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Level 6 senior social studies

Indicators

Indicators are examples of the behaviours and capabilities that a teacher might expect to observe in a student who is achieving at the appropriate level. Teachers may wish to add further examples of their own.

Context elaborations

Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement objective.

The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests and needs.

Achievement objective 6.1

Students will gain knowledge, skills, and experience to:

  • understand how individuals, groups, and institutions work to promote social justice and human rights.

Indicators

  • Describes significant aspects related to the social justice and human rights context.
  • Explains the perspectives and values of individuals, groups, or institutions working to promote social justice and human rights.
  • Analyses how and why social actions taken by individuals, groups, or institutions promote social justice and human rights.
  • Evaluates the significance to our society of individuals, groups, or institutions that promote social justice and human rights.

Possible context elaborations

  • Gender participation in employment:
    • How was pressure brought to bear to bring about law changes promoting equality in the workplace?
    • What did people do to change social attitudes and address social injustice and lack of equity?
  • Waitangi Tribunal investigations of land claims:
    • Why was the tribunal set up?
    • Who promoted the idea that redress was needed?
  • National treasure:
    • Why are there competing pressures for access and guardianship of resources like the foreshore and seabed?
  • Gay rights groups and the Civil Union Bill:
    • How New Zealand became the first nation in the world to legalise same-sex relationships.
  • The 'anti-smacking bill':
    • Why was this a widely debated issue?
    • How did protagonists and antagonists promote their positions?
  • The Stolen Generation:
    • Australian Aborigines working to gain social justice for those children removed from their families by state or federal agencies.

Assessment for qualifications

At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the NZQA website.

Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.

Learning objective 6.1 can be assessed using the following achievement standards:

  • AS91040 Social studies 1.2 Conduct a social inquiry; Internal, 4 credits.
  • AS91042 Social studies 1.4 Report on personal involvement in a social justice and human rights action; Internal, 4 credits.
  • AS91043 Social studies 1.5 Describe a social justice and human rights action; Internal, 4 credits.

Refer to the draft standards matrix.

Achievement objective 6.2

Students will gain knowledge, skills, and experience to:

  • understand how cultures adapt and change and that this has consequences for society.

Indicators

  • Describes significant aspects related to culture and change.
  • Explains perspectives and values that relate to the process of cultural adaptation and change.
  • Analyses how people participate in the process of cultural adaptation and change.
  • Evaluates the consequences of cultural adaptation and change.

Possible context elaborations

  • Changes in the New Zealand family:
    • What are the consequences of changing family structures for individuals and for the future development of New Zealand society?
  • Pacific Islanders living in New Zealand:
    • How has being immersed in Aotearoa New Zealand society impacted on Pasifika individuals?
    • What is the effect of Pasifika culture on the nation?
  • Australia:
    • How have Aborigines responded to European culture?
    • What have been the ongoing consequences of this response?
  • Cultural impacts of globalisation:
    • For example, Americanisation by TV, the effect of China, the spread of the Internet or social networking.
  • Post-colonial political crises:
    • For example, Zimbabwe, Rwanda, Somalia.

Assessment for qualifications

At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the NZQA website.

Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.

Learning objective 6.2 can be assessed using the following achievement standards:

  • AS91039 Social studies 1.1 Describe how cultures change; External, 4 credits.
  • AS91040 Social studies 1.2 Conduct a social inquiry; Internal, 4 credits.
  • AS91041 Social studies 1.3 Describe consequences of cultural change(s); External, 4 credits.

Refer to the draft standards matrix.

Last updated August 18, 2015



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