Junior Science

Homework Course Organisation Assessment Learnings

The Science curriculum program is organised through a number of units. Learning experiences have been identified with specific reference to appropriate resources and activities. Each unit focuses on one of the major sciences:

Biology
Chemistry
Multistrand
Physics

The four sciences are all linked by the "Working Scientifically" theme with aspects of investigating, understanding and communicating. These aspects are the basis of planning for Science learning experiences within the school curriculum program at Gladstone State High School.

By the end of Year 10, students will have been provided with opportunities to achieve in each of these major sciences with a view to continuing their studies through their Senior Certificate.

Other outcomes appropriate to the needs, interests and abilities of the students may be included in the classroom curriculum programs.

Student learning experiences and the associated statements of content have been specified for each unit. Students are provided with these at the commencement of each unit.

Student learning experiences also identify optional materials and activities beyond that specified for inclusion into school curriculum programs by Education Queensland.

The school curriculum highlights the usefulness of technology in student learning experiences. There are also specific references made to the text by Stannard and Williamson: Science 8, 9 and 10 (Macmillan).

 
Homework
Homework provides students and parents with the opportunity of gauging progress on a regular basis. Students are expected to complete up to 25 minutes homework three times a week.

Students are required to keep an A4 ring binder containing their theoretical, class work and practical work.

 
Course Organisation

All students choosing to study Science in Year 10 will undertake the same course of study in Semester One which will involve:


1. Introduction - An introduction to scientific techniques and processes important to give these students a common base level of knowledge and skills to continue in their Science classes.

2. Biology - A broad overview of cycles in plant and animal systems and how these organisms survive in their respective ecosystems.

3. Chemistry - A general look at the structure of particles that can make up matter, as well as how physical and chemical properties are utilized in commercial productions.

4. Physics - A recognition of the relationships between laws of motion, energy and everyday experiences. The students use these laws to explore energy transfers, forces and future energy use.

Semester Two will see students separated into Core and Extension classes. The extension classes will allow for those students intending to continue on into the Senior Sciencs to gain a deeper understanding of the concepts that will be required to give them a solid base to build their knowledge and understanding during their Senior Certificate.

 

How Students Are Assessed

 
A student's level will be determined from their performance in a variety of assessment pieces, which mirror those being incorporated in the new Senior Syllabuses, giving students valuble exposure to new and innovative assessment techniques. These include:

1. Written Tasks - these are under supervised conditions and are based on individual responses. Forms include: short responses, multiple choice, exercises responding to graphs, tables and diagrams, practical report discussions and responses to unseen stimulus materials.

2. Extended Responses - students are given significant time in class to complete aspects of these tasks and are given substantial responsibility for management of the task. Forms include: oral presentations, hypotheticals, debates, multimedia presentations and seminar presentations.

3. Extended Experimental Investigations - this type of instrument is conducted to answer openended questions and involves the students planning, executing and evaluating an experiment and then presenting a fnal report in various forms. These may include: scientific reports, log book analysis or feature articles for newspapers or magazines.

 

Students Will Be Given The Opportunity To Demonstrate That They:

 
  • Understand and appreciate the evolutionary nature of scientific knowledge.
  • Understand the nature of science as a human endeavour, its history, its relationship with other human endeavours and its contribution to society.
  • Understand that scientific knowledge has been organised by the scientific community into disciplines based on recognisable patterns in the phenomena studied.
  • Apply scientific knowledge to explain and predict events and to reconstruct their understandings of the physical and biological worlds.
  • Use the practices and dispositions of scientific investigation, reflection and analysis to refine knowledge and pose new questions.
  • Use the practices and dispositions of "Working Scientifically" in all the disciplines of the scentific enterprise.
  • Develop dispositions such as intellectual honesty and commitment to scientific reasoning.
  • Use scientific language to communicate effectively.
    Use decision-making processes that include ethical considerations of the impact of science on people and the environment.

     

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