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
To gain a shared understanding of what Social Studies is
To use conceptual understandings to develop an effective programme
To reflect, develop and refine assessment for formative and summative purposes
To reflect on programme design – building success towards NCEA Social Sciences
NZC overview - considerations
What is Social Studies?
What are the key ideas?
Concepts in the Curriculum
• The Achievement Objectives are conceptual understandings
• The concepts are integrated within the AOs
• Concepts are the ‘big ideas’
An example…
Concepts to be explored cultural practices, interactions, culture, society,
impacts
Initial activity – Free word associations
ContextsTo draw out the concepts
Formative/summative activity – Concept wall
Achievement ObjectiveL5 Understand how cultural interaction impacts
on culture and society
Concept wall examining cultural practices in New Zealand
Social InquiryEffective participation
Asking questionsFinding information from a
range of sourcesExploring values & perspectives
Considering responses and decisions(social action)
Reflecting and evaluating
Online Inquiry plannerwww.ssol.tki.org.nz
Approaches to BuildingConceptual
UnderstandingsAs part of an expert group:
1.Identify 2-3 key ideas from the reading2.What good practices come out of this
reading?3.How might this look in your SS
programme?4.Share your findings and ideas with
your home group.
Approaches to BuildingConceptual
UnderstandingsReflect 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 planningEffective programme planning needs to start
with the student at the centre
Analysis of student needs…values and expectations of the local
community
Relevance…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?
‘Effective pedagogy in the social sciences’ is based on the following principles…
Source: Sinnema, C. & Aitken, G. (2012)
Reflection and evaluation
Social Studies programme
Using the list of aspects from 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
Assessment for Formative purposes
‘‘Formative assessment refers to all those activities Formative assessment refers to all those activities undertaken by undertaken by teachersteachers, and by the , and by the studentsstudents in assessing in assessing
themselves, which provide information to be used as themselves, which provide information to be used as feedback feedback to modify the teaching and learningto modify the teaching and learning activities in activities in
which they are engaged. Such assessments become which they are engaged. Such assessments become formative when formative when the evidence is actually usedthe evidence is actually used to to adapt the adapt the
teachingteaching to meet the needs.’ to meet the needs.’ -Black and Wiliam-Black and Wiliam
What are we assessing?When?Why?
Assessing for student needs?
How do you show progression of student learning and
conceptual understandings?
What to consider…
Conceptual understandings?Achievement Objective/s?
Social Inquiry process – aspects?Perspectives?
Progressions in Level 4 or 5
NA A M E
Basic developing integrated
SOLO taxonomy
Bloom’s Taxonomy
NA A M E
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…
SOLO Taxonomy
Bloom’s Taxonomy
Reporting
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 everyone3. Share your current reporting system and identify/refine/edit…
Back mapping
What are we doing in Y9/10 SS to prepare our students for Senior
Social Science subjects?
Language and literacy?Conceptual knowledge?
NCEA Level 2 / Curriculum Level 7
Across subjects students are asked to write in order to: •Demonstrate understanding…•Discuss…•Analyse…•Apply…•Explain…•Evaluate…
….and many students do write proficiently.
Back mapping and literacy
NCEA L1
Consider the subject(s) you teach in Snr Social Sciences…
What is the key to success?
What are the ‘big ideas’ that students need to come into your L1 subject?
Success Criteria
Shared understandings of what Social Studies is
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
Considered requirements in Snr Social Sciences to support and build Social Studies pathways
