SOCIAL SCIENCES SHIREE LEE Making connections between ECE & School

Lesson Overview Revisit social sciences as a learning area Social 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

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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?

Answers million million (30%) 3.Over million (25%) 5.Asian (India, China, Korea, Phillipines) 6.English, Te Reo Maori, Samoan, Hindi, Northern Chinese including Mandarin, and French ,000 9.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 – diversity Place & environment – relationships between people and the environment Continuity & 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 people Different roles and responsibilities in groups The 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 Thinking Using language, symbols, and texts Managing self Relating 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 reading Review NZC English & the communication strand in Te Wh ā riki