CONASTA 2005

Alternatives to Biology, Chemistry and Physics : 

Alternatives to Biology, Chemistry and Physics Cliff Rothenberg Curriculum and Assessment Officer Science cliffr@ssabsa.sa.gov.au CONASTA July 2005

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ROLE of SSABSA : 

5 ROLE of SSABSA Curriculum Agency Assessment Agency Statutory Authority, not a BOS Certificate of Education in SA (SACE), NT (NTCE) and SE Asia (SAM) Stage 1 (Year 11) Stage 2 (Year 12)

SA Certificate of Education : 

6 SA Certificate of Education Certificate of completion Stage 1 framework curriculum statements assessment is school-based moderation by assessment plans Stage 2 mixture of frameworks and prescriptive statements assessment is mixture of external and internal components

Alternatives in SA : 

7 Alternatives in SA HESS Restricted Contemporary Issues and Science VET subjects Conservation and Land Management Laboratory Operations Seafood Operations HESS General Extension Studies Psychology

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8 Enrolment Data

Curriculum Statements : 

9 Curriculum Statements Intention is to provide for teachers a coherent document for teaching and learning a coherent framework for assessment

Curriculum Statements : 

10 Curriculum Statements Coherence comes from getting meaning from one part by referring to another e.g. rationale learning outcomes assessment components criteria for judging performance

Contemporary Issues and Science : 

Contemporary Issues and Science HESS Restricted CONASTA July 2005

Rationale : 

12 Rationale “contemporary issues have both been informed by and been shaped by the development of scientific theory and ideas.” “links between branches of science and between science and other disciplines.” “questioning approach, reflection and critical analysis.”

Strands for Science (4) : 

13 Strands for Science (4) Common for all science curriculum statements Acquiring Knowledge of -------- Understanding and Problem-solving in -------- Using Knowledge of --------- Communicating Knowledge of --------

Learning Outcomes : 

14 Learning Outcomes At the end of this program students should be able to: design and conduct investigations to test a scientific hypothesis; search for, and select, relevant scientific information from a variety of sources; demonstrate knowledge and understanding of scientific concepts and how science is shaped by contemporary issues;

Learning Outcomes : 

15 Learning Outcomes At the end of this program students should be able to: critically analyse and evaluate scientific information and procedures; think creatively to develop possible solutions to a variety of scientific problems;

Learning Outcomes : 

16 Learning Outcomes At the end of this program students should be able to: apply knowledge and understanding of science to contemporary issues, taking into account the relevant social, historical, and environmental contexts; select and use, individually and collaboratively, appropriate modes of communication to articulate information.

Links to Learning Outcomes : 

17 Links to Learning Outcomes Strands Acquiring Knowledge Understanding and Problem-solving Using Knowledge Communicating Knowledge Learning Outcomes design investigations obtain information knowledge and understanding critical analysis and evaluation think creatively to develop solutions 6. informed decision making 7. communicate ideas and reasoning

Structure and Organisation : 

18 Structure and Organisation Framework curriculum statement and teachers are asked to design a teaching program that incorporates one or more unifying themes that leads to student being involved in an issue or issue study Reinforce ideas and concepts from other learning areas or subjects

Issues : 

19 Issues … a proposition of relevance to current and future society on which people hold a range of opinions.

Theme Example : 

20 Theme Example Australia in 2050 Climate change Space travel and exploration Communication technology Land management Water resource management Population Science in sports Society and drugs

Topics : 

21 Topics Unifying theme to develop: Four to six topics 15 to 25 hours programmed time Contemporary issue or Basis for a number of contemporary issues

Teaching Programs : 

22 Teaching Programs Key ideas are what students should know and understand concepts, notions, thoughts or images Intended student learning describes what students should be able to do verbs

Curriculum Coherence : 

23 Curriculum Coherence Collaborative Presentation: an issue study with a scientific context that involves; collaboration (7), communication (7), and reflection (6) Practical Investigation: a scientific practical investigation that incorporates; design skills (1), reporting (7), and evaluation (4)

Curriculum Coherence : 

24 Curriculum Coherence Individual Study: an issue study that involves; research (2), analysis (6), and communication (7) Portfolio: contains a variety of tasks that involves; knowledge and understanding (3), application (4), and evaluation (5)

Stage 2 Assessment : 

25 Stage 2 Assessment

Stage 2 Psychology : 

Stage 2 Psychology HESS General CONASTA July 2005

Curriculum Development : 

27 Curriculum Development Community initiative and Board directive (enrolment data) Curriculum Working Party International and national curriculum search Initial discussion Draft for community consultation

Writing : 

28 Writing Document based on modern learning theory Time to explore Internal links Collaboration Personal relevance and contextual Accreditation; HESS General

Rationale : 

29 Rationale ‘Each of us is, in some respects, like everyone else, like some other people and like no-one else.’ … ‘systematic study of behaviour, the processes that underlie it, and the factors that influence it.’ ‘Psychology sits at the crossroads between the life sciences and the humanities.’

Rationale : 

30 Rationale … ‘the skills learned through the study of psychology are parallel to those learned in other science subjects: how to be a critical consumer of information, how to apply knowledge to real world situations,’ ….

Strands : 

31 Strands Acquiring Knowledge Understanding and Problem-solving Using Knowledge Communicating Knowledge

Learning Outcomes : 

32 Learning Outcomes 1. describe the factors that cause psychological differences and similarities between people and give examples of how these factors affect the behaviour of self, others, and groups;

Learning Outcomes : 

33 Learning Outcomes 2. search for, evaluate, and organise psychological information and use language effectively to communicate key ideas, understandings, processes, and values in a range of contexts;

Learning Outcomes : 

34 Learning Outcomes 3. demonstrate an understanding of ethical research by designing, undertaking, and evaluating guided investigations;

Learning Outcomes : 

35 Learning Outcomes 4. make informed decisions about issues, events, and situations in society by applying relevant psychological principles and ethics;

Learning Outcomes : 

36 Learning Outcomes 5. demonstrate critical reflection, analysis, and organisation in the application of psychological principles, taking into account ethical considerations;

Learning Outcomes : 

37 Learning Outcomes 6. analyse the behaviours of self, other individuals, and groups of people in different contexts in a way that recognises the values of independence and interdependence;

Learning Outcomes : 

38 Learning Outcomes 7. undertake a variety of roles while working as a member of a team to achieve individual and shared goals.

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Structure and Organisation : 

40 Structure and Organisation Statement contains topics: Small in number with an in-depth focus In-built flexibility (prescribed content is minimal) Aspects (4) Illustrate different levels of explanation used in Psychology (4)

Aspects (4) : 

41 Aspects (4) In each topic: Knowledge and understanding Application to social issues and/or personal growth Methods of investigation Ethical issues

Levels of Explanation (4) : 

42 Levels of Explanation (4) Biological Basic processes Person Socio-cultural

Framework (two dimensions) : 

43 Framework (two dimensions) Levels (4) Aspects (4)

Each Topic : 

44 Each Topic Level (1) Aspects (4)

Biology Curriculum : 

45 Biology Curriculum DNA

Levels of Explanation : 

46 Levels of Explanation Biological level Focuses on biological and chemical processes Study of aggressive behaviour Role of hormones Drugs Nerve damage

Levels of Explanation : 

47 Levels of Explanation Basic processes level Focuses on psychological processes that are very widespread in humans; learning and cognition Study of aggressive behaviour Emotions Cognitions that preceded the aggressive behaviour

Levels of Explanation : 

48 Levels of Explanation Person level Focuses on individual differences in behaviour Study of aggressive behaviour Personality type Intelligence quotient

Levels of Explanation : 

49 Levels of Explanation Socio-cultural level Focuses on the influence other people exert on behaviour; behaviour in social and cultural contexts Study of aggressive behaviour Role of onlookers Cultural influence

Human Behaviour : 

50 Human Behaviour Biological factors Brain activity Drug effects Basic Processes Attention Perception Word finding Person characteristics Intelligence Personality Social and cultural context Audience number and identity Social meaning of interaction

Topics : 

51 Topics Overview statement Level(s) of explanation Aspects Key ideas (2 – 4) Areas of learning Suggested at Stage 1 Mandatory at Stage 2

Topics and Levels : 

52 Topics and Levels

AssessmentandModeration : 

AssessmentandModeration CONASTA July 2005

Stage 2 Assessment : 

54 Stage 2 Assessment LO 5 is common (application)

Stage 2 Assessment : 

55 Stage 2 Assessment

Stage 2 Assessment : 

56 Stage 2 Assessment Central Moderation Statistical Moderation

Research ProgramsinPsychology : 

Research ProgramsinPsychology CONASTA July 2005

Research Programs : 

58 Research Programs Password protected SSABSA-approved (choice of 8) Contain a number of related activities for the class to undertake Class collects quantitative and qualitative data Students then pose a question or hypothesis and use relevant data to write an investigation report.

Research Programs : 

59 Research Programs Simulated science for ethical and safety reasons Methodology has been checked by a panel to ensure student safety Need to explain to students the reasoning behind the mandatory method A research program is not an investigation

Research Programs : 

60 Research Programs Consists of three types of investigation design Experimental Quantitative observational Qualitative

Research Programs : 

61 Research Programs Uses three methods of assessing responses Objective quantitative Subjective quantitative Qualitative

Research Programs : 

62 Research Programs Investigation Design Type Methods of Assessment

Collaborative Investigations : 

63 Collaborative Investigations Criteria for judging performance Proposal development and data analysis (group of students) collaboration responsibility reliability productivity NB proposal is not assessed but feedback and/or a new proposal is given before individuals write report

Collaborative Investigations : 

64 Collaborative Investigations Report writing (each student) presentation explain how data used organise and present data interpretation interpret patterns discuss sample size evaluation identify strengths and weaknesses discuss ethics communication 1000 words

Individual Investigations : 

65 Individual Investigations Criteria for judging performance Proposal development and data analysis now done by individual students investigation skills construction of question or hypothesis use of data to address question

Individual Investigations : 

66 Individual Investigations Report writing (each student) presentation explain how data used organise and present data interpretation interpret patterns discuss sample size evaluation identify strengths and weaknesses discuss ethics communication 1500 words

Extension Studies : 

Extension Studies HESS General Group 1 or Group 2 CONASTA July 2005

Rationale : 

68 Rationale …. ‘designed to enable students to pursue a particular interest by developing an idea, a skill, or a question that becomes the point of departure for an investigation …. interdisciplinary or in-depth study involves selecting, synthesising, and reflecting on information

Strands : 

69 Strands Ways of Knowing what constitutes knowledge and ways of knowing and learning Research Process the investigation process which is open, flexible, adaptive; qualitative or quantitative Individual Development personal growth

Learning Outcomes : 

70 Learning Outcomes discuss and develop an idea, a skill, or a question for investigation; demonstrate skills in negotiating, planning, and organising learning activities; use multiple sources of information to develop critical knowledge and understanding of an idea, a skill, or a question;

Learning Outcomes : 

71 Learning Outcomes explore an idea, a skill, or a question from a range of perspectives (e.g. social, scientific, cultural, historical, and political); work independently and interdependently to investigate an idea, a skill, or a question;

Learning Outcomes : 

72 Learning Outcomes apply logical, critical, and innovative reasoning to a problem from their area of investigation; discuss, communicate to the wider community, and critically reflect on, their learning.

Structure and Organisation : 

73 Structure and Organisation Varied approach Students must be involved in designing their own investigation Program drawn up by the student, supported by contact teacher mentor (where applicable) Program submitted for feedback and approval

Scope or Content : 

74 Scope or Content Defined by student Students propose investigation nominate key ideas or areas of study negotiate how then do undertake present the outcome to an audience critically reflect on the outcome

Scope : 

75 Scope The student investigation is developed from an idea, a skill, or a question across other subjects (breadth) or within existing subject (depth) but must be substantially different from any existing SSABSA curriculum Classification as Group 1 or 2

AssessmentandModeration : 

AssessmentandModeration CONASTA July 2005

Stage 2 Assessment : 

77 Stage 2 Assessment LO 4 is common (explore from a range of perspectives)

Curriculum Coherence : 

78 Curriculum Coherence Investigation Proposal: two parts; proposal and discussion Proposal 10% exploration (1), skills of inquiry (2), planning (3), and quality of proposal (4) Discussion 10% clarity (7), quality of research and learning (1), and quality of advocacy (7)

Curriculum Coherence : 

79 Curriculum Coherence Folio: two parts, discussion and research evidence; Discussion depth of understanding (3), skills of inquiry (3, 4, 5, 6), communication (7) and reflection (6) Research evidence organisation (2), skills of inquiry (3, 4), problem-solving (6), working independently and interdependently (5), and documentation (5)

Curriculum Coherence : 

80 Curriculum Coherence Investigation Final Outcome: three parts, exhibition (30%), discussion (5%) and personal evaluation Exhibition quality of exhibition (4), validity of the findings (6), and responsibility (5) Discussion quality of discussion (7), quality of advocacy (7), Personal evaluation reflection (7), understanding and communication (7)

Stage 2 Assessment : 

81 Stage 2 Assessment External* (assessed by SSABSA)

Snakes: Katherine area : 

82 Snakes: Katherine area Interviews, surveys, books, Internet snake demonstrations at community events Wrote booklet about snakes identification legal protection for snakes snakebite first aid evolution of snakes cultural importance of snakes to Aboriginal culture environmental importance Work recognised by an expert

UHF Hobby : 

83 UHF Hobby owned and operated a computer retail and repair business for three years Cisco qualifications researched how data is communicated over large distances using UHF investigated how digital data works and how to convert a digital signal into analogue produced a written report and a modem that interfaces with a computer and UHF CB radio.

Support Materials : 

84 Support Materials Illustrative Programs Teaching and Learning Strategies Assessment Plans Assessment Exemplars Annotated Work Samples Performance Standards Resources Bibliography C:\SSABSA Website\index.htm