What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to demonstrate your understanding of findings of a social inquiry related to fast fashion. You will explain and evaluate these findings by answering a focus question that you have formulated prior to this Assessment Activity.
Throughout your inquiry, you will have gathered evidence from primary and secondary sources related to your social inquiry focus question. You will have selected and processed this evidence in order to generate your findings to answer your focus question.
To explain and evaluate your findings, you should:
- give detailed information about your findings that directly acknowledge and answer your focus question
- examine your focus question further by making judgements. This involves:
- making critical connections between your ideas
- drawing well-reasoned conclusions.
- use evidence from primary and secondary sources to develop your explanations:
- to ensure you have valid evidence to develop your explanation, you will have recorded the details of sources used, such as the names of people interviewed and their roles, and the date and time, or the title, author, year, and place. These details will vary depending on the type of source.
You are going to demonstrate your understanding of findings of a social inquiry related to fast fashion. You will explain and evaluate these findings by answering a focus question that you have formulated prior to this Assessment Activity.
Throughout your inquiry, you will have gathered evidence from primary and secondary sources related to your social inquiry focus question. You will have selected and processed this evidence in order to generate your findings to answer your focus question.
To explain and evaluate your findings, you should:
- give detailed information about your findings that directly acknowledge and answer your focus question
- examine your focus question further by making judgements. This involves:
- making critical connections between your ideas
- drawing well-reasoned conclusions.
- use evidence from primary and secondary sources to develop your explanations:
- to ensure you have valid evidence to develop your explanation, you will have recorded the details of sources used, such as the names of people interviewed and their roles, and the date and time, or the title, author, year, and place. These details will vary depending on the type of source.
How to present your learning
You can use a variety of ways to communicate your findings, such as:
- an oral presentation with supporting visuals (3-4 minutes)
- a written report including visuals (within 750-800 words)
- a digital presentation including visuals (check with your kaiako to ensure you meet guidelines).
You can use a variety of ways to communicate your findings, such as:
- an oral presentation with supporting visuals (3-4 minutes)
- a written report including visuals (within 750-800 words)
- a digital presentation including visuals (check with your kaiako to ensure you meet guidelines).
Timeframe
You have up to three weeks of class time to complete this Assessment Activity.
You have up to three weeks of class time to complete this Assessment Activity.
Getting started
- Build your current understanding of fast fashion by doing some background ‘finding out’.
- Develop a challenging focus question for your social inquiry with help from your kaiako.
- Create a template to record the details of the sources you use.
- Identify key people or groups involved in or impacted by fast fashion.
- Identify an appropriate inquiry framework for your chosen context that you could apply which considers the people at the centre of the issue.
- Find out if there are groups or people in Aotearoa New Zealand currently working on improving things related to fast fashion.
- Brainstorm who you might be able to talk to, how you will contact them, and what you may ask.
- Think about how Social Studies concepts are connected to fast fashion, such as human rights, equity, justice, economics, manaakitanga, aroha, whakawhanaungatanga, and mana.
- Build your current understanding of fast fashion by doing some background ‘finding out’.
- Develop a challenging focus question for your social inquiry with help from your kaiako.
- Create a template to record the details of the sources you use.
- Identify key people or groups involved in or impacted by fast fashion.
- Identify an appropriate inquiry framework for your chosen context that you could apply which considers the people at the centre of the issue.
- Find out if there are groups or people in Aotearoa New Zealand currently working on improving things related to fast fashion.
- Brainstorm who you might be able to talk to, how you will contact them, and what you may ask.
- Think about how Social Studies concepts are connected to fast fashion, such as human rights, equity, justice, economics, manaakitanga, aroha, whakawhanaungatanga, and mana.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to demonstrate your understanding of findings of a social inquiry related to fast fashion. You will explain and evaluate these findings by answering a focus question that you have formulated prior to this Assessment Activity.
Throughout your inquiry, you will have gathered evidence from primary and secondary sources related to your social inquiry focus question. You will have selected and processed this evidence in order to generate your findings to answer your focus question.
To explain and evaluate your findings, you should:
- give detailed information about your findings that directly acknowledge and answer your focus question
- examine your focus question further by making judgements. This involves:
- making critical connections between your ideas
- drawing well-reasoned conclusions.
- use evidence from primary and secondary sources to develop your explanations:
- to ensure you have valid evidence to develop your explanation, you will have recorded the details of sources used, such as the names of people interviewed and their roles, and the date and time, or the title, author, year, and place. These details will vary depending on the type of source.
You are going to demonstrate your understanding of findings of a social inquiry related to fast fashion. You will explain and evaluate these findings by answering a focus question that you have formulated prior to this Assessment Activity.
Throughout your inquiry, you will have gathered evidence from primary and secondary sources related to your social inquiry focus question. You will have selected and processed this evidence in order to generate your findings to answer your focus question.
To explain and evaluate your findings, you should:
- give detailed information about your findings that directly acknowledge and answer your focus question
- examine your focus question further by making judgements. This involves:
- making critical connections between your ideas
- drawing well-reasoned conclusions.
- use evidence from primary and secondary sources to develop your explanations:
- to ensure you have valid evidence to develop your explanation, you will have recorded the details of sources used, such as the names of people interviewed and their roles, and the date and time, or the title, author, year, and place. These details will vary depending on the type of source.
How to present your learning
You can use a variety of ways to communicate your findings, such as:
- an oral presentation with supporting visuals (3-4 minutes)
- a written report including visuals (within 750-800 words)
- a digital presentation including visuals (check with your kaiako to ensure you meet guidelines).
You can use a variety of ways to communicate your findings, such as:
- an oral presentation with supporting visuals (3-4 minutes)
- a written report including visuals (within 750-800 words)
- a digital presentation including visuals (check with your kaiako to ensure you meet guidelines).
Timeframe
You have up to three weeks of class time to complete this Assessment Activity.
You have up to three weeks of class time to complete this Assessment Activity.
Getting started
- Build your current understanding of fast fashion by doing some background ‘finding out’.
- Develop a challenging focus question for your social inquiry with help from your kaiako.
- Create a template to record the details of the sources you use.
- Identify key people or groups involved in or impacted by fast fashion.
- Identify an appropriate inquiry framework for your chosen context that you could apply which considers the people at the centre of the issue.
- Find out if there are groups or people in Aotearoa New Zealand currently working on improving things related to fast fashion.
- Brainstorm who you might be able to talk to, how you will contact them, and what you may ask.
- Think about how Social Studies concepts are connected to fast fashion, such as human rights, equity, justice, economics, manaakitanga, aroha, whakawhanaungatanga, and mana.
- Build your current understanding of fast fashion by doing some background ‘finding out’.
- Develop a challenging focus question for your social inquiry with help from your kaiako.
- Create a template to record the details of the sources you use.
- Identify key people or groups involved in or impacted by fast fashion.
- Identify an appropriate inquiry framework for your chosen context that you could apply which considers the people at the centre of the issue.
- Find out if there are groups or people in Aotearoa New Zealand currently working on improving things related to fast fashion.
- Brainstorm who you might be able to talk to, how you will contact them, and what you may ask.
- Think about how Social Studies concepts are connected to fast fashion, such as human rights, equity, justice, economics, manaakitanga, aroha, whakawhanaungatanga, and mana.