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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