Achievement Standards
The Australian Curriculum uses the words achievement standards to describe the depth of understanding and quality of skills achievable by a student in the curriculum programme. Standards are established for curriculum, instruction and assessment: Standards-based education infers that planning for learning experiences has achievable standards at particular grade levels. Effective planning of curricula integration requires using standards from two (or more) subject areas (e.g., science and art, science and English), which also becomes the assessment foci for teaching and learning (Hudson, P. 2012).
Science Achievement Standard for Year 10
Students evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes. (Australian Curriculum, Year 10 Science)
Click here to view the Australian Curriculum's science achievement standards
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes. (Australian Curriculum, Year 10 Science)
Click here to view the Australian Curriculum's science achievement standards
RE Achievement Standard for Year 10
Given Religion is not a subject included in the Australian Curriculum, we have based our assessment task and rubric on the assessment guidelines found in the VCE Study Design of Religion and Society for 2011-2016 . In adapting the outcomes, described in terms of key knowledge and key skills, we have attempted to make them more relevant to Year 10 achievement standards so that appropriate performance descriptors can be included in the rubric.
Click here to view the Assessment Booklet of Religion and Society
Click here to view the Assessment Booklet of Religion and Society
Research Assessment Task
This
summative assessment is envisaged as an ongoing task assessed in
stages over the term. Following pedagogy that is informed by a teaching
and learning cycle students are enabled to develop their research skills
and understanding of the topic in depth. A teaching and learning cycle is
based on the teacher building knowledge of the processes involved in doing research, modelling research methods to the students, jointly researching a topic with the students and then giving them the opportunity to research independently (Derewianka & Jones, 2012).
RESEARCH TASK QUESTION:
How did human beings evolve? How would you respond to a religious believer, such as a Christian, who doesn’t believe in evolution on the basis that it conflicts with their Sacred texts?
Present your research task by creating an online resource or a podcast or an essay incorporating the following criteria:
- The four conditions for evolution by natural selection.
- One piece of evidence to explain Darwin’s theory of natural selection.
- The link between human fossil records and human evolution.
- Analysis of a creation story
- The interpretation of a Sacred text
- A reference list
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
10_science&religion_rubric.pdf | |
File Size: | 184 kb |
File Type: |