1 / 28

Progression, Achievement and Pathways for Junior Social Studies

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

ariana-jordan
Télécharger la présentation

Progression, Achievement and Pathways for Junior Social Studies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Progression, Achievement and Pathways for Junior Social Studies

  2. 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!

  3. 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

  4. NZC overview - considerations

  5. What is Social Studies? What are the key ideas?

  6. Concepts in the Curriculum • The Achievement Objectives are conceptual understandings • The concepts are integrated within the AOs • Concepts are the ‘big ideas’

  7. Achievement Objective L5 Understand how cultural interaction impacts on culture and society An example… Concepts to be explored cultural practices, interactions, culture, society, impacts Initial activity – Free word associations Contexts To draw out the concepts Formative/summative activity – Concept wall

  8. Concept wall examining cultural practices in New Zealand

  9. Social InquiryEffective participationAsking questionsFinding information from a range of sourcesExploring values & perspectivesConsidering responses and decisions(social action)Reflecting and evaluating Online Inquiry planner www.ssol.tki.org.nz

  10. Approaches to BuildingConceptual Understandings As part of an expert group: • 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.

  11. Approaches to BuildingConceptual Understandings 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?

  12. Programme planning • Effective 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?

  13. ‘Effective pedagogy in the social sciences’ is based on the following principles… Source: Sinnema, C. & Aitken, G. (2012)

  14. Reflection and evaluation

  15. 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

  16. 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 What are we assessing?When?Why?Assessing for student needs?

  17. How do you show progressionof student learning and conceptual understandings? What to consider… Conceptual understandings? Achievement Objective/s? Social Inquiry process – aspects? Perspectives?

  18. Progressions in Level 4 or 5 NA A M E Basic developing integrated SOLO taxonomy Bloom’s Taxonomy

  19. SOLO Taxonomy

  20. Bloom’s Taxonomy

  21. 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 everyone 3. Share your current reporting system and identify/refine/edit…

  22. Back mapping What are we doing in Y9/10 SS to prepare our students for Senior Social Science subjects? Language and literacy? Conceptual knowledge?

  23. NCEA Level 2 / Curriculum Level 7 Back mapping and literacy Across subjects students are asked to write in order to: • Demonstrate understanding… • Discuss… • Analyse… • Apply… • Explain… • Evaluate… ….and many students do write proficiently.

  24. 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?

  25. Success CriteriaShared understandings of what Social Studies isConsidered approaches to conceptual understandings to develop an effective programme of learningReflected, developed and refined assessment for formative and summative purposesShared ideas in regard to progressions within one curriculum levelConsidered requirements in Snr Social Sciences to support and build Social Studies pathways

More Related