Kura Tuarua Marautanga
Upper School Curriculum
Te Au Tikanga-ā-iwi Social Science
The teaching of social science encompasses educating students about human society, including history, geography, economics, and political science. It aims to foster critical thinking, cultural awareness, and informed citizenship through the analysis of social structures, events, and issues.
Social Science Class 8
Within the subject of Social Science, the class 8 student continues to develop their understanding of the physical and historical world.
Prior historical knowledge of the Renaissance, world exploration and (possibly) the Age of Enlightenment presented in the lower school helps students to continue their chronological study of history within the high school. As the Class 8 year is one of turning towards inwardness, even, at times, self-absorption. The study of the environment is presented within Geography to reassure the class 8 student of the interconnected relationship of all things.
In History, The industrial revolution is studied to understand key advancements and impacts of this time period. Critical thinking skills are developed through discussions and research about inventions that have shaped society. Comparing and contrasting their own lives to that of children working in factories helps students to grasp the impact of industrialization and the advancements of humankind. Students also explore key role models and historical figures of this time worth emulating. This can be done through mini research projects as this helps to develop their report writing skills.
In Geography, The study of the environment helps students cultivate a sense of care, wonder and connection to the world. Throughout these lessons, observational skills are honed by witnessing the interconnectedness of all things within the environment. Exploration of human environmental impacts both positive and negative are explored. This is aimed not only to help develop critical thinking skills but also for the students to re-discover notions of beauty and goodness in the world.
Students are encouraged to express and present their ideas through various means such as verbal discussions, practical investigations, static images, creative responses, research reports and dioramas.
UNITS OF LEARNING
In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.
Industrial Revolution
Possible Content:
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Sequential order of inventions and developments
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Research an inventor and invention
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Social impacts of urbanisation and industrialisation
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Comparison to present time, self and modern connection
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Realising the difficulties of manual labour through practical exercises such as working in the garden with limited tools.
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Looking at cottage industry - working on crafts to create a market activity
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Life in the Industrial Revolution as a factory worker/child labourer
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History
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Entry into colonisation - looking at the Waikato region in relation to identity
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Camps to support history curriculum - Waitangi, BoI Paihia
Relevant Pedagogical Aims:
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To foster a sense of connectedness to the world.
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Foster skills for learning.
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To develop social skills more consciously.
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To re-discover notions of beauty and goodness in light of one’s own responses to the world.
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To support the individual’s developing sense of uniqueness.
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To promote active searches for meaningful role-models or people who are worth emulating.
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To stimulate personal goal setting and a sense of responsibility for oneself.
Geography
Possible Content:
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Linked to camps - walking the local river, travelling all around the region and talking about the geographical features of the local area
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Learning about latitude and longitude
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Map reading
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Learning about different biomes - diorama activity of creating a biome
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Learning about countries or regions through planning a week away in that country and then presenting it
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Looking at push/pull factors and why people move - factors in migration (refugees)
Relevant Pedagogical Aims:
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To foster a sense of connectedness to the world.
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To re-discover notions of beauty and goodness in light of one’s own responses to the world.
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To stimulate personal goal setting and a sense of responsibility for oneself.
Social Science Class 9
In History, The study of revolutions and social movements are presented to meet the theme of polarity within the Cass 9 year. Specific events from the eighteenth century such as the French, Haitian and/or American Revolution may be studied. Also, the development of civil rights in the nineteenth and twentieth century may be explored.
Within history lessons class discussions are encouraged to help explore opposing ideas and perspectives. These discussions help to develop reasoning skills and foster empathy, tolerance, and appreciation for diverse perspectives. This in turn, helps students navigate the complexities of balancing the theme of polarity within their Class 9 year.
After studying the physical environment in Class 8 the Class 9 student moves into the study of geology. Within this subject, the theme of polarity can be applied to the contrasting forces and processes that shape the Earth's surface and structure. Students gain an understanding about cause and effect by examining geological phenomena such as plate tectonics, rock formation, and erosion.Students fine tune their observational skills by being given opportunities to either examine different types of rocks or by being able to attend places of great geological significance. This exploration can lead to a deeper understanding of the interconnectedness of geological processes and their impact on the environment.
UNITS OF LEARNING
In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.
Revolutions
Possible Content:
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Choice of revolution/s depends on the school/class/teacher
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Motivations behind revolutions - values, belief systems
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Philosophical thought at the time
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Haitian and French Revolution - compare and contrast
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American Revolution
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Russian Revolution - tied in to Animal Farm and the NZ Land Wars (Kawau Island Camp)
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Propaganda
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Parihaka
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Protests
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Political boundaries and historical maps
Relevant Pedagogical Aims:
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To awaken to the polarities of subject knowledge through both heart and will.
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To show how causes, issues, “facts”, phenomena, opinions, etc. can pull in two directions, have two sides.
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To bring claims of rights and responsibilities to consciousness.
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To foster tolerance and social engagement.
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To build inner courage and perseverance.
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To bring idealism to the fore, to push ideas to the limit.
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To work with the discovery of assertion and a sense of place in the world.