Level 7 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 7.1
Students will gain knowledge, skills, and experience to:
- understand how communities and nations meet their responsibilities and exercise their rights in local, national, and global contexts.
Indicators
- Describes significant aspects related to how communities and nations meet their responsibilities and exercise their rights.
- Explains perspectives and values that relate to how communities and nations meet their responsibilities and exercise their rights in local, national, and global contexts.
- Analyses the social actions taken by communities and nations to meet their responsibilities and to exercise their rights in local, national, and global contexts.
- Evaluates the significance of communities and nations meeting their responsibilities and exercising their rights.
Possible context elaborations
- Community initiatives:
- For example, council strategic plans, local safety issues such as traffic calming or bus shelter lighting.
- Issues related to the Resource Management Act:
- For example, changes of zoning, provision of parks, local impacts of new housing, recycling schemes, refuse disposal sites.
- Influencing government policy on current issues:
- For example, New Zealand Defence Force activities in Afghanistan, carbon trading emissions schemes, the 'anti-smacking' referendum.
- Musicians:
- For example, protest songs (anti-war, nuclear testing), the Samoan tsunami concert.
- United Nations:
- Promoting Millennium Development Goals, Stand Up (global action against poverty), peacekeeping.
- Initiatives of non-government organisations.
- Personal involvement:
- For example, protests such as those over the night-school funding cuts, fund-raising efforts for local projects such as food drives, having a say about local council plans.
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 7.1 can be assessed using the following achievement standards:
- AS91280 Social studies 2.2 Conduct a reflective social inquiry; Internal, 5 credits.
- AS91282 Social studies 2.4 Describe personal involvement in a social action related to rights and responsibilities; Internal, 5 credits.
- AS91283 Social studies 2.5 Describe a social action that enables communities and/or nations to meet responsibilities and exercise rights; Internal, 4 credits.
Refer to the
draft standards matrix.
TOP
Achievement objective 7.2
Students will gain knowledge, skills, and experience to:
- understand how conflicts can arise from different cultural beliefs and ideas can be addressed in different ways with differing outcomes.
Indicators
- Describes significant aspects related to a conflict arising from differing cultural beliefs and ideas.
- Explains perspectives and values that relate to a conflict arising from differing cultural beliefs and ideas.
- Analyses the social actions that people take to address conflicts arising from differing cultural beliefs and ideas.
- Evaluates the outcomes, for society, of some ways of addressing conflicts arising from differing cultural beliefs and ideas and their significance.
Possible context elaborations
- Honouring the Treaty of Waitangi:
- For example, land wars, confiscation, Parihaka, grievances, the Waitangi Tribunal.
- The Mabo decision about terra nullius or land rights in Australia.
- Genocide:
- For example, racial conflict in Rwanda, economic conflict in Cambodia.
- War:
- For example, religious conflict in Palestine-Israel.
- Boy racers: car crushing.
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 7.2 can be assessed using the following achievement standards:
- AS91279 Social studies 2.1 Demonstrate understanding of conflict(s) arising from different cultural beliefs and ideas; External, 4 credits.
- AS91280 Social studies 2.2 Conduct a reflective social inquiry; Internal. 5 credits.
- AS91281 Social studies 2.3 Describe how cultural conflict(s) can be addressed; External, 4 credits.
Refer to the
draft standards matrix.
Last updated August 18, 2015
TOP
