| 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 |
