The following guidelines are designed to ensure that kaiako can help ākonga critically engage in social issues through authentic social action that supports or challenges a system using this internal Assessment Activity.

Kaiako need to be very familiar with the outcome being assessed by Achievement Standard 92051. The Achievement Criteria and the Explanatory Notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing ākonga against it.

A teaching and learning programme should provide opportunities for ākonga to build on understandings and reinforce social studies skills. Kaiako could consider using a model to guide the planning of their teaching and learning programme, such as the social inquiry for social action model. If ākonga choose to work outside of class time, be aware of accessibility and inclusion issues, such as having access to resources.

Prior to the assessment, kaiako should engage ākonga with the concepts of social justice and systems. and a social inquiry. Kaiako could engage ākonga with values that underpin perspectives in a range of social issues, with attention to mātauranga Māori and Pacific knowledges.

Kaiako should ensure ākonga have a deep understanding of the social issue and system to be supported or challenged. Kaiako seek opportunities to connect their ākonga with local knowledge holders in a collaborative setting, to gain understanding and evidence about the social issue the social issue. Knowledge holders could be kaumatua, rangatira, or organisations. Knowledge holders could be kaumatua, rangatira, or organisations.

Kaiako should introduce background, context, content, and concepts to deepen understanding of the social issue and system to be supported or challenged through primary and secondary sources. Kaiako can use their discretion when considering the appropriateness of the context for assessment.

Kaiako can provide frameworks and models for ākonga to follow to plan, organise, and carry out a social action, and provide guidance on the collection, annotation, storage, and use of evidence in the assessment.

The following are links to documents that provide support related to the teaching and learning of social action, acknowledging there are many examples of frameworks and models that could inform the teaching and learning of social action.

Mutch, C., Perreau, M., Houliston, B., & Tatebe, J. (2016). Teaching social studies for social justice: Social action is more than just ‘doing stuff’. In M. Harcourt, A. Milligan, & B. Wood (Eds.), Teaching social studies for critical, active citizenship in Aotearoa New Zealand (pp. 82–101). NZCER Press.

Johansson Fua, S. (2014). Kakala Research Framework: A Garland in Celebration of a Decade of Rethinking Education. In M. `Otunuku, U. Nabobo-Baba, & S. Johansson Fua (Eds.), Of Waves, Winds and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 50-60). University of the South Pacific.

While this Assessment Activity focuses on a social issue and a school system, kaiako may choose to focus on a different social issue and systems that are of interest or relevance to ākonga, using a similar approach to the one shown in this Assessment Activity.

Kaiako determine when the assessment will occur, with milestones to check progress.