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Progression, Achievement and Pathways for Junior Social Studies

Dec 31, 2015



Progression, Achievement and Pathways for Junior Social Studies. He aha te mea nui o te ao ? He tangata ! He tangata ! He tangata ! What is the most important thing in the world? It is people! It is people! It is people!. Learning Intentions - PowerPoint PPT Presentation

Click to add TitleHe tangata! He tangata! He tangata!
What is the most important thing in the world?
It is people! It is people! It is people!
To gain a shared understanding of what Social Studies is
To use conceptual understandings to develop an effective programme
NZC overview - considerations
What are the key ideas?
Talk to this Wordle…Social Studies is a concept based discipline – study how societies work, examine people’s participation in local, national and international groups, investigate contemporary social issues, explore values and perspectives, learn how to become active citizens in their local and wider communities….
Get teachers to open SS page in NZC Pg 30 - discuss importance of this page – 4 conceptual strands.
The concepts are integrated within the AOs
Concepts are the ‘big ideas’
Initial activity – Free word associations
Formative/summative activity – Concept wall
L5 Understand how cultural interaction impacts on culture and society
Acknowledge expertise in room = this is to revisit/remind the understanding of the AOs, concepts and conceptual understandings. We are assessing conceptual understandings.
Questions within each context are used to draw out the concepts. Give students variety – interest – motivation
One concept = several contexts
At the end of a unit, students should be able to apply that concept to any situation that lends itself.
Free word association (p14 BCUSS)
Concept wall examining cultural practices in New Zealand
When you play this slide, there is animation – the wall, and then the arrow (2 clicks) – reason for arrow is that as a teacher we ask ‘what are cultural practices?’ but more often than not students will answer and identify cultural practices with the bottom line – examples. It is the teachers job to then make those links with values, traditions and customs.
Concept wall p.15-16 BCUSS
Refer to Social Inquiry BCUSS...
Explain the social inquiry process briefly...Through the development of these skills, students learn how to critically engage with societal issues.
Connect with NZC front end – princ/competencies
Identify 2-3 key ideas from the reading
What good practices come out of this reading?
How might this look in your SS programme?
Share your findings and ideas with your home group.
Jigsaw Expert Activity in 5 Groups – handout summary template:
Concepts in the Social Sciences
How can conceptual understandings be developed in SS
Teaching strategies for building conceptual understandings
Building CU through the Social Inquiry process
How can CU be measured?
Reflect on your own Social Studies unit:
How do the key messages align with your own unit in Social Studies?
What would you like to adapt/change/reconsider?
Programme planning
Effective programme planning needs to start with the student at the centre
Analysis of student needs…
How is it relevant to our students’ lives? Why is it worth doing? How will it develop authentic purposeful learning?
NZC requirements…
What principles can be explored? What values will this learning encourage? What KC’s can be developed through this learning?
“So how do you design a programme of learning using this information we’ve been talking/thinking about?”
1. Establishing the ‘big picture’ ie what needs to be considered in developing a teaching and learning programme?
‘Effective pedagogy in the social sciences’ is based on the following principles…
Source: Sinnema, C. & Aitken, G. (2012)
2. Planning action – How will this unfold?
The BES Social Sciences identifies 12 principles to effective pedagogy that are likely to make a difference to student learning. Refer to: Summary of BES in Social Sciences…
Therefore, questions to consider are:
What are the possible contexts for learning?
How can we assess students’ prior knowledge, values and experiences in relation to the understandings?
How can we engage students in this learning? Eg authentic issues and contexts
How do these experiences connect students’ learning to the key concepts?
What literacy skills are required?
Learning intentions and success criteria
Teaching and learning strategies
Reflection and evaluation
teaching and learning:
Identify what is currently reflected in your Junior SS teaching and learning programmes
Identify one aspect that is a strength in your Junior SS programme
Identify one aspect that you would like to develop further in your Junior SS programme
Complete Hilary’s activity…words/aspects of what to consider – strength that’s reflected in their programming and then something they want to develop…how?
Assessment for Formative purposes
‘Formative assessment refers to all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessments become formative when the evidence is actually used to adapt the teaching to meet the needs.’
-Black and Wiliam
Possible assessment of Conceptual understandings, aspect of Soc Inquiry process, values, Soc Inquiry process during/throughout the unit – refer to National Standards and OTJs.
How much assessing do we really need to do?
This can be dependent on what SLT want – school reporting
student learning and
Can’t really show progression between levels but you can within – progression of understanding of the concepts.
Bloom’s Taxonomy
Can’t really show progression between levels but you can within – progression of understanding of the concepts.
There is no right answer…MoE haven't produced anything to say ‘this is how you do it’. Until then, we go on what Social Studies actually is and students understandings of concepts – their understanding at beginning of unit through to the end – what progression has been made?
No relevant concepts have been used to show understanding…
One relevant concept has been used and described to show understanding of…
Two or more relevant concepts have been explained to show understanding of…
Two or more relevant concepts have been comprehensively explained to show understanding of…
Example 1.
What do you consider is important when reporting to parents/whanau?
As a group:
1. What do you consider are 3 key elements to report on in SS? Why?
2. Report back to everyone
3. Share your current reporting system and identify/refine/edit…
Ask whole group – what’s important? Write onto board their ideas.
3 key elements – large A2 sheets – get each group to report back to whole.
Back mapping
What are we doing in Y9/10 SS to prepare our students for Senior Social Science subjects?
Language and literacy?
Conceptual knowledge?
Refer back to NZC template to show Language and literacy is specified in NZC and needs to be developed in SS but not necessarily assess.
Across subjects students are asked to write in order to:
Demonstrate understanding…
Back mapping and literacy
Snr Social Sciences…
What is the key to success?
What are the ‘big ideas’ that students need to come into your L1 subject?
Considered approaches to conceptual understandings to develop an effective programme of learning
Reflected, developed and refined assessment for formative and summative purposes
Shared ideas in regard to progressions within
one curriculum level
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