Science+Pilot

 = = =**Welcome to the pilot of the Science Strands! **=

We look forward to reading your contributions and conversations here.

The Science Area of Learning Expert Focus Group has developed these piloting documents. The members of this team are:
 * Louise Fogg, Emma Bliss (Teaching, Learning and Standards Division)
 * Anne Donnelly (Darwin High School)
 * Amit Kundu (previously Casuarina Senior College and currently People and Learning Division)
 * Neil Rankin (Casuarina Senior College)
 * Katie Dransfield (Essington Middle School)

The team has used a cognitive development model called the Structure of Observed Learning Outcomes-SOLO (Professor John Pegg), National Statements of Learning Science, and other states evidence based frameworks (in particular those from Western Australia and Victoria).

Please ** read** the following document. You can **post your responses** under the **DISCUSSION tab** located on the top of this page.
 * Then share your responses** to the initial important question....**..."When you think of the renewed NTCF science area of learning what are your concerns?"**

 =**The Pilot Documents **=

=**National Statements of Learning **=


 * [|SOL_Science.pdf]**

=Tracking Through to Stage 1 and 2 =

eg.

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=<span style="color: rgb(43,140,80);"><span style="color: rgb(10,103,219);"> = || Kay Fitzpatrick, Heather Hamilton, Michelle Wright, David Amidy, Julie Crough ||
 * =<span style="color: rgb(18,151,57);"><span style="color: rgb(61,209,66);"><span style="color: rgb(43,140,80);">Piloting Team Mates  = ||
 * ======<span style="color: rgb(43,140,80);"><span style="color: rgb(10,103,219);">Level1<span style="color: rgb(255,255,255);">nnnn  ======
 * <span style="color: rgb(43,140,80);"><span style="color: rgb(10,103,219);">Level 2 <span style="color: rgb(40,197,22);"> || <span style="color: rgb(43,140,80);"> Heather Hamilton, Bill Bemelmans ||
 * <span style="color: rgb(43,140,80);"><span style="color: rgb(10,103,219);">Level 3 <span style="color: rgb(40,197,22);"> || <span style="color: rgb(43,140,80);"><span style="color: rgb(0,0,0);">Noor Wright, Seonaid Maclean, Lisa Beanland, David Purins, Susan Moore, Heather Hamilton, Cate Dummett, Sarah Morrissey, Rachael McDowall  ||
 * <span style="color: rgb(43,140,80);"><span style="color: rgb(10,103,219);">Level 4 || Richard Moore, Ester Blanquet, Tony Philips, Heather Hamilton ||

<span style="color: rgb(40,197,22);">
<span style="color: rgb(40,197,22);"> Level 1 &<span style="color: rgb(255,255,255);">nnn Level 2 || <span style="color: rgb(244,86,21);">**Early June:** R eceive materials and participate in orientation <span style="display: block; color: rgb(244,86,21); text-align: left;">**Mid to late June**: <span style="color: rgb(0,0,0);">Read and organise feedback  **<span style="color: rgb(244,86,21);">05 August **: Submit feedback  || Level 3 || <span style="color: rgb(244,86,21);">**Early June:** R eceive materials and participate in orientation <span style="display: block; color: rgb(244,86,21); text-align: left;">**Mid to late June**: <span style="color: rgb(0,0,0);">Use the material for designing a learning sequence, unit of work, program  **<span style="color: rgb(244,86,21);">01 September **: Submit feedback || Level 4 || <span style="color: rgb(244,86,21);">**Early June:** R eceive materials and participate in orientation <span style="display: block; color: rgb(244,86,21); text-align: left;">**June - August**: <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,0);">Use the material for designing a learning sequence, unit of work, program   **<span style="color: rgb(244,86,21);">30 September **: Submit feedback  ||
 * =**<span style="color: rgb(28,135,64);"><span style="color: rgb(44,144,84);"><span style="color: rgb(44,144,84);"><span style="color: rgb(18,151,57);"><span style="color: rgb(43,140,80);"><span style="color: rgb(31,127,51);">Piloting Timelines     **= ||
 * <span style="color: rgb(10,103,219);">
 * <span style="color: rgb(10,103,219);">
 * <span style="color: rgb(10,103,219);">

<span style="color: rgb(17,89,176);"><span style="color: rgb(21,172,54);"><span style="color: rgb(17,89,176);">
=**<span style="color: rgb(17,89,176);"><span style="color: rgb(21,172,54);"><span style="color: rgb(43,140,80);">Level 1 Piloters: General Feedback  **=

<span style="color: rgb(17,89,176);"><span style="color: rgb(21,172,54);"><span style="color: rgb(17,89,176);">
* Use of video and guidelines through MP3 player these will be available by the week beginning 2 June * Telephone or IDL interaction, contact learne.dunne@nt.gov.au to organise ||
 * **ERT allocation** || 1 day equivalent ||
 * **Orientation options** || * Face to Face email learne.dunne@nt.gov.au for dates and times
 * == **Expectations - What we require feedback about** == || **Please provide feedback on**

<span style="color: rgb(237,90,38);"> 1. Structure and organisation ** <span style="color: rgb(237,90,38);"> 3. <span style="color: rgb(237,90,38);">How well documents address the following concerns shared by users:  ** >            **  <span style="color: rgb(237,90,38);">4. T<span style="color: rgb(244,73,37);">eac hing and Assessing Support materials that complement this area of learning  ** || Go to the DISCUSSION tab within LT Pilot page to post response to question //“When you think of the renewed NT Curriculum Framework Science area of learning what are your concerns?”//
 * 2. Use of language  **
 * Outcomes and indicators too broad, lacks detail
 * Inconsistent connection between outcomes and indicators
 * Steps of achievement are too big
 * Use of indicators is confusing, too broad and do not cover the area of learning
 * Sequence of outcomes and indicators, gaps in some areas
 * Lack of specific examples for indicators
 * Organisation of indicators confusing
 * Not enough information for teachers to identify essential knowledge, understanding, skills and processes that guides teaching programs
 * Difficult to use the document to make judgments about evidence of learning
 * Too subjective and open to interpretation
 * **Expectations – How we prefer feedback to be given** ||          We ask that you first:

//Note: Concerns can be positive and negative.// ** We ask that you provide feedback in the following ways:
 * All original docs with your notes send to louise.fogg@nt.gov.au, TLSD, 1st Floor Harbour View or fax 8999 4200

Track changes in electronic document and send to louise.fogg@nt.gov.au or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 OR

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg <span style="color: rgb(215,0,255);">Pilot_Science_JoSmith feedback.doc AND Go to your piloting area Resource Page on this site to // share resources and ideas for Teaching and Learning Support Materials to complement this area of learning. // ** || <span style="color: rgb(17,89,176);"> =**<span style="color: rgb(43,140,80);">Level 2 Piloters: Verification **= Use of video and guidelines through MP3 player these will be available by the week beginning 2 June Telephone or IDL interaction, contact learne.dunne@nt.gov.au to organise || <span style="color: rgb(244,73,37);"> 1. <span style="color: rgb(244,73,37);">Suggest and track changes in electronic document and send to *louise.fogg@nt.gov.au or Louise Fogg TLSD, 1st Floor Harbour View or fax 8999 4200. You could also upload the document up here on the wikispace. AND <span style="color: rgb(244,73,37);"> 2. Go to **http://reviewit.wikispaces.com** <span style="color: rgb(244,73,37);"> to post response to the following question “When you think of the renewed NT Curriculum Framework Science area of learning what are your concerns?” <span style="color: rgb(244,73,37);"> 3. Go to **http://reviewit.wikispaces.com** and share resources and ideas for Teaching and Learning Support Materials to complement this area of learning //. //  ||
 * **ERT allocation** ||  1 day equivalent  ||
 * ** Orientation options  ** ||  Face to Face email learne.dunne@nt.gov.au for dates and times
 * **Expectations – How we prefer feedback to be given** || **  Please provide feedback in the following ways:  **
 * **Expectations – What to provide feedback on**

** The National Statements of Learning for Science need to be incorporated in the renewed NTCF. **  **Compare the National Statements of Learning for //Science// to this document and highlight the following:** Please check the following: > > >  Please suggest text or sources for text for the Overview, that will inform teachers about Science and intended use in designing for and assessing learning. Please suggest teaching support materials that are commonly used by yourself, staff at your school to support the teaching and learning of science. Add these resources to the Science Resources Page (see link on left hand side of page). ||  <span style="color: rgb(17,89,176);"> =<span style="color: rgb(17,89,176);">**<span style="color: rgb(43,140,80);">Level 3 Piloters: Designing for Learning ** = Use of video and guidelines through MP3 player these will be available by the week beginning 2 June Telephone or IDL interaction, contact learne.dunne@nt.gov.au to organise || Designing for Learning - 8 Learning Management Questions || <span style="color: rgb(199,24,5);"> <span style="color: rgb(221,61,29);"> 1. Track suggested changes in electronic document and send to louise.fogg@nt.gov.au <span style="color: rgb(221,61,29);">or Louise Fogg, TLSD, 1st Floor Harbour View or fax 8999 4200 as soon as you have used the NTCF //Science// document. You could also upload the document up here on the wikispace. AND AND <span style="color: rgb(221,61,29);"> 3. Go to **http://reviewit.wikispaces.com** <span style="color: rgb(221,61,29);"> and share resources and ideas for Teaching and Learning Support Materials to complement this area of learning. This includes sharing the learning sequence, unit of work or program you have designed using the learning design questions and the NTCF. Where possible provide student evidence of learning to show the demonstration of the intended learning outcomes. ** >  >  ** >  **
 * location of national statements in the NTCF document
 * levelness of the NTCF in relation to Year 3,5,7 and 9 expected levels in the National Statements
 * there are **elaborations** for each of the Key Learning statements
 * the **elaborations** sufficiently make explicit the **scope and sequence of key understandings and skills** students need to demonstrate and the learning area meta-language teachers need to know and understand
 * the **language used** for Outcomes, Key Learnings is targeted at a general audience (student, educators, parents, community) and language of Elaborations is targeted at educators and is learning area specific
 * the **developmental sequence of Key Learnings using evidence of student learning that has been moderated in your workplace**
 * **ERT allocation** ||  2 days  ||
 * **Orientation options** ||  Face to Face email learne.dunne@nt.gov.au for dates and times
 * ** Expectations of Level 3 piloters  ** ||  Using the 8 Learning Management Questions you will design a unit of work, program, or learning sequence. The questions will lead you in when to use the renewed NTCF.  [[file:Learning Design Questions.doc]]
 * **Expectations – What feedback we require and how we prefer it given** ||  **Please provide feedback in the following ways:**
 * <span style="color: rgb(221,61,29);"> 2.  Go to **http://reviewit.wikispaces.com** to post response to the following question: <span style="color: rgb(10,0,0);">" <span style="color: rgb(5,0,0);">When you think of the renewed NT Curriculum Framework Science area of learning what are your concerns?”
 * <span style="color: rgb(221,61,29);"> 4.  Provide oral feedback on MP3 players or written feedback in response to these stimulus questions:   **
 * How did you use the 8 Learning Management Questions to design for learning?
 * ** How did you use the NTCF Science area of learning?
 * **   When using the renewed NTCF Science what helped you to answer the Learning Management Questions and plan for learning?  **
 * **   When using the renewed NTCF Science what was a barrier/ challenge/ issue to you to answer the Learning Management Questions and plan for learning? What are your suggestions for overcoming this barrier?
 * ** What changes have you made to planning and programming as a result of using the renewed NTCF?  **
 * **   What helped you make these changes?  **
 * **   Are you collaborating with others to use the Learning Management Questions and the renewed NTCF Science? If yes, how are you collaborating with other educators to participate in this pilot?  **
 * **   Are you planning on or actually making major changes to how you design for learning as a result of being involved in piloting? If yes, what do these look like?   ** ||

=**<span style="color: rgb(17,89,176);"> <span style="color: rgb(43,140,80);">Level 4 Piloters: Gathering Evidence and Making Judgments of Student Learning **= Use of video and guidelines through MP3 player these will be available by the week beginning 2 June Telephone or IDL interaction, contact learne.dunne@nt.gov.au to organise || <span style="color: rgb(221,61,29);"> 1. <span style="color: rgb(221,61,29);">Gathering Evidence of Learning: Within a current learning sequence or unit of work identify where you have planned to gather evidence of student learning that will either / both 1) inform you of further teaching and learning needs and 2) be used to make judgments about progress and achievement. <span style="color: rgb(221,61,29);">2. Making Judgments ** <span style="color: rgb(221,61,29);"> – Use current methods (rubrics, marking guides, teacher professional knowledge) to sort the students evidence of learning into groups that show similar demonstrations of learning <span style="color: rgb(221,61,29);">  **<span style="color: rgb(221,61,29);">3. Making Judgments ** - Choose 1 sample from each of these groups that best represents the learning of this group AND samples that were difficult to group. **<span style="color: rgb(221,61,29);">4. Making Judgments ** <span style="color: rgb(221,61,29);"> - Using the current NTCF outcomes and indicators to 1) identify the NTCF level of the evidence 2) annotate the evidence and 3) record this judgment.    <span style="color: rgb(221,61,29);">   **<span style="color: rgb(221,61,29);">5. Making Judgments ** <span style="color: rgb(221,61,29);"> - Repeat Step 4 using the renewed NTCF //Science// area of learning.       **<span style="color: rgb(221,61,29);">6. Feedback and Reporting - ** Provide feedback to the learners about their progress against the expected outcomes.       **<span style="color: rgb(221,61,29);">7. Teaching and Learning ** - Identify next teaching and learning opportunities for these samples, record this and attach to the samples.
 * **ERT allocation** ||  2 days  ||
 * **Orientation options** ||  Face to Face email learne.dunne@nt.gov.au for dates and times
 * **Expectations of Level 4 piloters** ||  You will compare the use the current and renewed NTCF //Science// area of learning to make judgments about student learning and indicate next steps in teaching and learning.

<span style="color: rgb(221,61,29);"> 8. Compare and contrast the outcome and process of using the two different NTCF //Science// areas of learning. <span style="color: rgb(221,61,29);"> 9. <span style="color: rgb(221,61,29);">Send the compare and contrast, annotated evidence using current and renewed //Science// section including judgments and next teaching and learning opportunities to  ** louise.fogg@nt.gov.au OR   Louise Fogg, TLSD, 1st Floor Harbour View or fax 8999 4200   || <span style="color: rgb(221,61,29);"> 1. <span style="color: rgb(221,61,29);">Track suggested changes in electronic document and send to *louise.fogg@nt.gov.au or Louise Fogg TLSD, 1st Floor Harbour View or fax 8999 4200 as soon as you have used the NTCF Science document. Also send annotated evidence of learning and suggestions for future teaching and learning. This document could also be uploaded on to the wikispace. AND** <span style="color: rgb(221,61,29);"> 2. Go to **http://reviewit.wikispaces.com** <span style="color: rgb(221,61,29);"> and post response to the following question “When you think of the renewed NT Curriculum Framework the Science section of the renewed NTCF what are your concerns?” <span style="color: rgb(221,61,29);"> 3. Go to **http://reviewit.wikispaces.com** <span style="color: rgb(221,61,29);"> and share the <span class="wiki_link">compare and contrast  <span style="color: rgb(221,61,29);">of using the current and renewed NTCF //Science// areas of learning. AND <span style="color: rgb(221,61,29);"> 4. <span style="color: rgb(221,61,29);">Provide oral feedback on MP3 players or written feedback in response to these stimulus questions:
 * ** Expectations – What feedback we require of and how we prefer it given  ** ||  **Please provide feedback in the following ways:**
 * How did you use the NTCF Science area of learning?
 * How did using the renewed NTCF Science section help you plan for gathering evidence or making judgments?
 * When using the renewed NTCF Science what was a barrier/ challenge/ issue to you in making judgments about student learning?
 * What are your suggestions for overcoming this barrier?
 * What changes have you made to gathering evidence or making judgments as a result of being involved in this pilot?
 * What helped you make these changes?
 * Are you collaborating with others to using the renewed NTCF Science to make judgments? If yes, how are you collaborating with other educators?
 * Are you planning on or actually making major changes to how you gather evidence and make judgments as a result of being involved in piloting? If yes, what do these look like? ||