social studies self review 2010. overall there is a positive attitude towards learning social...

Social StudiesSocial Studies

Self Review 2010Self Review 2010

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How much do you like doing social studies at school?

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Year 4 Year 5 Year 6

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Heaps

Quite a Lot

Some

A Little

Overall there is a positive attitude towards learning social studies among students at Sunnybrae.


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Year 4 SNS

Year 4 NZ

Sunnybrae students were more moderate in their attitude towards social studies than the NEMP sample group.


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Y4 SNS 2010

Y4 SNS 2005

Sunnybrae students have retained a consistent positive outlook towards social studies since they were last questioned in 2005.

How much do you think you learn

in social studies at school?

0102030405060708090


percent

Heaps

Quite a Lot

Some

A Little

The perception of what is learned is quite high amongst our students. Results of the knowledge survey bear this out.


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Year 4 SNS

Year 4 NZ

Our students were a lot more confident about their learning than the NEMP sample group. It is pleasing to see that what we are doing is having a positive impact on the students learning.


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Heaps Quite aLot

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Y4 SNS 2010

Y4 SNS 2005

When compared with the previous review student answers indicate that they are generally more positive about their learning.

Would you like to do more, the same or less social studies at school?

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More

About the same

Less

Most students thought that the amount of time they spent learning social studies was about right.

Would you like to do more, the same or less social studies at school?

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More About theSame

Less

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Year 4 SNS

Year 4 NZ

Sunnybrae students were also more moderate than the NEMP sample group about the amount of time they thought they should be spent learning social studies.

How much do you like learning about these things in social studies?

Y4 SNS 10 Y4 NZ Y4 SNS 05 Y6 SNS 10

Heaps A lot Some A little

Why people have different ideas. 17 5449 0

75 3237 50

8 10 8 43

0 46 0

What is happening now in New Zealand and other countries.

42 5255 23

25 3229 57

33 128 23

0 48 0

How people lived in the olden days. 25 4763 14

33 2430 64

33 1610 23

9 136 0

Living in the future. 66 70 67 64

17 1924 28

17 66 28

0 52 0

Other places in New Zealand, and how people live there.

25 5245 7

59 3243 57

8 1210 28

8 42 7

Other places in the world, and how people live there.

25 4637 28

42 3541 13

25 1122 50

8 40 0

The way people work together and do things in groups.

17 4453 23

58 3637 28

17 1610 36

8 40 14

Students seemed very keen to learn about living in the future.

How often do you learn about these things in social studies

at school?

Y4 SNS 10 Y4 NZ Y4 SNS 05 Y6 SNS 10

Heaps A lot Some A little

Why people have different ideas.

25 2718 0

50 2737 64

17 1724 28

8 818 7

What is happening now in New Zealand and other countries.

25 2533 0

25 3337 57

42 2920 43

8 86 0

How people lived in the olden days.

17 2516 0

25 2427 23

41 3221 70

17 194 7

Living in the future. 17 3325 14

25 1312 28

50 2733 43

8 2727 14

Other places in New Zealand, and how people live there.

17 2623 7

25 2624 43

33 3739 43

25 1112 7

Other places in the world, and how people live there.

33 2220 0

47 3036 64

8 3939 28

17 92 7

The way people work together and do things in groups.

33 2224 23

33 3235 57

25 3939 14

9 70 7

Quite subjective results - varied answers from different students in the same of 3 Year 4 classes surveyed at Sunnybrae

Please rank these parts of social studies to show how much you enjoy doing them. Use 1 for your favourite, 2 for your second favourite, and so on.

These results are for Year 4, Year 5 and Year 6 students combined.

Mosque 0 14Machu Pichu 9 11Big Ben 25 20Year 4 Students were asked to locate these

places on a world map.

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Opera HousePyramids

Red SquareLeaning Tower

White HouseGreat WallTaj Mahal

Mosque

Machu Pichu

Big Ben

percent

Year 4 SNSYear 4 NZ

Most students have a sound knowledge of well known places.Sunnybrae students do not know the location of lesser known places as well as the NEMP sample group.

Place and Environment-Knowledge of world geography

Mosque 0 36Machu Pichu 9 28Big Ben 25 43

Year 4 and Year 6 students were asked to locate these places on a world map.

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10

20

30

40

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60

70

80

90

Opera HousePyramids

Red SquareLeaning Tower

White HouseGreat WallTaj Mahal

Mosque

Machu Pichu

Big Ben

percent

Year 4 SNS

Year 6 SNS

Most gaps in geographical knowledge are filled by the time a student reaches Year 6 at Sunnybrae. Web based activities may have led to the increase in what students know about the world around them.

Timeline1. Students were shown pictures of the following events that occurred in NZ history. First they were asked to put them in chronological order.

Students put these many pictures in order all 9 6 39

2 out of place 9 12 163-6 out of place 84 83 47

Y4 Sunnybrae figures % Continuity and Change Y4 National figures % -New Zealand History- Y6 Sunnybrae figures %

It is interesting to note the difference between the Y4 and Y6 figures.

A gold rush takes place in Otago. The Treaty of Waitangi is signed. Lord of the Rings wins 11 Oscars. Abel Tasman visits New Zealand. An important land march takes place. 2700 New Zealanders die at Gallipoli.

Timeline2. Students were asked to put dates below the pictures of when they thought the following

events occurred.

Students got these dates correct. 6 (all) correct 9 4 31

4-5 correct 17 12 163 correct 9 15 280-2 correct 68 70 31

Y4 Sunnybrae figures % Continuity and Change

Y4 National figures % -New Zealand History Y6 Sunnybrae figures %

Y4 students performed better than the NEMP sample group here.


1642 1860s 1975 1840 1915 2004

Timeline3. Students were asked to describe two of the pictures adding as much detail as they could

about each event. Most SNS students chose Gallipoli and the Treaty to talk about.

Quality of descriptions. Strong description of the event 9 1 31

some description 51 9 47simple description of the picture 25 53 16

Y4 Sunnybrae figures % Continuity and Change Y4 National figures % -New Zealand History Y6 Sunnybrae figures %

Students mostly were able to furnish at least the basic details of events chosen.


1642 1860s 1975 1840 1915 2004

What does this flag tell us about New Zealand?

Union Jack shows connection to UK - 42 13 70

Southern Cross shows New Zealand’s position in Southern Hemisphere:mentioned Southern Cross and Southern Hemisphere 0 11 7

mentioned Southern Cross only 0 1 28 Colours:

mentioned connection to Pacific Ocean 8 1 7

Y4 Sunnybrae figures % Identity, Culture and Heritage Y4 National figures % -Changing images of cultural

identity Y6 Sunnybrae figures %

There is a clear understanding of the importance of the UK to NZ among all SNS students.



2. What could be some good reasons for wanting to change our flag – making it different?

-flag doesn’t reflect New Zealand/ New Zealand culture - 17 13 28

-similar to other flags (e.g. Australia); causes confusion overseas - 17 15 28

-boring, old, need to change for change’s sake - 33 26 14

-doesn’t need to show connection to UK any longer - 0 2 14 -doesn’t reflect the bicultural (Mäori) nature of New Zealand’s society/history - 18 2

23 -doesn’t reflect the multicultural nature of New Zealand’s society/history - 18 1 0 -doesn’t capture the importance of/ association with sports in New Zealand - 0 1 0

Y4 Sunnybrae figures % Identity, Culture and Heritage Y4 National figures % -Changing images of cultural identity Y6 Sunnybrae figure



3. What could be some good reasons for not changing our flag – keeping it the same? -tradition/has been like that for long time/ historic reasons 17 20 28 (e.g. famous people have carried it - Sir Edmund Hillary, Olympians)

-good representation of New Zealand 17 6 23 -soldiers in wars fought under this flag 0 0 0

-people like it; it’s attractive/good 17 17 7 -would cause confusion if it changed 17 12 28

Y4 Sunnybrae figures % Identity, Culture and Heritage Y4 National figures % -Changing images of cultural

identity Y6 Sunnybrae figures %

SNS students had similar ideas about the flag as the NEMP sample group.



1. Where might you see a building like this?

-on a marae/ in a Mäori community - 33 29 57

-mentioned a specific location - 33 28 23

-educational institution - 0 14 14 (school, university, museum)Y4 Sunnybrae figures % Identity, Culture and HeritageY4 National figures % -Reflecting cultural heritageY6 Sunnybrae figures % Just over 60% of Y4 students and 80% of Y6 students understood that a wharenui would be found on a marae or in a Maori community.



Y4 Sunnybrae figures % Identity, Culture and Heritage Y4 National figures % -Reflecting cultural heritage Y6 Sunnybrae figures %

Older students had a greater awareness of what kinds of things people might do inside this building.



2. What kinds of things might people do inside this building?

-sing/perform - 25 21 14

-sleep - 0 21 14

-socialise/ talk - 17 22 14

-discuss important issues, have hui - 9 22 23

-welcome visitors/gift giving - 0 5 0

-cultural ceremonies (e.g. tangihanga) - 33 31 28 -teach/learn (e.g. story telling/histories) - 0 17 0

-worship/pay respect to and acknowledge ancestors - 25 22 57

Y4 Sunnybrae figures % Identity, Culture and HeritageY4 National figures % -Reflecting cultural heritageY6 Sunnybrae figures %



3. Can you think of anything that you shouldn’t do inside this building?

wear shoes 14 4 23

eat/drink/smoke 15 4 36

make a mess 7 4 14

run (i.e. always walk) 8 4 43

take photographs 0 4 0

be disrespectful/muck about/ play around//fight/shout 68 4 50

hang clothes/belongings on the carvings/pictures 1 4 0

walk over people’s legs/bodies 1 4 0

walk/talk in front of speaker 4 4 28

sit on pillows/climb through the window/wear a hat 3 4 0

Y4 Sunnybrae figures % Identity, Culture and HeritageY4 National figures % -Reflecting cultural heritageY6 Sunnybrae figures %

Both Y4 and Y6 SNS students had a clear understanding of the significance of this typeof building for Maori.



4 Why are buildings like this one important to many New Zealanders ? - represents the body - 0 1 6

- represents Maori history - 42 2 14

- spiritual place/ancestors turangawaewae 9 10 14

- place where special events take place 9 8 0

- unique to Aotearoa/New Zealand; special to Maori/ Maori tradition and culture - 34 31 78

Y4 Sunnybrae figures % Identity, Culture and HeritageY4 NZ figures % - How community reflects heritageY6 Sunnybrae figures %

Students at SNS had a sound understanding of the significance of poppies and whatthey represent.

ANZAC Day started way back in 1916, yet lots of people are still showing interest in the special ceremonies held on ANZAC Day.Why are people still so interested in going to ANZAC Day Celebrations? - to commemorate people who died fighting for New Zealand - 33 22 43

- people who have relatives/ancestors who died in wars - 17 25 36

- to honour returned soldiers - 25 4 36

Different groups of people use the beach in different ways. Each group thinks the beach is important for different reasons.

Look at the following pictures of people using the beach in different ways. How does each group or person use the beach? Why is the beach important to them?

Y4 Sunnybrae figures % Resources and Economic ActivitiesY4 NZ figures % - Different perspectives on resource useY6 Sunnybrae figures %

Most SNS students were able to give more than one reason why this person might use the beach.

- fully and richly - 17 12 14

- quite well - 74 20 85

- quite limited - 9 63 0

How does this group or person use the beach? Why is the beach important to them?



- quite well - 74 23 70





- quite well - 82 24 85





- quite well - 75 27 78


Teacher Survey 2010Teacher Survey 2010

Teachers were asked various questions about the implementation of the social studies programme at Sunnybrae Normal School.





A = very confident B = confident C = okay D = not confident

Teachers are very confident teaching social studies and their comments indicate they feel well supported.

Support or Professional Development teachers would like.

• Use of ICT resources such as TKI - learning pathways• Ongoing SOLO development linking it to social studies• Support with planning to ensure curriculum coverage• Working out how to use the new inquiry model

Support or Professional Development teachers would like.

• Use of ICT resources such as TKI - learning pathways• Ongoing SOLO development linking it to social studies• Support with planning to ensure curriculum coverage• Working out how to use the new inquiry model

94% of teachers felt confident or very confident teaching social studies

All these areas are a focus for professional development for 2011

A = to fit with the year overview B = to fit with current events/issues C = to cover specific objectives from the curriculumD = to cover specific key competencies from the curriculum E = to respond to a need or opportunity F = other

Teachers indicated they looked at a range of opportunities when choosing topics to be taught.





A = comprehensive coverage B = Satisfactory coverage C = Unsatisfactory

Teachers were very positive that what they taught in their classrooms reflected the objectives that are in the curriculum.



A = Very effective B = Somewhat effective C = No real change

Teachers were very positive in their responses to the SOLO taxonomy that was introduced in 2010 in terms of it clarifying students thinking about social studies.

What changes have you noticed from using the SOLO taxonomy when teaching social studies?

• Makes explicit the next learning steps• Greater awareness of how to extend students’ thinking as SOLO

provides a framework to support this• Students are motivated to move to the ‘next level’• It allows each student to clarify their thinking using a rubric• Students are more inquisitive• Greater definition of topic• Better direction for moving through a topic

What changes have you noticed from using the SOLO taxonomy when teaching social studies?

• Makes explicit the next learning steps• Greater awareness of how to extend students’ thinking as SOLO

provides a framework to support this• Students are motivated to move to the ‘next level’• It allows each student to clarify their thinking using a rubric• Students are more inquisitive• Greater definition of topic• Better direction for moving through a topic

Teachers are really positive about the impact of using the SOLO taxonomy when teaching social studies.



A) TKIB) Digistore learning objectsC) Other internet sourcesD) Materials from the resource roomE) Visiting expertsF) People and places in the local communityG) Other

It is good to see that teachers are using a wide range of resources to implement the social studies programme.

What do you most like about teaching social studies?

• Teaching topics that excite and inspire children• Teaching about what is going on in the world around us - allows for in-depth

coverage of a topic• Great class discussions which can be related back to students own

experiences• Its meaningful and relates to life skills• Its good to show children differences between people and how and why this is

important.• Trying to push their thinking beyond what they already know and accept about

a topic• Learning about cultural processes and seeing the students grow from this

learning

What do you most like about teaching social studies?

• Teaching topics that excite and inspire children• Teaching about what is going on in the world around us - allows for in-depth

coverage of a topic• Great class discussions which can be related back to students own

experiences• Its meaningful and relates to life skills• Its good to show children differences between people and how and why this is

important.• Trying to push their thinking beyond what they already know and accept about

a topic• Learning about cultural processes and seeing the students grow from this

learning

Teachers like teaching social studies at SNS

Thanks to the students and teachers who helped by giving their feedback .

social studies self review 2010. overall there is a positive attitude towards learning social...

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