Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the table. For detailed notes regarding the purpose of this template and further instructions for completion, refer ‘Assessments’ Science Understanding Strand Science Inquiry Skills Strand Science as a human Earth and space Questioning and Planning and Recording and Analysing and Sub-strand Biological sciences Chemical sciences Physical sciences Communicating endeavour sciences predicting conducting processing evaluating Objects and the world Living things can look and Objects can be the same The weather and time of Objects can be changed Engage in simple Explore using their Use or Supported to make Respond to language ‘yes’ ‘no’ around us can be feel different or different and can look day can change and manipulated exploration senses response, pictures, between causes and used to and describe Content explored and feel different photos and concrete effects properties and begin to objects to demonstrate identify familiar objects Descriptions their findings Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Unit Semester/Year CD CD CD CD CD CD CD CD CD CD standard # standard # standard # standard # standard # standard # standard # standard # standard # standard # Level B Achievement Standard Level A Achievement Standard Level C Achievement Standard Separated by line. Number in brackets, E.g. (3), is used as an identifier in various of the template. By the end of Level A By the end of Level B By the end of Level C Students to the properties and behaviour of familiar objects. Students can identify some familiar objects. (1) Students participate in structured investigations that look at the names and properties of living things They react to environmental changes and respond to their effects through a positive or negative They actively explore the properties of familiar objects and deliberately initiate a cause to achieve the and objects. response. expected effect.(2) They sort and group objects based on one specific property or characteristic. Students initiate and communicate a response to, or acceptance or rejection of, familiar objects and In structured situations, teachers assist the student to record observations of the weather, familiar Students share discoveries through alternative augmentative communication and the use of objects, events. objects and events real objects and visual aids. (3) images and pictures. They communicate their choices and indicate and responses to simple questions. (4) ‘yes’ ‘no’ Assessments Unit (Title) Assessment Achievement Standard/s Unit (Title) Assessment Achievement Standard/s
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Science Understanding Strand Science Inquiry Skills Strand Sub-strand Science as a human endeavour Biological sciences Chemical sciences Earth and space sciences Physical sciences Questioning and predicting Planning and conducting Recording and processing Analysing and evaluating Communicating Content Descriptions Objects and the world around us can be explored Living things can look and feel different Objects can be the same or different and can look and feel different The weather and time of day can change Objects can be changed and manipulated Engage in simple exploration Explore using their senses Use ‘yes’ or ‘no’ response, pictures, photos and concrete objects to demonstrate their findings Supported to make between causes and effects Respond to language used to and describe properties and begin to identify familiar objects Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Level A Achievement Standard Level B Achievement Standard Separated by line. Number in brackets, E.g. (3), is used as an identifier in various of the template. Level C Achievement Standard By the end of Level A Students to the properties and behaviour of familiar objects. They react to environmental changes and respond to their effects through a positive or negative response. Students initiate and communicate a response to, or acceptance or rejection of, familiar objects and events. By the end of Level B Students can identify some familiar objects. (1) They actively explore the properties of familiar objects and deliberately initiate a cause to achieve the expected effect.(2) In structured situations, teachers assist the student to record observations of the weather, familiar objects and events real objects and visual aids. (3) They communicate their choices and indicate ‘yes’ and ‘no’ responses to simple questions. (4) By the end of Level C Students participate in structured investigations that look at the names and properties of living things and objects. They sort and group objects based on one specific property or characteristic. Students share discoveries through alternative augmentative communication and the use of objects, images and pictures. Assessments Unit (Title) Assessment Achievement Standard/s Unit (Title) Assessment Achievement Standard/s