Social Studies

What is Social Studies about?

[ Video Resource ]

Title: Social Studies
Description: Social Studies Subject Expert Group members discuss their experiences in the Review of Achievement Standards
Video Duration: 6 minutes
Video URL: https://player.vimeo.com/video/571926798
Transcript: In conversation with Maria Perreau Michael Cabral-Tarry Desiree Hughes Transcript to come. Edit as a contentauthor (colinauthor)

Subject-specific terms can be found in the glossary.

Social Studies is about people — who they are, what they do, how they change, and what happens to them. The subject’s purpose is for ākonga to have the knowledge, skills and competencies to recognise their own agency and act out of concern for the well-being of whānau, hapū, iwi, hapori, and society. Ākonga learn how they can take part in society as informed, responsible, critical, and active citizens. This subject emphasises experiences in Aotearoa New Zealand, the Pacific, and connectedness with the wider world. Social Studies inquiry and social action are integral to Social Studies.

Social Studies inquiry

Across all levels, ākonga engage in Social Studies inquiry to explore social ideas and issues. Social Studies inquiry supports ākonga to develop knowledge and understandings related to the Big Ideas and Significant Learning. There are different approaches to Social Studies inquiry that embed culturally sustaining methodologies, each underpinned by a set of values and tikanga to ensure that methods used to engage, analyse, interpret, and reflect are done with manaaki, sense of responsibility, and alofa for people and the context of the inquiry.

Using a Social Studies inquiry approach, ākonga will:

understand and use appropriate inquiry frameworks that are culturally sustaining and ethically sound
ask questions, gather information, and examine the background to important societal ideas issues and events
explore and analyse values and perspectives related to these ideas and issues
consider the ways in which people make decisions and participate in social action
suggest possible solutions, resolutions, and responses that may be required
reflect on and evaluate the understandings they have developed
reflect on their positionality, to acknowledge the impact their position (background) has on research and potential bias.

Kaiako can equip and support ākonga with inquiry frameworks that ensure inquiry can occur in a responsive, sensitive, and ethical manner. Such engagement leads to richer, deeper, insightful understanding and knowledge.

Kaupapa Māori Research is an approach, framework, or methodology for thinking about and undertaking research. Kaupapa Māori informs ākonga choice of tools and methodologies, ensuring these fit within cultural contexts and mātauranga Māori. Kaupapa Māori Research is informed by whakawhanaungatanga, ‘the process of establishing whānau relationships, literally by means of identifying, through culturally appropriate means, your bodily linkage, your connectedness, and therefore, an unspoken but implicit commitment to other people’ (Bishop, 1998).

The reciprocal nature of ako, understanding of tikanga, and the observation of mana motuhake are intrinsic to Kaupapa Māori Research. In the classroom, participatory research and facilitation can include wānanga, and refers to conceptual analysis, making meaning through narrative, and relational analysis, that is, finding meaningful relationships between multiple social concepts.

Talanoa, in many Pacific languages, can refer to a conversation, a talk, an exchange of ideas or thinking, formal or informal, but typically face to face. Talanoa is a form of dialogue that brings people together to share views without any predetermined expectations for agreement. It is deeply rooted in the sharing of stories, building empathy, and to make wise and future-focused decisions for the collective good. Talanoa is also – in academic contexts – recognised as a Pacific research methodology that focuses on understanding the meaning that events have for participants, through having conversations and building relationships with them. In Social Studies, talanoa is utilised as an Indigenous Pacific approach to Social Studies inquiry: the process grounded in the sharing of ideas, skills, and experience through storytelling.

Social Studies inquiry includes opportunities to engage appropriately with multiple knowledges and develop understanding of the diversity of Māori and Pacific perspectives. Kaiako can equip and support ākonga with inquiry frameworks that ensure inquiry can occur in a responsive, sensitive, and ethical manner.

Social action

Across all levels, ākonga should be provided with opportunity to participate in social action related to a social idea or issue. They can collaborate with others in class and engage with whānau, hapū, iwi, and, hapori to respond to problems important to people and improve lives. In doing so, they will draw on multiple perspectives and values.

At the centre of social action is participation, which encompasses a wide scope of action and understanding – personal acts and agency, as well as understanding the individual and collective actions of others. Embodying manaakitanga, whakawhaungatanga, and engaging in tikanga is central to taking social action. Learning about and practicing values such as vā, alofa, fonua, and kuleana are also deeply participatory, and are strong examples of social action and collectivism.

As a result, ākonga gain deeper conceptual, critical and affective understanding about how society operates.

Subject-specific terms can be found in the glossary.

Social Studies is about people — who they are, what they do, how they change, and what happens to them. The subject’s purpose is for ākonga to have the knowledge, skills and competencies to recognise their own agency and act out of concern for the well-being of whānau, hapū, iwi, hapori, and society. Ākonga learn how they can take part in society as informed, responsible, critical, and active citizens. This subject emphasises experiences in Aotearoa New Zealand, the Pacific, and connectedness with the wider world. Social Studies inquiry and social action are integral to Social Studies.

Social Studies inquiry

Across all levels, ākonga engage in Social Studies inquiry to explore social ideas and issues. Social Studies inquiry supports ākonga to develop knowledge and understandings related to the Big Ideas and Significant Learning. There are different approaches to Social Studies inquiry that embed culturally sustaining methodologies, each underpinned by a set of values and tikanga to ensure that methods used to engage, analyse, interpret, and reflect are done with manaaki, sense of responsibility, and alofa for people and the context of the inquiry.

Using a Social Studies inquiry approach, ākonga will:

understand and use appropriate inquiry frameworks that are culturally sustaining and ethically sound
ask questions, gather information, and examine the background to important societal ideas issues and events
explore and analyse values and perspectives related to these ideas and issues
consider the ways in which people make decisions and participate in social action
suggest possible solutions, resolutions, and responses that may be required
reflect on and evaluate the understandings they have developed
reflect on their positionality, to acknowledge the impact their position (background) has on research and potential bias.

Kaiako can equip and support ākonga with inquiry frameworks that ensure inquiry can occur in a responsive, sensitive, and ethical manner. Such engagement leads to richer, deeper, insightful understanding and knowledge.

Kaupapa Māori Research is an approach, framework, or methodology for thinking about and undertaking research. Kaupapa Māori informs ākonga choice of tools and methodologies, ensuring these fit within cultural contexts and mātauranga Māori. Kaupapa Māori Research is informed by whakawhanaungatanga, ‘the process of establishing whānau relationships, literally by means of identifying, through culturally appropriate means, your bodily linkage, your connectedness, and therefore, an unspoken but implicit commitment to other people’ (Bishop, 1998).

The reciprocal nature of ako, understanding of tikanga, and the observation of mana motuhake are intrinsic to Kaupapa Māori Research. In the classroom, participatory research and facilitation can include wānanga, and refers to conceptual analysis, making meaning through narrative, and relational analysis, that is, finding meaningful relationships between multiple social concepts.

Talanoa, in many Pacific languages, can refer to a conversation, a talk, an exchange of ideas or thinking, formal or informal, but typically face to face. Talanoa is a form of dialogue that brings people together to share views without any predetermined expectations for agreement. It is deeply rooted in the sharing of stories, building empathy, and to make wise and future-focused decisions for the collective good. Talanoa is also – in academic contexts – recognised as a Pacific research methodology that focuses on understanding the meaning that events have for participants, through having conversations and building relationships with them. In Social Studies, talanoa is utilised as an Indigenous Pacific approach to Social Studies inquiry: the process grounded in the sharing of ideas, skills, and experience through storytelling.

Social Studies inquiry includes opportunities to engage appropriately with multiple knowledges and develop understanding of the diversity of Māori and Pacific perspectives. Kaiako can equip and support ākonga with inquiry frameworks that ensure inquiry can occur in a responsive, sensitive, and ethical manner.

Social action

Across all levels, ākonga should be provided with opportunity to participate in social action related to a social idea or issue. They can collaborate with others in class and engage with whānau, hapū, iwi, and, hapori to respond to problems important to people and improve lives. In doing so, they will draw on multiple perspectives and values.

At the centre of social action is participation, which encompasses a wide scope of action and understanding – personal acts and agency, as well as understanding the individual and collective actions of others. Embodying manaakitanga, whakawhaungatanga, and engaging in tikanga is central to taking social action. Learning about and practicing values such as vā, alofa, fonua, and kuleana are also deeply participatory, and are strong examples of social action and collectivism.

As a result, ākonga gain deeper conceptual, critical and affective understanding about how society operates.

Big Ideas and Significant Learning

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Social Studies Big Idea.

The Social Sciences Learning Area curriculum, including its whakatauākī, inform this subject's Big Ideas and Significant Learning. The Learning Area’s whakatauākī is:

Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!
Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”

Nā, Meri Ngāroto, Te Aupōuri (1830s)

For Social Studies, the whakatauākī asks kaiako and ākonga to think about what is the most significant thing? And emphasises ideas of interconnectedness, social action, reciprocity, power, and leadership with a focus on responsibilities and obligations, participation, and protection.

The whakatauākī can be used as a framework for Social Studies inquiry and social action. The kākano (seed), pakiaka (root system) and rito of the whakatauākī encourage ākonga to consider the intent and methodology of their Social Studies inquiry and social action. The whakatauākī asks ākonga to consider what is the most significant thing? and what is important to whānau, hapū, iwi, hapori, and their whakapapa?

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6, 7, and 8. Kaiako can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in Social Studies.

There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that ākonga are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.

The Social Studies Big Ideas are connected through shared concepts relating to culture, identity, social organisation, and globalisation. At each level, Significant Learning aligns with several Big Ideas. Significant Learning can be grouped to explore social issues and ideas related to these. The Significant Learning enables rich engagement with mātauranga Māori, Pacific knowledges, and other knowledges, values, and lived experiences.

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Social Studies Big Idea.

The Social Sciences Learning Area curriculum, including its whakatauākī, inform this subject's Big Ideas and Significant Learning. The Learning Area’s whakatauākī is:

Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!
Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”

Nā, Meri Ngāroto, Te Aupōuri (1830s)

For Social Studies, the whakatauākī asks kaiako and ākonga to think about what is the most significant thing? And emphasises ideas of interconnectedness, social action, reciprocity, power, and leadership with a focus on responsibilities and obligations, participation, and protection.

The whakatauākī can be used as a framework for Social Studies inquiry and social action. The kākano (seed), pakiaka (root system) and rito of the whakatauākī encourage ākonga to consider the intent and methodology of their Social Studies inquiry and social action. The whakatauākī asks ākonga to consider what is the most significant thing? and what is important to whānau, hapū, iwi, hapori, and their whakapapa?

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6, 7, and 8. Kaiako can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in Social Studies.

There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that ākonga are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.

The Social Studies Big Ideas are connected through shared concepts relating to culture, identity, social organisation, and globalisation. At each level, Significant Learning aligns with several Big Ideas. Significant Learning can be grouped to explore social issues and ideas related to these. The Significant Learning enables rich engagement with mātauranga Māori, Pacific knowledges, and other knowledges, values, and lived experiences.

Title: Cultures are dynamic and change through hononga and interaction

Big Idea Body:

In Social Studies, ākonga bring their own identities, culture, lived experiences, and knowledge. They are enabled, via Social Studies inquiry, to apply their own and others’ lenses to social issues and explore the causes and consequences of change.

Social Studies considers identities and cultures in the broadest terms, encouraging wide exploration and understanding and promoting diversity and inclusion. Culture and identity are closely connected. Ākonga examine the relationship between them, and how they are shaped by perspectives and worldviews, beliefs and values, wairuatanga, and religion.

Cultures and identities can change. Cultural interactions – anything from conversations to colonisation – and other social factors (economic, political, religious, technological, environmental) can cause change. People can act as kaitiaki to protect and maintain their and others' culture and identities. Cultural continuity may also result.

What change means for people and how it shapes society is explored. Social Studies asks, what happens next? This opens the dialogue between kaiako and ākonga, creating a conversation about real life that ākonga experience, enabling kaiako to perceive the world as their ākonga might.

Ākonga can investigate and discuss complex ideas and concepts. This might include how cultural expression and status in a community or society can reflect aspects of power, privilege, and cultural dominance, and the impacts on minority groups.

Big

Idea

Cultures are dynamic and change through hononga and interaction

In Social Studies, ākonga bring their own identities, culture, lived experiences, and knowledge. They are enabled, via Social Studies inquiry, to apply their own and others’ lenses to social issues and explore the causes and consequences of change.

Social Studies considers identities and cultures in the broadest terms, encouraging wide exploration and understanding and promoting diversity and inclusion. Culture and identity are closely connected. Ākonga examine the relationship between them, and how they are shaped by perspectives and worldviews, beliefs and values, wairuatanga, and religion.

Cultures and identities can change. Cultural interactions – anything from conversations to colonisation – and other social factors (economic, political, religious, technological, environmental) can cause change. People can act as kaitiaki to protect and maintain their and others' culture and identities. Cultural continuity may also result.

What change means for people and how it shapes society is explored. Social Studies asks, what happens next? This opens the dialogue between kaiako and ākonga, creating a conversation about real life that ākonga experience, enabling kaiako to perceive the world as their ākonga might.

Ākonga can investigate and discuss complex ideas and concepts. This might include how cultural expression and status in a community or society can reflect aspects of power, privilege, and cultural dominance, and the impacts on minority groups.

Title: Societies are made up of diverse systems

Big Idea Body:

Societies are developed through a range of diverse systems that have multiple impacts on the lives of people. Ākonga learn about social organisation in the past and present and consider implications and challenges for the future. They develop understanding of place in these societal systems, informed by their own lived experiences.

Decision-making is at the heart of this Big Idea. Ākonga learn how decision-making frameworks determine what roles and responsibilities, rights, and obligations people have. Ākonga will examine the importance of nurturing vā in decision-making. In turn, they develop understanding of how these frameworks evolve and are shaped by values and beliefs, ideology, norms, and customs.

This Big Idea can encompass a breadth of systems. Ākonga can examine political, economic, and justice systems. This Big Idea also gives opportunities to explore and compare social, cultural, traditional, and spiritual forms of decision-making systems.

Ākonga develop understanding of the contested and controversial nature of concepts such as ‘rights’ and ‘justice’ in systems, and their relationship with past decisions and actions. They can explore how power, privilege, and control in decision-making are central to the impacts on and the different experiences of people. This Big Idea involves a critical examination of the challenges faced by some, such as marginal groups, and barriers to participation.

Ākonga will consider possible future change in social structures, through understanding, questioning, and critiquing the status quo. They will understand how they may be able to participate to influence decision-making or bring about change that benefits the well-being of the collective, such as through social action, political engagement, or policy processes.

Big

Idea

Societies are made up of diverse systems

Societies are developed through a range of diverse systems that have multiple impacts on the lives of people. Ākonga learn about social organisation in the past and present and consider implications and challenges for the future. They develop understanding of place in these societal systems, informed by their own lived experiences.

Decision-making is at the heart of this Big Idea. Ākonga learn how decision-making frameworks determine what roles and responsibilities, rights, and obligations people have. Ākonga will examine the importance of nurturing vā in decision-making. In turn, they develop understanding of how these frameworks evolve and are shaped by values and beliefs, ideology, norms, and customs.

This Big Idea can encompass a breadth of systems. Ākonga can examine political, economic, and justice systems. This Big Idea also gives opportunities to explore and compare social, cultural, traditional, and spiritual forms of decision-making systems.

Ākonga develop understanding of the contested and controversial nature of concepts such as ‘rights’ and ‘justice’ in systems, and their relationship with past decisions and actions. They can explore how power, privilege, and control in decision-making are central to the impacts on and the different experiences of people. This Big Idea involves a critical examination of the challenges faced by some, such as marginal groups, and barriers to participation.

Ākonga will consider possible future change in social structures, through understanding, questioning, and critiquing the status quo. They will understand how they may be able to participate to influence decision-making or bring about change that benefits the well-being of the collective, such as through social action, political engagement, or policy processes.

Title: Global flows influence societies

Big Idea Body:

Global flows of ideas, people, and objects interact with and influence present societies and possible futures. In Social Studies, ākonga explore how we live in an interconnected world where global flows interact and impact people.

Ākonga can explore key global social, cultural, economic, political, and environmental flows that influence places and societies. Some examples of global flows are: migration, global Indigenous movements, trade, industrialisation, and technological innovation.

Ākonga can learn about different impacts and responses, including in relation to people’s identities, cultural practices, and beliefs. For example, the growing diversity of societies and communities due to increased flows of people – and different responses to growing multiculturalism.

Global flows also interact and influence conversations about what it means to be a global citizen. What can citizens of a nation do to address some global issues, such as international conflicts, climate change, and global pandemics? What are worldviews on globalisation? How are Māori and Pacific voices heard, seen, and acted upon in response to global flows?

Ākonga will develop skills and understanding in critiquing problem-solving and decision-making at the global level. This could include examining the place of power, sovereignty, cultural dominance, and the ongoing impacts of colonisation. Ākonga will also consider possible futures in specific contexts and envision how that could come about.

Big

Idea

Global flows influence societies

Global flows of ideas, people, and objects interact with and influence present societies and possible futures. In Social Studies, ākonga explore how we live in an interconnected world where global flows interact and impact people.

Ākonga can explore key global social, cultural, economic, political, and environmental flows that influence places and societies. Some examples of global flows are: migration, global Indigenous movements, trade, industrialisation, and technological innovation.

Ākonga can learn about different impacts and responses, including in relation to people’s identities, cultural practices, and beliefs. For example, the growing diversity of societies and communities due to increased flows of people – and different responses to growing multiculturalism.

Global flows also interact and influence conversations about what it means to be a global citizen. What can citizens of a nation do to address some global issues, such as international conflicts, climate change, and global pandemics? What are worldviews on globalisation? How are Māori and Pacific voices heard, seen, and acted upon in response to global flows?

Ākonga will develop skills and understanding in critiquing problem-solving and decision-making at the global level. This could include examining the place of power, sovereignty, cultural dominance, and the ongoing impacts of colonisation. Ākonga will also consider possible futures in specific contexts and envision how that could come about.

Key Competencies in Social Studies

Learning in Social Studies provides meaningful contexts for developing Key Competencies from The New Zealand Curriculum. These key competencies are woven through a Social Studies teaching and learning programme through the Big Ideas and Significant Learning. Social Studies inquiry and social action provide an opportunity for the key competencies to be continually practised and refined by ongoing feedback.