Effective Social Science Practices Margaret Leamy National Coordinator Social Sciences margaret.leamy@otago.ac.nz Ph. 021708981 Shirley Beazley Regional Social Science Facilitator s.beazley@auckland.ac.nz Ph. 0272925578

Tuia te rangi e tu iho nei Tuia te papa e takoto nei. Whakatauki Tuia te rangi e tu iho nei Tuia te papa e takoto nei. Join sky above To earth below, Just as people join together. Will find one that relates to working together, making a difference…

The contract… Professional learning development (PLD) will be offered to secondary schools to support a system-wide shift for middle leaders (and teachers), supported by senior leadership teams, with a focus on: Ensuring the success of every student through developing the potential and success of the target student groups: Māori learners, Pasifika learners, and learners with special needs to develop the competencies and qualifications they require via a range of relevant pathways such as The Youth Guarantee, to improve access to tertiary, work training and/or employment. The implementation of The New Zealand Curriculum (NZC) and Te Marautanga o Aotearoa (TMoA), and the realigned National Certificate of Achievement (NCEA) achievement standards to develop a coherent school based curriculum to reflect the intent of the national curriculum framework across years 9-13. The development of teachers’ literacy and language knowledge and skills to attend to the language demand in each learning area.

Reading Literacy Proficiency And the data… Reading Literacy Proficiency Level 5 or higher Level 4 or higher Level 1a Level 1b Pakeha/European 19% Asian 16% Maori 7% Pasifika 4% Pakeha/European 48% Asian 41% Maori 23% Pasifika 17% Pakeha/European 9% Asian 15% Maori 24% Pasifika 35% Pakeha/European 2% Asian 3% Maori 6% Pasifika 13% Source: Telford, M. & May,S. (2010) PISA 2009 Our 21st century learners at age 15 NCEA 2011 Geography N/A History N/A Economics N/A Internals Maori 30 35 15 NZ European 12 9 Pasifika 33 34 20 Asian 14 13 Externals 47 40 25 24 23 59 27 19

Our intentions for today… To reflect on the NZC and its’ relationship with Social Sciences Thinking about what needs to be incorporated into an effective SS programme

To explore Teaching as Inquiry particularly as a Middle Leader T To explore effective literacy practices within the Social Sciences To explore the Best Evidence Synthesis in Social Sciences and how is it being used in your department To explore the opportunities of the realigned NCEA achievement standards for SS subjects

The Educational Leadership Model

Vision Values Principles Key competencies Assessment How do these fit in with your Social Science programmes? NZC – Social Sciences Front end of NZC – Groups - question to participants: ‘how are these incorporated into your SS programmes?’ Brainstorm this and report one idea from each group… Could give them template of ways this could be achieved – some will have their own – this is if they are struggling to see the big picture or want a change. Note that this type of template can be used across all year levels…

Teaching as Inquiry Action research Critical dialogue Observations Journals Data analysis Portfolios Program evaluation Assessment (formative and summative) Culturally responsive pedagogy I’ve got lots of notes to give for this – will email separately – the key is how do we inquire into our teaching and learning? The emphasis here is on Data analysis – Denise and Ross to guide us please!!!!

BES in Social Sciences Background to BES in SS Who? Why? How? Alignment to NZC? orders@thechair.minedu.govt.nz Many have been using this so need to find out first and then adapt as you see fits. Question: Discuss in your groups this document – what’s it all about? Why is it an important document? How does it align to NZC? How have you used this? As these are being dicussed in groups go around and get the idea of it’s use – could still be sitting on the shelf to some depts may be using it for PD every week!

Key mechanisms from BES… Connections Alignment Community Interest Ask them what each mechanism is about – or give a brief overview of each mechanism…

Bring ‘alive’ the BES in SS! You are going to be the expert that reports back to your original group. In your ‘mechanism’ group, discuss ideas such as: what does your mechanism look like or reflect? Examples of how this is used in the classroom 4 key ideas about this mechanism The importance of this particular mechanism Return to your original group and teach everyone else about your mechanism… They could think of a lesson that they’ve taught where the mechanism was key to the lesson…ideas welcome here Derek!!

Spreading the word of BES! As a middle leader, how will you deliver what you have learned from today’s PD on the BES to your department? Create an innovative agenda for this meeting using and selling the principles of the BES; map this out onto A3 paper: How will you use these mechanisms/ inquiry diagram/ case notes in your department? 2. How will you deliver the key messages to the staff or PLC group? So developing the methods that they got out of the activity – how could they build on this to use with their dept…

Literacy and the NZ Curriculum Page 16 Learning areas and language Each learning area has its own language or languages. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see the world from new perspectives. For each area, students need specific help from their teachers as they learn: the specialist vocabulary associated with that area how to read and understand its texts how to communicate knowledge and ideas in appropriate ways how to listen and read critically, assessing the value of what they hear and read

Adolescent Literacy Texts become longer Text purpose and style varies across subject areas Structural complexity increases Word and sentence complexity increases Graphic representations become more important Conceptual challenge increases – multiple texts - locate, analyse, evaluate and synthesise information and ideas, and present them in increasingly sophisticated formats.

Literacy embedded in learning areas understanding subject-specific literacy demands analysing and using literacy data alongside subject data identifying literacy learning needs of individuals and groups developing an inquiry building literacy leadership within learning areas

Guidelines for Effective Adolescent Literacy Instruction Provides opportunities to engage with a wide range of appropriately challenging texts Encompasses students’ language, culture and identity Provides students with specific feedback about the literacy aspects of their learning Supports students to make effective use of how texts are structured Develops students skills to make links to prior knowledge and experiences Develops students vocabulary and vocabulary problem-solving skills Develops students comprehension strategies Develops students skills to flexibly use and integrate written, oral and visual modes Develops students skills to engage critically with texts.

Reading /Thinking/Writing Women in Parliament Purposes: To introduce/check students’ skills in text navigation To develop students’ skills in locating text information relevant to a task Audience: May be whole class for new or complex text May be identified students /groups of students

Vocabulary problem-solving Using contextual knowledge: (within sentences and across the wider text) ‘The suffragettes were women who campaigned for the right to vote for women.’ Using morphemic knowledge: ‘Signatories’, ‘publicise’ – Do you recognise any part of the word? Language in context: ‘When she won her seat in 1933...’ ‘She served as Minister of Health and Child Welfare...’

Connecting text to task What were the consequences of Kate Sheppard’s leadership on communities and societies?

Literacy in Senior Social Sciences An ‘excellence’ model – what are the expectations? We model an example of the process fo gaining excellence using one example – Geo/Hist or Eco… Using an exemplar from their subject, complete same writing exercise. Backward mapping?????????

S E Example Language Features Structure Statement Elaborabation TECHNICAL Language ie words/symbols specific to an academic discipline (eg geography) DESCRIPTIVE words and phrases ie these specify the subject and details of idea/concept Structure ie ALL the aspects of the answer + the order and arrangement ideas and concepts orographic rain water vapour evaporated / ..tion condenses/ ..ed rain shadow Statement Elaborabation Example Language Features CONNECTIVES – linking words and phrases ie allows the explanation / analysis -Western high high Eastern high warm less long different cold permanent This is when ….and As it gets .. and causes it to … As a result… .. also creates This results… and .. also have ..due to .. …which results in E S Example

Organising ideas…why? Organise thoughts Clarify information Enhance recall Provide motivation Create interest Promote understanding

SWOT analysis… In your subject specific group complete the SWOT analysis about your particular subject… Strengths Weaknesses Threats Opportunities

Have we achieved what we needed to… Reflect on and build NZC into the Social Sciences Apply a range of Teaching as Inquiry strategies relevant to Social Sciences Build BES findings into your Social Science PLG Apply literacy practices into Social Sciences