Marking Guidelines A student: Outcome Developing Elementary Substantial High EES12-14 analyses the natural processes and human influences on the Earth, including the scientific evidence for changes in climate Maximum marks 10 describes at least one piece of evidence that climate has changed identifies a natural process and/or a human influence on climate Marks 1–3 describes some scientific evidence that climate has changed describes how natural processes affect climate describes how human influences affect climate Marks 4–5 explains how some types of scientific evidence indicate how climate has changed explains how natural processes affect climate explains how human influences affect climate Marks 6–8 explains how several types of scientific evidence indicate how climate has changed explains the importance of having different types of evidence suggesting the same occurrences explains how a number of natural processes affect climate explains how a number of human influences affect climate Marks 9–10 EES11/12-1 develops and evaluates questions and hypotheses for scientific investigation Maximum marks 5 poses questions that may or may not relate to concept Marks 1 poses questions that are relevant to the concept but cannot be tested by an investigation OR identifies a relationship between climate variation and some of its causes Marks 2 formulates a hypothesis based on a relevant question taken from observations, experiments and/or research identifies integral relationships between climate variation and its causes Marks 3 develops a hypothesis from a relevant question suggesting valid predictions provides a point of view on the relevant issue or problem in context evaluates the evidence for testability, validity and relevance Marks 4–5
EES11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes Maximum marks 5 does not address the question/problem to be solved and the conclusion is incomplete Marks 1 demonstrates a weak understanding of the science concept as evidenced by: inappropriate use of scientific vocabulary not supporting connections between data, observations and new concepts using evidence Marks 2 demonstrates a sound understanding of the science concept being investigated as evidenced by: appropriate use of new scientific vocabulary connections between data, observations and concepts supported by specific evidence Marks 3 demonstrates comprehensive understanding of the science concept being investigated as evidenced by: extensive use scientific vocabulary clear connections between data, observations and concepts consistently supported by specific evidence Marks 4–5 BIO11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose Maximum marks 10 does not clearly define subject and purpose provides little evidence to support ideas or conclusions demonstrates limited understanding of information Marks 1–2 attempts to define purpose and subject provides generalisations to support ides or conclusions uses limited scientific information Marks 3–5 provides clear purpose and subject uses evidence to support ideas or conclusions demonstrates sound knowledge by explaining scientific concepts Marks 6–8 explains purpose and subject supports conclusions/ideas with relevant scientific evidence demonstrates thorough knowledge by explaining scientific concepts in a logical way and comprehensive way Marks 9–10