"BUT WE'VE DONE THE TREATY": TE TAIWHAKAEA TREATY SETTLEMENT STORIES Mr Steve Watters1

1Ministry For Culture And Heritage Te Taiwhakaea Treaty Settlement Stories will produce a comprehensive account of the recent history of Treaty of Waitangi settlements from all perspectives. Te Tai will offer a rich and compelling source of new information and a range of perspectives that will assist New Zealanders understand and reflect on these events more fully. The Treaty settlement process is unique and historically significant. New Zealand’s Treaty settlements are a unique aspect of our contemporary society and are central to the making of modern New Zealand; they will lead to significant change in communities throughout the country. To date there has been no over-arching history that has recorded the perspectives of all participants. This project will fill that gap and provide information for present and future generations to understand the significance of this milestone in our nation’s history. Time is also running out to gather first-hand the experiences of the many people involved in early Treaty settlements. This session will provide an overview of the project and discuss its implications and relevance to curriculum and school programmes. Te Tai is a priority project for Manatū Taonga, Ministry for Culture and Heritage. In partnership with the Ministry of Justice - Tāhū o te Ture, and Te Taura Whiri i te Reo Māori the Māori Language Commission, the Ministry will commission research from leading historians to collaborate with its expert staff. We will also collaborate with other research institutions, wananga and universities. Iwi and hapū are important research partners for this project and will be vital in bringing forth their stories.

"HE DIED FOR US": APPLYING CRITICAL THINKING AT PUKEAHU NATIONAL WAR MEMORIAL PARK Mr Steve Watters1

1Ministry For Culture And Heritage Since April 2015 more than 14,000 New Zealand school children have visited Pukeahu National War Memorial Park, including the Great War Exhibition. This unique site combines a dedicated place of remembrance with a museum-type experience. It has raised many questions as to the form and function of commemoration and its ongoing relevance to New Zealanders in the 21st Century. Commemoration of the ‘the fallen’ is steeped in traditions few today examine or question. Students of all ages as they have gathered round the Tomb of the Unknown Warrior speak of a person who ‘died for us’ or even that this person was ‘a hero’. It is not uncommon for teachers and adults accompanying classes to weep with emotion, highlighting how easy it is –albeit unintentionally – to push emotional buttons that seem to override any deeper thinking about what they are participating in and why. How can sites such as Pukeahu and other such sites of remembrance help us to seek deeper meaning and understanding as to the purpose of commemoration. How can young New Zealanders especially be encouraged to think critically about the purpose of such commemoration and the bigger messages that sit behind it so as to make it relevant to their lives today? On the eve of the centenary of the battle of Passchendaele, New Zealand's darkest day of the entire war, Pukeahu will again be the focus of national commemorations. How can we ensure the commemoration of this event and others like it do not become repetitive, sterile and boring? As well as presenting an opportunity to reflect on what the commemoration of the war has achieved (or not) this session will include a practical component considering inquiry approaches to the use of local sites of commemoration in school programmes.

21ST CENTURY LEARNING SKILLS AT HOBSONVILLE POINT SECONDARY SCHOOL Libby Bevin1

1Hobsonville Point Secondary School This ‘brilliant burst’ aims to share the experience of working at Hobsonville Point Secondary School in West Auckland. We are redesigning traditional approaches to the curriculum and what the National Certificate of Educational Achievement (‘NCEA’) looks like, to engage our learners and help their development into adults in a transitional world. As the Learning Design Leader for Social Science I will explore our whole learning design model as well as what this looks like for the social sciences specifically. The key strategies that will be explored will be: school-wide common language, co-teaching, inquiry learning, project learning and utilising innovative learning environments.

A CALL TO ACTION: EMPOWERING YOUNG PEOPLE TO TAKE SOCIAL ACTION Maria Perreau1, Bronwyn Houliston1,2

1University of Auckland, 2McAuley High School This workshop will give participants a chance to explore how we can empower our students to undertake meaningful social action. The facilitators will draw upon a case study at McAuley High School, and the findings from a doctoral study examining the experiences, voices and visions of thirteen young people who are committed to bringing social justice to their communities in Aotearoa, as well as numerous years of classroom experience. Active citizenship is essential for a healthy, fully functional democracy and the social sciences is currently the curriculum area that is largely responsible for this learning. So what lessons can we learn from our socially responsible young citizens? How do they believe schools, and the social sciences in particular, can empower and inspire more young people to make a difference in their communities? We will explore some of the tensions and challenges young people who strive to take action for meaningful social change face, and we will look at strategies teachers can use in the classroom which support students as they identify issues of inequality in their communities and develop authentic student-led social action. Participants will also be challenged to examine various ways in which the classroom and school environment might disempower young people as they negotiate challenges and work towards social justice outcomes. As a group we will explore ways teachers can address such obstacles while meeting achievement objectives and assessment requirements. Recent publication: Mutch, Perreau, Houliston and Tatebe (2016). Teaching social studies for social justice: Social action is more than just 'doing stuff'. In Harcourt, Milligan, and Wood (Eds.), Teaching Social Studies for Critical, Active Citizenship in Aotearoa New Zealand, pp. 82-101.

ARE WE REALLY ABLE TO CREATE ACTIVE GLOBAL CITIZENS IN OUR CLASSROOMS? Mr Michael Harcourt1, Dr Andrea Milligan1, Dr Bronwyn Wood1

1Victoria University of Wellington The demise of subject advisers has significantly reduced the curriculum support available to social studies teachers. In response to this, our workshop draws on our edited book and other recent research literature in social studies education to ask, "how do we create units of learning that lead to critical, active and global citizens in Aotearoa New Zealand?" The workshop begins with a summary of key principles that support critical, active citizenship from New Zealand researchers and teachers. Participants are then given the opportunity to evaluate units of work found in the BCUSS series to identify weak and powerful approaches to social studies planning. The workshop will provide a critical reflection tool that can be taken back to teaching teams. Harcourt, M., Milligan, A., & Wood, B. E. (2016). Teaching social studies for critical active citizenship in Aotearoa New Zealand. Wellington: NZCER Press.

BECOMING A GOOGLE CERTIFIED EDUCATOR LEVEL 1 Mrs Claire Setz2

1Hamilton Girls' High School, 2Google for Education Certified Trainers program If you're an educator who knows how to or wants to upskill in using Google tools in the classroom, Google provides training and certification to prove your proficiency. Find out what it takes to get certified and have the opportunity to ask questions of a Google for Education Certified Trainer.

CONSERVATION AS A CONTEXT FOR SOCIAL SCIENCE TEACHING AND LEARNING Dr Benjamin Moorhouse1, Mrs Adrienne De Melo1

1Department Of Conservation Conservation and sustainability of our planet and its environment is a crucial part of being a global citizen within New Zealand and internationally. Conservation education, environmental education and environmental education for sustainability (EEfS) raises awareness of the connections between people and nature and empowers us all with a common vision, knowledge, values, practical skills and opportunities needed to create a sustainable future. Conservation education allows students to investigate how and why groups of people engage with our nature and to understand how people’s roles and responsibilities influence both the environment and communities. This session first explores the meaning of conservation education and how it can be used in context for social science teaching and learning. Examples of conservation education as context for social sciences is then demonstrated using recent resources developed by the Department of Conservation. These resources adopt 21st century learning skills through an inquiry based learning approach. The junior social science context in each resource works on real world problems in both a global and local social science setting by connecting youth to the outside world to become aware of the environment and encourage global citizenship and understanding around sustainability and conservation of our planet and its nature. This workshop includes the following themes: • Global citizenship • Inquiry based learning • Field trips within the Social Sciences • Real world problems • Local social sciences • Global social sciences • Examples of connecting to the outside world • 21st century learning skills • Junior social sciences

ESTABLISHING A NZ GLOBAL CITIZENSHIP CERTIFICATE. JOIN THE DISCUSSION Mr Defyd Williams1

1St Paul's Collegiate School, 2Defyd Williams The purpose of the workshop is to generate discussion on the introduction of a New Zealand Global Citizenship Certificate. Defyd and CNISSA members have produced a draft booklet - 'Education for Global Citizenship' - which seeks pilot schools to trial it in 2018. Defyd will present this draft Teacher Guide at his workshop. Nothing is written in cement and Defyd seeks feedback and constructive criticism on what has been produced thus far. The millennials sitting in our classrooms are the most wired up generation in history, connecting with students overseas and exchanging values is one of the prime goals of this programme. Cross-cultural collaboration and social action are other goals. Students don't necessarily have to have weighty discussions on ways that we can protect Planet Earth, but these are important too. They may just discuss music, fashion and fast food tastes. Professor Edna Aphek a USA professor of Education had success in getting Palestinian and Israeli classrooms talking to each other on ordinary aspects of their daily life. Building relationships amongst ethnically and religiously diverse groups of youth may be the first step to peace in the Middle East. The certificate has received partner support from the Faculty of Social Sciences at Waikato University. On 21 June 2017 they ran an afternoon for Year 9 and 10 extension students. The day included lectures by university staff on the theme of clean water, which was explored at local, national, and global levels. Students came from a range of overseas extension programmes including IB, IGCSE Cambridge, Tournament of the Minds (Australia), and Future Problem Solving. Isn't it time New Zealand produced its own home grown programme for Global Citizenship? An NCEA group project? Or if not, a stand alone group project, which we invite the world to join together with us.

EXPLORING CITIZENSHIP EDUCATION IN THE 21ST CENTURY - A ROUNDTABLE DISCUSSION Ronja Ievers1, Ced Simpson2, Rob Clarke1, Libby Giles3,5,6, Materoa Dodd4

1United Nations Association Of New Zealand / Canterbury Branch, 2Human Rights in Education Trust, 3New Zealand Centre for Global Studies, 4New Zealand National Commission for UNESCO, 5Alliance for Responsible and Sustainable Societies, 6New Zealand Association of Philosophy Teachers A range of organisations have an active interest in and facilitate New Zealand active global citizenship in various forms. The Conference provides an opportunity to bring some of them together in a round table session to discuss citizenship education in the 21st century. Convened by the United Nations Association of New Zealand, representatives from the Human Rights in Education Trust, New Zealand Centre for Global Studies, United Nations Association, and the New Zealand National Commission for UNESCO will be invited to speak for 4 minutes addressing such questions as “What is global citizenship?” and “What should ‘developing global citizens’ mean?”. This will be followed by questions and answers with the audience and the moderator.

FLIPPING A SOCIAL STUDIES PROGRAMME ON ITS HEAD Mrs Michelle Diack1

1Southland Girls High School The aim of this workshop is to look at the idea of flipping your social studies programme on its head with the focus being on teachers teaching what they are passionate about and students having the opportunity to choose what they wish to learn about. The Social Studies Department can often become a place where teachers who need "their timetable filled up" are placed, or where teachers are specialists in a part of the social studies programme but not in others. This workshop will look at the idea of creating learning package based social studies programmes where teachers can follow their passion and where students can lead their own learning in areas that interest them.

FUSION: WORKING COLLABORATIVELY IN A PROJECT BASED WAY IN OUR NEW ILE WITH YEARS 9-13. Mr Justin Thompson1

1Oxford Area School At the end of 2015 the HOD of Mathematics came to me with a proposal to work collaboratively at Year 9-10. When then got Technology involved. So Social Science, Technology and Maths joined forces 8 hours a week to teach FUSION. Project based learning has now happened for 1 1/2 years, we use SOLO, Multi-intelligence Matricies and Hapara to teach this FUSION. In the first year we were spread out and in several classrooms which had its challenges. We now work in an Innovative Learning Environment (ILE)/Modern Learning Environment (MLE) space and use it to enhance this subject with great access to Chromebooks and other technologies. My presentation will explain the process, the planning, the nuts and bolts, the planning, the delivery and the honest truth about the good, bad and work on teaching this way. I will also show you ways we are introducing this style at Year 11 - 13 Social Science subjects to our students.

GET PSYCHED UP! IT'S TIME TO INTRODUCE PSYCHOLOGY AT YOUR SCHOOL Ms Hannah Cameron1,2

1New Zealand Association Of Psychology Teachers, 2Nayland College "Really? You can study psychology in high school? I wish they'd had that in my day!" is a common response when people ask what I teach. Psychology is a hugely popular, long standing field of study with rigorous academic standards, an established body of knowledge and contemporary research taking place in a range of contexts. Yet, currently the subject is offered as a full senior course in only a handful of schools. This workshop will provide inspiration and resources for anybody considering introducing psychology in a high school setting. New achievement standards have been registered for psychology at NCEA levels 1 and 2 and are in development for level 3 (due to be registered in Dec 2017). NZQA has informed the NZAPT that the subject should be added to the list of University Entrance approved subjects in 2019. Now is the prefect time to introduce psychology in your school. This workshop will provide an overview of the standards at each of the 3 NCEA levels and possible pathways through them. Example course structures will be discussed. Students enjoy psychology because of its real world relevance, the insight it gives into our own and others' behaviour and its connection to local and global concerns. Students also connect with the practical learning activities available in psychology and hands on examples will be used in this session to demonstrate effective psychology classroom practice. Psychology provides plenty of opportunity for inquiry and project based learning and effective use of ICT and examples of these in psychological contexts will be used. Delegates should leave this session with a range of web based and paper resources, book recommendations and sample classroom activities they can use to build an engaging, relevant and innovative psychology course. And they might even learn something about themselves too!

GET SMART WITH ASSESSMENT: MORE BANG FOR YOUR BUCK Miss Christina Reymer1

1Aquinas College, , 2CNISSA, 3NZHTA As a Dean at Aquinas College, a teacher of the accelerant class and the in-school Community of Learning (CoL) lead teacher for Raising NCEA Level 2 achievement, I have noticed a trend of over-assessment and student burnout. While I commend students on their 140 (or more!!) Excellence credits at a given level, I think that results like this also offer insight into some of the short falls of our NCEA model. Increasingly, students are presenting with unrealistic expectations of “nothing but Excellence” and with this, serious signs of anxiety. Under my CoL role, as well as Head of History, I have been exploring, encouraging and implementing some innovative assessment design. By using a cross-curricular approach with assessment (the examples I will share are in Religious Studies and Social Studies; and English and ANY OTHER SUBJECT), and by looking at ways to combine in-subject assessments (this example looks at combining the .2 and .4 History standards into a single assessment), Aquinas has made some positive steps in maximising the overlaps of the NCEA Achievement Standards on offer, maximising student achievement, and freeing up time in our classroom curriculum to explore learning beyond what our assessments dictate. Importantly, such assessment design addresses the needs of both the highest achievers, as well as the “at-risk” students within our school.

HOLOCAUST MEDIA - USING MOVIES, BOOKS AND WEBSITES TO EDUCATE AND INFORM OUR STUDENTS Mr Chris Harris1, Mr Justin Thompson 1Holocaust Centre Of New Zealand The Holocaust/Human Rights is becoming a topic taught by more teachers; Why? Could it be due to the world that we live in right now? With the increase in prejudice, discrimination and Xenophobia, we look to the past to try and give us answers for the future. To be able to look to the past we must be prepared fully and correctly to communicate this appropriately to our students. The use of inquiry based learning is the key theme that HCNZ would like to achieve through this presentation. We would like to show an example of a high school student who is undertaking an assessment that is focused on an aspect of the Holocaust; Where do they start? Who do they talk to? What is out there? How can they avoid making errors when obtaining research? We would like to show how the teacher who handed out this assessment can use resources that are available to them, through the centre, and internationally, that will allow them successfully to guide this student. The internet is a powerful tool but can also be a dangerous one, with many students obtaining information that is not set in the context of what they are trying to achieve. This presentation hopes to focus on the use of Holocaust imagery and its place in the classroom; through the practice of ‘Safely In and Safely Out’ the use of imagery can be a valuable learning tool. These resources come in different forms, movies that are based on the premise of survivor testimony; this poses vital questions - When is the right time to show movies and what is the intention of showing this movie? We will look at print material that help students understand perspective, and to relate to the individual rather than the group.

HOW YOUTH LED PROJECTS CAN LEAD TO GLOBAL CITIZENSHIP AND SOCIAL EMPOWERMENT Miss Amandie Weerasundara1

1Save The Children The themes we will be talking about are global citizenship and how that inspires social empowerment. Last year, the New Zealand government submitted a report to the United Nations Committee on the Rights of the Child on the state of New Zealand children. Save the Children and UNICEF collaborated on a shadow report which accompanied the government report. This report was developed and written by a group of youth ambassadors, including myself and was an opportunity for all of us to make social change and have our voices heard on an important issue that affects all of us. The Convention on the Rights of the Child is an obligation that the government has signed up to and is roadmap showing how world governments will take care of children and measure the progress they make for children. The Treaty and its reporting processes are an example of good citizenship and social action that seeks out children’s voices. The results we gained from the report showed that young people are far more engaged with the issues that affect them and show far greater awareness of the troubles that their peers are facing than expected. The reporting cycle is a five year one and we hope that in the four years until the next report is due we can grow awareness and involvement in child rights issues. As a group of educators SOCCON can potentially help us to make all children and young people aware of the Convention so that they too can contribute to the reporting process. This project is intrinsically linked to global citizenship as it is a government led process where the New Zealand government is held accountable by the rest of the world for the state of New Zealand children.

HUMAN RIGHTS AND YOU, O TIKA TANGATA: HUMAN RIGHTS EDUCATION GOES ONLINE Mr Shawn Moodie1, Dr Jill Chrisp1

1New Zealand Human Rights Commission This workshop gives participants the opportunity to experience, and contribute to, a new development in human rights education provision through a digital platform. Human Rights and You has three strands - human rights, education principles and practices and digital experiences. It provides students and teachers with:

- a centre of easy-to-access human rights resources and education - increased flexibility and convenience with an ability to learn at times that suit - tailored and interactive learning modules that educate people about human rights, and the various

cultural and societal issues related to them - tools to apply this learning to their work and to all aspects of their lives

The courses are engaging and participatory with different levels available to cater to a variety of learners – from the casual browser, to someone seeking a certification. It has a virtual academy where students or organisations are able to sit courses together digitally. The programme is easy to use and provides the most comprehensive human rights learning environment in the country. It is mobile and tablet responsive and can be accessed anywhere on any device. Possibly one of the most exciting aspects of this programme is that it is collaborative. Students and teachers will be able to suggest improvements, new topics and issues, and also share their experiences through the courses.

INNOVATION STREAM AT HOWICK COLLEGE - PROMOTING SOCIAL STUDIES AND 21ST CENTURY SKILLS IN INNOVATIVE CONTEXTS FOR TOMORROW'S CHANGE MAKERS Ms Angela Mccamish1, Mr Luke Doubleday1, Mrs Nikki Metcalfe1

1Howick College Session overview: What is the Innovation Stream and how does in enhance social science learning and the development of global citizens? Are you preparing your students for a disrupted world? Presenter(s) will share their experiences of two of the Innovation Stream courses which focus on: Creative Design - a mixture of Social Studies, English and Technology; and Community Action - a mixture of Social Studies, Maths and Statistics. Take Away resources: Integrated unit ideas with project-based assessment, aligned to 21st century skills.

INTRODUCING AUGMENTED AND VIRTUAL REALITY TO THE CLASSROOM: A PRACTICAL GUIDE Mrs Aleisha Hazlewood1

1Whangaparaoa College With ever-increasing improvements in technology, augmented and virtual reality can now easily be introduced into the classroom, providing engaging and exciting learning experiences for students that focus on developing 21st century skills. Using free smartphone apps and an inexpensive Google Cardboard, teachers and students can visit places that were once inaccessible to them, and make work come alive off of the page. This workshop will cover ways to incorporate this technology into Social Science lessons, using examples from the presenter’s practice. The focus of this workshop will be on using this technology as a tool for developing the 21st century skills of digital literacy, collaboration, creativity, and skilled communication, while working within the framework of New Zealand’s Social Science curriculum. Attendees will have time to try this technology during the session. It is suggested (although not necessary) that attendees download the following apps onto their phones prior to attending the workshop: - Aurasma - Quiver - Google Cardboard - Google Cardboard Camera - Google Expeditions

ISN'T TECHNOLOGY COOL - SOME IDEAS FOR USING ICT IN A SOCIAL STUDIES CLASSROOM Ms Bronwen Wilson1

1Lynfield College Technology allows us to be creative and get students to work in ways not possible before its invention. Come along and hear what I am doing to engage students in my Social Studies class and what the students are doing in response to this. I will share some examples of the different tasks I have created including some Project Based Learning, differentiated learning matrices and taking action tasks. We will then have a go at creating some resources that you can take back to school and use with your students. I also have some examples of cross-curricular activities I can share with you as well. All workshop resources will be on a website that will be accessible during and after the conference.

MAORI HISTORY PROJECT: AN UNDERSTANDING Mr Simon Baker1

1John Paul College The Māori History Project was conceived in late 2014. John Paul College was invited to be part of one of three clusters - Rotorua, with Invercargill and Wanganui. This presentation would be to outline the last two and half years, detailing

- How this initiative is designed to strengthen the teaching of Māori History in schools and kura by providing opportunities for students to learn about local Māori history alongside national Māori historical events. Focussing on the work of the Rotorua cluster to enable Māori to learn as Māori.

- The process of developing teaching and learning materials focussed specifically on Māori history for students at NCEA History/ Social Studies and/or Tikanga ā-Iwi.

- The connection between the links between Te Takanga o te Wa working party (who will launch there kaupapa on July 8), which is charged with lobbying for the teaching of Māori history to be compulsory.

The presentation will involve an outline of

- what has happened - -how it has happened - -the credibility of the initiative - -the ability to transfer from these clusters to the wider secondary education sector - -address issues of resourcing

MAPPING STORIES - USING GOOGLE’S “MY MAPS” IN THE CLASSROOM Mrs Claire Setz2

1Hamilton Girls' High School, 2Google for Education Certified Trainers program Including mapping exercises in Social Studies lessons encourages students to contextualise foreign environments and develop visual literacy. Google’s online mapping tools provide a new and relevant context for junior students to examine our world. By incorporating online mapping into classroom practice, students will have the opportunity to contextualise historical events, visual geographic locations plus develop real-world, transferrable skills. Google’s “My Maps” offers the facility for students to create, save and collaborate on Google Maps and forms a foundation for Geography’s GIS skills. This workshop will develop skills in the basic tools of Google’s “My Maps” which include, dropping placemarks, drawing shapes, adding images and measuring distance. These tools will be used in the context of a Social Studies lesson to tell the story of an Historical event and encourage deeper questioning. Participants will leave this workshop with a curriculum relevant lesson plan incorporating Google’s “My Maps”, as well as the tools to create further classroom activities which encourage the use of ICT in the classroom and develop visual literacy skills. Participants in this workshop will benefit from having an internet connected laptop, a tablet would work but is not ideal.

PETITIONS AS MECHANISMS FOR SOCIAL CHANGE - EXPLORING PETITIONS WITH A FOCUS ON GENDER ISSUES PAST AND PRESENT. Ms. Miranda Thomson1, Mr. William Daveis1, Ms Kate Potter1

1Parliamentary Service, 2National Library This workshop explores the use of petitions as a mechanism for social change. Highlighting the National Library and Parliament’s learning programmes, the workshop demonstrates how effective links can be made between education outside the classroom sites and offerings. He Tohu is a new exhibition at the National Library that provides access to three documents: He Whakaputanga, te Tiriti o Waitangi and the 1893 Women’s Suffrage Petition. Each of these documents has important constitutional significance, providing a natural link to programmes on offer through Education Services at Parliament. The workshop includes a discussion about contemporary issues related to gender inequality and ways that students can respond and create public awareness of these issues and other issues that are important to them using petitions as a vehicle. It explores the process of identifying, researching and developing an issue into a petition format and provides information on the process required to present the petition to Parliament. The 60 minutes would be divided into a brief introduction, the context of the session, a practical exercise and an opportunity for questions and distribution of resources at the end. The practical exercise would be group based and provide time for sharing and discussion.

REFUSING TO FIDDLE ON THE TITANIC: NURTURING ACTIVE CIVIC ENGAGEMENT IN A WORLD OF FAKE NEWS AND INCREASING ECONOMIC DIVISIONS Dr Carolyn O'Mahony1

1Oakland University Children around the world are being confronted with toxic political language and behavior from real people: from dildo throwing in Waitangi to holding a fake severed head on Twitter. Meanwhile they witness law and order being maintained by super-powered members of the Justice League and pro-social behavior being modeled by animated talking vegetables and curious monkeys. On Free to Air television NZ children see images of people around the world struggling to make ends meet juxtaposed with shows celebrating the frivolous banter of housewives and husbands of the rich and not so famous. In this this session participants will be introduced to a conceptually based framework that can help them, and others, determine which actual current events items can generate intellectually engaging, child-friendly, inquiries and discussions that address civic and media literacy objectives. They will practice using this framework for identifying conceptually generative current events and how this framework can scaffold inquiry-based teaching around authentic issues. They will have structured conversations on how to find resources and support in their own teaching environments. Participants will leave excited about teaching with current events and new media. They will feel ready to lead their teaching team in providing opportunities for their students to engage with local civic and economic decision-makers.

scaffolding participatory citizenship through social action learning in social studies Rose Atkins1, Dr Bronwyn Wood2, Dr Rowena Taylor1, + TLRI Teachers 1Massey University, 2Victoria University of Wellington The introduction of the participatory social action standards in Levels 1-3 of the NCEA is providing young people with an opportunity to take more active roles as citizens in society. However, implementing critical and transformative social actions in schooling contexts can be challenging for students of any age. This workshop showcases research findings and teaching strategies that were developed as a result of a two year TLRI funded project Creating Active Citizens: Interpreting, Implementing and Assessing ‘Personal Social Action’ in NCEA Social Studies. During the workshop, we will outline examples of what New Zealand students are currently doing for their ‘personal social action’. We will also share some of the strategies that we developed during our research to support young people of any age to engage in authentic and transformative social actions that move beyond simple fund raising. These strategies have evolved from our research findings that students’ actions are more likely to be transformative when their teachers help them to: • focus on issues of personal and social significance, • construct in-depth knowledge about social issues, and • develop strategies that enable them to critique and address injustice and inequality. This session should be of interest to social studies and social science teachers from any schooling sector, particularly those who want to promote the development of active and critically informed citizens.

SOCIAL ACTION AS AN OPTION AT YEARS 9 & 10 Ms Jody Plummer1

1Onslow College Onslow College is a co-ed college in Wellington. We are in our third year of offering a half year option for year 9 and 10 students based on the principals of Social Action. The Year 9 option is called Planning for Action and the Year 10 option is called Social Action. For students who select this option it is in addition to Social Studies. The key features of these new option subjects include a focus on the development of key competencies, self-reflection, differentiation for diverse learners and the use of our school and local community. In this short session I will share our key learnings over the last 2 ½ years and examples of what the students have been able to achieve.

SOCIAL ACTION: FROM YOUR CLASSROOM TO THE WORLD Mr Harley Hamilton1, Miss Britney Marsh 1World Vision Social action is a key part of the New Zealand Social Sciences study area in the New Zealand Curriculum, yet sometimes this can lead us to think that social action is a linear, one-off process, in line with assessment. We show that a social inquiry for social action can lead to students engaging in the social world around them, learning that by participating in society they can transform it, and ultimately, it is this learning that is a fundamental stepping stone in creating (global) citizens. We will show that through an initial ‘social-action stepping stone’ (in this case- the 40 Hour Famine), students learn that through their own actions they can transform the world around them, and that it is this learning that has led them down a path of becoming true global-citizens. Ultimately, social action should be seen as an iterative process in which engagement in social issues at school allows students to take this on to form part of their character, where they begin their own personal inquiries to engage in, and participate in the society that they live in. We argue that one of the goals of teaching social action and social justice should be about life-long learning about and contribution to the society we all live in, and that social-action education in the classroom can be seen as both a means in this process, as well as an end in its own right. To do this we will profile the stories young people showing how their engagement in social action at school, has led them down the path to becoming true global citizens.

SOCIAL STUDIES IN THE SENIOR SCHOOL – GIVING STUDENTS THE SPACE TO CHANGE THE WORLD AND BE THEIR BEST SELVES Ms Rachel Meadowcroft1

1Lincoln High School Very few schools offer social studies in the senior school. Here at Lincoln it is one of the most popular subjects, with 7 classes of students taking it. I want to share the reason for this success, and encourage other teachers to explore the possibilities of this subject at senior level, or even just some of the achievement standards and/or activities that we do. In my presentation, I would like to cover our course design and content. Even more importantly, I want to share how we get our students actively participating in their local and global communities through social action, which have included:

• Repainting our student services area • Cleaning up public areas with Greening the Rubble • Collecting toys and games for the children at Christchurch Hospital Cancer Ward • Going rubbish free • Teaching te reo Māori to primary school students • Raising awareness about farming practices • Taking primary school students out into nature • Devising and performing a play about overfishing for junior students • Pop-up social action in the City Mall

Some of the projects for 2017 include mentoring younger students, and organising a conference for teenagers in Christchurch. Through this course, we see students come to know themselves – their values, their passions, their skills and their weaknesses, and how to overcome these. We students develop a genuine and long-lasting for the people around them, and a commitment to make a change for the better. It is an absolute joy to teach because the students are so engaged, and achieve very highly in this course. The course allows them to follow their own areas of interest, use as much (or as little) ICT as they like, to work in groups or independently. I would love to share this with other schools so that they can see what social studies could look like in their schools at Years 11, 12 and 13.

SPATIAL ANALYSIS - WHAT IS IT AND HOW DO I TEACH IT? Claire Thurlow1

1Eagle Technology NCEA Geography enables you to teach spatial analysis in your learning environment. This workshop will explore what spatial analysis is and some of the ways that the NCEA Geography Standards can be achieved using a Geographic Information System (GIS). The specific NCEA level we explore will be determined by the workshop participants. Participants will need to bring a WIFI enabled tablet or laptop to this workshop. The resources used in this workshop are freely available at http://gisinschools-nz.maps.arcgis.com/. The workshop will utilise ArcGIS Online which, as of April 2017, is freely available to all NZ Schools email gisinschools@eagle.co.nz to find out how to sign up for your schools account.

STOP DISASTERS 2.0: VIDEO GAMES AS LEARNING TOOLS TO FOSTER PARTICIPATION IN LEARNING ABOUT DISASTERS AND DISASTER RISK REDUCTION Mr Anthony Gampell1

1The University Of Auckland While the world is experiencing a new technology-driven era, methods of education have not necessarily progressed but rather remained rooted in more traditional teaching methods. With increasing accessibility to various electronic devices and easily accessible information at the touch of a button, technology has become a fundamental part of everyday life. Video games are increasingly popular amongst people of all ages, ranging from children to senior citizens. Increasing popularity of disaster themed video games has signalled a significant research area for disaster studies. Preliminary disaster video game research suggested such games have an ability to convey messages of disaster and disaster risk reduction (DRR), including portrayals of hazards, vulnerabilities, capacities and numerous disaster discourses. Such games allow users to experience various disaster scenarios and utilise existing disaster knowledge. Yet, few studies exist focusing upon how the usage of such video games can be effective for learning about disaster and DRR. Current research aims to understand how disaster video games can be utilised as learning tools through their ability to foster participation in learning about disaster and DRR. Demonstrating the potential for increased user learning engagement through active participation, play and constructivist learning theory. However, while many disaster video games have been developed with the intention of classroom usage, teachers and students are generally left out of the development process and therefore the potential learning experiences from video games within the classroom are ineffectively executed. The workshop will demonstrate how video games can be used as learning tools, supplementing traditional teaching methods while also bridging learning between the classroom and at home. Participants will assess pre-existing disaster and DRR knowledge, play a disaster video game, reassess any new knowledge learnt from the game, before using a participatory learning tool (Carousel) to debrief upon the experiences and thoughts attained from the workshop.

SUPPORTING YOUR LEARNING ENVIRONMENT WITH INTERACTIVE MAPS Claire Thurlow1

1Eagle Technology Inquiry based learning is key to the New Zealand classroom so why not add a geographic component to this learning? Eagle Technology have a number of free Geoinquiries available that use interactive maps to cover topics from World Population to Tropical Storms and from Malaria to Operation D-Day. This session will introduce these Geoinquiries and how they can be used in the New Zealand learning environment.

TEACHING THE HOLOCAUST THROUGH DOCUMENTS: A YAD VASHEM PEDAGOGY Ms Lisa Campbell, Ms Nicola Gammon1

1Holocaust Centre Of New Zealand This session aims to introduce teachers to Yad Vashem’s ‘Safely in and Safely out’ pedagogy through experiential learning. The session will cover a range of documents that can be used to teach the holocaust and that students are able to interact with. We will cover video, image and text. At the same time, these documents will be used to construct a narrative of Jewish life in Europe prior to, during and after the holocaust. While the narrative of Jewish life will be broad, we have chosen to take this approach in order to take educators through a wide range of documentation. In particular we intend to make Jewish experiences the focus of the documents; allowing the victims of this event to tell their own story, rather than giving that power to the perpetrator. Another reason for the sweeping look at the Jewish experience is so we can offer an experience of the Safely in, Safely out pedagogy that ensures that students experience this highly distressing, but essentially important content in a manner that enables them to critically engage in the subject and take the lessons of the past into the future. This approach ensures that students are able to confront the past in a honest and open way before applying their knowledge to their decision making in the future; leaving the classroom with a feeling of hope, rather than despair and unease. We aim to leave participants in the seminar not feeling the weight of the past but rather inspired to influence the future.

TEACHING THE NEW ZEALAND WARS: CHALLENGES AND OPPORTUNITIES Mr Michael Harcourt1

1Victoria University The New Zealand Wars and their role in the Social Sciences curriculum have received unprecedented media attention in recent years. This workshop critiques my own teaching of these conflicts, particularly my approach to field trips. It draws on three documents, Te Takanga o Te Wā Māori History: Guidelines for years 1-8, Tātaiako: Cultural Competencies for Teachers of Māori Learners and the Pedagogical Framework for the Education Programme at Pukeahu National War Memorial Park as the basis of this critique. The purpose of my self-reflection is to generate a set of tentative ‘wisest-practice’ principles for teaching the New Zealand Wars and to put forward some specific teaching strategies for discussion. Time will also be allocated for a general conversation amongst participants of their own successes and challenges when teaching diverse young New Zealanders about this difficult, yet defining aspect of New Zealand’s past.

TELL A STORY WITH MAPS Claire Thurlow1

1Eagle Technology Everybody loves a good story and now we can tell it with maps. A Story Map is a way of introducing Geographic Information Systems (GIS) into your learning environment that will engage and inspire your learners. Come along and learn how to access pre-existing Story Maps and learn how to harness the power of maps and other media to tell your lessons story. You could also get your learners to tell their story with maps. They could create a Story Map to tell you about a topic they have studied or a holiday that they have been on! Participants will need to bring a WIFI enabled tablet or laptop to this workshop.

THE ROLE AND FUNCTION OF CIVICS EDUCATION WITHIN THE CURRICULUM Isabella Lenihan-ikin1, Peter McKenzie1, Victoria Rhodes-Carlin1

1Active Citizenship Aotearoa Active Citizenship Aotearoa (ACA) believes that young people care about politics and want to affect change, but are being failed by an inconsistent standard of civic education nationwide. One of the ways that we can measure democratic engagement is through voting. Participation from 18-24 year old's in the 2014 General Election was 62.73%, compared to the overall participation being 76.77%. Although civics education cannot be seen as the silver bullet to solving voter engagement, we believe that providing young people with adequate civics education, including understanding of local and central government and Te Tiriti o Waitangi/Treaty of Waitangi is vital for the inclusion of young people in national civic conversations. With high school students in New Zealand only receiving civics education in junior Social Studies, and through the Social Studies curriculum at senior levels, many students are missing out on learning about fundamental aspects of government, democracy and Te Tiriti o Waitangi/Treaty of Waitangi, which are key to the ability of these people to become active and engaged citizens. This workshop will promote discussion on current practice and stress the importance of putting the needs of young people at the core of civics education in New Zealand. It will focus on the need for students to be co-producers in designing the curriculum for civic education which promotes and includes experiential learning opportunities, meaningful social actions and reflection.

TRADE JUSTICE: AN EXCITING NEW ONLINE SUITE OF RESOURCES FROM TRADE AID Marinda Matthew1, Rachel Tallon2,3, Andrea Milligan2

1Trade Aid , 2Victoria Universtity , 3Right Place Resources Trade Aid is excited to present this new collection of innovative and inspiring teaching resources — ready to use in your classrooms with inter-connected components which can easily be adapted to suit your teaching needs. Teachers who have trialled this resource in their classrooms will also share their experiences, as well as those of their students, as part of this workshop. This resource suite supports teachers and students to explore the economic world, and trade in particular. It takes concept and issues-based approaches to considering people’s participation in trade relationships, including challenges of economic disparity. This resource does not suggest Trade Aid’s work is the only alternative. Instead, the content and activities emphasise critical thinking and students’ ability to assess media messages. Most importantly, the resources offer practical ideas for students’ social action. The resources inter-connected materials and learning experiences aim to develop deeper and more critical knowledge about issues concerning trade that affect individuals, communities, New Zealand and the world. Trade Aid aims to present a balanced view of issues concerning trade to encourage critical thinking, thus allowing students to reach their own conclusions. The resource was developed by Rachel Tallon of Right Place Resources in response to requests from teachers working across the social sciences. The resource advisory panel included Marinda Matthew and Michelia Miles (Trade Aid) and Andrea Milligan, Victoria University of Wellington. We are grateful to the many social studies’ and economics’ teachers who provided valuable feedback during the resource’s development. This resource aligns to the New Zealand Curriculum (2007) with a key emphasis on the principle of ‘future focus — encouraging students to consider the future and explore issues such as sustainability, citizenship, enterprise and globalisation’. This includes the values of innovation, community and participation, inquiry and sustainability.

TRICKS AND TREATS TO HELP PRIORITY LEARNERS IN THE GEOGRAPHY CLASSROOM. USEFUL IDEAS FOR HELPING STUDENTS OVERCOME BARRIERS TO LEARNING Ms Mary Robinson1

1Auckland Geography Teachers Association Our classrooms are full of students who are faced with many challenging circumstances that make learning difficult for them. This has, of course, always been the case - it's just we know so much more about our students than we have ever had before. This workshop is addressing different strategies to help Geography to become more accessible for students. A variety of strategies will be covered to help those students who are:

- Struggling with English especially English language learners - Finding learning difficult because of factors such as dyslexia - Unable to organise material into a logical manner - Finding revision for examinations difficult, and - Not interested in traditional assessment methods and are wanting to do something different.

The workshop will include some practical strategies for teachers to use in their classroom; ideas to change assessment methods as well as report backs from students about what they find helpful or not helpful. The workshop could also be useful for teachers in other social science disciplines and will be presented as such. Participants will walk away with a variety of ideas and strategies to implement in their classrooms on Day 1 Term 4.

USING THE NEW GOOGLE EARTH IN SOCIAL SCIENCES Mr Andrew Lessard1

1Napier Girls' High School This session will focus on showing teachers from various subjects how the new and improved Google Earth can be used to bring the outside world into classrooms and provide fun and informative inquiry opportunities. It will be a hands on workshop that shows examples of how to use the new tools and then give teachers time to explore and create an inquiry that they can use in class.

WHAT OUR DIGITAL NATIVES DON’T KNOW - ADEQUATELY PREPARING STUDENTS FOR INQUIRY LEARNING Mrs Claire Setz2

1Hamilton Girls' High School, 2Google for Education Certified Trainers program Students today are digital natives, they grew up with technology, but they frequently lack the digital literacy required to effectively conduct inquiry learning. Students need explicit instruction in online searching, finding/filtering, and referencing in order to transfer basic literacy skills from paper to screen. The Google Suite for Education offers a variety of tools which can assist with students’ digital literacy. Participants in this brilliant burst will learn how to use the Google search results page in the classroom to assist with student research as well as covering basic search modifiers including using a synonym search and excluding search terms. In order to improve students’ research ethics, we will also look at using the “Explore” tool in Google Docs to assist with referencing. Participants will leave this workshop with a brilliant burst of energy to utilise online tools and begin addressing the gaps in students’ digital literacy.