Achievement objective-based approach
Typically, a one year programme will address the two achievement objectives at that curriculum level, although the same amount of time will not necessarily be spent on each. The programme should provide opportunities for students to participate actively within and beyond the classroom.
While the conceptual focus of each achievement objective will remain the same from year to year, teachers may identify different social issues to illustrate and illuminate these concepts.
Achievement objectives: level 6, 7 and 8 examples
Level 6
6.1 Understand how individuals, groups, and institutions work to promote social justice and human rights.
Possible contexts
- 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?
- Gay rights groups and the Civil Union Bill:
- How New Zealand became the first nation in the world to legalise same-sex relationships.
- The Stolen Generation:
- Australian Aborigines working to gain social justice for those children removed from their families by state or federal agencies
- 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?
- The 'anti-smacking bill’:
- Why was this a widely debated issues? How did protagonists and antagonists promote their positions?
Possible NCEA assessment opportunities
- 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.
6.2 Understand how cultures adapt and change and that this has consequences for society.
Possible contexts
- 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?
- Immigrants living in New Zealand:
- How has being immersed in Aotearoa New Zealand society impacted on immigrants? What is the effect of a particular immigrant culture on New Zealand society?
- 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.
Possible assessment opportunities
- 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.
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Level 7
7.1 Understand how communities and nations meet their responsibilities and exercise their rights in local, national, and global contexts.
Possible contexts
- 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 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 land rights, Millennium Development Goals, Stand Up (global action against poverty), peacekeeping.
- Initiatives of non-government organisations.
- Personal involvement:
- For example, protests such a those over the night-school funding cuts, fund-raising efforts for local projects such as food drives, having a say about local councils.
Possible assessment opportunities
- 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.
7.2 Understand how conflicts can arise from different cultural beliefs and ideas and can be addressed in different ways with differing outcomes.
Possible contexts
- 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.
Possible assessment opportunities
- 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.
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Level 8
8.1 Understand how policy changes are influenced by and impact on the rights, roles, and responsibilities of individuals and communities.
Possible contexts
- The Civil Union Bill and gay rights groups:
- How New Zealand became the first nation in the world to legalise same-sex relationships.
- Creating an Auckland supercity.
- The 'anti-smacking' bill and referendum.
- Carbon emissions trading schemes:
- For example, the New Zealand Emissions Trading Scheme.
- Issues relating to crime and punishment:
- For example, pressures for sensible sentencing, concerns over parole laws.
- Issues relating to alcohol:
- For example, calls for bans, advertising restrictions, calls to raise the legal age for access to alcohol, drink-driving.
- Globalisation:
- For example, the role of the World Bank and the IMF in developing economies.
Possible assessment opportunities
- 91597 Social studies 3.2 Conduct a critical social inquiry; Internal, 6 credits.
- 91599 Social studies 3.4 Examine personal involvement in a social action(s) that aims to influence policy change(s); Internal, 6 credits.
- 91600 Social studies 3.5 Examine a campaign of social action(s) to influence policy change(s); Internal, 4 credits.
8.2 Understand how ideologies shape society and that individuals and groups respond differently to these beliefs
Possible contexts
- Religious diversity within and between nations.
- Globalisation trends:
- Economic ideologies:
- For example, capitalism, socialism, communism.
- Cultural practices:
- For example, treatment of women including inequalities, dowry practices, bride burning.
- Political changes:
- For example, the fall of communism.
Possible assessment opportunities
- 91596 Social studies 3.1 Demonstrate understanding of ideological responses to an issue(s); External, 4 credits.
- 91597 Social studies 3.2 Conduct a critical social inquiry; Internal, 6 credits.
- 91598 Social studies 3.3 Demonstrate understanding of how ideologies shape society; External, 4 credits.
Last updated August 28, 2012
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