MATAMATA PRIMARY SCHOOL IMPLEMENTATION PLAN Curriculum Area: SOCIAL SCIENCES

LEARNING AREA DESCRIPTION In &ocial &ciences students will explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citi)ens.

EMPHASIS FOR MATAMATA PRIMARY #o develop an understanding of the uniqueness of the area in which they live, and the involvement of local people in the dairy, horse and tourist industries. "earning contexts are drawn from the past as well as the present and from places within and beyond 'ew (ealand in order to explore the impact that it has on people. #o explore the unique bicultural nature of 'ew (ealand society. #o develop the knowledge and skills to enable students to better understand, participate in, and contribute to the local, national, and global community in which they live.

KEY INDICATORS OF EFFECTIVE PRACTICE Classroom programmes not only focused on context and knowledge but process skills, values exploration or social decision making skills Inquiry follows a student-centred and practical approach towards learning. Use of a variety of graphic organisers and co-operative learning ideas. !"#s are displayed that allow students to build on prior learning and apply new learning, to advance to the next stage in the inquiry process. $rovide opportunity for peer and group learning that allows for feed forward and feedback to enhance learning. %xtended time is allowed for an inquiry, so students can critically evaluate and reflect before making further exploratory learning. %nable students to practise and transfer new learning into a variety of situations to make learning more meaningful. $rovide opportunities for students to challenge ideas about learning and help in wider decision making, linked to &ocial &cience.

IMPLEMENTATION PLAN INQUIRY SOCIAL SCIENCES

PROGRAMME IMPLEMENTATION GUIDELINES &ocial &ciences to be the focus of an inquiry for one term per year and will also be integrated into other units which will take place at other times throughout the year.

$rogramme generally to be taken in afternoon sessions *-+ times per week with a minimum of *, minutes per session.

&tudent centered approach which provides pupils with the opportunity for choice in their learning as they
ask questions, gather information and background ideas, and examine relevant current issues explore and analyse people-s values and perspectives consider the ways in which people make decisions and participate in social action reflect on and evaluate the understandings they have developed and the responses that may be required.

KEY ELEMENTS FOR ASSESSMENT AND EVALUATION Use both summative and formative assessment methods. ide range of assessment practices, including testing, classroom conversations, teacher observations, and self and peer assessment. providing constructive feedback and feedforward to students to improve their learning teaching students self and peer assessment strategies

RESOURCES tki - &ocial &ciences online .esources and expertise within the local community /raphic 0rganisers Use of IC# for video clips, photographs, historical images and mapping. $hotographs

IMPLEMENTATION PLAN INQUIRY SOCIAL SCIENCES

LEARNING EXPECTATIONS
At the end of Year 2 Social Studie"

At the end of Year

At the end of Year !

Understand how belonging to groups is important for people. Understand that people have different roles and responsibilities as part of their participation in groups. Understand how the past is important to people.

Understand that people have social, cultural, and economic roles, rights, and responsibilities. Understand how people make choices to meet their needs and wants.

Understand how groups make and implement rules and laws. Understand how cultural practices vary but reflect similar purposes.

Understand how cultural practices reflect and express people-s customs, traditions, and values. Understand how time and change affect people-s lives.

Understand how people view and use places differently.

Understand how places in 'ew (ealand are significant for individuals and groups. Understand how the cultures of people in 'ew (ealand are expressed in their daily lives.

Understand how people make decisions about access to and use of resources. Understand how people remember and record the past in different ways. Understand how early $olynesian and 3ritish migrations to 'ew (ealand have continuing significance for tangata whenua and communities. Understand how the movement of people affects cultural diversity and interaction in 'ew (ealand.

Understand how places influence people and people influence places. Understand how people make significant contributions to 'ew (ealand-s society.

Understand how the status of 12ori as tangata whenua is significant for communities in 'ew (ealand.

IMPLEMENTATION PLAN INQUIRY SOCIAL SCIENCES

CONTEXTS FOR LEARNING

Le#el One $ Year %&2 Theme $ Sur#i#or

Le#el T'o $ Year (& To*ether A*ain"t the Odd"

Le#el Three $ Year )&!

Challenging &ituations Community &ervices 3ullying 4 5ou-ve /ot $ower Communications 6isasters "ost in the &hopping 1all In the Classroom In the $layground &tarting &chool 7amily "ife 7ireman, $oliceman, 'urse. 6octor

Challenging &ituations Community &ervices 3ullying 4 5ou-ve /ot $ower Communications 6isasters Civil 6efence #eams .ules and .esponsibility

Challenging &ituations Community &ervices 3ullying 4 5ou-ve /ot $ower Communications 6isasters In a 8ostile %nvironment 'ational %mergency !gency %mergency Crew %lections

Theme $ Code+rea,er

Identif- Your"elf

3irthdays #e 1arae 7estivals

"egends Cultures in 1atamata 0rigins through "egends

!sian Cultures Centennial Celebrations 7amous 'ew (ealanders 1arae caterers !ncient civilisations

Theme . Trea"ure See,er

Trea"ure Tro#e

/ala 6ay &hopping Chores $laces of

ork

/ala 6ay Creating $roducts the Craft &tall 7undraising

/ala 6ay &harks !lley 1arket 9entures /etting a :ob

Theme . E/0lorer

On The Mo#e

1atamata 7amilies #ime #raveller 1y 7amily 1y /randparents Changes from ;<=,-s to >,,, '(

1atamata 7amilies #ime #raveller 1atamata 8istory 7inding our way

1atamata 7amilies 9oyages of 6iscovery "eaving the 8omeland %arly 'ew (ealand 1igration from 0ther Countries #ransport 7amily /enealogy

Theme . In#entor

In"0ector 1ad*et

2i'i 1eniu"

Num+er Ei*ht 3ire

"ocal 8eroes

"ocal 8eroes

"ocal 8eroes .oman Influences

Theme . Care*i#er

Cele+rate It

Celebrations 4 personal milestones 8uman .ights #e 1arae %aster elcoming visitors

Celebrations 4 special events 8uman .ights #e 1arae &haring a 1eal .ole of family members

Celebrations 4 cultural events 8uman .ights #e 1arae 'ew 5ear 4 Chinese "antern 7estival

Theme . Ne' 4ealander

2i'iana M- 3orld

0ur #own 1atamata 'ew (ealand #e !o 1aori

0ur #own 1atamata 'ew (ealand #e !o 1aori $lace names and attributes

0ur #own 1atamata 'ew (ealand #e !o 1aori #own $lanning 7amous "eaders

IMPLEMENTATION PLAN INQUIRY SOCIAL SCIENCES