{"text_format":"1","workbook":"xlsx","n_sheets":11,"sheets":["home","domain 1","domain 2","domain 3","domain 4","domain 5","domain 6","domain 7","my profile","level statements","the domains"],"not_rendered":{"charts":1,"images":8,"macros":1,"external_links":0,"defined_names":28,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900"}

{"sheet":"home","index":0,"n_rows":0,"n_cols":0,"rows_kept":0,"cut":false,"hidden":false,"merged":[[12,7,12,9]]}

{"sheet":"domain 1","index":1,"n_rows":11,"n_cols":14,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,2,0,6],[1,1,1,2],[1,4,1,5]]}
[null,null,"Knowing and thinking scientifically"]
[null,"How often do you do this when investigating scientifically?",null,null,"Such as I:",null,null,"Regular","Sometimes","Never","Response","Weight","Categories","Show me"]
[null,1,"I demonstrate a good understanding of Science curricula and the syllabus appropriate to the schooling stage that I teach.",null,"teach the main stage-appropriate science concepts associated with the process of investigating scientifically and with the content related to Living Things (animals and plants), Physical Phenomena (energy, forces), the Environment (earth and space)  and Materials (properties and uses).\n—\nconduct class discussions about scientific issues that arise in the media such as global warming, sustainability.\n—\naccess a range of resources to learn and teach about scientific issues e.g. Uniserve, the TrackStar website, ABC science, The Australian Academy of Science website, NOVA.",null,1,{"$f":"IF(G3=2,1,0)","v":0},{"$f":"IF(G3=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H3:J3)","v":0},{"$f":"K3*0.21","v":0},"Choose …",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Frequently"]
[null,2,"I use metalanguage relating to science processes and knowledge.",null,"explicitly teach the terms; prediction, variable, control, data analysis, conclusion.\n— \nengage students in suggesting possible explanations of their observations.\n—\nexplicitly teach about the features of relevant scientific texts and the need for scientific terminology.\n—\nmake effective use resources that teach about the scientific method such as “The Lab” in Sunsmart Millionaire, “Weeds Attack” and/or “Macrobiotica”.",null,1,{"$f":"IF(G5=2,1,0)","v":0},{"$f":"IF(G5=3,0.58,0)","v":0},{"$f":"IF(G5=4,0,0)","v":0},{"$f":"SUM(H5:J5)","v":0},{"$f":"K5*0.17","v":0},"Occasionally",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Never"]
[null,3,"I provide all students with a range of learning activities based on investigative processes. ",null,"present learning activities that involve students conducting background research, planning and conducting investigations, processing data, problem-solving, thinking logically and drawing conclusions.\n—\nquestion students to challenge their conceptions or assumptions.\n—\nuse group structures and support personnel that allow students with different learning abilities to participate in and/or extend their scientific investigations.",null,1,{"$f":"IF(G7=2,1,0)","v":0},{"$f":"IF(G7=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H7:J7)","v":0},{"$f":"K7*0.34","v":0},null,false]
[]
[null,4,"I give students the opportunity to develop deep knowledge of science and engage in higher-order thinking. ",null,"teach the \"Big Ideas\" of science so as to reveal aspects of their complexity (rather than as a set of disconnected facts).\n—\nuse a central focus to bring purpose and coherence to lessons.\n—\nteach students how to hypothesise, predict, apply, explain, interpret results, generalise, conclude and evaluate.\n—\ndevelop topics for investigation within a theme to promote knowledge integration.\n—\nsupport students to choose their own investigations and allow them to connect their learning to experiences beyond the classroom.",null,1,{"$f":"IF(G9=2,1,0)","v":0},{"$f":"IF(G9=3,0.58,0)","v":0},{"$f":"IF(G9=4,0,0)","v":0},{"$f":"SUM(H9:J9)","v":0},{"$f":"K9*0.28","v":0},null,false]
[null,null,null,null,null,null,null,"Phase1?","Phase2?","Phase3?","Phase","total","all answered"]
[null,null,{"$f":"IF(M11=FALSE,\"Please respond to all statements in the domain\",\"Your responses place your teaching practice at Level\")","v":"Please respond to all statements in the domain"},{"$f":"IF(M11=FALSE,\" \", K11)","v":" "},null,null,null,{"$f":"IF(L11<=0.33,1,0)","v":1},{"$f":"IF(AND(L11>0.33,L11<1),2,0)","v":0},{"$f":"IF(L11=1,3,0)","v":0},{"$f":"SUM(H11:J11)","v":1},{"$f":"SUM(L3:L9)","v":0},{"$f":"AND(G3>1,G5>1,G7>1,G9>1)","v":false}]

{"sheet":"domain 2","index":2,"n_rows":11,"n_cols":14,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,2,0,6],[1,1,1,2],[1,4,1,5]]}
[null,null,"Knowing and thinking scientifically"]
[null,"How often do you do this when investigating scientifically?",null,null,"Such as I:",null,null,"Regular","Sometimes","Never","Response","Weight","Categories","Show me"]
[null,1,"I locate and trial suitable 'hands-on' activities before student use, ensuring that they follow prescribed safety guidelines.",null,"access a range of resources such as TryScience and ABC Science to locate examples of science investigations that are suitable for the student stage and topic .\n—\nuse appropriate Chemical Safety guidelines and apply them to science investigations.",null,1,{"$f":"IF(G3=2,1,0)","v":0},{"$f":"IF(G3=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H3:J3)","v":0},{"$f":"K3*0.21","v":0},"Choose …",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Frequently"]
[null,2,"I teach about controlling variables and fair testing. Examples of investigations based on fair testing are deconstructed.",null,"provide examples of variables that are changed, controlled (kept the same) and measured in an investigation and, when appropriate, use mnemonics such as  \"Cows Moo Softly\" to help students to remember.\n—\nprovide examples of fair test investigations in which there is replication or repetition to minimise error and demonstrate the essential features for a valid investigation.\n—\nprovide students with scaffolds such as “Investigating Scientifically” templates from Hackling, Primary Connections or MyScience to support their learning when doing fair test investigations.",null,1,{"$f":"IF(G5=2,1,0)","v":0},{"$f":"IF(G5=3,0.58,0)","v":0},{"$f":"IF(G5=4,0,0)","v":0},{"$f":"SUM(H5:J5)","v":0},{"$f":"K5*0.34","v":0},"Occasionally",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Never"]
[null,3,"I identify and teach students how to recognise and generate questions that can be tested scientifically.",null,"use brainstorming to promote the creative generation of ideas by students.\n—\nuse websites such as MyScience to provide examples of questions that can be scientifically investigated.\n—\nuse student interest and ideas as a focus when generating testable questions. \n—            \nuse question starter scaffolds such as ‘If ...  then …’  to support students to develop hypotheses.   ",null,1,{"$f":"IF(G7=2,1,0)","v":0},{"$f":"IF(G7=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H7:J7)","v":0},{"$f":"K7*0.28","v":0},null,true]
[]
[null,4,"I can support students in clarifying the steps of a scientific investigation and in determining appropriate equipment for a selected investigation. ",null,"teach students how to select and accurately use equipment such as stopwatches, rulers, tape measures, volumetric cups and jugs.\n—\nteach students how to collect data (both qualitative and quantitative).\n—\nteach students how tho make and record accurate observations.\n—\nteach students how to identify and list the steps of an investigation.\n—\nprovide a calendar template/timeline so that students learn to manage completion of a scientific investigation.",null,1,{"$f":"IF(G9=2,1,0)","v":0},{"$f":"IF(G9=3,0.58,0)","v":0},{"$f":"IF(G9=4,0,0)","v":0},{"$f":"SUM(H9:J9)","v":0},{"$f":"K9*0.17","v":0},null,true]
[null,null,null,null,null,null,null,"Phase1?","Phase2?","Phase3?","Phase","total","all answered"]
[null,null,{"$f":"IF(M11=FALSE,\"Please respond to all statements in the domain\",\"Your responses place your teaching practice at Level\")","v":"Please respond to all statements in the domain"},{"$f":"IF(M11=FALSE,\" \", K11)","v":" "},null,null,null,{"$f":"IF(L11<=0.33,1,0)","v":1},{"$f":"IF(AND(L11>0.33,L11<1),2,0)","v":0},{"$f":"IF(L11=1,3,0)","v":0},{"$f":"SUM(H11:J11)","v":1},{"$f":"SUM(L3:L9)","v":0},{"$f":"AND(G3>1,G5>1,G7>1,G9>1)","v":false}]

{"sheet":"domain 3","index":3,"n_rows":11,"n_cols":14,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,2,0,6],[1,1,1,2],[1,4,1,5]]}
[null,null,"Knowing and thinking scientifically"]
[null,"How often do you do this when investigating scientifically?",null,null,"Such as I:",null,null,"Regular","Sometimes","Never","Response","Weight","Categories","Show me"]
[null,1,"I allocate and supervise students carrying out various roles in group investigations.",null,"use role badges and explicitly teach students about what the roles entail using resources such as those from Primary Connections or Hackling.\n—\nsupport students  to self-evaluate group processes.\n—\nfacilitate students to keep a log of their progress or use Wikis to chart group processes.\n—\nensure students are aware of risks and take safety precautions.",null,1,{"$f":"IF(G3=2,1,0)","v":0},{"$f":"IF(G3=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H3:J3)","v":0},{"$f":"K3*0.34","v":0},"Choose …",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Frequently"]
[null,2,"I effectively use mentors to support student groups conducting investigations.",null,"use mentors to help students select and refine appropriate questions for investigation.\n—\nsupport students to have on-going communication with their mentors and each other through their investigation. ",null,1,{"$f":"IF(G5=2,1,0)","v":0},{"$f":"IF(G5=3,0.58,0)","v":0},{"$f":"IF(G5=4,0,0)","v":0},{"$f":"SUM(H5:J5)","v":0},{"$f":"K5*0.17","v":0},"Occasionally",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Never"]
[null,3,"I organise and supervise the appropriate use of equipment and resources.",null,"support student completion of an equipment list and a plan for obtaining items needed for an investigation.\n—\nensure storage of equipment used for measuring such as weighing scales, tape measures, jugs and cups for easy access when conducting experiments.\n—\nexplicitly teach strategies to improve accuracy of measurement.\n—\nensure the safe disposal of wastes.\n—\nencourage the conservation of resources and minimisation of waste in investigations.",null,1,{"$f":"IF(G7=2,1,0)","v":0},{"$f":"IF(G7=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H7:J7)","v":0},{"$f":"K7*0.21","v":0},null,false]
[]
[null,4,"I teach about ways to minimise or manage sources of error in investigations.",null,"support students to do a “practice test” or pilot before the main experiment to check that they can get consistent measurements.\n—\nensure students understand the need for replication or repetition and the achievement of consistent results.",null,1,{"$f":"IF(G9=2,1,0)","v":0},{"$f":"IF(G9=3,0.58,0)","v":0},{"$f":"IF(G9=4,0,0)","v":0},{"$f":"SUM(H9:J9)","v":0},{"$f":"K9*0.28","v":0},null,false]
[null,null,null,null,null,null,null,"Phase1?","Phase2?","Phase3?","Phase","total","all answered"]
[null,null,{"$f":"IF(M11=FALSE,\"Please respond to all statements in the domain\",\"Your responses place your teaching practice at Level\")","v":"Please respond to all statements in the domain"},{"$f":"IF(M11=FALSE,\" \", K11)","v":" "},null,null,null,{"$f":"IF(L11<=0.33,1,0)","v":1},{"$f":"IF(AND(L11>0.33,L11<1),2,0)","v":0},{"$f":"IF(L11=1,3,0)","v":0},{"$f":"SUM(H11:J11)","v":1},{"$f":"SUM(L3:L9)","v":0},{"$f":"AND(G3>1,G5>1,G7>1,G9>1)","v":false}]

{"sheet":"domain 4","index":4,"n_rows":11,"n_cols":14,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,2,0,6],[1,1,1,2],[1,4,1,5]]}
[null,null,"Knowing and thinking scientifically"]
[null,"How often do you do this when investigating scientifically?",null,null,"Such as I:",null,null,"Regular","Sometimes","Never","Response","Weight","Categories","Show me"]
[null,1,"I explicitly teach skills to use and/or produce tables and graphs for the stage I teach.",null,"ensure that students interpret science data from tables and graphs appropriate to their stage.\n—\nprovide scaffolded opportunities for students to record data (in blank table templates) and plot data on pre-constructed axes of graphs.\n—\ndevelop learning activities in which students independently produce tables or graphs appropriate to their stage and receive constructive feedback.\n—\nteach the use of appropriate terminology for types and parts of graphs and tables.\n—\nteach about the advantages and disadvantages of using different types of graphs appropriate to the type of data collected and for the stage of my students.",null,1,{"$f":"IF(G3=2,1,0)","v":0},{"$f":"IF(G3=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H3:J3)","v":0},{"$f":"K3*0.28","v":0},"Choose …",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Frequently"]
[null,2,"I can demonstrate logical thinking in a range of situations.",null,"articulate my thinking aloud to model internal thinking associated with various situations\n—\ndiscuss and evaluate data from secondary sources for the purpose of teaching how to draw valid conclusions.\n—\nhelp students to explore possible cause and effect relationships. \n—\nprovide examples of interpolation and extrapolation appropriate for the stage of my students.",null,1,{"$f":"IF(G5=2,1,0)","v":0},{"$f":"IF(G5=3,0.58,0)","v":0},{"$f":"IF(G5=4,0,0)","v":0},{"$f":"SUM(H5:J5)","v":0},{"$f":"K5*0.17","v":0},"Occasionally",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Never"]
[null,3,"I can apply understanding of sources of error to support the interpretation of data.",null,"discuss issues associated with investigating materials or living things that are naturally varied.\n—\nteach students how to identify strategies to minimise human errors in investigations.",null,1,{"$f":"IF(G7=2,1,0)","v":0},{"$f":"IF(G7=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H7:J7)","v":0},{"$f":"K7*0.21","v":0},null,false]
[]
[null,4,"Apply numeracy concepts and logical thinking to relate data to the investigation aim.",null,"teach calculation of averages.\n—\nanalyse variability of data pointing out maximum and minimum measurements, and the effect of sample size on the data collected.\n—\nteach students how to relate patterns in data to the investigation aim even if the prediction is not fulfilled.",null,1,{"$f":"IF(G9=2,1,0)","v":0},{"$f":"IF(G9=3,0.58,0)","v":0},{"$f":"IF(G9=4,0,0)","v":0},{"$f":"SUM(H9:J9)","v":0},{"$f":"K9*0.34","v":0},null,false]
[null,null,null,null,null,null,null,"Phase1?","Phase2?","Phase3?","Phase","total","all answered"]
[null,null,{"$f":"IF(M11=FALSE,\"Please respond to all statements in the domain\",\"Your responses place your teaching practice at Level\")","v":"Please respond to all statements in the domain"},{"$f":"IF(M11=FALSE,\" \", K11)","v":" "},null,null,null,{"$f":"IF(L11<=0.33,1,0)","v":1},{"$f":"IF(AND(L11>0.33,L11<1),2,0)","v":0},{"$f":"IF(L11=1,3,0)","v":0},{"$f":"SUM(H11:J11)","v":1},{"$f":"SUM(L3:L9)","v":0},{"$f":"AND(G3>1,G5>1,G7>1,G9>1)","v":false}]

{"sheet":"domain 5","index":5,"n_rows":11,"n_cols":14,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,2,0,6],[1,1,1,2],[1,4,1,5]]}
[null,null,"Knowing and thinking scientifically"]
[null,"How often do you do this when investigating scientifically?",null,null,"Such as I:",null,null,"Regular","Sometimes","Never","Response","Weight","Categories","Show me"]
[null,1,"I can identify a range of texts required to compile a report on a scientific investigation.",null,"provide a range of scientific texts for students to read, comprehend and discuss.\n—\nteach students how to write a report of their investigation using scaffolds such as those provided by MyScience.\n—\nteach how to draw and label diagrams so as to communicate information relating to an investigation.",null,1,{"$f":"IF(G3=2,1,0)","v":0},{"$f":"IF(G3=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H3:J3)","v":0},{"$f":"K3*0.17","v":0},"Choose …",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Frequently"]
[null,2,"Explicitly teach the features of explanatory, procedural and discussion texts using appropriate scientific language.",null,"identify and teach students the grammar and language requirements of texts designed to discuss, explain or describe a procedure .\n—\nidentify and teach the use of passive voice and the third person to formally convey scientific information.",null,1,{"$f":"IF(G5=2,1,0)","v":0},{"$f":"IF(G5=3,0.58,0)","v":0},{"$f":"IF(G5=4,0,0)","v":0},{"$f":"SUM(H5:J5)","v":0},{"$f":"K5*0.34","v":0},"Occasionally",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Never"]
[null,3,"Demonstrate how to modify a text to address specific requirements for a range of audiences.",null,"identify and teach the differences between oral and written discussions, explanations and procedures.\n—\nteach students how to adjust language, sentence and paragraph complexity to suit different audiences.",null,1,{"$f":"IF(G7=2,1,0)","v":0},{"$f":"IF(G7=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H7:J7)","v":0},{"$f":"K7*0.21","v":0},null,false]
[]
[null,4,"Select and use a range of media to communicate for a specific purpose.",null,"initiate mechanisms, including ICT for students to communicate together, with mentors and the teacher in and outside the class.\n—\nteach students how to use digital technologies to record and communicate aspects of a scientific investigation.",null,1,{"$f":"IF(G9=2,1,0)","v":0},{"$f":"IF(G9=3,0.58,0)","v":0},{"$f":"IF(G9=4,0,0)","v":0},{"$f":"SUM(H9:J9)","v":0},{"$f":"K9*0.28","v":0},null,false]
[null,null,null,null,null,null,null,"Phase1?","Phase2?","Phase3?","Phase","total","all answered"]
[null,null,{"$f":"IF(M11=FALSE,\"Please respond to all statements in the domain\",\"Your responses place your teaching practice at Level\")","v":"Please respond to all statements in the domain"},{"$f":"IF(M11=FALSE,\" \", K11)","v":" "},null,null,null,{"$f":"IF(L11<=0.33,1,0)","v":1},{"$f":"IF(AND(L11>0.33,L11<1),2,0)","v":0},{"$f":"IF(L11=1,3,0)","v":0},{"$f":"SUM(H11:J11)","v":1},{"$f":"SUM(L3:L9)","v":0},{"$f":"AND(G3>1,G5>1,G7>1,G9>1)","v":false}]

{"sheet":"domain 6","index":6,"n_rows":11,"n_cols":14,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,2,0,6],[1,1,1,2],[1,4,1,5]]}
[null,null,"Knowing and thinking scientifically"]
[null,"How often do you do this when investigating scientifically?",null,null,"Such as I:",null,null,"Regular","Sometimes","Never","Response","Weight","Categories","Show me"]
[null,1,"I observe and record evidence of the achievement of outcomes related to investigating scientifically.",null,"use proformas  to record observations of student achievement.\n—\nmonitor online communications between students and mentors and explicitly teach appropriate ways for student to ask deep questions.",null,1,{"$f":"IF(G3=2,1,0)","v":0},{"$f":"IF(G3=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H3:J3)","v":0},{"$f":"K3*0.17","v":0},"Choose …",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Frequently"]
[null,2,"I provide learning activities that establish criteria to support students to demonstrate their achievements when investigating scientifically.",null,"use proformas associated with programs such as CREST (CREativity in Science and Technology) or MyScience to establish and communicate clear expectations to students.\n—\nselect a manageable range of outcomes associated with investigating scientifically relevant to the stage of schooling that can be addressed in depth.\n—\nsupport students to compile portfolios of their best examples of graphs, tables, equipment lists, procedures, digital photos of their investigations.",null,1,{"$f":"IF(G5=2,1,0)","v":0},{"$f":"IF(G5=3,0.58,0)","v":0},{"$f":"IF(G5=4,0,0)","v":0},{"$f":"SUM(H5:J5)","v":0},{"$f":"K5*0.21","v":0},"Occasionally",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Never"]
[null,3,"I apply assessment rubrics to evaluate student investigations.",null,"use assessment rubrics such as can be found by following the age group link in Young Scientist.",null,1,{"$f":"IF(G7=2,1,0)","v":0},{"$f":"IF(G7=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H7:J7)","v":0},{"$f":"K7*0.28","v":0},null,false]
[]
[null,4,"I encourage student reflection, peer and self-evaluation.",null,"encourage students to use proformas to document their progress such as those provided by MyScience or Hackling.",null,1,{"$f":"IF(G9=2,1,0)","v":0},{"$f":"IF(G9=3,0.58,0)","v":0},{"$f":"IF(G9=4,0,0)","v":0},{"$f":"SUM(H9:J9)","v":0},{"$f":"K9*0.34","v":0},null,false]
[null,null,null,null,null,null,null,"Phase1?","Phase2?","Phase3?","Phase","total","all answered"]
[null,null,{"$f":"IF(M11=FALSE,\"Please respond to all statements in the domain\",\"Your responses place your teaching practice at Level\")","v":"Please respond to all statements in the domain"},{"$f":"IF(M11=FALSE,\" \", K11)","v":" "},null,null,null,{"$f":"IF(L11<=0.33,1,0)","v":1},{"$f":"IF(AND(L11>0.33,L11<1),2,0)","v":0},{"$f":"IF(L11=1,3,0)","v":0},{"$f":"SUM(H11:J11)","v":1},{"$f":"SUM(L3:L9)","v":0},{"$f":"AND(G3>1,G5>1,G7>1,G9>1)","v":false}]

{"sheet":"domain 7","index":7,"n_rows":11,"n_cols":14,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,2,0,6],[1,1,1,2],[1,4,1,5]]}
[null,null,"Knowing and thinking scientifically"]
[null,"How often do you do this when investigating scientifically?",null,null,"Such as I:",null,null,"Regular","Sometimes","Never","Response","Weight","Categories","Show me"]
[null,1,"I identify opportunities for using ICT and build science learning activities accordingly.",null,"teach students to use Excel spreadsheet to tabulate and then graph data.\n—\nuse ICT for lesson planning e.g. databases or sites such as Eco-sensor web to locate hands-on activities and information about science.\n—\nuse DET Curriculum Support and the Uniserve site to expand strategies for teaching and assessment.",null,1,{"$f":"IF(G3=2,1,0)","v":0},{"$f":"IF(G3=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H3:J3)","v":0},{"$f":"K3*0.17","v":0},"Choose …",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Frequently"]
[null,2,"I explicitly teach how to use ICT using correct terminology.",null,"use computers for word processing, constructing graphs, uploading images etc. I understand and can correctly use ICT terms when teaching students e.g. \"browser\", \"cut and paste\", \"download\", \"hard disk\".",null,1,{"$f":"IF(G5=2,1,0)","v":0},{"$f":"IF(G5=3,0.58,0)","v":0},{"$f":"IF(G5=4,0,0)","v":0},{"$f":"SUM(H5:J5)","v":0},{"$f":"K5*0.28","v":0},"Occasionally",true]
[null,null,null,null,null,null,null,null,null,null,null,null,"Never"]
[null,3,"I use knowledge of ICT to create or use multimedia and the internet to support science learning.",null,"support students to produce multimedia presentations such as video clips, powerpoint presentations.\n—\nsupport students efficient and effective use of the internet to research background information for the topic they are investigating.",null,1,{"$f":"IF(G7=2,1,0)","v":0},{"$f":"IF(G7=3,0.58,0)","v":0},{"$f":"IF(G3=4,0,0)","v":0},{"$f":"SUM(H7:J7)","v":0},{"$f":"K7*0.34","v":0},null,false]
[]
[null,4,"I use ICT to enhance learning by all students and expand my variety of teaching strategies.",null,"faciltiate the use of ICT such as  Wikispaces for students to communicate and jointly construct a record of their scientific investigations.",null,1,{"$f":"IF(G9=2,1,0)","v":0},{"$f":"IF(G9=3,0.58,0)","v":0},{"$f":"IF(G9=4,0,0)","v":0},{"$f":"SUM(H9:J9)","v":0},{"$f":"K9*0.21","v":0},null,false]
[null,null,null,null,null,null,null,"Phase1?","Phase2?","Phase3?","Phase","total","all answered"]
[null,null,{"$f":"IF(M11=FALSE,\"Please respond to all statements in the domain\",\"Your responses place your teaching practice at Level\")","v":"Please respond to all statements in the domain"},{"$f":"IF(M11=FALSE,\" \", K11)","v":" "},null,null,null,{"$f":"IF(L11<=0.33,1,0)","v":1},{"$f":"IF(AND(L11>0.33,L11<1),2,0)","v":0},{"$f":"IF(L11=1,3,0)","v":0},{"$f":"SUM(H11:J11)","v":1},{"$f":"SUM(L3:L9)","v":0},{"$f":"AND(G3>1,G5>1,G7>1,G9>1)","v":false}]

{"sheet":"my profile","index":8,"n_rows":21,"n_cols":4,"rows_kept":21,"cut":false,"hidden":false,"merged":[]}
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[null,null,"Domain","Level"]
[null,null,"Integrating ICT",{"$f":"'domain 7'!D11","v":" "}]
[null,null,"Evaluating and assessing",{"$f":"'domain 6'!D11","v":" "}]
[null,null,"Conducting investigations",{"$f":"'domain 5'!D11","v":" "}]
[null,null,"Processing-Analysing and concluding",{"$f":"'domain 4'!D11","v":" "}]
[null,null,"Processing-Explaining and publishing",{"$f":"'domain 3'!D11","v":" "}]
[null,null,"Planning investigations",{"$f":"'domain 2'!D11","v":" "}]
[null,null,"Knowing and thinking scientifically",{"$f":"'domain 1'!D11","v":" "}]

{"sheet":"level statements","index":9,"n_rows":10,"n_cols":7,"rows_kept":10,"cut":false,"hidden":false,"merged":[]}
[]
[]
[null,null,"Level 1","Level 2 ","Level 3"]
[null,"Knowing and thinking scientifically","Aware of the need to support students to learn about science and the processes of investigating scientifically appropriate to their schooling stage. \n","With assistance, help students to learn about science and the processes of investigating scientifically appropriate to their schooling stage. \n","With confidence lead students to learn about science and the processes of investigating scientifically appropriate to their schooling stage and integrate and apply their knowledge.",null,{"$f":"'domain 1'!D11","v":" "}]
[null,"Planning investigations","Aware of the need to include planning protocols for science investigations in primary classrooms. \n","With support can teach students how to generate a question that can be scientifically investigated and plan a safe and valid investigation. \n","Confidently support student-initiated science investigations and planning that are based on fair testing and are appropriate to their schooling stage and science topic. ",null,{"$f":"'domain 2'!D11","v":" "}]
[null,"Conducting investigations","Aware of the need to include hands-on science investigations in primary classrooms and for students to accept personal responsibility for their roles, safety and management of resources. \n","With support, safely conduct hands-on science investigations including use of equipment and collection of data.\n","Confident to initiate student groups to safely, efficiently and effectively conduct student-initiated science investigations including management of resources, working in groups with mentors and collecting reliable and accurate data.",null,{"$f":"'domain 3'!D11","v":" "}]
[null,"Processing-Analysing and concluding","With support, model the processes of using data from tables and graphs to analyse data and draw conclusions from science investigations.\n","Within a context of science investigations, teach students how to correctly tabulate, calculate averages, graph and analyse data, think logically and draw conclusions.\n","Confident to explicitly teach, monitor, evaluate and remediate students to independently carry out data analysis and draw appropriate conclusions in science investigations.",null,{"$f":"'domain 4'!D11","v":" "}]
[null,"Processing-Explaining and publishing","Aware of the need to present and support student use of appropriate scaffolds and language when processing, explaining and publishing information about scientific investigations. \n","Explicitly teach the text structures, such as procedures, and some language demands (metalanguage) needed to communicate scientific investigations. Expose students to a range of appropriate texts including scientific explanations, information reports or discussions.\n","Engage students in substantive communication of science investigations for a variety of audiences through the selection and appropriate use of a range of media for oral, written or multimedia presentations.",null,{"$f":"'domain 5'!D11","v":" "}]
[null,"Evaluating and assessing","Aware of the need to support student reflection and include outcomes-based activities that contain explicit quality criteria to support the assessment of student learning in hands-on science investigations.\n","With support, monitor and report on student learning while investigating scientifically and support student reflection.\n","Confidently promote student reflection and develop outcomes-based activities that contain explicit quality criteria that facilitate assessment of student learning in hands-on science investigations.",null,{"$f":"'domain 6'!D11","v":" "}]
[null,"Integrating ICT","Aware of the potential benefits of using software applications to support students researching, processing and presenting scientific investigations.\n","Confidently select and implement a range of appropriate ICT activities that enhance student learning when investigating scientifically and communicating about science.\n","Design or select, use and evaluate strategies for the wide, effective and seamless use of ICT in science learning (i.e. in researching, investigating, communicating- Wikis, presenting, analysing data and evaluating science investigations).",null,{"$f":"'domain 7'!D11","v":" "}]

{"sheet":"the domains","index":10,"n_rows":15,"n_cols":2,"rows_kept":15,"cut":false,"hidden":false,"merged":[]}
[]
[null,"Knowing and thinking scientifically"]
[null,"The process of investigating scientifically does not occur in a vacuum. Background knowledge about the science phenomenon being investigated is important for the development of worthwhile questions for investigation. By taking a constructivist approach, the investigation then will add to student understanding. Students participate in the process of brainstorming topics or ideas that comprise a science-based theme while the teacher constructs a mind map of relationships between topics that are part of the theme. Part of this process will help students understand how the scientific theme relates to the outside world.  In addition to teaching students how to develop knowledge and understanding of science concepts that underpin the class theme, teachers also need to support  students to  solve  problems and think critically about issues related to conducting the actual investigation.  This may involve the use of metalanguage and processes of making generalisations, identifying cause and effect relationships, making logical predictions, clarifying assumptions and making inferences and deductions. The need to think scientifically and apply scientific knowledge can occur throughout a scientific investigation."]
[null,"Planning investigations"]
[null,"The process of Investigating Scientifically requires planning.  A testable question is finalised so that a “fair test” can be conducted - ensuring that the scientific investigation will achieve both valid and reliable results. An equipment list and a procedure for the investigation is completed by students as part of their plan. In Teaching Phase 1, “Practising” of the MyScience steps, teachers carry out planning as they locate, select and then use examples of safe “fair test” investigations. In Teaching Phase 2, “Preparation and Planning” teachers and mentors support students select testable questions that are suitable for investigating scientifically. Students then work with their mentors to make a prediction or hypothesis, determine a valid procedure and identify equipment. Finally safety checks for any chemicals used has to be carried out by the teacher."]
[null,"Conducting investigations"]
[null,"Conducting investigations is the domain in which scientific investigations are physically carried out, where observations and/or measurements are made and recorded.   In Teaching Phase 1 “Practising” of MyScience, students may all follow a designated procedure, whereas in the Teaching Phase 3 “Conducting, Processing and Evaluating”, investigations are independently driven by students as a result of planning. Student interest and ownership through contextualised learning activities are a foundational basis of MyScience.  Many teachers find the use of mentors invaluable in Phase 3. Aspects of resource, equipment and time management, group roles, safety and classroom management are often major considerations in this domain. "]
[null,"Processing-Analysing and concluding"]
[null,"This domain involves students transforming and manipulating their recorded data to make valid deductions.  Results are related to the original question and aim of the investigation to draw conclusions. These processes involve numeracy skills such as data organisation into tables, calculations including averaging, and construction of graphs, identification of patterns or trends and relationships between variables. Processing- analysing and concluding is modelled in Teaching Phase 1 \"Practising\" and occurs in Teaching Phase 3, “Conducting, Processing and Evaluating” of MyScience."]
[null,"Processing-Explaining and publishing"]
[null,"This domain involves students presenting or reporting their investigation and occurs simultaneously with the domains of knowing and thinking, evaluating and integrating ICT. Students may return to their original mind map to represent how their investigation has added to their knowledge and how applications of their investigation may impact on individuals, society or the environment. This domain interfaces with students publishing their completed report as an entry into “Young Scientist Awards Scheme” or as a presentation at a school Science Fair. The presentation of a scientific investigation requires literacy skills and may also involve the use of multimedia and consideration of the audience of the published work."]
[null,"Evaluating and assessing"]
[null,"This domain contains several components. Introductory activities conducted by the teacher may involve the process of assessment for learning. By recognising student prior learning and skill development, the level of support offered to students can be more effectively managed.  Throughout the investigation students are encouraged to evaluate their own investigation and make suggestions for improvement. This is often facilitated by requirements to keep learning journals throughout the progression of the investigation. It is often quite challenging for students to think deeply and evaluate what they have accomplished.  Effective evaluation requires an ability to apply a thorough understanding of scientific processes, as well as an understanding of the need for replication or repetition of measurements and likely sources of error. Another component of this domain occurs when teachers make an assessment of the learning outcomes and achievements of students in a scientific investigation. The use of holistic rubrics can facilitate assessment of learning. Finally teachers should reflect and evaluate the processes they have undertaken to facilitate student-driven scientific investigations."]
[null,"Integrating ICT"]
[null,"ICT can be integrated throughout the three MyScience teaching phases of the scientific investigation process and is likely to be used when performing background research, mind mapping, online communication between students mentors and teachers and the final processing and publishing of the investigation."]