SOCIAL SCIENCES

S H I R E E L E E

Making connections between ECE & School

Lesson Overview

Revisit social sciences as a learning areaSocial sciences in schools (NZ Curriculum)

and in EC settings (Te Whāriki) Evaluate content knowledge related to

social sciences Knowledge and competencies of social

sciences for transition to school

Video

https://www.youtube.com/watch?v=4c0bS8pIUQ8

Ethnographic Quiz…

What do you know?

1. What is the population of NZ?2. Approximately how many people live in Auckland?3. How many different ethnicities in NZ?4. Approx how many people living in NZ were born

overseas?5. Of those born overseas what major ethnic group do

they identify with?6. What are the most common languages spoken in NZ?7. Approx. how many people can speak English, Te Reo

Maori and NZ Sign language?8. Approx how many people in NZ cannot speak

English?9. Where do the majority of these people (in previous

question) live?10. What is your cultural or Ethnic heritage?

Answers1.4.6 million2.1.36 million (30%)3.Over 2004.1 million (25%)5.Asian (India, China, Korea, Phillipines)6.English, Te Reo Maori, Samoan, Hindi, Northern Chinese including Mandarin, and French7.56768.87,0009.Auckland (65%) Waikato (5.7%) Wellington (8.3%) & Canterbury (6.5%)10. Your answer

According to the New Zealand Curriculum:

“The social science learning area is about how societies work and how people can participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand” (Ministry of Education, 2007, p. 30).

How is the learning area structured?

Identity, culture & organisation – diversityPlace & environment – relationships between people and

the environmentContinuity & change - historical events (past) and its

impact on the present and future The economic world – consumption, production, and

distribution of goods and services; how the economy and economic decisions impact on individuals

(MoE, 2007)

Think of a project you could undertake with children(including the experiences involved) for each bullet point. Report back to class.

NZC Level One

Belonging to groups is important for peopleDifferent roles and responsibilities in groupsThe importance of history to individuals Important places in New Zealand (to some

groups and individuals)Cultures and daily lives

How are these experienced by children in your EC centre?

Key Competencies

ThinkingUsing language, symbols, and textsManaging selfRelating to others Participating and contributing

How are these experienced by children in your EC centre?

Group Exercise: Te Whāriki

Identify a goal or learning outcome that is related to social sciences

Look at “links with essential skills and learning areas” in Part D, highlight anything that is related to social sciences

EVALUATE if you have been incorporating these in your planning, teaching, assessment and documentation in your centres?.

Group Exercise: Transition

From Te Whāriki to NZ Curriculum:

Using the project you identified earlier, draw a table/model that shows how the learning outcomes (focus on those that

are specifically related to social sciences) progresses from EC level to school

curriculum level one. Don’t forget to integrate some of the ideas

from Lee (2004).

Reporting and Evaluating

Report & explain your table/model

Critique in a professional manner!

A Final Group Activity

What festivals are celebrated in your centre?Utilise the electronic devices that you may

have or the experts from class, research the background information about these festivals, including:

- origins, stories/legends associated, rituals (celebrations, decorations, food, costumes….) and why, practices to avoid and why

Report your findings

Homework for next week

Blaiklock readingReview NZC English & the communication

strand in Te Whāriki