This assignment is for a teaching degree in primary education. I am attaching a document to give you a brief. If I decide to go ahead I will upload the readings you will need to include as well as other material you need.
PART ONE Annotate the plan by commenting on the following components of the New Zealand Curriculum (NZC) document: Achievement Objectives Learning Outcomes & Assessment Key Competencies Social Inquiry Aspects Social Sciences Strands Effective questioning Teaching approaches Conceptual Understanding Teaching and Learning Sequence Note: Where applicable, annotation comments should also include key features that are specific to Social Sciences. PART TWO Refer to your annotated Social Sciences plan, the learning experiences and course literature to provide evidence for your ideas. Write a 1000 word report that explains: What the conceptual strands are, and how they are woven across the teaching and learning experiences? How effective questioning and teaching approaches shape and influence the learning experiences? How conceptual understanding is being developed? Part Two · What the conceptual strands are, and how they are woven across the teaching and learning experiences? · How effective questioning and teaching approaches shape and influence the learning experiences? · How conceptual understanding is being developed? What the conceptual strands are, and how they are woven across the teaching and learning experiences? Talk about Conceptual understanding, for example how can we develop the concept of identity, how can we develop the concept of finance etc. . Talk about the concepts, the lens you unpack the concept with. The strand allows us to view it in a different way. Provides perspectives on how we are going to unpack it. Teaching approach is to have consistency. Building conceptual understanding. All this needs to be mentioned. Everything highlighted in green relates to the first part of the question ‘what the conceptual strands are’, you will need to use the resources provided (the 4 PDFS including the New Zealand Curriculum) to answer this question. Please ensure you draw links between the concepts and the strands and how they are used together. In the New Zealand Curriculum, social sciences are organized around four conceptual strands. These strands provide a framework for understanding key ideas and concepts in social sciences education. Here are the conceptual strands in social sciences according to the New Zealand Curriculum, along with examples of how they are woven across teaching and learning experiences: 1. Identity, Culture, and Organization: This strand focuses on exploring the ways in which individuals and groups construct their identities within the context of culture and society. It also examines the structures and organizations that shape social life. · Teaching and learning experiences may involve: · Exploring the cultural practices, traditions, and values of different societies. · Investigating how identity is shaped by factors such as ethnicity, gender, religion, and socioeconomic status. · Analyzing the structures of power and authority within societies, including government systems, social institutions, and community organizations. 2. Place and Environment: This strand explores the relationships between people and their environments, including the ways in which environments influence human activities and vice versa. · Teaching and learning experiences may involve: · Studying the geographical features, climate, and natural resources of different regions. · Investigating the impact of human activities on the environment, such as urbanization, deforestation, and pollution. · Exploring the connections between environmental issues and social justice, sustainability, and indigenous perspectives on land and resources. 3. Continuity and Change: This strand examines the historical, social, and cultural changes that occur over time, as well as the factors that contribute to continuity and change within societies. · Teaching and learning experiences may involve: · Studying historical events, movements, and revolutions that have shaped societies. · Investigating the impact of globalization, technology, and social movements on contemporary society. · Analyzing social change in relation to factors such as migration, urbanization, and economic development. 4. The Economic World: This strand focuses on understanding economic concepts and principles, including the production, distribution, and consumption of goods and services, as well as the role of economic systems in shaping societies. · Teaching and learning experiences may involve: · Exploring the principles of supply and demand, market structures, and economic decision-making. · Investigating the impact of globalization on trade, investment, and economic development. · Analyzing economic issues such as poverty, inequality, and sustainability from different perspectives. These conceptual strands are woven across teaching and learning experiences in social sciences education through a variety of instructional strategies, activities, and assessments. Teachers design learning experiences that integrate concepts from multiple strands to provide students with a holistic understanding of social phenomena and their interconnectedness. By engaging with these conceptual strands, students develop critical thinking skills, cultural competence, and a deeper understanding of the world around them in alignment with the New Zealand Curriculum. How effective questioning and teaching approaches shape and influence the learning experiences? (what I have highlighted in green below is the MAIN reading you will need to answer this question, but please incorporate the other readings where you find necessary) Effective pedagogy in social sciences, drawing from the Best Evidence Synthesis Iteration (BES) by Graeme Aitken and Claire Sinnema from The University of Auckland, and incorporating Tikanga à Iwi, is integral to shaping and influencing learning experiences in alignment with the New Zealand Curriculum. Here's how these elements contribute to student learning: 2. Promoting Critical Thinking: Effective pedagogy in social sciences fosters critical thinking by encouraging students to engage with complex issues, analyze multiple perspectives, and challenge assumptions. Teachers use questioning techniques informed by the BES research to stimulate critical thinking and inquiry. By incorporating Tikanga à Iwi, teachers honor indigenous knowledge and ways of knowing, enriching students' understanding of social sciences concepts from diverse cultural perspectives. 3. Facilitating Inquiry-Based Learning: The BES research emphasizes inquiry-based learning as a powerful pedagogical approach in social sciences education. Teachers facilitate inquiry by providing opportunities for students to ask their own questions, conduct research, and engage in authentic investigations. Tikanga à Iwi guides teachers in incorporating indigenous ways of learning and knowing into inquiry-based learning experiences, fostering cultural relevance and authenticity. 4. Ensuring Active Engagement: Effective pedagogy in social sciences promotes active engagement by creating dynamic learning environments where students are actively involved in constructing their own knowledge. Teachers use a range of instructional strategies, including discussions, simulations, and hands-on activities, to engage students in active learning experiences. By incorporating Tikanga à Iwi, teachers ensure that learning experiences honor the cultural values and practices of diverse communities, enhancing students' sense of identity and belonging. 5. Catering to Diverse Learners: The BES research highlights the importance of catering to diverse learners' needs, interests, and backgrounds in social sciences education. Effective pedagogy acknowledges and values the cultural diversity of students, incorporating Tikanga à Iwi to ensure that learning experiences are inclusive and culturally responsive. Teachers use differentiated instruction and flexible grouping strategies to accommodate diverse learning styles, preferences, and abilities. 6. Connecting Learning to Real-World Contexts: Effective pedagogy in social sciences connects learning to real-world contexts that are relevant and meaningful to students' lives. Teachers use authentic examples, case studies, and community-based projects to contextualize learning and demonstrate the practical applications of social sciences concepts. By incorporating Tikanga à Iwi, teachers ensure that learning experiences are grounded in cultural authenticity and relevance, strengthening students' connections to their own cultural heritage and identity. 7. Developing Critical Literacy: Effective pedagogy in social sciences develops students' critical literacy skills, enabling them to critically evaluate and analyze information from multiple sources. Teachers use explicit instruction and modeling to teach students how to critically analyze texts, media representations, and historical narratives. By incorporating Tikanga à Iwi, teachers provide opportunities for students to engage with indigenous texts and oral traditions, broadening their perspectives and deepening their understanding of social sciences concepts from indigenous worldviews. By integrating effective pedagogy informed by the BES research and incorporating Tikanga à Iwi, teachers can create rich, meaningful learning experiences that empower students to think critically, inquire actively, and develop a deep understanding of social sciences concepts in alignment with the New Zealand Curriculum. These approaches honour cultural diversity, promote social justice, and foster lifelong learning for all students. How conceptual understanding is being developed? I have not answered this yet. Please answer this like you answered the above ones. NOTE: IT IS IMPORTANT TO DRAW LINKS WHERE YOU CAN USING THE NEW ZEALAND CURRICULUM AND THE LESSON PLAN I HAVE ANNOTATED. USE THE LESSON PLAN AS AN EXAMPLE WHEN ANSWERING THESE QUESTIONS. THIS IS ESENTIALLY A LITERATURE REVIEW. I HAVE PROVIDED ALL THE LITERATURE YOU NEED, THERE ARE 4 PDFS I HAVE SENT INCLUDING THE NEW ZEALAND CURRICULUM. ALL OF THESE NEED TO BE READ EXTENSIVELY AND ANALYSED AND INCLUDED WHEN ANSWERING THESE 3 QUESTIONS. PLEASE ENSURE THAT APPROPRIATE LINKS ARE DONE AND A THOROUGH ANALYSIS AND LITERATURE REVIEW IS DONE. Primary Social Sciences Lesson Plan Topic: Our place; Our stories Learning Area: Social Sciences (5) (8) Strand: Identity, Culture and Organisation (8) Concepts Identity, belonging. Year Level: 2 Duration: 40 minutes (1) (8) Achievement Objective: Understand how cultural practices reflect and express people’s customs, traditions, and values (L2) (2) Learning Intentions: We are learning to …. Explain how individual stories express important aspects of culture, traditions, and personal values. (2) Success Criteria: We will be successful when we …. Identify and retell their story and one from their whānau Ask a question about a classmate’s story. (3) Key Competencies: (Highlight 1-3 maximum) Thinking Managing self Relating to others Participating and contributing Using language, symbols & texts (4) Social Inquiry: Social Inquiry Skills to be developed (Social Inquiry Approach) (highlight social inquiry skills promoted in the lesson) Students ask questions, gather information and background ideas, examine relevant current issues; explore and analyse peoples 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. Resources: Interview worksheet for whānau interviews. Kete/ Bag (For students to place their items in their groups) Student items* Teacher personal and whanau items Student management Time allocation. Teaching Sequence (9) (7) Expectation for a supportive learning environment: (7) Teaching Points: Prior to lesson: Students sitting on the mat. (10 minutes) Home task: Students are asked to: (7) 1. Bring an item that is important to them, that they can explain the significance of the item. Eg. Toy, picture, item of clothing. 2. Ask a family member (parent/care-giver) to also share an item too, that is important their family. Share this information with their child/student as well as completing a worksheet/ template that supports this task. Eg. Photos, history of the family name, medal trophy. 3. Place items in a kete/bag to share with the class. Introduction: How will the students get interested? People tell stories in all sorts of ways and for different reasons. · The teacher introduces (shares narratives) of their personal items from their kete/grab bag that represents themselves as well as one item that is important to their family and shares this with the class. (Note: teacher leaves some details out so develop student questioning/research skills) · (6) Questions from the class: Who? What? Where? What? How? (written clearly on the board for students to refer to) Who? eg. Who gave it you? Why? eg. Why is it important? When? Eg. When did you get it? What? Eg. What is it used for? Where? Eg. Where did you get it? Mechanism: Connection- Asking students to explore their own narratives. Building conceptual understandings Different groups of people value stories because of different customs and traditions Key Competency – Language, symbols & texts Children are researching their stories and preparing to share their with others Links to Social Inquiry: Finding out information What are the stories that my family value? What stories are linked to our community? Organise students in groups of 3. Each has (15 minutes) Students come back together on the mat. (10 minutes) Body of lesson: Group/Class activity Group activity: (7) · Each child in the group presents their personal items from their kete/bag that represents themselves as well as one item that is important to their family. They are to share information about their items. (narratives) · Those listening, can ask one or two questions relating to each presentation: Questions that start with: Who, what, where, when, why, or how? (Refer to board) (6) Class activity: Students come back together. · Teacher asks for a volunteer from each group to share a narrative that was shared by a peer in their group with reference to Who, What, Where, Why, When, How? Key Competency – Participation Children are sharing their stories and asking questions. Encourage students to asks questions of each other’s items, as modelled in the introduction with the teacher. Assessment: Student share their items with an explanation of each Asks a question relating to peer sharing. (5 minutes) Conclusion: Teacher to pose the following questions … (6) Are our stories same? What parts are different and what parts are similar? Why do people value stories? Why are our