1. 1
Year 10 Social Studies
Global Confidence & Participation
Te Ao Whanui
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2. 2
Pathway for Learning
Stage 1 (yr 9) Stage 2 (yr 10) Stage 3 (yr 11) Stage 4 (yr 12) Stage 5 (yr 13)
NZ Curriculum Social Studies curriculum TakingITGlobal TakingITGlobal TakingITGlobal University papers
Global communities - local perspective - national perspective - international Snr Social Sciences
Snr Social Sciences
ASSESSMENT Internal NCEA Level 1 NCEA levels 1 & 2 NCEA Level 2 NCEA Level 3
ACCREDITATION
Resources NZ Curriculum & NZ Curriculum, Global Communities, Online communication, Films (e.g. The Matrix, The Power of One, The Last Emperor,
associated texts Mandela, Who killed the Electric Car?, The Corporation), Local community, Publication (e.g. GOOD, IDEALOGUE, New Scientist,
MZ Geographic)
Costs for Year 10 Please note that students will have the opportunity to travel overseas in 2012 and are expected to fundraise
Computer access - $10pp throughout 2011 (please see Ms Redward if interested).
There will be costs associated with NCEA accreditation
but they are not payable until Year 11
Stage 2 (yr 10)  This is YOUR year… You will
 investigate a current issue of significance & share your findings with others
 create an online journal (blog, wiki, etc) to communicate your ideas with other students around the world
NZ Curriculum Levels 4-5  learn about the art of changing history through speech-making
 plan and carry out an inquiry of past, present or future significance
 design and carry out a plan of action to address a local issue
 use time-management strategies effectively
TakingITGlobal  have an early start to gaining qualifications
 BE ENGAGED IN YOUR OWN LEARNING
Students will also undertake General Knowledge learning & will be encouraged to participate in relevant local and
national competitions.
NCEA Level 1
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3. 3
Programmes & Aims
Taking IT Global
 A youth led social network for social good.
 Students are active participants in addressing issues of concern locally, nationally, or internationally.
 Internet based with website support and online communication – blogs, wikis, podcasts, etc.
 Fosters cross-cultural dialogue and understanding.
 Action based learning using the Inquiry approach.
 Includes topics such as Philosophy and Anthropology.
Being part of Global communities
 This is part of the New Zealand Curriculum programme.
 Action based learning around what it means to be part of a local & global community.
 Students acquire relevant knowledge, skills, and values to enable them to participate and act in shaping their preferred future for a more peaceful,
equitable, just, and ecologically sustainable world.
 A strong foundation is built for students interested in further study in areas such as Sustainable Architecture, Geography, Sociology, Philosophy,
History, Horticulture, Science & Tourism.
Teaching & Learning focus areas
• Social issues & Social change
• Inquiry Learning skills
• Identity – knowledge, confidence & participation locally, nationally & internationally
• Contributing to the community
• Managing self – planning & completing. Taking Responsibility for your own learning
• Collaboration – working together
• Caring, critical & creative thinking
• Communicating for a purpose
• Using ITC - How to create & maintain an e-portfolio
• Conflict & Human Rights
• Citizenship & Leadership
• Work and Study Skills
• Problem solving
• To provide opportunities for enquiry into, and reflection on, the challenges of the 21st century.
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4. 4
Assessment
1. Based on criteria from Levels 4 – 6 of the NZ Social Sciences Curriculum.
2. Assessment will involve the development of a portfolio & the presentation of a number of seminars throughout the year (this will NOT be as well as
those mentioned above).
3. Your action-based Inquiry project will be assessed by the teacher, other students & by yourself, according to the goals you set for yourself (i.e. in
terms of what you want to achieve).
4. NCEA credits may ‘fall out’ of this course but are not the focus - this will depend on your readiness (internal). Provided you reach the standard
required for Merit or Excellence in any of the NCEA Achievement Standards, you may choose to be assessed and credits gained will be held over for
Year 11 (this way you do not have to pay the registration fee at both Year 10 & Year 11).
General Marking Schedule
The marks you receive are an indication of your teacher’s impression of the work you have completed. You are the only person who will really know whether
or not you have given your best when completing work. Discuss your result with your teacher if you are concerned in any way that the mark given is not a fair
assessment of the effort you put in or the quality of work done. Your teacher’s job is to provide you with opportunities to LEARN; this means that comments
from the teacher should give you an idea of how you can improve, and reinforce what you have done well so you can do it again to that level (or better).
ABILITY + EFFORT + USE OF THE RIGHT STRATEGIES = SUCCESS
PRESENTATION – overall appearance, legibility, attention to detail, appropriate
Not achieved Barely achieved Within acceptable limits Appropriate for this level Excellence – beyond merit
0 = no evidence of the work having been 1 = barely legible or inappropriate additions 2 = legible but untidy and/or shows signs of 3 = legible, with evidence that care has 4 = legible with evidence that special care
done. Let the teacher know the reason for to the page or assignment. Discuss this with need for improvement. Discuss this with been taken with aspects of the presentation has been taken in the presentation of the
this the teacher others who may be able to suggest ways to but more attention to detail is needed (e.g. work. The presentation enhances the work
improve the presentation of your work underline headings, etc) done
COMPLETION – there is evidence that all of the required tasks have been completed and, where appropriate, you have done more than the teacher asked of you
0 = no evidence of the work having been 1 = partially completed but important 2 = most of the work has been completed to 3 = evidence that the required work has 4 = completion of the required tasks with
done. Let the teacher know the reason for information has been left out. Discuss this a satisfactory standard but some aspects of been completed to a satisfactory level additional information or activities that show
this with the teacher the task are incomplete or have been left out you clearly understand the learning
altogether underpinning the task
IDEAS – facts, notes, background information, data, level of imagination, originality, evidence of crafting your thoughts and ideas beyond the obvious
0 = no evidence of the work having been 1 = evidence of limited understanding of the 2 = evidence that most of the task has been 3 = evidence of clear understanding of the 4 = evidence of clear understanding of the
done. Let the teacher know the reason for requirement of the task and/or the intended completed with understanding but evidence task and appropriate application of the skills requirement and how the knowledge, skills
this learning. The work done does not seem to of significant gaps in understanding of some and/or knowledge and/or strategies learned can be applied
address the requirement aspects of the task. creatively and/or in another context.
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5. 5
INVESTIGATION IDEAS
QUESTIONS
TOPICS I WANT TO STUDY
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