1. Effective Social Science Practices
Margaret Leamy
National Coordinator Social Sciences Ph
Shirley Beazley
Regional Social Science Facilitator Ph

2. 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…

3. 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.

4. 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 %
Maori %
Pasifika %
Pakeha/European 48%
Asian %
Maori %
Pasifika %
Pakeha/European 9%
Asian %
Maori %
Pasifika %
Pakeha/European 2%
Asian %
Maori %
Pasifika %
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

5. 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

6. 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

7. The Educational Leadership Model

8. 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…

9. 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 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!!!!

10. BES in Social Sciences Background to BES in SS Who? Why? How?
Alignment to NZC?
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!

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

12. 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!!

13. 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…

14. 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

15. 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.

16. 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

17. 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.

18. 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

19. 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 ’ ‘She served as Minister of Health and Child Welfare...’

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

21. 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?????????

22. 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

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

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

25. 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