STUDENT GUIDELINES FOR INTERNAL ASSESSMENT OF ACHIEVEMENT STANDARDS
Expectation of Teachers
1. At the start of the year course outlines and a calendar for assessment events will be provided.
2. At the start of a module, or earlier, written detail of the Achievement Standard being assessed and
3.
4. precise dates will be given.
Instructions for assessment of internal standards will be in writing and meet NZQA and school standards.
The feedback and checking processes for completed assessed material will occur as soon as possible.
5. Assessment material is retained as required by NZQA and Subject Department Policy.
Expectation of Students
1. It is your responsibility to familiarise yourself with what is required of you and when.
2.
3.
4.
5.
Work for Internal Standards must be submitted on or before the due date.
Attending lessons allocated to internal assessments must take priority over other commitments.
The only class time that can be used for an internal assessment is the time allocated to the subject involved.
Test procedures such as no cell-phones must be adhered to. Work submitted for assessment must be entirely your own. The school has to be able to authenticate work completed out of class. Suspected misconduct will be investigated. Cheating is viewed seriously and is likely to result in no grade for the
Standard involved.
6. At the end of the year you will be expected to check, and sign as correct, an individual computer printout of grades to be submitted to the New Zealand Qualification Authority for each subject.
Special Needs
Special assessment conditions such as reader/writers or extra time are available for students who are identified as meeting certain criteria. If you have queries about this contact Mrs Pigou.
Appeals Procedures for Internally Assessed Standards
1. When internally assessed work is returned your teacher will explain how it was marked then ask you to sign that you understand and accept the grade. This is usually done on the marking grid attached to
2. your work.
Raise any concerns about the grade given for an internally assessed Achievement Standard with your
3. class teacher or the Head of Department as soon as possible. You may be given a Query of Grade form on which to explain what your concern is with the grade allocated.
The teacher or Head of Department may address the issue immediately or make an appointment to see you outside class time.
4. If the matter is not resolved within 5 school days of the work being returned then see the Assistant
Principal, Mrs Pigou. A formal review process involving consultation with the student, teacher and
Head of Department then takes place.
Special Consideration for Internal Achievement Standards
1.
All students taking a course will be offered the same assessment opportunities for each standard.
2.
There is only one opportunity to meet the standard for both internals. If you are eligible for Special
Consideration you will need to fill in a Special Consideration for an Internal Standard. For example, if you require an extension or you cannot/did not complete an assessment task on the set date. The form is available from Mrs Pigou.
2.
3.
4.
5.
The maximum extension that can be arranged is 5 days. If you are sick for an extended period of time it may be appropriate to be withdrawn from a standard. See Mrs Pigou.
Special arrangements can be made:
 for involvement in approved activities e.g. representative sport, school trips. Permission must be gained well before the activity. The teacher may want you to do the assessment before you go away.
You will not automatically have an opportunity after you return.
 for sickness. A medical certificate is required.
 for a close bereavement. See Mrs Pigou to find out what documentation is required.
 for difficult personal circumstances. Some evidence is needed, see Mrs Pigou.
Sometimes it is not possible to provide another opportunity to reach a standard.
Achieved, Merit or Excellence can only be awarded if there is evidence of the standard reached.

Derived Grade Process for Standards assessed in the External Examinations
If you are prevented from sitting your examinations or your performance is seriously impaired through exceptional circumstance beyond your control such as severe illness or a sudden close bereavement you may be eligible for derived grades. See Mrs Pigou as soon as possible. She will explain the process to you and provide an application form. Should you be eligible for a derived grade for standards assessed in the external examinations the school will provide NZQA with a ‘derived’ grade based on your performance in our school examinations.
Mrs Pigou (Assistant Principal. has responsibility for Assessment and NZQA Liaison)
Laboratory Rules
1.
During experiments noise levels need to be kept low. All students must stop and listen to the teacher immediately when asked for attention.
2.
Do NOT run in the laboratory.
3.
Do NOT eat or drink in the laboratory.
4.
Long hair MUST be tied back, no scarves to be worn and blazers taken off when doing practical work
5.
Report ALL accidents to the teacher immediately.
6.
All avoidable breakages will be paid for by the student responsible.
7.
Wash off spilt chemicals immediately and wipe surfaces.
8.
Safety glasses are to be worn at all times during practical sessions when required.
9.
Covered shoes are to be worn whenever acids or bases are used.
10.
Bags are dangerous in the laboratory. Do NOT bring them in.
11.
Always clean and dry all glassware used.
12.
Return all equipment to the correct tray, trolley or cupboard.
13.
Clean up your area at the end of the lesson. Cool tripods and bunsens before putting away.
14.
Bench cloths used for wiping benches; Hand towels used for hands only.
15.
All solids go in the bin, NOT the sinks.
16.
Broken Glass is to be placed in the special labelled container.

TERM ONE
1 27 Jan
Course Confirmation
Day 1 Teacher Only Day
Year 9 Orientation
Year 9 Orientation
2 3 Feb Whole School
Waitangi Day
3 10 Feb
ELECTRICITY AS1.2 INTERNAL
4 17 Feb
5 24 Feb
Formative
6 3 Mar
Summative in this week
7 10 Mar
Mid Term Break
8 17 Mar Mid Term Break
9 24 Mar
ATOMIC STRUCTURE and
OF REACTIONS
RATES
10 31 Mar
11 7 Apr
12
14 Apr
End of Topic Test
Last day of Term
5 May
TERM TWO
12 May
AS1.8 CHEMICAL REACTIONS
INTERNAL
17 May
19 May
26 May
Summative assessment
2 Jun Queens Birthday
9 Jun
AS 1.1 MECHANICS EXTERNAL
16 Jun
23 Jun
Feast Day
30 Jun
88 half-days
YEAR CALENDAR 2014 YEAR 11 (total 380 half-days)
TERM THREE TERM FOUR
21 July 13 Oct
ACIDS AND BASES
28 July
AS 1.9 GENETICS EXTERNAL
20 Oct
4 Aug 27 Oct Labour Day
End of Topic Test All of AS1.5
3 Nov 11 Aug
18 Aug 10 Nov
25 Aug
NCEA EXAMS
17 Nov
Mid Term Break
4 24 Nov
8 Sep End of Topic Test
Genetics
REVISION
1 Dec
15 Sep School Exams 8 Dec
End of Year
22 Sep Last Day School Exams
Last day of Term
98 half-days 86 half-days

Internally Assessed Achievement Standards
This year the course includes 2 internally assessed Achievement Standards:
Science 1.2 AS 90941 Investigate implications of electricity and magnetism for everyday life
Science 1.8 AS 90947 Investigate selected chemical reactions
The dates for these are at present
Science 1.2 AS 90941
Science 1.8 AS 90947
Week 6 Term 1
Week 5 Term 2
Due to unforeseen events these dates may change to make sure students have sufficient preparation time before the assessment. Any changes to the dates will be notified to students at least a week before the assessment.
Externally Assessed Achievement Standards
The externally Assessed Standards offered in 2014 are:
AS90940 Version 1 AS 1.1 Version 1
AS 90944 Version 2 AS 1.5 Demonstrate understanding of aspects of acids and bases
AS 90948 Version 1 AS 1.9 Demonstrate understanding of biological ideas relating to genetic variation
At the end of each unit there will be an NCEA style test. These will provide practice and a guide to your progress. Several units may make up a particular Achievement Standard.
In September there will be a formal school exam which will cover the externally assessed achievement standards in a similar format to the External Exam. If the Achievement Standard AS1.5 is not included in the exam a formal, 1 lesson test, on the whole standard in Term 4 will be held. The results from these formal assessments will be used in the event of a compassionate consideration (derived grade) being needed in the November Exam. However if they have not been sat, the student will not be able to gain a compassionate consideration in Science for NCEA.
Note books
A hard covered 2B5 for notes and a soft 1B5 for internal assessment.
Homework
To achieve in Science it is necessary to work steadily all year. You are expected to complete 30 minutes of homework each night or 2 ½ hours per week. Homework is set to reinforce class work. Regular homework is expected and it is your responsibility to develop good habits
Return of assessments
As soon as it is practical, assessments will be returned to students and gone over in class. Students are encouraged to ask for clarification and follow the school guidelines if there are any problems. A written application for reconsideration can be made within 1 week of the return of the assessment. Each student will have a file stored by the teacher in which all assessments will be filed. Under no circumstances will these be allowed to go home. They are available at school for students to use for revision. Assessment material may be required for moderation by NZQA.

Subject Reference
Title
Level 1
Achievement Criteria
Achievement
Achievement Standard AS 90940
Science 1.1 Number AS90940 Version 1
Demonstrate understanding of aspects of mechanics
Credits 4 Assessment
Achievement with Merit
External
Achievement with Excellence

Demonstrate understanding of aspects of mechanics.

Demonstrate in-depth understanding of aspects of mechanics.

Demonstrate comprehensive understanding of aspects of mechanics.
Explanatory Notes
1.
Demonstrate understanding of aspects of mechanics typically involves providing evidence that shows awareness of how simple facets of phenomena, concepts or principles relate to given situations. This may include using methods for solving problems involving aspects of mechanics.
2.
Demonstrate in-depth understanding of aspects of mechanics typically involves providing evidence that shows how or why phenomena, concepts or principles relate to given situations.
3.
Demonstrate comprehensive understanding of aspects of mechanics typically involves providing evidence that shows how or why phenomena, concepts and principles are connected in the context of given situations. Statements must demonstrate understanding of connections between concepts.
4.
Evidence may be written, mathematical, graphical or diagrammatic.
5.
Aspects of mechanics will be limited to a selection from the following:

Distance, speed, interpretation of distance and speed time graphs, average acceleration and deceleration in the context of everyday experiences such as journeys, sport, getting going. The relationships v =

 t d a


 v t
.

Mass, weight and the acceleration due to gravity, balanced and unbalanced forces, in the context of everyday experiences such as being stationary, moving at constant speed, accelerating. The relationship F net
= ma.

Force and pressure in the context of everyday experiences. The relationship P =
F
.
A

Work and power, gravitational potential energy, kinetic energy, and the conservation of mechanical energy in free fall situations in the context of everyday experiences such as sports performance, dropping things, tossing balls. The relationships

E
P
= mg
 h E
K
=
1
2 mv
2
W = Fd
P =
W t
.

Subject Reference
Title
Level 1
Achievement Criteria
Achievement
Achievement Standard AS 90941
Science 1.2 Number
Achievement with Merit
AS90941 Version 1
Investigate implications of electricity and magnetism for everyday life
Credits 4 Assessment Internal
Achievement with Excellence

Investigate implications of electricity and magnetism for everyday life.

Investigate, in- depth, implications of electricity and magnetism for everyday life.

Investigate, comprehensively, implications of electricity and magnetism for everyday life.
Explanatory Notes
1.
Implications of electricity and magnetism for everyday life may relate to issues involving individuals, groups of people, society in general, the environment, or natural phenomena.
Investigate involves showing awareness of how science is involved in an issue that students
 encounter in their everyday lives. This requires at least one of the following: the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue
 the collection of secondary evidence and the identification of the scientific theory relevant to the issue under investigation. The issue must involve two different views, positions, perspectives, arguments, explanations, or opinions.
2.
Investigate in depth involves providing reasons for the way science is involved in this issue. This requires at least one of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue in order to give an explanation of the issue being investigated
 the collection of sufficient relevant secondary evidence and the application of the identified scientific theory relevant to the issue to explain the different views, positions, perspectives, arguments, explanations, or opinions of the issue under investigation.
3.
Investigate comprehensively involves providing reasons and linking them in a way that clearly explains the science that is involved in this issue. This requires at least one of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue in order to give a comprehensive and critical explanation of the issue being investigated
 the collection of sufficient relevant secondary evidence and the application of the identified scientific theory relevant to the issue to critically evaluate the different views, positions, perspectives, arguments, explanations, or opinions of the issue under investigation.
4.
Aspects of electricity and magnetism may be chosen by the student, and include but are not limited to:
Static Electricity: positive and negative charge, conductors and insulators, uniform and non-uniform charge distributions, earthing, electrical discharge in air, separation of charge by friction, charging by contact.
Direct Current Electricity: voltage, current, resistance, power, series circuits and simple parallel circuits, circuit diagrams, the relationships that are relevant to the investigation.
Magnetism: magnetic field directions (bar magnets, the earth’s magnetic field, magnetic fields due to currents in straight wires and solenoids); the right-hand grip rule; electromagnets; the relationships that are relevant to the investigation.

Subject Reference
Title
Level 1
Achievement Criteria
Achievement
Achievement Standard AS90944
Science 1.5 Number AS 90944 Version 2
Demonstrate understanding of aspects of acids and bases
Credits 4 Assessment External
Achievement with Merit Achievement with Excellence

Demonstrate understanding of aspects of acids and bases.

Demonstrate in-depth understanding of aspects of acids and bases.

Demonstrate comprehensive understanding of aspects of acids and bases.
Explanatory Notes
1 Demonstrate understanding typically involves describing, identifying, naming, drawing, or giving an account of aspects of acids and bases. This may require the use of chemistry vocabulary, symbols and conventions (including names and formulae), and completing word equations.
2 Demonstrate in-depth understanding typically involves explaining aspects of acids and bases. This may require explanations that use chemistry vocabulary, symbols and conventions (including names and formulae) and writing word equations or completing given symbol equations.
3 Demonstrate comprehensive understanding typically involves linking aspects of acids and bases. It may involve explaining, elaborating, justifying, relating, evaluating, comparing and contrasting, or analysing. This may require the use of chemistry vocabulary, symbols and conventions (including names and formulae), and writing balanced symbol equations.
4 Aspects of acids and bases will be selected from:

Atomic structure
- electron arrangement of atoms and monatomic ions of the first 20 elements (a periodic table will be provided)
- ionic bonding
- names and formulae of ionic compounds using a given table of ions.

Properties
- acids release hydrogen ions in water
- reactions (of acids with bases) to form salts.
- pH and effects on indicators.

Rates of reaction and particle theory.

Uses
- neutralisation
- carbon dioxide formation
- salt formation.
5 Acids and bases are restricted to HCl, H
2
SO
4
, HNO
3
, metal oxides, hydroxides, carbonates and hydrogen carbonates. Other acids may be included in examination questions. The names and formulae of any such acids will be given in the question.

Subject Reference
Title
Level 1
Achievement Criteria
Achievement
Achievement Standard AS 90947
Science 1.8 Number 90947 Version 2
Investigate selected chemical reactions
Credits 4 Assessment Internal
Achievement with Merit Achievement with Excellence

Investigate selected chemical reactions.

Investigate, in depth, selected chemical reactions.

Investigate, comprehensively, selected chemical reactions.
Explanatory Notes
1. This investigation involves collecting information about chemical reactions. The information could come from a variety of sources such as direct observations, collection of experimental data, resource sheets, photos, videos, websites and reference texts.
2.
Investigate involves carrying out a range of chemical reactions and recording observations and classifying reactions. It also typically involves describing, gathering, processing, interpreting, identifying, and giving an account of selected chemical reactions and using solubility rules to determine solubility. This requires the use of chemistry vocabulary, symbols and conventions (including names and formulae), and writing word equations.
3.
Investigate, in depth, involves classifying chemical reactions from experimental observations and/or equations and predicting the formation of a precipitate using solubility rules. It requires explanations that use chemistry vocabulary, symbols and conventions (including names and formulae), and completing symbol equations.
4. Investigate, comprehensively, typically involves explaining, elaborating, justifying, relating, evaluating, comparing and contrasting, or analysing the links between the classification of reactions, observations and equations, and the formation of precipitates and solubility rules. This requires explanations that use chemistry vocabulary, symbols and conventions (including names and formulae), including writing balanced symbol equations.
5.
Chemical reactions will be selected from:

Combination reactions. These are limited to simple reactions of elements with other elements
(such as magnesium or sulphur with oxygen, iron with sulphur etc).

Exchange reactions. These are limited to precipitation reactions such as the formation of:
 chlorides of silver and lead
 sulfates of barium and lead
 hydroxides of copper, iron(II), iron(III), calcium, and magnesium
 carbonates of copper, iron(II), zinc, calcium, and magnesium ions.

Decomposition reactions. These are limited to thermal decomposition of carbonates and hydrogen carbonates.

Displacement reactions. These are limited to the displacement of metal ions in solution by other metals.

Subject Reference
Title
Level 1
Achievement Criteria
Achievement
Achievement Standard AS90948
Science 1.9 Number
Achievement with Merit
90948 Version 1
Demonstrate understanding of biological ideas relating to genetic variation
Credits 4 Assessment External
Achievement with Excellence

Demonstrate understanding of biological ideas relating to genetic variation.

Demonstrate in-depth understanding of biological ideas relating to genetic variation.

Demonstrate comprehensive understanding of biological ideas relating to genetic variation.
Explanatory Notes
1 Demonstrate understanding involves recognising, naming, drawing, and giving characteristics of, or an account of, genetic variation.
2 Demonstrate in-depth understanding involves explaining how or why genetic variation occurs.
3 Demonstrate comprehensive understanding involves linking biological ideas about genetic variation.
It may involve explaining, elaborating, applying, justifying, relating, evaluating, comparing and contrasting, or analysing.
4 Biological ideas relating to genetic variation are limited to concepts and processes connected with:
 the continuity of life based on the inheritable nature of DNA
 links between DNA and variation in phenotypes
 variation in phenotypes as adaptive features.
5 Biological concepts and processes relating to the inheritable nature of DNA will be selected from:
 the roles of DNA in both carrying instructions to the next generation and determining phenotype
 the relationship between DNA, alleles, genes, and chromosomes
 the way in which genotype determines phenotype
 the way chromosomes exist as pairs so that individuals inherit two copies of each gene.
6
7
Biological concepts and processes relating to variation in phenotype will be selected from:
 the significance of an allele as an alternative version of a gene
 the role of mutations in forming new alleles
 the role of meiosis in generating gametes (students are not required to provide the names of the stages of meiosis)
 the significance of sexual reproduction (in producing a new mix of alleles)
 the patterns of inheritance involving simple monohybrid inheritance showing complete dominance, sex determination, possible genotypes, and phenotype ratios.
Biological concepts and processes relating to variation in phenotypes as adaptive features will be
8 selected from:
 inheritable and non-inheritable variations that exist within a group of living organisms
 differing rates of survival by various members of a group may depend on their phenotype
 the importance of variation within populations (population and species survival) in a changing environment such as pest infestation, disease, drought, or flood
 the advantages and disadvantages of sexual reproduction.
The student must be familiar with the following genetic language and conventions: gene, allele, mutation, genotype, phenotype, gamete, zygote, dominant, recessive, homozygous, heterozygous, pure breeding, Punnett square, and pedigree chart.

How to put more in, so you get more out of your NCEA answers!
Try using some of these linking words to keep your answers flowing and to make meaningful connections between points. Keep asking yourself “So?”…….
Descriptions
Explanations
Discussion, Analysis, Justify
Initially
The first step
Secondly
Subsequently
Following this
Before
Then
Later
For example
Consequently
Such as
As follows
However
Also
As well as
Due to
Because of
The reason for
Hence
Since
The effect of
Therefore
An outcome of
Accordingly
As a result of
Both … and
Similarly
Not only …but also
However
On the other hand
Alternatively
In contrast to
Although
Never the less
If…then..
As can be seen by
According to
Evidence indicates
Therefore
Accordingly
To summarise

ANALYSIS OF HIGHER-LEVEL QUESTIONS
You will only be able to achieve the maximum grade for a question if you have correctly interpreted the question and addressed ALL aspects of it in your answer.
Step What Why
1
Read the question once from start to finish writing anything . without
There is usually a substantial amount of information provided to you to get you thinking about the right ideas. Remember to look at:
 the heading of the section
 any images, including the words on them
 labels on diagrams
Also make sure you read right the end of the question in order not to miss out anything important.
This should put you in the right frame of mind for questions.
2
Identify the main focus of the question and underline it/them.
This does take a bit of practice. Check what you have identified against the heading of the section you are in.
3
4
Highlight
Look
the instruction words in the question and give them each a number .
for any plurals in the question and circle them.
This helps to identify what you are expect to do for your answer.
It also helps you to work out the level of the question and so the likely depth of your answer.
Numbering multi-part questions helps to make sure you address all aspects of the question in your answer.
This indicates you will have to something more than once e.g. if asked to describe properties of a metal, you will have to talk about more than one property!
5
Brainstorm any key words and phrases associated with the general topic of the question.
This helps you to recall relevant key terms and to relate the unfamiliar example back to relevant science concepts.
It doesn’t have to be written out in full, but should be recorded in brief notes. This will form the basis of your answer.
This is where the depth of your knowledge becomes apparent.
6 Plan your answer.
A quality answer will be organised into logical paragraphs. Having a plan means you won’t waste time and space on unnecessary and irrelevant information or excessive repetition.
Something to think about
There are specific techniques that can be used to work through answers to the calculation questions in
Physics and the reaction questions in Chemistry. However, before you can proceed with a calculation or write a formula equation, you do need to know what exactly you are being asked to calculate or what is reacting together!
How could you mark up a calculation or reaction question to make sure you answer it correctly and completely?