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Education Curriculum Studies

Stage I

Arts Education Primary

Develops students' knowledge, skills and attitudes associated with planning, teaching and assessing children's learning in the arts: dance, drama, music and visual art. Addresses questions such as: Why are the arts important to children's learning? How do teachers design quality learning experiences that encourage individual responses from a diverse range of learners? How do we monitor and assess learning?

Restriction: ACE 922.533, 922.632, 922.634, EDCURR 106, 206, EDCURRM 101

Language and Literacy Education Primary 1

Develops the knowledge, skills and attitudes associated with planning, teaching and assessing for students' learning in the English curriculum. Addresses questions such as: What do teachers need to know to teach the curriculum effectively? How do teachers' literacy competencies affect student learning? How do teachers balance the needs of the curriculum and the needs of learners?

Restriction: ACE 920.351, EDCURR 202, EDCURRM 102

Health and Physical Education

Develops understandings of the theories, concepts and practices that support learning and teaching in health and physical education. Addresses questions such as: How do teachers implement quality learning experiences based on the health and physical education curriculum for effective learning to occur for a diverse range of learners? How is learning monitored and assessed?

Restriction: ACE 923.531, 923.631, EDCURR 108, EDCURRM 103

Primary Mathematics and Statistics Education 1

Develops knowledge and understanding of the nature of mathematics and statistics. Considers questions related to primary school mathematics and statistics education such as: What is the purpose and role of mathematics and statistics in the New Zealand Curriculum Framework? What is meant by thinking mathematically and statistically? What are the components of, and key concepts in, the national curriculum?

Restriction: ACE 921.531, 921.631, EDCURR 203, EDCURRM 104

Science Education Primary

Develops an appreciation of the nature of science that supports conceptual understandings and quality teaching and learning approaches in science education. Addresses questions such as: How do teachers design quality learning experiences based on the science curriculum so that positive engagement and effective learning can occur for a diverse range of learners? How is learning monitored and assessed?

Restriction: ACE 924.531, EDCURR 204, EDCURRM 105

Social Studies Education Primary

Develops students' knowledge and skills associated with planning for teaching and learning in Social Studies. Addresses questions such as: What do teachers need to know and understand about the history, nature and purpose of Social Studies education? How are curriculum requirements, teaching methodologies, management strategies and resources used to plan for students' diverse needs? How is learning monitored and assessed?

Restriction: ACE 926.531, EDCURR 107

Technology Education Primary

Develops knowledge, skills and attitudes associated with planning, teaching and assessing for children's learning in Technology Education. Addresses questions such as: What do teachers need to know about the nature and purpose of Technology Education? How do teachers design quality learning experiences for a diverse range of learners? How is learning monitored and assessed?

Restriction: ACE 925.501, EDCURR 106, 209, EDCURRM 107

Dance/Drama in the Early Years

Develops fundamental knowledge, skills and attitudes associated with planning, teaching and assessing children's dance and drama learning in early childhood. Addresses questions such as: Why are dance and drama important to children's learning? How do teachers design quality learning experiences that encourage individual responses from a diverse range of learners? How do we assess children's learning?

Restriction: ACE 922.622

Experiencing Technology

Develops knowledge and understanding of the components of technological literacy as it relates to young children. Develops understanding of appropriate pedagogical strategies to enhance children's learning in technology. Addresses questions such as: What is technological literacy? How can we develop technological literacy in young children? What environments encourage children's exploration of technological experiences?

Restriction: ACE 925.501, 925.601

Hauora: Early Years Movement

Develops knowledge and understanding of the place of movement in childhood development, growth and learning. Examines questions such as: What is the nature and purpose of physical activity in the early years? What learning and teaching strategies, teacher disposition and practices ensure quality experiences for learning of, through and about movement for diverse learners?

Restriction: ACE 923.621

Music in the Early Years

Develops fundamental understanding of knowledge, skills, and attitudes required to assess, plan, and facilitate children's learning through listening, singing, moving, playing and creating with music. Addresses questions such as: What is the value of music in early childhood? How do teachers design quality-learning experiences that motivate and enhance children's learning through music?

Restriction: ACE 922.523

Science in the Early Years

Develops an appreciation of the nature of science, which supports conceptual understandings and quality teaching and learning approaches to science education. Examines questions such as: How do teachers foster quality learning environments for infants, toddlers and young children based on the early childhood curriculum so that effective learning in science can occur for a diverse range of learners?

Restriction: ACE 924.521

Visual Arts in the Early Years

Develops fundamental knowledge, skills and attitudes associated with planning, teaching and assessing children's visual arts learning in early childhood. Addresses questions such as: Why is visual arts important to children's learning? What are effective design features of quality learning experiences that encourage individual responses from a diverse range of learners? How do we assess for children's learning?

Restriction: ACE 922.624

Physical Education Practice 1

Introduces students to the practical foundations of physical education. Involves experiential learning including residential field-based experiences. Addresses such questions as: How do I perform selected physical activities, improve my technical knowledge of the competencies required in the selected activities, analyse selected movements and provide feedback to others?

Restriction: ACE 923.555

Physical Education Practice 2

Develops students' competency and knowledge about the physical foundations of physical education. Emphasis is placed on experiential learning. Addresses such questions as: Do I have the knowledge and competence: to be able to perform selected physical activities, to apply appropriate technical knowledge to specific physical activities, and to analyse selected movements and provide feedback?

Prerequisite: EDCURRIC 130

Bio-physical Foundations of Health and Physical Education

Introduces students to the anatomical and physiological foundations of Health and Physical Education with particular reference to the roles of body systems in human movement. Addresses such questions as: What roles do the musculo-skeletal systems play in movement and learning? How do the circulo-respiratory systems work during rest and activity? How do the neuro-muscular systems function to produce movement?

Restriction: ACE 923.553, 923.554

Concepts Underpinning Skilled Movement

Introduces students to the bio-physical foundations of Health and Physical Education including the roles of skill acquisition and bio-mechanics in physical education contexts. Addresses such questions as: How can knowledge of the internal and external mechanics be applied to understand human movement? What is skill and how do people learn motor skills?

Restriction: ACE 923.553, 923.554

Expressive Movement and Physical Education

Develops an understanding of purposeful expressive physical activity that embraces aesthetic and inherent cultural values in learning dance and te ao kori. Addresses such questions as: What knowledge do teachers need in a range of aesthetic and bicultural physical education contexts to develop this work in schools? What choreographic skills are needed for devising aesthetic movement compositions?

Restriction: ACE 923.559

Socio-cultural Foundations of Health and Physical Education

Introduces subject matter knowledge in the socio-cultural foundations of Health and Physical Education. Addresses such questions as: What is the nature of sport and why do people play it? In what ways is the body a cultural construct? What educational and cultural practices influence human movement culture and mediate understanding of human physicality?

Restriction: ACE 923.551

Stage II

Biophysical Concepts in Physical Education

Develops knowledge and understanding of exercise physiology and motor skill learning in the context of the teaching of Physical Education. Addresses such questions as: What role does physiology play during exercise? What physiological responses occur during, and as a result of exercise? What is the nature of skill learning? What theories inform our understanding of skill acquisition?

Prerequisite: EDCURRIC 132, 133

Restriction: ACE 923.653, 923.654

Languages and Literacy Education Primary 2

Deepens the knowledge, skills and attitudes associated with planning, teaching and assessing for individual students' learning in the English curriculum. Addresses questions such as: What are effective literacy practices for working with individual learners? How are wider concepts of literacy including bilingualism and biliteracy developed? How is learning monitored and assessed?

Prerequisite: EDCURRIC 102

Restriction: ACE 920.631, 920.731, EDCURR 203, EDCURRM 202

Primary Mathematics and Statistics Education 2

Develops the knowledge, skills and understanding for designing quality learning experiences for diverse learners. Considers questions related to primary school mathematics and statistics education such as: What are the concepts and learning progressions in the national curriculum? What theoretical models of teaching, learning and assessment best inform teachers about the growth of understanding? What constitutes effective teaching practice?

Prerequisite: EDCURRIC 104

Restriction: ACE 921.632, EDCURR 203, EDCURRM 204

Infants/Toddlers Pedagogies

Critically examines the influences of historical and contemporary theory and practice for infants and toddlers. Develops pedagogies that are responsive to early learners. Addresses questions such as: How do such pedagogies address a responsive infant-toddler curriculum in the New Zealand context? How do relationship-based pedagogies address issues for teachers of infants and toddlers? What is the tension between education and care?

Restriction: ACE 931.721

Languages and Literacies

Develops knowledge, critical skills and dispositions associated with assessing, planning and teaching for children's learning in languages and literacies. Addresses questions such as: What do teachers need to know and be, to teach with diverse learners, family, whānau and communities? What resources and strategies maximise complexity and continuity such that all children identify as competent and confident communicators in Aotearoa New Zealand?

Restriction: ACE 920.621, 920.721

Mathematics in the Early Years

Develops knowledge and understanding of early mathematical concepts and their relationship with holistic learning environments. Considers questions such as: What are early mathematical concepts? What is effective planning for mathematical possibilities within a play-based early childhood programme? What constitutes an holistic approach to mathematics learning?

Restriction: ACE 921.521, 921.621

Social Sciences Education

Develops knowledge, skills, dispositions associated with children's learning and social sciences education. Addresses questions such as: What do teachers need to know about belonging, contribution, family and community, and empowerment? What do teachers need to understand about culture and identity? How does pedagogical documentation support learning and teaching? What resources and strategies maximise contribution and participation?

Restriction: ACE 926.521, 926.621

Special Topic

Physical Education Ngā Kākano

Examines ngā tikanga Māori in the physical education context. Addresses such questions as: How can teachers understand what it is to be Māori? What is the cultural significance of Māori movement forms and ngā mahi a rēhia (games and pastimes)? What is a culturally responsive pedagogy? Includes marae based experiences where Māori values, traditions and beliefs are practiced.

Prerequisite: EDUC 142

Restriction: ACE 923.560

Physical Education Practice 3

Further develops the knowledge, skills and dispositions relating to a practical knowledge base with emphasis being placed on integrating theory and practice. Involves practical learning and addresses such questions as: What knowledge is relevant to: teach physical skills effectively, analyse the learning environment and the diverse needs of learners and provide appropriate feedback to assist learning?

Prerequisite: 15 points from EDCURRIC 130, 131
Restriction: ACE 923.557

Physical Education Practice 4

Broadens the practical knowledge base of physical activities appropriate for inclusion in physical education. Emphasis is placed on practical learning about differing physical activity practices in our diverse society. Addresses such questions as: What is the place and range of possibilities of physical activity in contemporary society? How do different communities engage in physical activity?

Prerequisite: 15 points from EDCURRIC 130, 131
Restriction: ACE 923.655, 923.656

Youth Health Education

Develops an understanding of adolescent health priorities in New Zealand and their influences on teaching and learning in schools. Addresses such questions as: Why is this subject important? What is the health status of adolescents in New Zealand? What content knowledge is relevant to teaching and learning in Health?

Prerequisite: EDUC 142

Restriction: ACE 923.558

Physical Activity and Health

Examines human physiological responses to physical work and the research evidence linking health and physical activity. Addresses such questions as: What is the nature of work? How do humans respond and adapt to work? What activities promote adaptation to physical work? What is the veracity of the evidence linking physical activity and health?

Prerequisite: 45 points from EDUC 142, EDCURRIC 132, 133, 135
Restriction: ACE 923.653

Senior School Health and Physical Education

Examines and critically evaluates Health and Physical Education in the New Zealand Curriculum and contemporary assessment and qualifications for Years 11-13. Addresses such questions as: What knowledge, skills and attitudes are required to teach and assess Year 11-13 students? What are the issues associated with the learning environments, teaching and assessment methods used by teachers at these levels?

Prerequisite: 45 points from EDUC 142, EDCURRIC 132, 133, 135
Restriction: ACE 923.658

Teaching Outdoor Education

Examines the role of outdoor education as an educational process in physical education contexts. Involves camping and other experiential learning to develop outdoor skills, knowledge, attitudes and behaviours for teaching outdoor education in schools. Addresses such questions as: How does pedagogy and programme design support safe, effective learning in the outdoors? What are the legal responsibilities for teaching outdoor education?

Restriction: ACE 923.651

Recreation and Leisure

Examines the nature of recreation and leisure in contemporary society. Addresses such questions as: How does leisure relate to concepts of lifestyle, work and play? What factors influence participation in recreation and leisure activities? How does one educate for leisure? Involves practical learning experiences.

Restriction: ACE 923.664

Teaching and Coaching Sport

Examines principles and practices associated with teaching and coaching sport. Emphasis is given to practice in applied settings. Addresses such questions as: What is the role of the coach? How do coaches provide quality coaching and management of sports teams? What knowledge is relevant to coaching sport? How do coaches analyse the playing environment and needs of players?

Restriction: ACE 923.668

Stage III

Social Critical Literacies

Critically examines subjective positions from which groups and individuals make sense of the world and act in it. Asks questions such as: What does it mean to be socially and critically literate? How can critical literacies be used to challenge our subjectivities and assumptions? How do these manifest themselves in teaching and learning processes?

Prerequisite: 225 points passed in the BEd(Tchg)

Physical and Aesthetic Literacies: Primary

Critically examines the nature of physical and aesthetic literacies and the pedagogies that might be used to develop such literacies in learners. Asks questions such as: What are physical and aesthetic literacies? How do these literacies contribute to the development of self? What pedagogies may support physical and aesthetic ways of knowing and being?

Prerequisite: 225 points passed in the BEd(Tchg)

Scientific and Technological Literacies: Primary

Develops a critical view of scientific and technological literacies and an understanding of their inter-relationship within a range of learning environments. Asks questions such as: What are scientific and technological literacies? What do teachers need to know to be scientifically and technologically literate? How can teachers develop a quality science/technology learning environment?

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Junior Primary

Investigates quality teaching and learning across the curriculum for learners in Years 0-3. Addresses questions such as: What constitutes effective teaching for diverse learners at these levels? How can curriculum be integrated at this level and how can the effectiveness of this integration be monitored?

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Middle Primary

Investigates quality teaching and learning across the curriculum for learners in Years 4-6. Addresses questions such as: What constitutes effective teaching for diverse learners at these levels? How can curriculum be integrated at this level and how can the effectiveness of this integration be monitored?

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Senior Primary

Investigates quality teaching and learning across the curriculum for learners in Years 7-8. Addresses questions such as: What constitutes effective teaching for diverse learners at these levels? How can curriculum be integrated at this level and how can the effectiveness of this integration be monitored?

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Pasifika Learners

Examines what helps Pasifika learners to succeed in New Zealand education. Addresses questions such as: Who are Pasifika learners? How is Pasifika success addressed in classrooms/centres? How can the study of Pasifika learners help promote effective teaching in multiethnic primary and intermediate schools in New Zealand?

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Junior Primary Pasifika Focus

Focuses on the teaching of the NZ curriculum framework in Years 0-3 with particular attention to Pasifika learners. Addresses questions such as: What do teachers need to know to teach the curriculum effectively with Pasifika children in Years 0-3? What teaching approaches and resources maximise Pasifika student success in Years 0-3?

Prerequisite: At least 225 points passed in the BEd(Tchg)

Middle and Senior Primary Pasifika Focus

Examines principles and practices of excellent teaching in Years 4-8, with particular attention to Pasifika student success. Addresses questions such as: What do teachers need to know and utilise in classroom practices to teach the curriculum effectively with Pasifika children in Years 4-8? Also addresses the wider context of excellent teaching in multiethnic schools.

Prerequisite: At least 225 points passed in the BEd(Tchg)

Play and Pedagogy

Develops a critical understanding of play within a broader context of learning and teaching. Addresses questions such as: How do varied theoretical and philosophical perspectives on play impact on personal pedagogy? What are the pedagogical implications of positioning play as the interface between individual freedom and social constraint? What is the significance of play for adult creativity, communication and citizenship?

Prerequisite: At least 225 points passed

Restriction: ACE 931.723, EDCURRIC 215

Special Topic

Special Study

Advanced Youth Health Education

Critically examines social determinants of adolescent health in New Zealand and analyses their relevance to the Health and Physical Education curriculum. Addresses such questions as: How is the health teacher's role determined by adolescent health issues? What pedagogical practices in health education address adolescent health status?

Prerequisite: EDCURRIC 233

Restriction: ACE 903.754

Exercise and Physical Education

Critically examines and applies knowledge about exercise practices in physical education contexts. Addresses such questions as: What evidence base supports current exercise principles? How can the diverse exercise needs of students be addressed in physical education contexts? What issues and dilemmas are associated with current exercise practices? What influences how exercise is programmed in a physical education context?

Prerequisite: EDCURRIC 234

Restriction: ACE 923.653

Research Study in Health and Physical Education

Examines research philosophy, approaches and methods in education as a basis for informing professional practice in health and physical education. Addresses such questions as: How can teachers use research to inform their teaching? What represents quality research in educational settings? What issues influence the design and conduct of a research project?

Prerequisite: At least 60 points from EDCURRIC 230-241, 333-337

Restriction: ACE 923.761

Enhancing Teaching Through Science

Investigates personal conceptual science understandings and selected science education research to inform effective practice. Selected scientific concepts will be examined to provide experience in enhancing teaching through science and engaging children in effective learning in a variety of environments.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE 924.602, EDCURRIC 260

Developing Classroom Mathematics Programmes

Develops knowledge and understanding of classroom mathematics procedures and learning environments. Examines the integrated nature of learning, teaching and assessment with respect to long term programmes. Aims to further develop teacher confidence in, and positive attitudes toward, the teaching and learning of mathematics through critical analysis and personal reflection.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE 921.731

Solving Science Education Issues

An in-depth analysis of a social, political or cultural issue in learning and teaching in science in Years 1-10 and early childhood education with an emphasis on programme design.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE 924.701

Indigenous Issues in Social Studies

An examination of indigenous issues and perspectives as they relate to the teaching and learning of Social Studies.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE 926.701

Social Studies: Changes and Challenges

An examination of changes in the New Zealand Social Studies curriculum since 1940; the nature and purpose of Social Studies education; citizenship in a diverse society; planning for teaching, learning and assessment in Social Studies; challenges associated with planning engaging and effective Social Studies programmes.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE C04.44

Literacy in the Primary School

An exploration of a variety of literacy processes, approaches, strategies and resources relevant to literacy learning and teaching in the New Zealand primary school curriculum. The emphasis will be on the place of reading and its relationship to oral, written and visual language.

Restriction: ACE 798.702

Motivating Language Learners

Knowledge of theories, content and resources relevant to effective language programmes for Years 5-10 will be developed.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Restriction: ACE 920.706

Helping Children Succeed in Maths

The development of a theoretical base for analysing children's mathematics understanding and associated pedagogies.

Restriction: ACE 795.706

To complete this course students must enrol in EDCURRIC 347 A and B, or EDCURRIC 347

Understanding and Extending Mathematical Thinking

An investigation of a wide range of strategies that children use to solve mathematical problems. Reflects on reasons for learners' naive conceptions and subsequent planning for teaching thinking strategies.

Restriction: ACE 796.709

To complete this course students must enrol in EDCURRIC 349 A and B

Using Investigative Approaches

An examination of investigative approaches to the teaching and learning of mathematics within the context of problem solving.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE 921.705

3D Visual Arts Processes

An exploration of some approaches to three-dimensional processes that may be used in primary and early childhood educational settings. The emphasis will be on learning about visual arts education through practical understanding. The place of the visual arts within the curriculum will be examined as well as the significance and implications of the curriculum for teaching.

Prerequisite: EDCURRIC 356

Restriction: ACE 922.704

Toi Ataata for the Classroom

An advanced exploration of the special nature of Māori art with emphasis on participation in practical activities.

Prerequisite: EDCURRIC 356

Restriction: ACE C14.36

Multicultural Art Education

An investigation of the theory of multicultural art education including a critical examination of contemporary developments and debates about multicultural issues. There will be an emphasis on practical workshops and the development of appropriate programmes.

Prerequisite: EDCURRIC 356

Restriction: ACE 793.702

Printmaking for Teaching

An investigation of selected printmaking approaches and an examination of the processes involved in initiating, developing and refining printed art works. A printmaking programme will be developed, implemented and critically evaluated.

Prerequisite: EDCURRIC 356

Restriction: ACE 793.703

Painting for Teaching

An investigation of selected painting approaches and an examination of the processes involved in initiating, developing and refining painted art works. A painting programme will be developed, implemented and critically evaluated.

Prerequisite: EDCURRIC 356

Restriction: ACE 793.704

Teaching and Learning in the Visual Arts

Extends the theoretical and practical knowledge base for visual arts teaching and learning. Examines pedagogies used to support the development of visual arts literacy. Connects learning in the visual arts with the guiding structures of national curriculum documents and investigates issues such as addressing diversity and using new technologies. Identifies action and reflection practices that enhance visual arts learning.

Restriction: ACE 922.704

Dance Studies

An exploration of the processes underlying creation and presentation of dance performance. There will be opportunity, through practical and theoretical activities, to develop abilities to integrate elements of dance and choreography.

Restriction: ACE 795.703

Learning Through Dance

An exploration of the theoretical and practical underpinnings of the practice of dance and movement. Arts collaboration and cross-curricular programmes in movement and dance will be investigated.

Restriction: ACE 796.704

Teaching and Planning in Technology

An in-depth analysis of technology, and technology education and teaching practice, in primary and early childhood environments.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE 925.601, EDCURRIC 265

The Performance Arts in Education

A critical examination of the performance of creating in the arts. The processes of creating and shaping works selected from dance, drama, music and the visual arts will be analysed and used to plan and implement arts education practices in specified educational settings.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE 795.705

Drama and Learning

An examination of the learning processes initiated by the use of drama in the classroom with a particular focus on language use. There will be opportunity to design, implement and evaluate drama programmes.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE C28.11

Drama Studies

An exploration of practical and theoretical activities relating to drama and performance in a range of contexts.

Restriction: ACE 795.704

Special Topic

Special Topic

Special Topic

Teaching Children's Literature

A close examination of selected children's literature texts (focusing mainly on novels and picture books) with reference to literary and pedagogical theories. Implications for classroom practice are critically examined.

Restriction: ACE BO3.12, EDCURRIC 262

Initiating and Supporting Learning in Music

Development of the knowledge base for the teacher of Music, linking curriculum design and principles with practical experience of The Arts in the New Zealand Curriculum document, while offering opportunities for reflection on practice.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: ACE 922.705

Mathematical Literacy for Lower-achieving Students

Approaches for teaching individuals or small groups who have been identified as achieving below expectations in mathematics in New Zealand primary and secondary schools will be explored. Numeracy assessment tools that identify the problems that students have with mathematical language and mathematical symbols will be explored.

Prerequisite: EDCURRIC 349
To complete this course students must enrol in EDCURRIC 369 A and B

Stage IV

Curriculum Issues in Health and Physical Education

Critically examines the construction of health and physical education in the curriculum. Addresses questions such as: What stands for health and physical education in the curriculum? What contemporary issues face health and physical education teachers? What factors influence how curriculum is constructed and experienced?

Prerequisite: At least 60 points from EDCURRIC 230-241, 333-337

Restriction: ACE 923.762

Physical Education Pedagogy

Examines the nature and characteristics of quality teaching in physical education. Addresses such questions as: What legal and ethical issues mediate professional practice? How can a focus on diversity help learners in physical education contexts? What teaching methodologies, management strategies and resources underpin quality practice in physical education?

Prerequisite: EDPROFST 303

Restriction: ACE 923.752

Research Project in Health and Physical Education

Prerequisite: EDCURRIC 337 and approval of Head of Programme required

Restriction: ACE 923.761

The Health Educator

Critically analyses the professional responsibilities and roles of health educators in schools. Addresses such questions as: What are the issues and dilemmas associated with teaching health education? What values and beliefs underpin teaching approaches in health education? How is health education influenced by external factors? How do teachers resolve ethical and professional dilemmas and challenges related to teaching this subject?

Prerequisite: EDCURRIC 235, 333

Restriction: ACE 923.758

Diploma Courses

Arts Education

Develops fundamental knowledge, skills and attitudes associated with planning, teaching and assessing children's learning in the arts: dance, drama, music and visual art. Addresses such questions as: Why are the arts important to children's learning? How do teachers design quality learning experiences that encourage individual responses from a diverse range of learners? How do we monitor and assess achievement?

Restriction: ACE 722.631

Health and Physical Education

Develops understandings of the theories, concepts and practices that support learning and teaching in health and physical education. It will examine such questions as: How are teachers informed in these subjects? How do teachers implement quality learning experiences based on the health and physical education curriculum for effective learning to occur for a diverse range of learners?

Restriction: ACE 723.631

Language and Literacy Education 1

Develops knowledge, skills and dispositions necessary for planning, teaching and assessment for learning in the language and literacies curricula. Addresses such questions as: What do teachers need to know, and to be, to teach diverse learners in the junior school? What resources, strategies and approaches maximise literacy achievement so that all children identify themselves as competent and confident communicators?

Restriction: ACE 720.631

Language and Literacy Education 2

Deepens knowledge, skills and dispositions about language, literacy and biliteracy necessary for integrated planning, teaching and assessment. Addresses such questions as: What resources, strategies and approaches will support independence in oral, written and visual literacy, including information processing? What does a teacher need to know to ensure achievement for literacy learners in the middle and upper primary school?

Prerequisite: EDCURRIC 605

Restriction: ACE 720.731

Mathematics and Statistics Education 1

Develops knowledge and understanding of the nature of mathematics and statistics by addressing questions related to primary school mathematics and statistics education, such as: What is the purpose and role of mathematics and statistics in the New Zealand Curriculum Framework? What is meant by, thinking mathematically and statistically? What are the components and key concepts in the national curriculum?

Restriction: ACE 721.638

Mathematics and Statistics Education 2

Develops the knowledge, skills and understanding for designing quality learning experiences in mathematics and statistics for diverse learners by addressing questions related to primary school mathematics and statistics education, such as: What are the mathematical and statistical concepts and learning progressions in the national curriculum? What theoretical models best inform understanding? What constitutes effective teaching practices?

Prerequisite: EDCURRIC 608

Restriction: ACE 721.738

Science Education

Develops an appreciation of the nature of science which supports conceptual understandings and quality teaching and learning approaches in science education. Addresses questions such as: How do teachers design quality learning environments based on the science curriculum so that positive engagement and effective learning can occur for a diverse range of learners? How is achievement determined and monitored?

Restriction: ACE 724.731

Social Studies Education

Develops students' knowledge and skills associated with planning for teaching and learning in Social Studies. Addresses questions such as: What do teachers need to know and understand about the history, nature and purpose of Social Studies education? What do teachers need to know about curriculum requirements, teaching methodologies, management strategies and resources to successfully plan for students' diverse needs?

Restriction: ACE 726.631

Technology Education

Develops knowledge, skills and attitudes associated with planning, teaching and assessing for children's learning in the Technology Education curriculum. Addresses questions such as: What do teachers need to know about the nature and purpose of the curriculum? How do teachers design quality learning experiences based on the curriculum so that effective learning can occur for a diverse range of learners?

Restriction: ACE 725.631

Special Topic

Special Topic

Arts, Language and Literacies Education 1

Develops knowledge, skills and understandings necessary to plan, teach and assess diverse learners in arts, language and literacies by addressing such questions as: Why are these curriculum areas important in the junior school and beyond? How do teachers design and resource quality programmes in order to encourage children to become confident, competent communicators and to maximise their achievement in these areas?

Restriction: EDCURRIC 101, 202, 605

Arts, Language and Literacies Education 2

Extends knowledge, skills and dispositions necessary to plan for, teach and assess diverse learners in arts, language and literacies by addressing such questions as: Why are these curriculum areas important to middle/senior primary school learning? What resources, strategies and approaches will maximise achievement? How do teachers design quality teaching and learning programmes which encourage children to become competent communicators in these areas?

Prerequisite: EDCURRIC 621

Restriction: EDCURRIC 101, 202, 606

Mathematics, Statistics and Technology Education 1

Develops knowledge and understanding of the nature of mathematics, statistics and technology education by addressing questions such as: What is the nature and purpose of mathematics, statistics and technology education in the New Zealand Curriculum? What are the components, key concepts and learning progressions in the national curriculum? What constitutes effective teaching practices?

Restriction: EDCURRIC 608, 612

Mathematics, Statistics and Technology Education 2

Develops the knowledge, skills and understanding for designing quality learning experiences in mathematics, statistics and technology education for diverse learners by addressing questions such as: What are the mathematical, statistical and technological concepts and learning progressions in the national curriculum? What constitutes effective teaching practices?

Prerequisite: EDCURRIC 628

Restriction: EDCURRIC 609, 612

Early Years Curriculum

Critically evaluates appropriate curriculum for infants, toddlers and young children in early years settings. Integrated approaches to learning and teaching will be emphasised. Addresses, explores and examines questions about complex relationships between curriculum approaches, current learning theory, teachers' professional knowledge, and assessment, planning and evaluation practices with reference to early childhood curriculum.

Restriction: ACE 731.724

Languages and Cultures

Develops knowledge, skills and attitudes associated with the planning, teaching and assessing of languages and literacies. Addresses such questions as: What are the interrelationships between languages and cultures in a Pacific nation? What influences construction and interpretation of meaning in text? What are the issues for family/whānau, teachers and learners relating to all children becoming confident, competent communicators in Aotearoa?

Restriction: ACE 920.721

The Arts

Develops understanding of the knowledge, skills and attitudes required to optimise learning and teaching in the arts. Involves a focused inquiry into music, dance, drama and visual arts in early childhood settings. Addresses such questions as: How do specific learning and teaching approaches and strategies motivate and enhance all children's learning?

Restriction: ACE 922.621

Te Ao Māori Early Childhood Education

Develops competence in Te Reo Māori and mātauranga Māori. Addresses the needs and aspirations of Māori learners and communities in order to improve educational outcomes. Critically reviews Te Tiriti o Waitangi and Māori pedagogies in relation to teachers' practices. Addresses questions such as: What are the historical and contemporary research and issues for Māori in education?

Hauora

Develops understandings of hauora/well-being and belonging. Inquires into key concepts of health, physical education and social sciences. What images do we hold of children? What does identity mean for learners in a Pacific nation? Why is identity critical for Pasifika learners? What specific learning and teaching approaches and resources enhance the well-being and participation of children in a diverse society?

Exploration

Develops pedagogical content knowledge and understanding in science, mathematics and technology. Considers such questions as: What are key early concepts, processes and possible learning progressions? What constitutes effective learning and teaching approaches to promote children's exploration?

Restriction: ACE 521.625

Postgraduate 700 Level Courses

Issues in Science and Technology Education

Critically explores contentious issues in science and technology education, and develops an appreciation of complexities and inter-relationships. Provides theoretical underpinning for the development of pedagogical practice for teachers aimed at supporting students' informed discussion about contentious issues in science and technology.

Restriction: EDPROFST 775

Teaching for Scientific Literacy

A detailed exploration, focusing on the merits and challenges, of the concept of scientific literacy. Topics will include the nature of science; the process of scientific inquiry; and the role of science education in improving public understanding of science.

Restriction: ACE 824.801, EDPROFST 729

Special Topic

To complete this course students must enrol in EDCURRIC 708 A and B, or EDCURRIC 708

Learning and Language in Mathematics Education

An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed.

Restriction: EDUC 761, EDPROFST 720

Development of Students' Mathematical Concepts

A critical examination of recent research on students' learning of specific aspects of mathematics.

Restriction: EDUC 762, EDPROFST 721

Refining Your Mathematics Practice

A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts.

Restriction: ACE 821.802, 821.902, EDPROFST 718

Exploring Mathematical Thinking

Provides an opportunity for teachers to critique historical number systems as a way of illuminating theoretical issues, and informing their teaching practice, around learning number and place value concepts.

To complete this course students must enrol in EDCURRIC 714 A and B, or EDCURRIC 714

Understanding Difficulties in Number Learning

Critically examines how conceptual early number learning proceeds, and the key difficulties in learning number concepts and generalisations considered from a psychological perspective. There is an emphasis on the link between the language, symbols, and place-value used for instruction and the conceptual underpinnings of the mathematics to be learnt.

Prerequisite: EDCURRIC 349 or EDCURRIC 714

To complete this course students must enrol in EDCURRIC 715 A and B, or EDCURRIC 715

Development of Numeracy Practice

A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries.

Restriction: ACE 821.806, EDPROFST 719

To complete this course students must enrol in EDCURRIC 717 A and B, or EDCURRIC 717

Special Topic

To complete this course students must enrol in EDCURRIC 718 A and B, or EDCURRIC 718

Technological Literacy

An advanced understanding of technological literacy by an exploration of technology as a domain. The implications of the need for a broad technological literacy for classroom practice in varied educational settings will be explored.

Restriction: ACE 825.801, EDPROFST 730

Special Topic

To complete this course students must enrol in EDCURRIC 728 A and B, or EDCURRIC 728

Special Study

To complete this course students must enrol in EDCURRIC 729 A and B, or EDCURRIC 729

Special Topic

Special Topic

Special Topic

Critical Issues in Health and Physical Education

Critically examines the nature of health and physical education in society, investigating factors that influence, or have influenced, how health and physical education are, or have been, constructed and experienced. Addresses issues facing health and physical education, from historical, contemporary, and future orientations.

Restriction: EDCURRIC 430

Critical Perspectives of Health and Physical Education Pedagogy

Adopts a critical perspective to knowledge (re)production in HPE and interrogates what counts as 'official' knowledge in HPE and how HPE pedagogies contribute to particular knowledge and understandings in regard to physical activity, the body and health. Critical, feminist and other pedagogies will be considered in regard to claims made for HPE as providing equitable, empowering opportunities for young people in schools.

Restriction: EDCURRIC 431

Special Topic

Social Sciences Education in Practice

A critical examination of curriculum and practice in social sciences education in educational settings. Considers a range of theoretical perspectives on the development and teaching of social sciences subjects and applies understandings to personal professional practice.

Restriction: EDPROFST 726

Curriculum Development and Design

Examines historical developments in the design of curriculum within early childhood, primary and secondary education sectors and the ways in which these developments reflect changed conceptions of school subjects and learning areas. Investigates the processes that influence interpretation of curriculum and evaluates design in relation to these processes. Students apply understandings to a selected curriculum area.

Restriction: EDUC 781, EDPROFST 778

Psychology of Writing

An advanced study of contemporary theories, research and ideas that relate to the psychology of writing. This includes particular consideration of the development of expertise in writing and the role of instruction. Implications for practice will be at the forefront in the examination of theory and research.

Restriction: EDPROFST 754

Theories and Literacy Intervention

Examines and evaluates literacy intervention theories and assessment methodologies relating to early and emerging literacy, models of literacy processing and pedagogical implications. Evaluates recent and seminal research and theory related to literacy difficulties, comparative research on literacy interventions, and applies and reflects on theoretical knowledge in relation to assessment and teaching of individual children with literacy difficulties.

Restriction: EDPROFST 780

Reading Recovery Practice

Explains the objectives of, and critically evaluates, the programme of study for Reading Recovery Tutors. Critically evaluates adult professional learning literature and research, reflective practice and its applicability to Reading Recovery. Applies critical understanding of literacy processing and Reading Recovery practices in order to support Reading Recovery practitioners' work with young children having difficulty in literacy learning.

Restriction: EDPROFST 783

Implementation of Reading Recovery

Investigates and appraises structures required for Reading Recovery to be implemented effectively in international education systems, including the leadership role in coordinating, and evaluating the delivery of Reading Recovery and appraising changes and refinements needed to sustain existing implementations and support new developments. Issues impeding or facilitating effective implementation and the efficacy of Reading Recovery for subgroups of children are investigated.

Restriction: EDPROFST 786

Special Study

Special Study

To complete this course students must enrol in EDCURRIC 789 A and B, or EDCURRIC 789

Enterprise and Innovation in Education

Develops a critical understanding of relationships between business and education, the role of business, enterprise and innovation in the community and various theoretical underpinning frameworks. Develops an in-depth understanding of business practice and critiques opportunities for interaction between enterprise and educational institutions. This would include commercial opportunities for educational institutions as well as contribution to curriculum delivery.

Restriction: EDUC 767

MEd Thesis

To complete this course students must enrol in EDCURRIC 796 A and B, or EDCURRIC 796

MEd Dissertation

To complete this course students must enrol in EDCURRIC 797 A and B, or EDCURRIC 797

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Source: The University of Auckland 2013 Online Calendar
Last updated on: Thursday 1 November 2012
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