This work is part of the Ministry of Education’s Iterative Best Evidence Synthesis (BES) Programme.  This programme aims to systematically identify, evaluate, analyse, synthesise, and make accessible, relevant evidence that links teaching approaches to enhanced outcomes for diverse learners.  In doing so, it seeks to answer the question ‘What works for whom and in what circumstances?’

This best evidence synthesis is concerned with teaching and learning as it occurs in a range of settings: English- and Māori-medium; early childhood to senior secondary; and in the curriculum domains of Te Whāriki, social studies, tikanga ā iwi, history, geography, economics, classical studies, and other social sciences. 

While it is firmly located in the New Zealand context, it draws also from international research into social sciences and social studies education.  It seeks to answer two questions:

1. What teaching approaches enhance outcomes for diverse learners in the social sciences curriculum domain?
2. How and why does this happen?

By connecting teaching and learning via these questions, the synthesis aims to inform understanding of a pedagogy for social sciences teaching that draws on the concept of ‘ako’.  Linda Tuhiwai Smith explains "Our concept of those who teach and those who are taught, our word is exactly the same word, our word is ako.  It means to learn and to teach", p.179.