1

NCEA science workshops 6th and 7th April Where to with Level 1 Science Teaching and Learning Programmes in 2011?

Simon Taylor - I was born, grew up in Gisborne, live with two children and wife in Mount Mauganui. I’ve taught all over the place.I’m a Secondary adviser in effective teaching and learning.University of Waikato

NCEA science 6/7th April 2011 Workshop Programme 9am-12.30pm

Introductions. The NZC, literacy focus, NCEA- The realignment?

9.30 Unpack and discuss the NOS, literacy requirements and the level 1 standards with implications to the design of year 11 programmes- Share our understandings and where we are at.

10.30 Morning tea11 Looking closer at the internal standards,

the updates and the tasks- use a marking rubric

12 Discuss teaching programmes and future PD

Science Teaching and Learning Guide -TKINew Zealand Curriculum (2007)

Literacy progressionsAnnotated student exemplars

“The Nature of Science breathes life into contextual strands…”

“The Nature of Science provides the glue that binds the ideas of biology,

chemistry, physics and earth and space science to the principles and processes

of scientific inquiry.”

NoS is now “central and explicit” in the science curriculum and should be “the

focus for all science learning”

Nature of Science in the New Zealand Curriculum

The Achievement Aims state the big ideas encompassed within the aspects of the Nature of Science

Process focus versus knowledge focusJoe public: Science is a collection of facts. Better response: Science is both a body of

knowledge and the process for building that knowledge.

Nature of Science-Achievement aims

Achievement aims Nature of science Students will: Understanding about science Learn about science as a knowledge system: the features of scientific

knowledge and the processes by which it is developed; and learn about the ways in which the work of scientists interacts with society.

Investigating in science Carry out science investigations using a variety of approaches: classifying

and identifying, pattern seeking, exploring, investigating models, fair testing, making things, or developing systems.

Communicating in science Develop knowledge of the vocabulary, numeric and symbol systems, and

conventions of science and use this knowledge to communicate about their own and others’ ideas.

Participating and contributing Bring a scientific perspective to decisions and actions as appropriate

Achievement Standard 90943 Science 1.4 (Credits 4)

Investigate implications of heat in everyday life

The number of everyday life situations the students are required to address will depend on the relative complexity of the situation(s) involved. A maximum of three is recommended.

Students could either be given the everyday life situation they are required to address or they could select it for themselves. If the latter applies the situation selected should be approved by the teacher. In either case the writing of the report(s) is to be completed individually.

Evidence could be collected by, but is not limited to, the following methods: written report oral presentation perhaps also using powerpoint Video poster Awareness of the science of an implication could involve statements about what

happens in the situation, what makes it happen, what would happen if it were removed, how to ensure it does not arise, the arguments involved in a controversial/societal issue.

Awareness of the science of an implication may involve aspects of other science topics.

The assessor can determine the time taken by the assessment as this is dependent on the situation involved.

Authenticity will need to be assured by appropriate measures.