Field                   Sciences

Review of Science Level 1 achievement and unit standards and AMAP for NZQA Astronomy [Ref: 0184]

Unit standards

Achievement standards

The Ministry of Education and NZQA National Qualifications Services (NQS) have completed the review of the achievement standards, unit standards and AMAP listed above.

New Registration date                           30 November 2010

Date new versions published             30 November 2010

Planned review date                              31 December 2014

Summary of review and consultation process

In 2008 the Ministry of Education (MoE) and NZQA began to review achievement and unit standards in light of the revised New Zealand Curriculum (NZC).  This Alignment of Standards (AoS) review also addressed duplication of outcomes, credit parity, fairness, consistency, and coherence.  The AoS review was guided by the revised NZC itself and the Standards Review Guidelines.  A copy of the NZC is available at http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum.

Teacher subject associations were involved in the review and draft achievement standards were the focus of wide consultation, especially with secondary schools and teachers.  Extensive resources, including student exemplars, were also developed to support these standards, and are available on the MoE and/or the NZQA websites.

The review of unit standards included consultation with tertiary providers to assess continued relevance and likely future use of the standards.  Unit standards that duplicate achievement standard outcomes and those without the likelihood of future use were recommended for expiry.

National consultation was undertaken in 2009, with the results analysed by Research New Zealand.  The responses were generally positive.

The review of unit and achievement standards at level 1 was completed in time for implementation in schools in 2011.  Standards at levels 2 and 3 will be implemented in 2012 and 2013 respectively.

The NZQA Astronomy AMAP was reviewed at the same time as the unit standards within its coverage.

Main changes resulting from the review

·      All NZC level 6 (NQF level 1) outcomes derived from the NZC are now assessed using achievement standards, and any unit standards are no longer linked to NZC.

·      Existing achievement standards were reviewed and new achievement standards were developed to align with the NZC.  See list below.

·      Grading criteria for the achievement standards were reviewed in accordance with the Standards Review Guidelines.

·      Unit standards that recognised similar outcomes as achievement standards were recommended for expiry.  See list below.

·      The NZQA Astronomy AMAP was designated expiring.

Further detail on the outcomes of the review of the Science achievement standards and unit standards is included in Appendix 1.

Impact on existing accreditations

Impact on Accreditation and Moderation Action Plan (AMAP)

AMAP 0184, which covers the standards in the Astronomy domain, was designated expiring, and will expire at the end of December 2011.

All new achievement standards have been registered on AMAP 0233.

Impact on existing qualifications

Qualifications that contain the reviewed standards or classifications are tabled below.

The following qualifications are affected by the outcome of this review.  The standard setting bodies (SSBs) have been advised that they require revision. 

Impact of changes on NCEA Exclusions List

For transition purposes, the following exclusions will apply for new achievement standards.  This transition will apply until December 2011 only, when the existing standards will expire.

For transition purposes, where there is impact on qualifications, the following exclusion will apply for the new achievement standard.  This transition will apply until December 2012 only, when the existing unit standard will expire.

The following exclusions will apply permanently for the new achievement standards.

Review Categories and changes to classification, title, level, and credits

The following summary shows the changes made to the standards as a result of the review.  All changes are in bold.  Where a new or a new version of an externally assessed achievement standard is registered, the following designation appears after the title [Externally Assessed].

Subfield         Science

Domain          Astronomy

Subfield         Science

Domain          Biology

Subfield         Science

Domain          Chemistry

Subfield         Science

Domain          Earth Science

Subfield         Science

Domain          Physics

Subfield         Science

Domain          Science - Core

Subfield         Science

Appendix 1 - Development of Level 1 (L1) Science Standards

Science is the only curriculum learning area that is commonly unpacked into both a generic programme (science) and subject-specific programmes (biology, chemistry and physics); at curriculum level 6.  The proportion of students that study a specific science subject in year 11 is very small compared to students who study through a generic science programme.

Teachers wanted the L1 matrix to contain enough standards for assessing both a generic science programme and the specific biology, chemistry and physics programmes.  The L1 matrix therefore contains some standards that overlap in terms of the outcomes being assessed.  It indicates which standards will be mutually exclusive for the purpose of contributing credits towards a qualification.

Matrix

The matrix for the L1 Science standards was developed as a single generic matrix with standards listed by strands.  Aspects of the Nature of Science strand are integrated into each of these standards, reflecting the intent of the NZC.

There are two parts to this matrix.  The first consists of Science standards with three external standards and a suite of internal Science standards.  These standards equally cover the four contextual strands from the New Zealand curriculum (NZC).

The second part is a suite of standards covering the three specialist sciences of Physics, Chemistry and Biology.  Each specialist science has three external standards.  The Science external standards can also be sat by candidates taking specialist sciences.  The exclusions are written alongside the matrix - see Appendix 2.  The standards that are similar to those in the Science part of the Level 1 matrix were given different titles to reflect a different emphasis.

There is scope for considerable flexibility so that schools can select the set of standards that match the learning programme(s) that they have designed for their students.

All four Planet Earth and Beyond standards, at Level 1, are to be internally assessed.  This means that the Science external standards can all be included in one exam slot, for consistency with the principles and parameters of the alignment process.

Addressing Credit Parity

The writing group for these standards gave careful consideration to the requirement that, in general, one credit should represent 10 hours of notional learning, including timetabled and out-of-class learning, and assessment, for an average student.

External and Internal Assessment

The writing group carefully considered the content of the individual standards, the most appropriate means of assessing each outcome and the requirement that only three external standards should be assessed against during one three-hour exam when deciding which standards should be assessed against externally or internally.

Planet Earth and Beyond (PEB)

All four Planet Earth and Beyond standards are to be internally assessed so that the Science external standards can all be included in one exam slot.  Internally- assessed PEB standards also allow for a greater flexibility in course design.

Science 1.13

Demonstrate understanding of the formation of surface features in New Zealand

This standard covers the relationships between the processes of plate tectonics, and erosion and weathering, and the surface features of the land.  This standard can be assessed in either a local or national context within Aotearoa/New Zealand.  Assessment related to the rock cycle has been moved to Level 2 because the level of understanding required is more appropriate to this level. 

Science 1.14

Demonstrate understanding of carbon cycling

This standard covers the carbon cycle in terms of a global process which includes both land and oceans.

Science 1.15

Demonstrate understanding of the effect on planet Earth of astronomical cycles

This standard has added “the effect on planet Earth” to what was previously assessed in achievement standards.  The linking of the astronomical cycles with these effects on Earth will support the use of relevant contexts in teaching programmes.

Science 1.16

Investigate an astronomical or Earth science event

This standard includes reporting on an investigation.  An investigation has been defined in its broadest sense to allow flexibility and to reflect the intent of the Nature of Science strand.

Living World

Science 1.9

Demonstrate understanding of biological ideas relating to genetic variation

This standard covers the continuity of life based on the inheritable nature of DNA, and links the concepts of DNA, phenotypic variation, and adaptation to the environment.  The rationale for establishing this standard as the common external standard is its focus on the key role of DNA in linking all aspects of biology - ecology is connected to life processes via DNA and gene expression.  There is a shift in focus in the new standard away from procedural aspects such as using punnet squares towards understanding the significance of DNA and its role in organisms ie to ensure continuity and to generate variation.

Science 1.10-1.12

Investigate life processes and environmental factors that affect them

Investigate biological ideas relating to interactions between humans and micro-organisms

Investigate the biological impact of an event on a New Zealand ecosystem

The term “investigate” in the titles signals the expectation that students are involved in a wide range of rich learning activities that includes practicals, field work, modelling, research, and interpretation of secondary materials.  They will then use their findings to demonstrate their understanding of key biological ideas.  While investigation skills do not form part of the achievement criteria for these standards, the ability to make meaning of primary and secondary data within the various contexts does.  This rationale reflects the way in which NZC Level 6 Nature of Science strand recognises the diverse ways in which scientists construct knowledge.

The range of Living World internal standards provides opportunities for teachers to develop a variety of courses which incorporate both the Nature of Science and Living World achievement objectives into a range of contexts that will be meaningful for students.

Biology 1.1 and 1.2

Carry out a practical investigation in a biological context, with direction

Report on a biological issue

These standards cover skills and knowledge related to investigating, researching and communicating, which are significant to the field of Biology.

B1.1 was developed to allow flexibility in the modes and contexts of assessment.  Evidence for this standard may be collected in a variety of ways which are specified in the assessment conditions that accompany the standards.  The option of using a portfolio approach is provided to recognise that students at NZC Level 6 develop investigation skills progressively and may better develop and demonstrate those skills in a range of assessment situations.  This allows teachers to use more than one investigation as an opportunity for assessment.  The aim is to move away from the current practice of assessing investigation in an isolated, contrived event, resulting in greater assessment validity.  The allocation of four credits for B1.1 recognises that greater teaching, learning and assessment time will be involved.

B1.2 reflects the Participating and Contributing, and Communicating in Science, achievement objectives in the Nature of Science strand.  It involves students exploring a socio-scientific issue and developing a point of view on an issue based on their understanding of biology.  Details of the scope and parameters of the resource information involved are provided in the assessment conditions accompanying the standard.

Biology 1.3-1.5

Demonstrate understanding of biological ideas relating to micro-organisms

Demonstrate understanding of biological ideas relating to the life cycle of flowering plants

Demonstrate understanding of biological ideas relating to a mammal as a consumer

These are externally-assessed standards which are derived from the NZC Level 6 Life Processes achievement objective that recognises that structural features are related to function in the life processes of all organisms.  The requirement for a common external examination means that the scope and context of each standard has been specified.  These standards allow external assessment to move away from an emphasis on recall of broad content to an understanding of the key biological ideas better reflecting the step up from Level 5 of the curriculum.

There is no specific ecology external standard in the L1 matrix since the Ecology achievement objective, which focuses on investigation, is better suited to being assessed internally, particularly at curriculum Level 6.

The external Biology and internal Living World standards cover the same level of curriculum achievement (Level 6).  The exclusion between B1.3 and S1.1 is required due to the degree of overlap of content involved despite their different emphases.

Physical World

Science 1.1

Demonstrate understanding of aspects of mechanics

This standard was chosen to be externally-assessed because the study of mechanics has more well-defined boundaries than other areas of study at this level.

Science 1.2-1.4

Investigate implications of electricity and magnetism for everyday life

Investigate implications of wave behaviour in everyday life

Investigate implications of heat for everyday life

In the Science standards for Physics, students should acquire sufficient understanding of the concepts of the topic to be able to relate what they have learned to a situation that might be encountered in their everyday lives.  It is hoped that this requirement will mean that students will appreciate the relevance of what they are learning and hence gain more enjoyment from the learning process.

Some examples of possible questions that students might address that relate to real life situations are:

Electricity and magnetism:

·           A power point is loaded to the level that it becomes overloaded.  What happens and what causes it to happen?

·           Should homes be built under high voltage power lines?

Wave behaviour:

·           What causes a red sunset?

·           Should frequent cell phone users be concerned about possible cancer?

Heat:

·           In what way will the effect of the melting ice at the north pole be different to the effect of the melting ice at the south pole?

·           Why does sweating cool you down?

Although many of these questions have a strong social science flavour, these standards require the student to concentrate on the science of the situation; social science discussions will not be considered when student work is judged.

The learning that relates to each standard should be completed in about five weeks.  The number of questions the students are required to address will depend on the relative complexity of the situation involved.  A maximum of three questions is considered reasonable.

Physics 1.1

Carry out a practical physics investigation that leads to a linear mathematical relationship, with direction

This standard was developed to allow a logical progression of skills and understanding from L1 through to L3.  This standard focuses on the use of skills in an investigation rather than an evaluation of the process of an investigation as that is beyond Level 1.

Physics 1.3-1.4

Demonstrate understanding of aspects of electricity and magnetism

Demonstrate understanding of aspects of wave behaviour

The main change to the structure of standards in this area is the move to a single criterion.  Two criteria standards can lead to anomalies where a student can achieve very highly in one criterion but very poorly in the other.  By combining the grade criteria it is possible to award a grade that more closely reflects the overall ability of the student.

The content of the standards is largely unchanged.

Exclusions exist between the Physics standards and the equivalent Science standards because of the significant overlap of content.

Physics 1.5

Demonstrate understanding of aspects of heat

Heat was chosen as the focus for this standard because there is a major practical aspect as well as theory.

Although the NZC refers to atomic and nuclear physics, it was decided that this was not a key outcome for qualification assessment at this level.  It will be included in the L2 suite of achievement standards.

Material World

Science 1.5

Demonstrate understanding of aspects of acids and bases

This standard covers understanding of the properties and uses of some acids and bases.  It requires knowledge of the structure and formulae of ions.  It retains most aspects of the Chemistry standard with the exception of metal properties that are now covered in Science 1.7.

Science 1.6

Investigate the implications of the use of carbon compounds as fuels

This standard covers the use of carbon compounds as fuels.  It requires an understanding of names, formulae, and properties (including combustion reactions) of some simple hydrocarbons and alcohols.  The implications of the use of hydrocarbons as fuels for humans and the environment are linked to these properties.

Science 1.7

Investigate the implications of the properties of metals for their use in society

This standard covers the properties of metals and the implications of these properties for the ways that metals are extracted and used.

Science 1.8

Investigate selected chemical reactions

This standard covers a range of chemical reactions and classifies them using experimental observations and equations.  It also covers factors which affect the rate of a chemical reaction.

Chemistry 1.1

Carry out a chemistry practical investigation with direction

This standard covers the carrying out of a procedure to collect primary data and the processing, interpreting of both primary and secondary data.

Chemistry 1.2

Demonstrate understanding of the chemistry in a technological application with direction

This standard covers the links between a technological application of chemistry and the chemistry involved.  A technological application is defined as a use of chemistry to meet the needs of society.

Chemistry 1.3

Demonstrate understanding of aspects of carbon chemistry

This standard covers the understanding of the names, formulae, and properties (including combustion reactions) of some simple hydrocarbons.  The implications of the use of hydrocarbons as fuels for humans and the environment are linked to these properties.

Chemistry 1.4

Demonstrate understanding of aspects of selected elements

This standard covers the chemical and physical properties and uses of selected metals and non-metals.  It also covers the relationships between the atomic structure of the elements and the organisation of and trends in the periodic table.

Chemistry 1.5

Demonstrate understanding of aspects of chemical reactions

This standard covers the classification of a range of chemical reactions based on observations and related equations.  It also covers factors which affect the rate of the chemical reaction.

Appendix 2 - Sciences Matrix - Level 1