ACHIEVEMENT AIMSThe achievement aims set the goals for each learning strand and provide the themes that link the achievement objectives of one level with those of adjacent levels. This thematic structure of achievement objectives within achievement aims will assist teachers with programme planning decisions. It will help teachers to develop cohesive science schemes, from whole school to individual class levels, that encourage effective learning for all students. Such a structure helps achieve a continuity of learning through the levels and facilitates the planning of a programme where students within a single class are operating at different levels of learning. The achievement objectives have their origin in the small number of achievement aims which are threaded through each learning strand. At each progressive level a set of achievement objectives describes the expected learning in science. For levels 1 to 5 the achievement objectives are linked, on average, to a two-year period of learning; for levels 6, 7, and 8 the objectives are linked to a one-year period of learning. In planning their programme teachers are encouraged to link achievement objectives from different strands to provide integrated learning experiences. Teachers are expected to derive specific learning outcomes from the achievement objectives and place these outcomes within contexts that are appropriate to the learning needs of their students. These specific learning outcomes provide the criteria against which a student's achievement can be assessed by teachers and students, using a range of assessment procedures. The information gathered from these assessments should be used to monitor each student's learning and, at appropriate times, to make judgments about the student's achievement in relation to the relevant achievement objectives. CONTEXTS FOR LEARNINGStudents learn effectively, and see relevance in learning science, when they have opportunities to develop and use their science ideas and skills, first in a variety of familiar contexts and later in other challenging situations. A range of sample learning contexts is suggested for each level. This allows the achievement objectives to be attained through an integrated learning approach. The integrated approach can be further facilitated by using achievement objectives from both within and across learning strands. Achievement objectives from other essential learning areas can also be used to help direct learning within a particular learning context. The suggested contexts listed at each level are not intended to be exhaustive. It is expected that teachers will not only select from the sample learning contexts but also identify others which are appropriate to their students and which reflect local community characteristics and resources. Appendix 1, provides a glossary of the Māori vocabulary included in these sections of this document. The careful selection of contexts is an effective strategy for the development of an inclusive curriculum. |
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