|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge and
Understanding
Subject-specific content acquired in
each grade (knowledge), and the
comprehension of its meaning and
significance (understanding) |
|
|
The student: |
Knowledge of
content (e.g., facts, terms,
definitions)
|
demonstrates limited
knowledge of the structure and function
of major organs and systems
|
demonstrates some
knowledge of the structure and function
of major organs and systems
|
demonstrates
considerable knowledge of of the
structure and function of major organs
and systems
|
demonstrates thorough
knowledge of of the structure and
function of major organs and systems |
|
Understanding of
content (e.g., concepts, ideas,
theories, principles, procedures,
processes, methodologies)
|
demonstrates limited
understanding of factors that contribute
to good health
|
demonstrates some
understanding of factors that contribute
to good health
|
demonstrates
considerable understanding of factors
that contribute to good health
|
demonstrates thorough
understanding of factors that contribute
to good health |
|
Thinking
The use of critical and creative
thinking skills and/or processes |
|
|
The student: |
|
Use of planning
skills (e.g., initiating research and
gathering information about the
structure of human organ systems) |
uses planning skills
with limited effectiveness
|
uses planning skills
with some effectiveness
|
uses planning skills
with considerable effectiveness
|
uses planning skills
with a high degree of effectiveness |
|
Use of processing
skills (e.g., analysing, interpreting,
integrating, forming conclusions
regarding healthy living) |
uses processing skills
with limited effectiveness
|
uses processing skills
with some effectiveness
|
uses processing skills
with considerable effectiveness
|
uses processing skills
with a high degree of effectiveness |
|
Use of
critical/creative thinking processes
(e.g., problem-solving, decision-
making) |
uses critical/creative
thinking processes with limited
effectiveness
|
uses critical/creative
thinking processes with some
effectiveness
|
uses processing skills
with considerable effectiveness
|
uses processing skills
with a high degree of effectiveness |
Communication
The conveying of meaning through various
forms
|
|
|
The student: |
Expression and
organization of ideas and information
(e.g., clear expression, logical
organization) in oral, visual, and
written forms
|
expresses and organizes
ideas and information with limited
effectiveness
|
expresses and organizes
ideas and information with some
effectiveness
|
expresses and organizes
ideas and information with considerable
effectiveness
|
expresses and organizes
ideas and information with a high degree
of effectiveness |
Communication for
different audiences (i.e., 'television
producers') and purposes (e.g., to
inform, to persuade) in oral, visual,
and written forms
|
communicates for
different audiences and purposes with
limited effectiveness
|
communicates for
different audiences and purposes with
some effectiveness
|
communicates for
different audiences and purposes with
considerable effectiveness
|
communicates for
different audiences and purposes with a
high degree of effectiveness |
|
Use of conventions, vocabulary,
and terminology related to human organ
systems in oral, visual, and written
forms
|
uses conventions,
vocabulary, and terminology of the
discipline with limited effectiveness |
uses conventions,
vocabulary, and terminology of the
discipline with some effectiveness |
uses conventions,
vocabulary, and terminology of the
discipline with considerable
effectiveness |
uses conventions,
vocabulary, and terminology of the
discipline with a high degree of
effectiveness |
Application
The use
of knowledge and skills to make
connections within and between various
contexts
|
|
|
The student: |
|
Application of knowledge and
skills (e.g., concepts, procedures,
processes, and/or technologies) in
familiar contexts
|
applies knowledge and
skills in familiar contexts with limited
effectiveness |
applies knowledge and
skills in familiar contexts with some
effectiveness |
applies knowledge and
skills in familiar contexts with
considerable effectiveness |
applies knowledge and
skills in familiar contexts with a high
degree of effectiveness |
Transfer of
knowledge and skills (e.g., concepts,
procedures, methodologies, technologies)
to new contexts
|
transfers knowledge and
skills to new contexts with limited
effectiveness
|
transfers knowledge and
skills to new contexts with some
effectiveness
|
transfers knowledge and
skills to new contexts with considerable
effectiveness
|
transfers knowledge and
skills to new contexts with a high
degree of effectiveness |
|
Making
connections within and between various
contexts (e.g., past, present, and
future; environmental; social; cultural;
spatial; personal; multidisciplinary)
|
makes connections
within and between various contexts with
limited effectiveness
|
makes connections
within and between various contexts with
some effectiveness
|
makes connections
within and between various contexts with
considerable effectiveness
|
makes connections
within and between various contexts with
a high degree of effectiveness |
