Assessment Task Sheet

Australian International Academy, Kellyville

Name: _____________________________ Date: _______________

Year Level: Year 9 Subject: Science and Islamic Studies
TITLE: Science and Islamic Studies Integrated Assessment Task
DUE DATE:

UNIT INFORMATION
KEY CONCEPT: Perspective
RELATED CONCEPTS: Change and Identity
GLOBAL CONTEXTS Fairness and Development
STATEMENT OF INQUIRY:
Studying Science from an Islamic perspective helps us to form an identity and adopt changes.
OUTLINE OF TASK
Goals:
 To explain how our increased understanding of the functioning of human body systems has led to the
development of a broad range of allied health professions.
 To propose strategies that will assist non-Muslim allied health professionals to come to a better
understanding of Islam so that they can provide appropriate and effective care to their Muslim patients
 To reflect on the importance of hygiene from both scientific and Islamic perspectives
Role:
 To research an allied health profession of interest and create a career profile.
 To create a presentation aimed at helping new non-Muslim staff in your selected allied health profession
come to a better understanding of Islam.
Audience:
 Your target audience is members of the public with a high school level of education.
Situation:
 Remember that the information should be clear and easy for a high-school audience to access. Avoid
large blocks of text and unnecessary highly technical language. Use dot points and labelled images
wherever possible.

Product, Performance, and Purpose

 The career profile will be presented as an A3 cardboard poster and the presentation will be a video.
Standards and Criteria for Success
NSW BOSTES Outcomes:
SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the
world around them

SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

SC5-14LW analyses interactions between components and processes within biological systems

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
Task Description:

Part A: Career profile

1. Watch the video uploaded on Managebac with this task and complete the reflection questions in the ‘Part
A’ section of the Assessment Task #3 Template.
2. Consider the different allied health professionals in the video who are involved in patient rehabilitation
and select one that interests you.
3. Create a career profile poster for your chosen allied health profession. The poster must:
a. Identify the career title
b. Describe of the main activities associated with the career
c. Identify the educational requirements for this career
d. Explain how advances in our understanding of the human body has led to the development and
practice of your chosen allied health profession. Is there evidence from Islam to support your
answer? (give specific examples)
e. Assess the importance of technological advances in the development and practice of your chosen
allied health profession and what Islam says about advancement in Science(give specific
examples)
f. Suggest reasons why you would recommend this career choice to others (provide at least 4
points)
g. Explain specific considerations that this allied health professional would need to make or be
aware of when treating a Muslim patient (provide at least 5 points).
h.
Part B: Information video
Create a 5 minute information video on the importance of hygiene from a scientific and Islamic perspective.
Your video must:
a. Define hygiene and what it means to be ‘hygienic’
b. Discuss the consequences of poor hygiene.
c. Outline/demonstrate what good hygienic practices are and explain their benefits
d. Evaluate the importance of hygiene in Islam and medical science

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
Science Criterion B: Inquiring and designing
Maximum: 8
Achievement Level descriptor
level
0 The student does not reach a standard
identified by any of the descriptors below.
1–2 The student is able to:
i. state a problem or question to be tested by a
scientific investigation, with limited success
ii. state a testable hypothesis
iii. state the variables
iv. design a method, with limited success.
3–4 The student is able to:
i. state a problem or question to be tested by a
scientific investigation
ii. outline a testable hypothesis using scientific
reasoning
iii. outline how to manipulate the variables, and
state how relevant data will be collected
iv. design a safe method in which he or she
selects materials and equipment.
5–6 The student is able to:
i. outline a problem or question to be tested by
a scientific investigation
ii. outline and explain a testable hypothesis
using scientific reasoning
iii. outline how to manipulate the variables, and
outline how sufficient, relevant data will be
collected
iv. design a complete and safe method in which
he or she selects appropriate materials and
equipment.
7–8 The student is able to:
i. describe a problem or question to be tested
by a scientific investigation
ii. outline and explain a testable hypothesis
using correct scientific reasoning
iii. describe how to manipulate the variables,
and describe how sufficient, relevant data will
be collected
iv. design a logical, complete and safe method
in which he or she selects appropriate
materials and equipment.
Australian International Academy, Kellyville
Understanding by Design, written by Grant Wiggins and Jay McTighe
Task specific descriptors
The student does not reach a standard identified by
any of the descriptors below.
The student is able to:
i. state a career choice and investigate it with limited
success
ii. state 1-3 reasons for recommending a career choice
iii. does not create both a poster and a video
iv. define hygiene and list some hygienic practices
with limited success
The student is able to:
i. state a career choice and investigate it.
ii. outline educational requirements and activities
associated with a career choice
iii. outline 1-3 reasons for recommending a career
choice
iv. create a poster and video with limited visual appeal
v. correctly define hygiene and list some hygienic
practices
The student is able to:
i. outline a career choice and investigate it.
ii. outline educational requirements and activities
associated with the career choice giving scientific
reasoning
iii. outline 3-5 reasons for recommending a career
choice
iv. Create both a poster and a video with some visual
appeal
v. correctly define hygiene and outline some hygienic
practices
The student is able to:
i. describe a career choice and investigate it
ii. outline educational requirements and activities
associated with the career choice
iii. justify 3-5 reasons for recommending a career
choice
iv. Create visually appealing products
v. accurately define hygiene and clearly
demonstrate/explain the purpose of good hygiene
practices using correct scientific reasoning
Assessment Task Sheet
Adapted from:
Science Criterion D: Reflecting on the impacts of Science
Maximum: 8
Achievement level Level descriptor
0 The student does not reach a standard identified
by any of the descriptors below.
1–2 The student is able to:
i. state the ways in which science is used to
address a specific problem or issue
ii. state the implications of the use of science to
solve a specific problem or issue, interacting with
a factor
iii. apply scientific language to communicate
understanding but does so with limited success
iv. document sources, with limited success.
3–4 The student is able to:
i. outline the ways in which science is used to
address a specific problem or issue
ii. outline the implications of using science to
solve a specific problem or issue, interacting with
a factor
iii. sometimes apply scientific language to
communicate understanding
iv. sometimes document sources correctly.
5–6 The student is able to:
i. summarize the ways in which science is applied
and used to address a specific problem or issue
ii. describe the implications of using science and
its application to solve a specific problem or
issue, interacting with a factor
iii. usually apply scientific language to
communicate understanding clearly and
precisely
iv. usually document sources correctly.
7–8 The student is able to:
i. describe the ways in which science is applied
and used to address a specific problem or issue
ii. discuss and analyse the implications of using
science and its application to solve a specific
problem or issue, interacting with a factor
iii. consistently apply scientific language to
communicate understanding clearly and
precisely
iv. document sources completely.
Australian International Academy, Kellyville
Understanding by Design, written by Grant Wiggins and Jay McTighe
Task specific level descriptor
The student does not reach a standard identified
by any of the descriptors below.
The student is able to:
i. state the ways in which science is used for
rehabilitation
ii. state the implications of the use of science to
help recovery
iii. apply scientific language to communicate
some understanding but does so with limited
success
The student is able to:
i. outline how advances in our understanding of the
human body has led to the development and
practice of a selected allied health profession
ii. outline some technological advances in the
development and practice of the allied health
profession
iii. outlines the importance of hygiene from a
scientific viewpoint
iv. sometimes apply scientific language to
communicate understanding
v. sometimes document sources correctly.
The student is able to:
i. summarise how advances in our understanding
of the human body has led to the development and
practice of a selected allied health profession
ii. describe the implications of using technological
advances in the development and practice of the
allied health profession
iii. describes and explains the importance of
hygiene from a scientific viewpoint
iv. usually apply scientific language to
communicate understanding clearly and
precisely
v. usually document sources correctly.
vi. self-reflect with some success
The student is able to:
i. describe and explain how advances in our
understanding of the human body has led to the
development and practice of a selected allied health
profession using relevant examples
ii. use relevant examples to assess the
implications of using technological advances in the
development and practice of a selected allied health
profession.
iii. evaluates the importance of hygiene from a
scientific viewpoint
iv. consistently apply scientific language to
communicate understanding clearly and
precisely
v. document sources completely.
vi. provide an accurate self-reflection
Assessment Task Sheet
Adapted from:
Islamic Studies Criteria:
Ach. CRITERION B
Level Investigating
0 The student does not reach a standard described by any of the descriptors below.
1-2 formulates a research question that is clear or focused and describes its relevance
formulates a limited action plan to investigate a research question or does not follow a plan
collects and records limited information, not always consistent with the research question
makes a limited evaluation of the process and results of the investigation.
3–4 formulates a research question that is clear and focused and describes its relevance in detail
formulates and somewhat follows a partial action plan to investigate a research question
uses a research method(s) to collect and record mostly relevant information
evaluates some aspects of the process and results of the investigation.
formulates a clear and focused research question and explains its relevance
5-6 formulates and follows a substantial action plan to investigate a research question
uses research method(s) to collect and record appropriate, relevant information
evaluates the process and results of the investigation.
formulates a clear and focused research question, thoroughly justifying its relevance with appropriate evidence
7-8 iformulates and effectively follows a comprehensive action plan to investigate a research question
uses research methods to collect and record appropriate, varied and relevant information
thoroughly evaluates the investigation process and results.

Ach. CRITERION D
Level Thinking Critically
0 The student does not reach a standard described by any of the descriptors below.
analyses concepts, issues, models, visual representation and theories to a limited extent
1-2 summarizes information to a limited extent to make arguments
describes a limited number of sources/data in terms of origin and purpose and recognizes nominal value and limitations
identifies different perspectives and minimal implications.
analyses concepts, issues, models, visual representation and theories
3-4 summarizes information to make arguments
analyses and/or evaluates sources/data in terms of origin and purpose, recognizing some value and limitations
interprets different perspectives and some of their implications.
5-6 discusses concepts, issues, models, visual representation and theories
synthesizes information to make valid arguments
effectively analyses and evaluates a range of sources/data in terms of origin and purpose, usually recognizing value and
limitations
interprets different perspectives and their implications.
completes a detailed discussion of concepts, issues, models, visual representation and theories
7-8 synthesizes information to make valid, well-supported arguments
effectively analyses and evaluates a range of sources/data in terms of origin and purpose, consistently recognizing value
and limitations
thoroughly interprets a range of different perspectives and their implications.

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
 Reflection
Research:
Skill demonstration: Yes/No Yes/No
Collect, record, verify, analyze and interpret data
Access information to be informed and inform others
Make connections between various sources of information
Find and use appropriate sources
Present information in a variety of formats and platforms
Understand and implement intellectual property rights
Identify primary and secondary resources
Create references and citations and construct a bibliography according to
recognized conventions

Self-management Skills:
Skill demonstration: Yes/No Yes/No
Record information accurately
Set goals that are challenging and realistic
Plan short and long term assignments and meet deadlines
Keep and use a weekly planner/Agenda for assignments
Plan strategies and take action to achieve personal and academic goals
Make right choices within the stipulated time
Practice focus and concentration
Practice strategies to overcome distractions
Demonstrate persistence and perseverance
Practice strategies to reduce stress and anxiety
Practice positive thinking
Practice “bouncing back” after adversity, mistakes and failures

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the ATL?
Explain below.

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Teacher: …………………………………… Student: ……………………………………

Australian International Academy, Kellyville Assessment Task Sheet

Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe