Science2018 Subject OutlineYear 10NORTHERN TERRITORY BOARD OF STUDIES

Senior Years Curriculum www.nt.gov.au

CONTENTS

NTBOS Year 10 Science 20182

EndorsementThis subject outline was endorsed by the Northern Territory Board of Studies (NTBOS) in August 2016. AcknowledgementThank you to the teachers participating in the working group who consulted over an extended period of time to create this curriculum document.

Year 10 1CONTENTS 3INTRODUCTION 5

YEAR 10 SCIENCE 5SCIENCE COURSES AND SENIOR SECONDARY PATHWAYS 5LENGTH 6BACKGROUND 6PURPOSE 6CAPABILITIES 6HEALTH AND SAFETY 10

LEARNING SCOPE AND REQUIREMENTS 11OVERVIEW 11YEAR 10 CONTENT DESCRIPTIONS 11YEAR 10 ACHIEVEMENT STANDARD 13ASSESSMENT SCOPE AND REQUIREMENTS 14EVIDENCE OF LEARNING 14ASSESSMENT DESIGN CRITERIA 14YEAR 10 SCIENCE OVERVIEW 15SCHOOL ASSESSMENT 15

Assessment Type 1: Investigations Folio 15Assessment Type 2: Skills and Applications Tasks 17

PERFORMANCE STANDARDS 18SUPPORT MATERIALS 20

ADVICE ON ETHICAL STUDY AND RESEARCH 20GLOSSARY, STUDENT WORK SAMPLES AND TEACHER VIDEOS 20

REFERENCES 20

INTRODUCTION

YEAR 10 SCIENCE

NTBOS Year 10 Science 20183

In the Year 10 curriculum students explore scientific, chemical, geological and physical evidence at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore different theories, such as the theories of natural selection and the Big Bang.

Students develop their understanding of atomic theory to identify relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.

SCIENCE COURSES AND SENIOR SECONDARY PATHWAYSStudents will undertake a course which reflects the Year 10 Australian Curriculum: Science . This course will provide the background knowledge, skills and understandings to enable students to successfully proceed to appropriate Stage 1 NTCET Science learning area subjects.

NTBOSYear 10

NTCETYear 11 – Stage 1

NTCETYear 12 – Stage 2

Science Agriculture BiologyChemistryEarth and Environmental ScienceNutritionPhysicsPsychologyScientific Studies

Agricultural SystemsAgricultural ProductionsBiologyChemistryEarth and Environmental ScienceNutritionPhysicsPsychologyScientific Studies

LENGTH

NTBOS Year 10 Science 20184

120 hours per year

BACKGROUNDThe Australian Curriculum states that:

“Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. This takes into account that in each class there may be students with a range of prior achievement (below, at, and above the year level expectations) and that teachers plan to build on current learning” (AustralianCurriculum and Assessment Authority, 2017).

These principles underpin the design and structure of the Northern Territory Year 10 Science subject. Students will also be provided with skills and pathways for the successful completion of the Northern Territory Certificate of Education and Training (NTCET) science learning area requirements.

PURPOSEThis document provides a strategy for aligning the learning requirements of the Australian Curriculum and the assessment requirements of the NTCET. The Australian Curriculum provides the content descriptions and achievement standards for Year 10 Science. The NTCET, through Assessment Design Criteria and Performance Standards provides a common standard for student achievement at Stage 1 and 2 (NTCET, 2017).

CAPABILITIES The General Capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways.

The seven capabilities are: Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding

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LiteracyIn this subject students extend and apply their literacy capability by, for example:

interpreting the work of scientists across disciplines critically analysing and evaluating primary and secondary data extracting scientific information presented in a variety of modes using a range of communication formats to express ideas logically and fluently,

incorporating scientific terminology and conventions synthesising evidence-based arguments communicating appropriately for specific purposes and audiences.

NumeracyIn this subject students extend and apply their numeracy capability by, for example:

solving problems using calculations and critical thinking skills measuring with appropriate instruments recording, collating, representing, and analysing primary data accessing and interpreting secondary data identifying and interpreting trends and relationships calculating and predicting values by manipulating data and using appropriate

scientific conventions.

Information and Communication Technology (ICT) CapabilityIn this subject students extend and apply their information and communication technology capability by, for example:

locating and accessing information, collecting, analysing, and representing data electronically

modelling concepts and relationships, using technologies to create new ways of thinking about science

communicating scientific ideas, processes, and information understanding the impact of ICT on the development of science and its application in

society evaluating the application of ICT to advance scientific understanding and

investigations.

Critical and Creative ThinkingIn this subject students extend and apply critical and creative thinking by, for example:

analysing and interpreting problems from different perspectives deconstructing the parts of a problem to determine the most appropriate method for

investigation constructing, reviewing, and revising hypotheses to design investigations interpreting and evaluating data and procedures to develop logical conclusions analysing interpretations and claims, for validity and reliability devising imaginative solutions, making reasonable predictions envisaging consequences and speculating on possible outcomes recognising the significance of creative thinking on the development of scientific

knowledge and applications.

Personal and Social CapabilityIn this subject students extend and apply their personal and social capability by, for

example: understanding the importance of scientific knowledge on self and society, both locally

and globally making decisions and taking initiative while working independently and collaboratively planning effectively, managing time, following procedures effectively, and working

safely sharing and discussing ideas about scientific issues, developments, and innovations

while respecting the perspectives of others

Northern Territory Board of Studies

recognising the role of their own beliefs and attitudes in gauging the impact of science in society

seeking, valuing and acting on feedback.

Ethical UnderstandingIn this subject students extend and apply their ethical understanding by, for example:

considering the implications of their investigations making ethical decisions based on an understanding of scientific principles using data and reporting the outcomes of investigations accurately and fairly acknowledging the need to plan for the future with integrity recognising the importance of their responsible participation in social, political,

economic, and legal decision-making.

Intercultural UnderstandingIn this subject students extend and apply their intercultural understanding by, for example:

recognising that science is a global endeavour with significant contributions from diverse cultures

respecting and engaging with different cultural views and customs and exploring their interaction with scientific research and practices

being open-minded and receptive to change in the light of scientific thinking based on new information

understanding that the progress of science influences and is influenced by cultural factors.

HEALTH AND SAFETYIt is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Regulations NT 2017, in addition to the NT Department of Education Science Safety Guidelines.

The following safety practices must be observed in all laboratory work:• Use equipment only under the direction and supervision of a teacher or other qualified person.• Follow safety procedures when preparing or manipulating apparatus.• Use appropriate personal protective equipment when preparing or manipulating apparatus.

Any teaching activities that involve the care and use of, or interaction with, animals must comply with the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes, 8th edition.

Northern Territory Department of Education Policy and Guidelines Refer to the Science Safety Guidelines located here as a key resource.

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Planting, landscaping and other related activities including weed control in an educational setting is to proceed under the policy and guidelines documents located here.

Excursions and field trips must comply with the relevant policy and guidelines documents located here.

LEARNING SCOPE AND REQUIREMENTS

OVERVIEWThe Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their Year 10 planning, schools and teachers refer to the expectations outlined in the assessment design criteria and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Content elaborationsContent elaborations are provided to illustrate and exemplify content and assist teachers to develop a common understanding of the content descriptions. They are not intended to be comprehensive content points that all students need to be taught.

YEAR 10 CONTENT DESCRIPTIONSScience Understanding

Science understanding is evident when a person selects and integrates appropriate science knowledge to explain and predict phenomena, and applies that knowledge to new situations. Science knowledge refers to facts, concepts, principles, laws, theories and models that have been established by scientists over time.

The Science Understanding strand comprises four sub-strands.

Biological sciences1. Transmission of heritable characteristics from one generation to the next involves DNA and

genes (ACSSU184) 2. The theory of evolution by natural selection explains the diversity of living things and is

supported by a range of scientific evidence (ACSSU185)

Chemical sciences3. The atomic structure and properties of elements are used to organise them in the Periodic

Table (ACSSU186)

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4. Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)

Earth and space sciences5. The universe contains features including galaxies, stars and solar systems, and the Big

Bang theory can be used to explain the origin of the universe (ACSSU188) 6. Global systems, including the carbon cycle, rely on interactions involving the biosphere,

lithosphere, hydrosphere and atmosphere (ACSSU189)

Physical sciences7. Energy conservation in a system can be explained by describing energy transfers and

transformations (ACSSU190) 8. The motion of objects can be described and predicted using the laws of physics

(ACSSU229)

Science as a Human Endeavour Year 9-10

This strand highlights the development of science as a unique way of knowing and doing, and the role of science in contemporary decision making and problem solving. It acknowledges that in making decisions about science practices and applications, ethical and social implications must be taken into account. This strand also recognises that science advances through the contributions of many different people from different cultures and that there are many rewarding science-based career paths.

The content in the Science as a Human Endeavour strand is described in two-year bands, and is divided into two sub-strands.

Nature and development of science1. Scientific understanding, including models and theories, is contestable and is refined over

time through a process of review by the scientific community (ACSHE191) 2. Advances in scientific understanding often rely on technological advances and are often

linked to scientific discoveries (ACSHE192)

Use and influence of science3. People use scientific knowledge to evaluate whether they accept claims, explanations or

predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)

4. Values and needs of contemporary society can influence the focus of scientific research (ACSHE230)

Science Inquiry Skills Year 9-10

Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting evidence; and communicating findings. This strand is concerned with evaluating claims, investigating ideas, solving problems, drawing valid conclusions and developing evidence-based arguments.The content in the Science Inquiry Skills strand is described in two-year bands, and is divided into five sub-strands.

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Questioning and predicting1. Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)

Planning and conducting2. Plan, select and use appropriate investigation types, including field work and laboratory

experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)

3. Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200)

Processing and analysing data and information4. Analyse patterns and trends in data, including describing relationships between variables

and identifying inconsistencies (ACSIS203) 5. Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

(ACSIS204)

Evaluating6. Evaluate conclusions, including identifying sources of uncertainty and possible alternative

explanations, and describe specific ways to improve the quality of the data (ACSIS205) 7. Critically analyse the validity of information in primary and secondary sources, and

evaluate the approaches used to solve problems (ACSIS206)

Communicating8. Communicate scientific ideas and information for a particular purpose, including

constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)

YEAR 10 ACHIEVEMENT STANDARDThe Achievement Standard as outlined below is aligned with the performance standards for Year 10 Science. The Performance Standards are to be used for the assessment of student learning.

By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They 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

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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 and Reporting Authority, 2017)

ASSESSMENT SCOPE AND REQUIREMENTSAssessment at Year 10 is school based.

EVIDENCE OF LEARNINGThe following assessment types enable students to demonstrate their learning in Year 10 Science:• Assessment Type 1: Investigations Folio.• Assessment Type 2: Skills and Applications Tasks.

For a one semester subject, students provide evidence of their learning through four assessments. Each assessment type should have a weighting of at least 20%.

Students complete:• at least one practical investigation• one investigation with a focus on science as a human endeavour • at least one skills and applications task.

ASSESSMENT DESIGN CRITERIA - YEAR 10 SCIENCEThe assessment design criteria are based on the learning requirements and are used by teachers to:• clarify for the student what he or she needs to learn• design opportunities for the student to provide evidence of his or her learning at the

highest level of achievement.

The assessment design criteria are the specific features that:• students should demonstrate in their learning• teachers look for as evidence that students have met the learning requirements.

For Year 10 Science, the assessment design criteria are:• investigation, analysis and evaluation• knowledge and application.

Teachers please note:

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students MUST be assessed against the selected specific features within the assessment design criteria

each specific feature must be assessed at least once.

The specific features of these criteria are described below. The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

OVERVIEW

NTBOS Year 10 Subject

Content Strands and Descriptions

Assessment Types, Tasks and Weighting

Performance Standards for Assessments

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Investigation, Analysis and Evaluation

Knowledge and Application

IAE1 Design of a scientific investigation

IAE2 Obtaining, recording, and representation of data, using appropriate conventions and formats

IAE3 Analysis and interpretation of data and other evidence to formulate and justify conclusions

IAE4 Evaluation of procedures and their effect on data

KA1 Demonstration of knowledge and understanding of scientific concepts

KA2 Development and application of scientific concepts in new and familiar contexts

KA3 Exploration and understanding of the interaction between science and society

KA4 Communication of knowledge and understanding of scientific concepts and information, using appropriate terms, conventions and representations

Sci

ence

Science as Understanding1 – 8Science as a Human Endeavour1 - 4Science Inquiry Skills1 - 8

1. INVESTIGATIONS FOLIO at least one practical investigation one investigation with a focus on science as a

human endeavour 2. SKILLS AND APPLICATION TASK at least one skills and applications task

- each assessment type should have a weighting of at least 20%

- each assessment type should be no more than 750 words

- 5 minutes for an oral presentation- equivalent if presented in multimodal

format for a semester length Science subject,

students provide evidence of their learning through four assessment tasks

Investigation, Analysis and Evaluation (IAE)1 – 4Knowledge and Application (KA)1 - 4

SCHOOL ASSESSMENTAssessment Type 1: Investigations FolioStudents undertake at least one practical investigation and one investigation with a focus on science as a human endeavour. Students may undertake more than one practical investigation within the maximum number of assessments allowed.

Practical Investigations

As students design and safely carry out investigations, they develop and extend their science inquiry skills by:• deconstructing the parts of a problem to determine the most appropriate method for investigation• formulating investigable questions and hypotheses• selecting and using appropriate equipment, apparatus, and techniques• identifying variables• collecting, representing, analysing, and interpreting data• evaluating procedures and considering their impact on results• drawing conclusions• communicating knowledge and understanding of concepts.

Practical Investigations continued on next page

Practical investigations can be conducted individually or collaboratively. For each investigation, students present an individual report.

Practical investigations should: investigate a question or hypothesis for which the outcome is uncertain.

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design their own procedure and provide evidence of how the procedure has been developed. In order to manage the process efficiently, students could individually design investigations and then conduct one of these as a group, or design hypothetical investigations at the end of a practical activity.

A practical report should include:• introduction with relevant scientific concepts and either a hypothesis and variables or an

investigable question• *materials/apparatus (excluded from the word count)• *method/procedure that outlines the steps to be taken (excluded from the word count)• *identification and management of safety and/or ethical risks (excluded from the word count)• *results (excluded from the word count)• analysis of results, identifying trends, and linking results to concepts• evaluation of procedures and data, and identifying sources of uncertainty• conclusion, with justification.*The four asterisked sections only are excluded from the word count.

The report should be a maximum of 750 words if written, or a maximum of 5 minutes for an oral presentation, or equivalent in multimodal form.

Suggested formats for presentation of a practical investigation report include: • a written report• an oral presentation• a multimodal product.

Science as a Human Endeavour Investigation

Students investigate a contemporary example of how science interacts with society. This may focus on one or more of the key concepts of science as a human endeavour described on page 8 and may draw on a context suggested in the topics or relate to a new context.

Students could consider, for example, how:• humans seek to improve their understanding and explanation of the natural world• working scientifically is a way of obtaining knowledge that allows for testing scientific claims• scientific theory can change in the light of new evidence • technological advances change ways of working scientifically• links between advances in science impact and influence society• society influences scientific research• emerging biology-related careers and pathways involve science.

Students access information from different sources, select relevant information, analyse their findings, explain the connection to science as a human endeavour, and develop and explain their own conclusions from the investigation.

Possible starting points for the investigation could include, for example:• the announcement of a discovery in the field of scientific science • an expert’s point of view on a controversial innovation • a TED talk based on a scientific development • an article from a scientific publication (e.g. Cosmos)

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• public concern about an issue that has environmental, social, economic or political implications.

The report should be a maximum of 750 words if written, or a maximum of 5 minutes for an oral presentation, or equivalent in multimodal form.

For Assessment type 1: Investigations Folio, students provide evidence of their learning in relation to the following assessment design criteria: • investigation, analysis and evaluation• knowledge and application.

Assessment Type 2: Skills and Applications TasksStudents undertake at least one skills and applications task. Students may undertake more than one skills and applications task within the maximum number of assessments allowed, but at least one should be under the direct supervision of the teacher. The supervised setting (e.g. classroom, laboratory, or field) should be appropriate to the task.

Skills and applications tasks allow students to provide evidence of their learning in tasks that may:

be applied, analytical, and/or interpretative pose problems in new and familiar contexts involve individual or collaborative assessments, depending on task design.

A skills and applications task may involve, for example: solving problems designing an investigation to test a hypothesis or investigable question considering different scenarios in which to apply knowledge and understanding graphing, tabulating, and/or analysing data

Assessment Type 2: Skills and Applications Tasks A skills and applications further examples:

evaluating procedures and identifying their limitations formulating and justifying conclusions representing information diagrammatically or graphically using scientific terms, conventions, and notations.

As a set, skills and applications tasks should be designed to enable students to apply their science inquiry skills, demonstrate knowledge and understanding of key scientific concepts and learning, and explain connections with science as a human endeavour. Problems and scenarios should be set in a relevant context, which may be practical, social, or environmental.

Skills and applications tasks may include, for example: modelling or representing concepts developing simulations practical and/or graphical skills a multimodal product an oral presentation participation in a debate an extended response responses to short-answer questions a structured interview an excursion report a response to science in the media.

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For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:

investigation, analysis and evaluation knowledge and application.

PERFORMANCE STANDARDSThe performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills and understanding that teachers refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of a subject, the teacher makes a decision about the quality of the student’s learning by:• referring to the performance standards• taking into account the weighting of each assessment type• assigning a subject grade between A and E.

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PERFORMANCE STANDARDS FOR NTBOS YEAR 10 SCIENCE

Investigation, Analysis and Evaluation Knowledge and Application

A Designs a logical, coherent, and detailed scientific investigation.

Obtains, records, and represents data, using appropriate conventions and formats accurately and highly effectively.

Systematically analyses and interprets data and evidence to formulate logical conclusions with detailed justification.

Critically and logically evaluates procedures and their effect on data.

Demonstrates deep and broad knowledge and understanding of a range of scientific concepts.

Develops and applies scientific concepts highly effectively in new and familiar contexts.

Critically explores and understands in depth the interaction between science and society.

Communicates knowledge and understanding of science coherently, with highly effective use of appropriate terms, conventions, and representations.

B Designs a well-considered and clear scientific investigation.

Obtains, records, and represents data, using appropriate conventions and formats mostly accurately and effectively.

Logically analyses and interprets data and evidence to formulate suitable conclusions with reasonable justification.

Logically evaluates procedures and their effect on data.

Demonstrates some depth and breadth of knowledge and understanding of a range of scientific concepts.

Develops and applies scientific concepts mostly effectively in new and familiar contexts.

Logically explores and understands in some depth the interaction between science and society.

Communicates knowledge and understanding of science mostly coherently, with effective use of appropriate terms, conventions, and representations.

C Designs a considered and generally clear scientific investigation.

Obtains, records, and represents data, using generally appropriate conventions and formats with some errors but generally accurately and effectively.

Undertakes some analysis and interpretation of data and evidence to formulate generally appropriate conclusions with some justification.

Demonstrates knowledge and understanding of a general range of scientific concepts.

Develops and applies scientific concepts generally effectively in new or familiar contexts.

Explores and understands aspects of the interaction between science and society.

Communicates knowledge and understanding of science generally

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Evaluates procedures and some of their effect on data.

effectively, using some appropriate terms, conventions, and representations.

D Prepares the outline of a scientific investigation.

Obtains, records, and represents data, using conventions and formats inconsistently, with occasional accuracy and effectiveness.

Describes data and undertakes some basic interpretation to formulate a basic conclusion.

Attempts to evaluate procedures or suggest an effect on data.

Demonstrates some basic knowledge and partial understanding of scientific concepts.

Develops and applies some scientific concepts in familiar contexts.

Partially explores and recognises aspects of the interaction between science and society.

Communicates basic scientific information, using some appropriate terms, conventions, and/or representations.

E Identifies a simple procedure for a scientific investigation.

Attempts to record and represent some data, with limited accuracy or effectiveness.

Attempts to describe results and/or interpret data to formulate a basic conclusion.

Acknowledges that procedures affect data.

Demonstrates limited recognition and awareness of scientific concepts.

Attempts to develop and apply scientific concepts in familiar contexts.

Attempts to explore and identify an aspect of the interaction between science and society.

Attempts to communicate information about science.

SUPPORT MATERIALS: ADVICE ON ETHICAL STUDY AND RESEARCH

Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research on the SACE website (www.sace.sa.edu.au).

GLOSSARY, RATIONALE, STUDENT WORK SAMPLES AND TEACHER VIDEOSo Glossary o The Guiding Principles of Science Professor Denis Goodrum (University of

Canberra/Australian Curriculum)

Australian Curriculum: Science Year 10 Work Sample Portfolios Year 10 Science portfolio – Satisfactory Year 10 Science portfolio – Above Satisfactory Year 10 Science portfolio – Below Satisfactory

Australian Curriculum: Science – Resource for Year 10 teachers from the Leading Learning Series – Making the Australian Curriculum Work for us.

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Science: What is it for? Sound bites science Bringing Science to Life (BiTL) The intent of the Australian Curriculum: Science

REFERENCESAustralian Curriculum and Assessment Authority. (2017, January 3). Implications for teaching, assessing

and reporting. Retrieved from Australian Curriculum: http://www.australiancurriculum.edu.au

Australian Curriculum and Reporting Authority. (2017, January 3). Australian Curriculum. Retrieved from www.australiancurriculum.edu.au

NTCET. (2017, Jan 3). Department of Education. Retrieved from www.nt.gov.au

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