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Science K–10 (incorporating Science and Technology K–6)

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This document contains Material prepared by the NSW Board of Studies for and on behalf of the State of New South Wales. The curriculum is being developed within the context of the NSW Board of Studies' K–10 Curriculum Framework, using the Board's curriculum development process. This project began in the curriculum design phase of the Board's curriculum development process.

Extensive consultation with teachers and other interest groups will precede the finalization of the curriculum. Technology K–6) will contribute to the curriculum and student achievement of the broad learning outcomes outlined in the draft curriculum rationale. Students build on their achievements in Kindergarten to Year 6 as they undertake courses to meet the requirements of the Years 7-10 curriculum.

Results and content of life skills for grades 7-10. grade are developed from the objectives for grades 7-10. grade of the K–10 science curriculum (which includes K–6 science and technology). This section of the curriculum shows the relationship between the K–10 curriculum and other related subjects.

Organisation of content

Standards

Assessment for learning

The quality of assessment practices and materials can be assessed using the following assessment for learning principles. The following assessment for learning principles provides the criteria for assessing the quality of assessment materials and practices. Some students with special educational needs will need adjustments to assessment practices to demonstrate what they know and can do in relation to syllabus outcomes and content.

Additional examples of assessment adjustments for students with special educational needs can be found in the science and technology support material. Teachers use assessment evidence to extend the process of assessment of learning to their assessment of learning. In a standards-referenced framework, teachers make professional assessments of student performance at key points in the learning cycle.

These marks may be at the end of a year or stage, when schools may wish to report differentially on the levels of knowledge, understanding and skills demonstrated by students. Descriptions of student performance in Science and Technology provide schools with a useful tool to report consistent information about student performance to students and parents, and to the next teacher to help plan the next steps in the learning process. The A–E grading scale or equivalent provides a common language for reporting by describing observable and measurable characteristics of student achievement at the end of a stage, within the indicative study hours.

The common grade scale (A–E) or equivalent is used by teachers to report the levels of achievement of students in stages 1 to 5. Values ​​and attitudes, objectives and outcomes are an integral part of learning and an important element of any course. Schools may decide to report to students and parents separately about them, such as using some form of descriptive statement.

For students with special educational needs, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement. It may be considered more appropriate that students with special educational needs should be reported against outcomes or goals identified through the collaborative curriculum planning process. A collaborative approach to assessment develops a shared understanding of syllabus standards and helps teachers make consistent judgments about evidence of student achievement.

Science 7–10

  • Years 7–10 Life Skills outcomes
  • Stage outcomes

5 outcomes A student

Level scores and level statements illustrate the continuum of learning in the Science K–10 curriculum (which includes K–6 science and technology).

ST1-6NE describes some sources of light and sound they feel in their daily lives. ST2-6NE identifies ways heat is produced and how heat moves from one object to another. ST3-7NE identifies that scientific knowledge about the transmission of light is being used to solve problems that directly affect people's lives.

SC4-11KU discusses how scientific knowledge and technological developments have contributed to finding solutions to problems involving energy transfers and transformations. The SC5-10KU uses models, theories, and laws to explain situations involving energy, force, and motion. SC5-11KU explains how scientific understanding of energy conservation, transfers and transformations is applied to systems.

ST1-9NE identifies ways in which people use science in their daily lives to care for the environment and the earth's resources. ST2-9NE describes some relationships between the Sun and the Earth that cause regular changes. ST1-11NE describes how different places in the environment provide for the needs of living things.

ST3-11NE describes the physical conditions of their environment that affect the growth and survival of living things. SC4-15KU explains the contribution of scientific insight and technological advancement in finding solutions to contemporary problems. SC5-15KU explains how scientific understanding has grown through scientific discoveries, technological developments and societal needs.

ST1-13NM relates the properties of common materials to their use for their particular purposes. ST2-13NM identifies the physical properties of natural and processed materials and how these affect their use. SC5-17KU discusses the importance of chemical reactions in the production of a variety of substances, and the influence of society on the development of new materials.

Outcomes A student

ST3-8NE describes how discoveries by people of different cultures and times contributed to the advancement of scientific understanding of the solar system ST3-9NE. ST1-14ME describes a range of places and spaces in the local environment and how their purposes influence their design. ST1-16ME describes a range of manufactured products in the local environment and how their different purposes influence their design.

By actively participating in the processes of Scientific work and Technological work, students demonstrate an increasing awareness of the appropriate use of a diverse classroom and safe work in the use of resources and materials. They provide simple explanations of what they did to design and build the solution and how it meets the needs of the user/audience. They use their understanding of the built environment to describe a range of manufactured products, built environments, and information resources and technologies, and how their different purposes influence their design.

Students use their understanding of the natural environment to describe observable changes on the Earth's surface that result from natural and human processes. They relate the Earth's motions to regular observable changes and explain interactions between objects that result from contact and non-contact forces. Using their understanding of the Made Environment, they describe how products are designed, produced and used in different ways by people.

They identify where improvements in their methods, techniques or research could increase the quality of information collected. Students evaluate their design solutions and identify the strengths and limitations of the process used. They evaluate their solutions using self and peer evaluation and identify the strengths and limitations of the process used.

As students continue to observe and investigate aspects of the natural environment, they explain how natural events cause rapid changes to the Earth's surface, describe key features of the solar system, and the contribution of people from a variety of cultures over time to the advancement of science. . They explain how scientific knowledge changes as new discoveries and technological developments are made available, understanding that new evidence leads to an improved understanding of the world. The type of adaptations and support will vary according to the particular needs of the student and the requirements of the activity.

References

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