independently, teachers must provide an open-ended problem to investigate. An open-ended problem is one that has several independent variables appropriate for the investigation and has sufficient scope to identify both independent and controlled variables. In order to achieve the highest level for the strand in which students are asked to design a logical, complete and safe method, the student would include only the relevant information, correctly sequenced. In order to reach the aims of sciences, students should be able to: i. explain a problem or question to be tested by a scientific investigation formulate a testable hypothesis and explain it using scientific reasoning explain how to manipulate the variables, and explain how data will be collected design scientific investigations. C. Processing and evaluating Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions. In order to reach the aims of sciences, students should be able to: i. present collected and transformed data interpret data and explain results using scientific reasoning evaluate the validity of a hypothesis based on the outcome of the scientific investigation evaluate the validity of the method v. explain improvements or extensions to the method. D. Reflecting on the impacts of science Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language will be applied in order to demonstrate understanding. Students are expected to become aware of the importance of documenting the work of others when communicating in science. Students must reflect on the implications of using science, interacting with one of the following factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. The student s chosen factor may be interrelated with other factors. In order to reach the aims of sciences, students should be able to: i. explain the ways in which science is applied and used to address a specific problem or issue discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue apply scientific language effectively document the work of others and sources of information used. 10 Sciences guide

19 Sciences in the MYP Planning a progression of learning Year 1 In order to reach the aims of sciences, students should be able to: Year 3 In order to reach the aims of sciences, students should be able to: Year 5 In order to reach the aims of sciences, students should be able to: Objective A: Knowing and understanding i. outline scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations interpret information to make scientifically supported judgments. i. describe scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse information to make scientifically supported judgments. i. explain scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse and evaluate information to make scientifically supported judgments. Objective B: Inquiring and designing i. outline an appropriate problem or research question to be tested by a scientific investigation outline a testable prediction using scientific reasoning outline how to manipulate the variables, and outline how data will be collected design scientific investigations. i. describe a problem or question to be tested by a scientific investigation outline a testable hypothesis and explain it using scientific reasoning describe how to manipulate the variables, and describe how data will be collected design scientific investigations. i. explain a problem or question to be tested by a scientific investigation formulate a testable hypothesis and explain it using scientific reasoning explain how to manipulate the variables, and explain how data will be collected design scientific investigations. Sciences guide 11

20 Planning a progression of learning Year 1 In order to reach the aims of sciences, students should be able to: Year 3 In order to reach the aims of sciences, students should be able to: Year 5 In order to reach the aims of sciences, students should be able to: Objective C: Processing and evaluating i. present collected and transformed data interpret data and outline results using scientific reasoning discuss the validity of a prediction based on the outcome of the scientific investigation discuss the validity of the method v. describe improvements or extensions to the method. i. present collected and transformed data interpret data and describe results using scientific reasoning discuss the validity of a hypothesis based on the outcome of the scientific investigation discuss the validity of the method v. describe improvements or extensions to the method. i. present collected and transformed data interpret data and explain results using scientific reasoning evaluate the validity of a hypothesis based on the outcome of the scientific investigation evaluate the validity of the method v. explain improvements or extensions to the method. Objective D: Reflecting on the impact of science i. summarize the ways in which science is applied and used to address a specific problem or issue describe and summarize the various implications of the use of science and its application in solving a specific problem or issue apply scientific language effectively document the work of others and sources of information used. i. describe the ways in which science is applied and used to address a specific problem or issue discuss and analyse the various implications of the use of science and its application in solving a specific problem or issue apply scientific language effectively document the work of others and sources of information used. i. explain the ways in which science is applied and used to address a specific problem or issue discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue apply scientific language effectively document the work of others and sources of information used. Throughout the programme, students should engage the curriculum and be expected to demonstrate their understanding at increasing levels of sophistication. The range of assessed skills, techniques, and concepts, as well as the complexity of their application, must increase as students progress through the programme. 12 Sciences guide

21 Assessed curriculum Assessment criteria overview Assessment for sciences courses in all years of the programme is criterion-related, based on four equally weighted assessment criteria: Criterion A Knowing and understanding Maximum 8 Criterion B Inquiring and designing Maximum 8 Criterion C Processing and evaluating Maximum 8 Criterion D Reflecting on the impacts of science Maximum 8 Subject groups must address all strands of all four assessment criteria at least twice in each year of the MYP. In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0 8), divided into four bands that generally represent limited (1 2); adequate (3 4); substantial (5 6); and excellent (7 8) performance. Each band has its own unique descriptor which teachers use to make best-fit judgments about students progress and achievement. This guide provides the required assessment criteria for years 1, 3 and 5 of MYP sciences. In response to national or local requirements, schools may add criteria and use additional models of assessment. Schools must use the appropriate assessment criteria as published in this guide to report students final achievement in the programme. Teachers clarify the expectations for each summative assessment task with direct reference to these assessment criteria. Task-specific clarifications should clearly explain what students are expected to know and do. They could be in the form of: a task-specific version of the required assessment criteria a face-to-face or virtual classroom discussion a detailed task sheet or assignment. Sciences guide 29

22 Assessed curriculum Sciences assessment criteria: Year 1 Criterion A: Knowing and understanding Maximum: 8 At the end of year 1, students should be able to: i. outline scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations interpret information to make scientifically supported judgments. Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors below. 1 2 i. select scientific knowledge select scientific knowledge and understanding to suggest solutions to problems set in familiar situations apply information to make judgments, with limited success. 3 4 i. recall scientific knowledge apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations apply information to make judgments. 5 6 i. state scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations apply information to make scientifically supported judgments. i. outline scientific knowledge 7 8 apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations interpret information to make scientifically supported judgments. 30 Sciences guide

23 Sciences assessment criteria: Year 1 Criterion B: Inquiring and designing Maximum: 8 At the end of year 1, students should be able to: i. outline an appropriate problem or research question to be tested by a scientific investigation outline a testable prediction using scientific reasoning outline how to manipulate the variables, and outline how data will be collected design scientific investigations. Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors below. i. select a problem or question to be tested by a scientific investigation 1 2 select a testable prediction state a variable design a method with limited success. i. state a problem or question to be tested by a scientific investigation 3 4 state a testable prediction state how to manipulate the variables, and state how data will be collected design a safe method in which he or she selects materials and equipment. i. state a problem or question to be tested by a scientific investigation 5 6 outline a testable prediction outline how to manipulate the variables, and state how relevant data will be collected design a complete and safe method in which he or she selects appropriate materials and equipment. i. outline a problem or question to be tested by a scientific investigation 7 8 outline a testable prediction using scientific reasoning outline how to manipulate the variables, and outline how sufficient, relevant data will be collected design a logical, complete and safe method in which he or she selects appropriate materials and equipment. Sciences guide 31

24 Sciences assessment criteria: Year 1 Criterion C: Processing and evaluating Maximum: 8 At the end of year 1, students should be able to: i. present collected and transformed data interpret data and outline results using scientific reasoning discuss the validity of a prediction based on the outcome of the scientific investigation discuss the validity of the method v. describe improvements or extensions to the method. Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors below. i. collect and present data in numerical and/or visual forms 1 2 interpret data state the validity of a prediction based on the outcome of a scientific investigation, with limited success state the validity of the method based on the outcome of a scientific investigation, with limited success v. state improvements or extensions to the method that would benefit the scientific investigation, with limited success. i. correctly collect and present data in numerical and/or visual forms 3 4 accurately interpret data and outline results state the validity of a prediction based on the outcome of a scientific investigation state the validity of the method based on the outcome of a scientific investigation v. state improvements or extensions to the method that would benefit the scientific investigation. i. correctly collect, organize and present data in numerical and/or visual forms 5 6 accurately interpret data and outline results using scientific reasoning outline the validity of a prediction based on the outcome of a scientific investigation outline the validity of the method based on the outcome of a scientific investigation v. outline improvements or extensions to the method that would benefit the scientific investigation. 32 Sciences guide

25 Sciences assessment criteria: Year 1 Achievement level Level descriptor i. correctly collect, organize, transform and present data in numerical and/ or visual forms 7 8 accurately interpret data and outline results using correct scientific reasoning discuss the validity of a prediction based on the outcome of a scientific investigation discuss the validity of the method based on the outcome of a scientific investigation v. describe improvements or extensions to the method that would benefit the scientific investigation. Sciences guide 33

26 Sciences assessment criteria: Year 1 Criterion D: Reflecting on the impacts of science Maximum: 8 At the end of year 1, students should be able to: i. summarize the ways in which science is applied and used to address a specific problem or issue describe and summarize the various implications of using science and its application in solving a specific problem or issue apply scientific language effectively document the work of others and sources of information used. Achievement level Level descriptor 0 The student does not reach a standard described by any of the descriptors below. The student is able to, with limited success: i. state the ways in which science is used to address a specific problem or issue 1 2 state the implications of using science to solve a specific problem or issue, interacting with a factor apply scientific language to communicate understanding document sources. i. state the ways in which science is used to address a specific problem or issue 3 4 state the implications of using science to solve a specific problem or issue, interacting with a factor sometimes apply scientific language to communicate understanding sometimes document sources correctly. i. outline the ways in which science is used to address a specific problem or issue 5 6 outline the implications of using science to solve a specific problem or issue, interacting with a factor usually apply scientific language to communicate understanding clearly and precisely usually document sources correctly. i. summarize the ways in which science is applied and used to address a specific problem or issue 7 8 describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor consistently apply scientific language to communicate understanding clearly and precisely document sources completely. 34 Sciences guide

27 Assessed curriculum Sciences assessment criteria: Year 3 Criterion A: Knowing and understanding Maximum: 8 At the end of year 3, students should be able to: i. describe scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse information to make scientifically supported judgments. Achievement level Level descriptor 0 The student does not reach a standard indicated by any of the descriptors below. 1 2 i. recall scientific knowledge apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations apply information to make judgments. 3 4 i. state scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations apply information to make scientifically supported judgments. i. outline scientific knowledge 5 6 apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations interpret information to make scientifically supported judgments. 7 8 i. describe scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse information to make scientifically supported judgments. Sciences guide 35

28 Sciences assessment criteria: Year 3 Criterion B: Inquiring and designing Maximum: 8 At the end of year 3, students should be able to: i. describe a problem or question to be tested by a scientific investigation outline a testable hypothesis and explain it using scientific reasoning describe how to manipulate the variables, and describe how data will be collected design scientific investigations. Achievement level Level descriptor 0 The student does not reach a standard identified by any of the descriptors below. 1 2 i. state a problem or question to be tested by a scientific investigation, with limited success state a testable hypothesis state the variables design a method, with limited success. i. state a problem or question to be tested by a scientific investigation 3 4 outline a testable hypothesis using scientific reasoning outline how to manipulate the variables, and state how relevant data will be collected design a safe method in which he or she selects materials and equipment. i. outline a problem or question to be tested by a scientific investigation 5 6 outline and explain a testable hypothesis using scientific reasoning outline how to manipulate the variables, and outline how sufficient, relevant data will be collected design a complete and safe method in which he or she selects appropriate materials and equipment. i. describe a problem or question to be tested by a scientific investigation 7 8 outline and explain a testable hypothesis using correct scientific reasoning describe how to manipulate the variables, and describe how sufficient, relevant data will be collected design a logical, complete and safe method in which he or she selects appropriate materials and equipment. 36 Sciences guide

29 Sciences assessment criteria: Year 3 Criterion C: Processing and evaluating Maximum: 8 At the end of year 3, students should be able to: i. present collected and transformed data interpret data and describe results using scientific reasoning discuss the validity of a hypothesis based on the outcome of the scientific investigation discuss the validity of the method v. describe improvements or extensions to the method. Achievement level Level descriptor 0 The student does not reach a standard identified by any of the descriptors below. i. collect and present data in numerical and/or visual forms 1 2 accurately interpret data state the validity of a hypothesis with limited reference to a scientific investigation state the validity of the method with limited reference to a scientific investigation v. state limited improvements or extensions to the method. i. correctly collect and present data in numerical and/or visual forms 3 4 accurately interpret data and describe results state the validity of a hypothesis based on the outcome of a scientific investigation state the validity of the method based on the outcome of a scientific investigation v. state improvements or extensions to the method that would benefit the scientific investigation. i. correctly collect, organize and present data in numerical and/or visual forms 5 6 accurately interpret data and describe results using scientific reasoning outline the validity of a hypothesis based on the outcome of a scientific investigation outline the validity of the method based on the outcome of a scientific investigation v. outline improvements or extensions to the method that would benefit the scientific investigation. Sciences guide 37

30 Sciences assessment criteria: Year 3 Achievement level Level descriptor i. correctly collect, organize, transform and present data in numerical and/ or visual forms 7 8 accurately interpret data and describe results using correct scientific reasoning discuss the validity of a hypothesis based on the outcome of a scientific investigation discuss the validity of the method based on the outcome of a scientific investigation v. describe improvements or extensions to the method that would benefit the scientific investigation. 38 Sciences guide

31 Sciences assessment criteria: Year 3 Criterion D: Reflecting on the impacts of science Maximum: 8 At the end of year 3, students should be able to: i. describe the ways in which science is applied and used to address a specific problem or issue discuss and analyse the various implications of using science and its application in solving a specific problem or issue apply scientific language effectively document the work of others and sources of information used. Achievement level Level descriptor 0 The student does not reach a standard identified by any of the descriptors below. i. state the ways in which science is used to address a specific problem or issue 1 2 state the implications of the use of science to solve a specific problem or issue, interacting with a factor apply scientific language to communicate understanding but does so with limited success document sources, with limited success. i. outline the ways in which science is used to address a specific problem or issue 3 4 outline the implications of using science to solve a specific problem or issue, interacting with a factor sometimes apply scientific language to communicate understanding sometimes document sources correctly. i. summarize the ways in which science is applied and used to address a specific problem or issue 5 6 describe the implications of using science and its application to solve a specific problem or issue, interacting with a factor usually apply scientific language to communicate understanding clearly and precisely usually document sources correctly. Sciences guide 39

32 Sciences assessment criteria: Year 3 Achievement level Level descriptor i. describe the ways in which science is applied and used to address a specific problem or issue 7 8 discuss and analyse the implications of using science and its application to solve a specific problem or issue, interacting with a factor consistently apply scientific language to communicate understanding clearly and precisely document sources completely. 40 Sciences guide

33 Assessed curriculum Sciences assessment criteria: Year 5 Criterion A: Knowing and understanding Maximum: 8 At the end of year 5, students should be able to: i. explain scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse and evaluate information to make scientifically supported judgments. Achievement level Level descriptor 0 The student does not reach a standard identified by any of the descriptors below. 1 2 i. state scientific knowledge apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations interpret information to make judgments. 3 4 i. outline scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations interpret information to make scientifically supported judgments. i. describe scientific knowledge 5 6 apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations analyse information to make scientifically supported judgments. i. explain scientific knowledge 7 8 apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse and evaluate information to make scientifically supported judgments. Sciences guide 41

34 Sciences assessment criteria: Year 5 Criterion B: Inquiring and designing Maximum: 8 At the end of year 5, students should be able to: i. explain a problem or question to be tested by a scientific investigation formulate a testable hypothesis and explain it using scientific reasoning explain how to manipulate the variables, and explain how data will be collected design scientific investigations. Achievement level Level descriptor 0 The student does not reach a standard identified by any of the descriptors below. i. state a problem or question to be tested by a scientific investigation 1 2 outline a testable hypothesis outline the variables design a method, with limited success. i. outline a problem or question to be tested by a scientific investigation 3 4 formulate a testable hypothesis using scientific reasoning outline how to manipulate the variables, and outline how relevant data will be collected design a safe method in which he or she selects materials and equipment. i. describe a problem or question to be tested by a scientific investigation 5 6 formulate and explain a testable hypothesis using scientific reasoning describe how to manipulate the variables, and describe how sufficient, relevant data will be collected design a complete and safe method in which he or she selects appropriate materials and equipment. i. explain a problem or question to be tested by a scientific investigation 7 8 formulate and explain a testable hypothesis using correct scientific reasoning explain how to manipulate the variables, and explain how sufficient, relevant data will be collected design a logical, complete and safe method in which he or she selects appropriate materials and equipment. 42 Sciences guide

35 Sciences assessment criteria: Year 5 Criterion C: Processing and evaluating Maximum: 8 At the end of year 5, students should be able to: i. present collected and transformed data interpret data and explain results using scientific reasoning evaluate the validity of a hypothesis based on the outcome of the scientific investigation evaluate the validity of the method v. explain improvements or extensions to the method. Achievement level Level descriptor 0 The student does not reach a standard identified by any of the descriptors below. i. collect and present data in numerical and/or visual forms 1 2 interpret data state the validity of a hypothesis based on the outcome of a scientific investigation state the validity of the method based on the outcome of a scientific investigation v. state improvements or extensions to the method. i. correctly collect and present data in numerical and/or visual forms 3 4 accurately interpret data and explain results outline the validity of a hypothesis based on the outcome of a scientific investigation outline the validity of the method based on the outcome of a scientific investigation v. outline improvements or extensions to the method that would benefit the scientific investigation. i. correctly collect, organize and present data in numerical and/or visual forms 5 6 accurately interpret data and explain results using scientific reasoning discuss the validity of a hypothesis based on the outcome of a scientific investigation discuss the validity of the method based on the outcome of a scientific investigation v. describe improvements or extensions to the method that would benefit the scientific investigation. Sciences guide 43