Science NCEA NZC Level 1

Subject Learning Outcomes for Assessment

Companion to the Science Learning Matrix

What are the Subject Learning Outcomes and how can I use them?

Subject Learning Outcomes identify the knowledge and skills that students need to be ready for assessment. Subject Learning Outcomes are informed
by the Achievement Standards. They should be used in conjunction with the full suite of NCEA materials. For guidance on assessment criteria, please
also refer to the Achievement Standards, Unpacking, and External Assessment Specifications or Conditions of Assessment as appropriate.

Subject Learning Outcomes do not replace any documents. This includes the External Assessment Specifications and Conditions of Assessment. All
NCEA materials need to be used to fully understand the requirements of each Achievement Standard and to plan a robust teaching, learning, and
assessment programme. Subject Learning Outcomes should not be used to make assessor judgments. The Achievement Standard and the
Assessment Schedule for Internal Assessment Activities are used to make such judgments.

Subject Learning Outcomes, alongside other key documents, make clear to teachers what to include in their teaching and learning programmes and
what student capabilities to check for, in the lead up to assessment. Each Subject Learning Outcome does not need the same amount of teaching time.

All learning should connect with students’ lives in Aotearoa New Zealand and the Pacific. Teachers or students usually select the contexts. As such,
contexts are not always specified in the Subject Learning Outcomes. Examples may be provided to illustrate topics and contexts, but they are not
prescriptive.

Students are entitled to teaching that supports them to achieve higher levels of achievement. Subject Learning Outcomes mainly align with outcomes
for the Achieved level. However, outcomes for higher levels of achievement are also included.

The knowledge and skills in the Subject Learning Outcomes are the expected learning that underpins each Achievement Standard. Students will draw
on this learning during assessment. It is important to note that assessment is a sampling process so not everything that is taught will be assessed.

Subject Learning Outcomes Version: 3

Achievement Standard 1.1 (91920): Demonstrate understanding of a science-informed response to a local issue (5 Credits)
What is being
Subject Learning Outcomes Notes
assessed
Understanding of a • Identify a relevant science idea for a given local issue. Examples of a science Conditions of Assessment
science-based idea include F=ma, thermal expansion, parasitism, coastal erosion.
perspective on a • Describe a science idea (appropriate for Level 6 of The New Zealand Local - refers to the issue being of interest
local issue Curriculum) that informs a science perspective in the context of a local issue. or importance to the student. Examples of
For example, describing how heat energy (from bores) is used to make a local issue include renewable energy,
electrical energy related to the local issue of depleted geothermal activity. waterway health, or use of supplements
• For merit, students are able to explain a science idea and how it informs the by athletes.
science-based perspective related to the local issue.
Perspective(s) - For the purpose of this
Understanding of a • Outline another perspective relevant to the local issue. For example, a
achievement standard, a perspective is a
second perspective mātauranga Māori perspective related to the issue of depleted geothermal
particular way of regarding an issue that is
on the same local activity.
shared by a group. Examples of groups
issue • For merit, students are able to explain the second perspective and how it
include:
relates to the local issue. For example, explaining the perspective of Drug Free
• iwi or hapū
Sport NZ and how it relates to the issue of performance enhancing drugs in
• a local council
sport.
• a company or business.

The understanding of • Show understanding of tiakitanga in relation to the local issue, which could Tiakitanga -
tiakitanga in relation involve:
to the local issue o outlining An approach in response to an issue that
o describing demonstrates:
o linking
aspects of responsible science practice as part of the discussed perspective(s), • taking care
and/or the response. For example, in a geothermal context this could include • ownership
examples of ways that science practice may mitigate risk or depletion of the • responsibility.
resource to prevent irreversible long-term damage, linking this to care of people
and resources.

Subject Learning Outcomes Version: 3

Presenting a • Identify a response to a local issue that is based on a relevant science idea. The intention is for ākonga to show their
science-informed For example, decision makers closing backyard bores in geothermal areas understanding of complex real-world
response to the local based on modelling data. decision-making, in a science context.
issue • For merit, students are able to explain a response to a local issue that is based
on a relevant science idea.
• For excellence, students are able to discuss the importance of the two
perspectives in the science-informed response. This could involve:
o evaluating how each perspective contributes to the science informed
response
o analysing the science-informed response, with reference to both
perspectives
o For example, how a science perspective based on heat energy
modelling, and a mātauranga Māori perspective, are both used by
decision makers to respond to the issue of potential geothermal
depletion.

Achievement Standard 1.2 (91921): Demonstrate understanding of the use of a range of scientific investigative approaches in a
context (5 Credits)
What is being Subject Learning Outcomes Notes
assessed
Investigation of a • Recognise which investigative approaches are appropriate to explore a Conditions of Assessment
context using at question relating to the context. For example, carrying out 3 different
least three different investigative approaches to determine how global warming is resulting in Context - refers to the overarching theme,
scientific changes in ocean temperature and the melting of glacial ice. setting, or idea and must provide sufficient
approaches • Carry out at least three different investigative approaches from the following: depth to be explored using multiple
o Pattern seeking (evidence may be provided to students). investigative approaches. Examples may
o Exploring and observing. include:
o Modelling. • a chemical process, egg, ocean
o Classifying and identifying. acidification

Subject Learning Outcomes Version: 3

 o Fair testing. • methods of energy transfer, eg,
• Collect and record evidence for each investigative approach in a way that can electrical circuits, thermal transfer
be used to respond to the specified question, which could involve: • an ecological issue, eg, pest control
o tabulated data • the use of a chemical product
o graphs • a geological formation, eg, limestone
o pictures or videos caves
o annotated drawings or diagrams • astronomical patterns, eg, tides
o written observations. • an agricultural/horticultural process,
eg, optimisation of growing
conditions.

Question - Each investigation should aim

to answer a question that will allow
students to understand an aspect of the
overarching context. For example, a
question could be: “How does temperature
affect the volume of water?”.

Modelling - refers to the use of a model to

make testable predictions, explore effects,
or collect observations or data.
Showing • Use evidence to describe the purpose of each investigative approach used. Examples of evidence could include (but
understanding of the This could include: are not limited to):
purpose of each o describing why the evidence gathered by each investigative approach • experimental data
investigative allowed the student to answer the question. For example, comparing • observational data
approach in glacial length over time against a Keeling curve to determine the impact • statistics
response to a of carbon dioxide on global warming. • surveys
question o describing, with reference to a wider body of knowledge, how or why the • consultation with a wider body of
type of investigative approach was appropriate. For example, using knowledge
• discussion/wānanga.

Subject Learning Outcomes Version: 3

 modelling to visualise a complex system, to determine if land ice or sea
ice contributes more towards sea level rise. While ākonga should work in groups to
• For merit, students are able to use evidence to provide a reason why each carry out investigations and collect
approach is or is not useful in responding to a question within the context, evidence, they will demonstrate their
which may include: understanding through individual
o explaining why the type of evidence gathered by each investigative responses to the investigations.
approach allowed the student to answer the question. For example, if
students are exploring the concept of thermal expansion of water and
how it contributes to sea level rise, it would be more timely to
demonstrate this phenomenon using a fair test investigation rather than
a pattern seeking investigation. This is because the turnaround time on a
fair test will be significantly less in comparison to a pattern seeking
investigation as less data points are needed to extrapolate a reliable
trend.
o providing an evidence-based reason for why the type of investigative
approach was appropriate. For example, to demonstrate the direct
relationship between temperature and the expansion of water, other
factors have to be controlled. As such, it is important that to utilise a fair
test investigation which allows us to control the variable and determine
the relationship.
Analysing the use of • For excellence, students are able to use evidence to contribute to an
a range of understanding of the overall context. This could involve:
investigative o analysing the use of the range of scientific investigative approaches in a Analysing the accuracy of methods is not
approaches in the given context. For example, using a pattern seeking investigation to track required.
context the length of a glacier as it is a phenomenon that occurs over a period of
time. Using a fair test to determine the relationship between temperature
and water expansion. Using modelling to observe the effects of land ice
vs. sea ice and using the Archimedes Principle to explain the
observation within the context.

Subject Learning Outcomes Version: 3

 o linking the findings of three investigative approaches to explain how they
contribute to learning about the overarching context. For example, as the
temperature of the ecosystem increases, there is a decrease in the
length of glaciers. This decrease in the length of glaciers contributes to
an increase of water in the ocean and results in sea level rising. Another
contributor to sea level rising is thermal expansion of water. As more
water is added into the seas, the effect of the thermal expansion of water
is compounded and this results in an increase in the rate of sea level
rise.
o explaining how the three different types of investigative approach
support an integrated understanding of different aspects of an overall
context. For example, using a flow chart to unpack how each of the
investigations contributed to the understanding of the complex system.

Achievement Standard 1.3 (91922): Describe features of science that have contributed to the development of a science idea in
a local context (5 Credits)
What is being Subject Learning Outcomes Notes
assessed
Understanding of • Describe how two different features of science have contributed to a science Assessment specifications
how features of idea in a local context. For example, in an unfamiliar resource about the
science contributed development of rongoā treatment (science idea) for type 2 diabetes, when Check assessment specifications to learn
to the development prompted to talk about replicable, verifiable data collection (feature 1) and which features of science are assessed.
of a science idea in a responding to needs and opportunities (feature 2), students can identify
local context where these occurred. Features of science include:
• Identify the characteristics of features of science in local contexts, which may • replicable, verifiable data collection.
include: Replicable: has been tested a
o socio-scientific issues, eg, ocean acidification around coastal Aotearoa, number of times with similar
pest control methods in the Pureora forest outcomes.

Subject Learning Outcomes Version: 3

 o technologies, eg, developing faster planes, improving batteries through Verifiable: other scientists have
the New Zealand battery project confirmed the results in some way.
o local projects, eg, Rocket Lab or conservation groups such as Tasman • interpreting patterns and interactions
Environmental Trust • linking new evidence to existing
o the history of development of a scientific idea, eg, sourcing new models, theories, and ideas
geothermal wells for energy generation at GNS, atomic model • the development of science ideas in
developments involving Ernest Rutherford’s gold foil experiment, response to new evidence or varied
developing New Zealand’s DNA databank. perspectives, such as Māori and
Pacific knowledge systems
Recognising how • Outline how each of the specified features of science has influenced a given
features of science science idea. For example, describing how energy generation methods in • the influence of social and cultural
have contributed to New Zealand (science idea) have changed over time in response to the factors on science
the development of a development and use of geothermal energy generation (the influence of the • the influence of the development and
science idea development and use of technology on science) and in response to human use of technology on science
needs. • responding to needs and
• For merit, students are able to explain the significance of each specified opportunities
feature of science to the development of a given science idea, which could
• rigorously reviewing claims
involve:
o providing a reason for how the feature of science has caused a science • using specific language, symbols,
idea to change over time. For example, explaining how the harvesting of and conventions
tuna (science idea) has changed in response to new evidence (feature of • being tentative by nature. The only
science) about their life cycle and reproduction. certainty in science is when a claim is
o describing how the feature of science has influenced the application of a disproved.
science idea in a local issue. For example, explaining how the use of
• the attributes of the people who carry
scientific language, symbols, and conventions (feature of science) have
allowed scientists around the world to collaborate (feature of science) out the science such as curiosity,
and gain a deeper understanding of climate change and its effects collaboration, competitiveness,
(science idea). creativity, and critical thinking.
• For excellence, students are able to discuss how the features of science
have interacted to contribute to the development of a scientific idea, which Local - refers to contexts relevant to
could involve: Aotearoa New Zealand or the wider Pacific.
o justifying, or analysing, how the features of science relate to:
Examples of local contexts could include
▪ each other
and extreme tides, pest control methods,

Subject Learning Outcomes Version: 3

 ▪ the development of the scientific idea. developing faster planes, improving
For example, discussing how the attributes of the people (feature of batteries, conservation groups, Rocket
science) carrying out the pest control (science idea) meant that their Lab, energy generation, atomic model.
application of those pest control methods was tentative (feature of
science), and how this allowed them to improve their pest control
operation over time as they experimented and found more efficient
solutions (feature of science).

Achievement Standard 1.4 (91923): Demonstrate understanding of science-related claims in communicated information (5
Credits)
What is being Subject Learning Outcomes Notes
assessed
Interpreting key • Describe the source. Assessment specifications
aspects from • Describe the intended purpose of the communicated information. For
communicated example, an article promoting organic farming commissioned by organic Communicated information is information
information farming organisations may have the intended purpose of convincing an from any channel, source, or media.
audience of the benefits of such practice. Examples could include: conversations,
• Describe claims in communicated information that are based on scientific radio or tv shows, advertisements,
ideas or concepts. For example, the American Psychological Association research, books, cartoons, online content.
(source) claims that personality is determined by genes and environment, but
not astrology (claim), and uses data to support this conclusion. The communicated information must
• Identify examples of scientific language. attempt to use scientific evidence to justify
• Identify examples of scientific conventions. For example: the correct use of a conclusion (rightly or wrongly).
chemical formula, correctly labelled axes, or error bars on graphs, in
communicated information. Source refers to the person, persons, or
organisation who created, or
commissioned the creation of, the
communicated information.

Subject Learning Outcomes Version: 3

Evaluating the use of • For merit, students are able to explain how the scientific language or Scientific conventions may include the use
scientific language or conventions used support science-based claims in communicated of SI units, metric prefixes, scientific
conventions used to information, which could involve: method, symbols, formulae, tabulated data,
support science- o explaining how scientific language or conventions can strengthen, or diagrams, peer review, significant figures,
related claims weaken, science-related claims. For example, in an article referring to referencing material, and/or graphing
“h2o”, students could explain how this affects the veracity of the claims protocols.
being made.
o explaining whether scientific language or conventions are being used
correctly or incorrectly, and how this affects support for science-related
claims. For example, in an online video about a water bottle that adds
hydrogen to water, students could explain how the scientific language is
being used incorrectly and how this reduces support for the claims being
made.
• For excellence, students are able to evaluate the use of scientific language or
conventions used with reference to the science-related claims in
communicated information, which could involve:
o analysing both the correct and incorrect use of scientific language and/or
conventions and how this impacts support for the science-related claims.
For example, using a resource about homeopathy, students could
discuss how peer review lends credibility to claims made against
homeopathy while a lack of data from homeopaths reduces support for
their claim that homeopathy works.
o discussing how the scientific language or conventions used represent or
misrepresent the science ideas in the claims. For example, students
could explain in depth what the scientific phrases and/or data used
actually mean and how the misuse of this language can create a
narrative that misrepresents a science idea.

Subject Learning Outcomes Version: 3