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NZC – Social Sciences Phases 1–4 (Years 0–10)

This page provides the draft Years 0–10 Social Sciences Learning Area. This is now available for wider feedback and familiarisation. The current Social Sciences curriculum remains in effect until 1 January 2027.

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About this resource

This page provides the draft Years 0–10 Social Sciences Learning Area. This is now available for wider feedback and familiarisation.  The current Social Sciences curriculum remains in effect until 1 January 2027 and can be found here: The New Zealand Curriculum – Social Sciences.

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!

Nā, Meri Ngāroto, Te Aupōuri (1830s)

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!'.

Purpose Statement

The Social Sciences learning area equips students with knowledge of societies and of how people interact with each other and environments. Over time they develop knowledge of the differences and similarities of human experiences across time and place. They build understanding that supports informed participation in communities and enables them to consider multiple perspectives. 

Through the study of social sciences, students learn how to use disciplinary tools and conventions for gathering and analysing evidence and communicating findings. Learning in the social sciences encourages curiosity about the past and their own world, and broadens students’ understanding through exploring people, places, and ways of life beyond their own experiences.  

The Social Sciences learning area equips students with historical, geographical, economic, political, and financial knowledge of New Zealand and the world. Students learn about the diverse communities of New Zealand, including Māori history and contemporary Māori communities. They learn how democracy operates in New Zealand and the practices of civic participation and engagement. 

Learning Area Structure

The year-by-year teaching sequence lays out the knowledge and practices to be taught each year. In Social Sciences, teaching is structured around four strands:  

  • History focuses on interpreting the past through significant events, cultures, and changes over time. It develops student understanding of how historians use evidence and concepts such as causation, significance, and change to explain how societies have developed. 
  • Civics and Society focuses on how democratic systems work and how people participate in civic life. It develops student understanding of rights, responsibilities, laws, the role of te Tiriti o Waitangi | the Treaty of Waitangi, and how to engage respectfully with diverse perspectives and public issues.  
  • Geography focuses on how people interact with physical and human environments. It develops student understanding of the nature and distribution of places, and the concept of sustainability. It teaches students how to use spatial tools, graphic organisers, and data to interpret environments, patterns, and perspectives.  
  • Economic Activity focuses on how financial and economic systems operate. It develops student understanding of personal finance, business and government roles, and New Zealand’s economy in a global context.  

The year-by-year teaching sequence, organised by strands, sets out what is to be taught. Its enactment is shaped by teachers, who design learning in response to their learners, adjusting the order and emphasis and adding appropriate contexts and content. For History and Geography, local examples and contexts should be drawn on (where appropriate) to enrich the content in the teaching sequence and enhance the learning experience for students. 

Introduction

Across Years 0–10, the Social Sciences take students on a journey to understand how people, places, and systems function and change. Students explore civic, geographic, historical, and economic knowledge to make sense of and participate in their communities and the wider world.  

In Years 0–3, teachers introduce students to foundational knowledge about the world, including people and places beyond their own experiences and how to participate in multicultural communities to make future decisions. They begin to understand societies and how people interact with each other and environments, including concepts of chronology, sense of belonging, migration, and exchange. This learning focuses on local and national contexts, with students gradually expanding their horizons. Students are taught to use sources to learn about people, places, and events and to communicate ideas about social sciences contexts.  

In Years 4–6, teachers support students to expand their horizons from their local communities to the wider world. Students explore sources that reveal how societies have changed over time and how people interact with places and environments. Through case studies from New Zealand and beyond, teachers support students to investigate societies, political systems, and how geography and financial structures shape communities past and present. Students are taught how to use maps, timelines, and historical narratives to communicate their learning and connect concepts such as migration, democracy, rights, and responsibilities. 

In Years 7–8, teachers guide students to deepen their understanding of civic participation, governance, and te Tiriti o Waitangi | the Treaty of Waitangi as foundations of society in New Zealand. Students explore impacts of and responses to environmental, social, and historical challenges across the Pacific and globally and engage with concepts such as identity, power, and change. This learning builds on prior knowledge and introduces more complex ideas and contexts. Students are taught to use sources to examine perspectives, analyse responses to challenges and events, engage in social sciences dialogue, and communicate their understanding. 

In Years 9–10, teachers guide students to deepen their understanding of the changing nature of places, and how societies function and change, with a focus on New Zealand’s place in a globalised world. Students explore complex contexts related to political ideologies, governance systems, and human rights frameworks, including the constitutional significance of te Tiriti o Waitangi | the Treaty of Waitangi. Teaching supports students to engage with higher-order concepts, such as sovereignty, inequality, ethics, and power, and develop strong social sciences practices related to analysing data and sources, making decisions, and evaluating significant events and challenges. 

The Social Sciences learning area prepares students with the knowledge and practices to access related curriculum subjects for Years 11–13, such as History, Geography, Economics, and Pacific Studies. 

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Word or phrase 

Description 

Alliance 

An agreement between countries, groups, or people to work together for mutual benefit. 

Bicultural 

In New Zealand, a bicultural society is one in which tangata whenua and tangata Tiriti live, work, and make decisions together, with respect for each other’s ways. 

Biculturalism in New Zealand is based on the partnership between Māori and the Crown established by te Tiriti o Waitangi | the Treaty of Waitangi. 

Causes and consequences 

A historical concept describing the relationships between historical events or actions, with some events or factors leading to others. Historians analyse different types of causes (e.g. long-term, short-term, direct, indirect) to explain why past events occurred. Many historical events have multiple causes and consequences. 

Conventions 

Ways in which things are usually done. For example, geographic conventions for presenting data and information help communicate findings in ways that others can understand. 

Crown 

The authority of the monarch and the institutions that act in their name, such as the government, courts, and public services.  

In History, the Crown often held direct power over land, law, and people. In modern constitutional monarchies like the United Kingdom and New Zealand, the Crown represents the state and its legal authority, even though the monarch’s role is mostly symbolic. 

Culture 

The behaviours, worldviews, knowledge, practices, norms, and traditions that are held by a group of people and developed over time. 

Dynasty 

A ruling family that passes power from generation to generation. In history, dynasties are often used to divide time into different eras based on which family was in power. 

Environment 

A particular geographic area within te taiao that has its own characteristics. For example, an awa, local public space, or orchard. 

Evidence  

Information, facts, or data used to support a claim, argument, or conclusion. 

In History, evidence includes specific historical detail, such as names (of people, places, or events), dates, statistics, figures, and short quotes. Evidence is often gathered through examining and interpreting historical sources. 

Geographic evidence refers to information or data that supports a claim or conclusion about a geographic phenomenon, pattern, or process. 

Financial management tools 

Tools used to assist organisations to use financial data for decision-making and financial management. For example, a price/feature comparison chart, budget, or cost–benefit analysis. 

Hapū 

Large extended whānau groups or sub-tribes that are part of a larger iwi in Māori society. 

Historical narrative 

Stories about, or accounts of, events, places, identities, and periods of time. Narratives are constructed from drawing together evidence from sources. They are constructed from the personal perspectives, ideologies, and worldviews of certain individuals, often those who wield power and authority. 

Historical significance 

The importance, durability, and relevance of events, places, and issues in the past. Historians debate what is historically significant, and interpretations of significance may change. 

House of Representatives 

The main law-making body of New Zealand. It is made up of Members of Parliament (MPs) who are elected by the public. 

Identity 

A set of characteristics that define an individual person or group of people, making them recognisable and distinct. An identity may be personal, local, or national. The characteristics of an identity may be shaped by sociocultural factors such as politics, gender, race, sexuality, culture, and the events and narratives that surround these. 

Ideology 

A set of ideas, ideals, and beliefs that are shared by the members of a social group, or that form the basis of a political or economic system, and can become a historical force that influences people and place. 

Indigenous 

Describes groups or individuals that have a historical continuity with a place, pre-dating colonial societies. Indigenous peoples have a strong link to territories and surrounding natural resources. Indigenous peoples sustain and practise unique cultures and ways of knowing, doing, and being. They maintain social, cultural, economic, and political characteristics that are distinct from other groups of society. 

Iwi 

The largest group in Māori society, iwi are tribes made up of hapū with shared whakapapa. 

Kaitiakitanga 

Guardianship, stewardship for living things and resources. 

In Geography, this may include an understanding of relevant statutory, legislative, commercial, and financial obligations and requirements and the identification, mitigation, and management of opportunities and/or risks. 

In History, we might use this term to refer to the skills and knowledge needed to protect and enhance taonga and other resources. Kaitiakitanga covers, but is not limited to, sustainability of the environment, protection of water, establishment of heritage sites, and boundaries of wāhi tapu, mahinga kai, and rohe. 

Kawa 

The protocols and procedures that guide respectful conduct, particularly in the context of marae and the sharing of history and cultural knowledge. It encompasses the way people speak, listen, and respond, ensuring that interactions are conducted with dignity, even when perspectives or practices differ. 

There are various forms of kawa, including tū atu, tū mai, pāeke, and tāutuutu. Each kawa is unique and reflects the traditions of a specific iwi or marae. These practices are deeply rooted in generational knowledge and are upheld to maintain cultural integrity and respect. 

Mana 

The authority, influence, and status of a person, place, or object. Mana gives a person the authority to lead, organise, and regulate activities, as well as make decisions. 

In the past, the assertion or taking of mana was always a motivation for the actions of Māori. Mana is a concept which underpins the study of History in New Zealand, the wider Pacific, and beyond. It is a driving force behind many historical events. 

Mana motuhake 

A Māori term referring to self-determination; mana through Māori asserting the right to govern themselves. 

Pattern 

In Geography, a ‘pattern’ refers to the arrangement or distribution of an object, process, people, or event across space or time. 

Perspective 

The position from which a person or group understands and makes sense of the world, shaped by their values and beliefs. 

Place 

A particular geographic area within te taiao that has different meanings for people due to individual perceptions and experiences of it. Place can be local, regional, national, or global. 

Pūtake 

An organisation’s reason for being. Pūtake is shaped by the organisation’s values and beliefs. 

Pūrākau 

Traditional or historical stories. 

Rangatiratanga 

The stance of a tribe or people in regard to their independent authority to manage their own affairs according to their own customs. 

In History, ‘rangatiratanga’ refers to the ability to lead through decision-making and self-determination and/or the right to exercise authority and self-determination within one’s own iwi or hapū realm. 

Rohe 

A defined, bounded area. 

Significance 

Having particular relevance or importance in the given context. 

Sources 

There are different kinds of sources.  

A primary source is first-hand information of an event, issue, or narrative, transmitted orally, visually, or in a written form.  

A secondary source is oral, visual, or written information based on the interpretation of primary sources. 

Sovereign 

Having the highest power or being completely independent. 

Spatial tools 

Tools used to show spatial patterns or locations. Examples include Geographic Information Systems (GIS) and other mapping tools. 

Tangata Tiriti 

A political term that means ‘people of the Treaty’, non-Māori who live in New Zealand under the rights and responsibilities established by te Tiriti o Waitangi | the Treaty of Waitangi. 

Tangata whenua 

Māori as the Indigenous people of New Zealand, people of the land. Refers to a group of people who, through whakapapa, have a long association to a particular place and are recognised by others as having authority over and responsibility for a specific area. 

Taonga 

A treasured artefact or anything of great social or cultural value. Taonga may be physical objects, natural resources, or intangible (e.g. cultural or spiritual). 

Te moana 

Te reo Māori term referring to the sea. 

Te Tiriti o Waitangi | the Treaty of Waitangi 

The founding documents of New Zealand, signed in 1840 between representatives of the British Crown and more than 500 Māori rangatira. 

Tikanga 

The system of values and practices that have developed over time and are deeply embedded in traditional and social context; the correct way of doing things. 

Tūrangawaewae 

A landmark that is one’s own place of standing and belonging through kinship and whakapapa. 

In History, this concept articulates the historical significance of places to tangata whenua and can determine a place’s significance to mana whenua. 

Values 

Deeply held beliefs that influence the way people think, feel, and act. 

Whakapapa 

Genealogy, lineage; a framework that details genealogy and maps interrelationships between all things.