Courses - Faculty of Education And Social Work


Education Curriculum Studies

Stage I

EDCURRIC 101
15 Points

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: EDCURR 106, 206, EDCURRM 101

EDCURRIC 102
15 Points

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: EDCURR 202, EDCURRM 102

EDCURRIC 103
15 Points

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: EDCURR 108, EDCURRM 103

EDCURRIC 104
15 Points

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: EDCURR 203, EDCURRM 104

EDCURRIC 105
15 Points

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: EDCURR 204, EDCURRM 105

EDCURRIC 106
15 Points

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: EDCURR 107

EDCURRIC 107
15 Points

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: EDCURR 106, 209, EDCURRM 107

EDCURRIC 108
15 Points

Mathematics and Statistics Education 1

Explores what it means to be a learner of mathematics and statistics, with respect to relevant theory and curricula. Develops knowledge, understandings and skills that will enable students to identify, discuss and reflect on how diverse learners most effectively learn mathematics and statistics.

Restriction: EDCURRIC 104

EDCURRIC 109
15 Points

Languages and Literacies Education 1

Examines beliefs and pedagogical practices about languages and literacies.

Restriction: EDCURRIC 102

EDCURRIC 110
15 Points

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?

EDCURRIC 111
15 Points

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?

EDCURRIC 112
15 Points

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?

EDCURRIC 113
15 Points

Science and Technology Education 1

Through inquiry, develop an appreciation of the role of science and technology in education and society. Apply pedagogical, curriculum and content knowledge to select appropriate approaches and resources for science and technology learning experiences to achieve valued outcomes for diverse akonga.

Restriction: EDCURRIC 105, 107

EDCURRIC 114
15 Points

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?

EDCURRIC 115
15 Points

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?

EDCURRIC 116
15 Points

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?

EDCURRIC 117
15 Points

Arts Education

Inquire into the place of The Arts in education and develop capability and understanding through experiences in each of the four arts disciplines. Design for learning by applying pedagogical, curriculum, content and assessment knowledge to select approaches and resources for Arts learning experiences for valued outcomes for diverse akonga.

Restriction: EDCURRIC 101

EDCURRIC 118
15 Points

Young Children and Early Learning Environments

Explores links between social, material, and natural learning environments and curriculum provision in early childhood education. Introduces principles and theoretical perspectives of early childhood assessment aimed at empowering children as competent and confident. Considers pedagogical implications of assessment for children’s curriculum experiences within early learning environments.

EDCURRIC 119
15 Points

Health and Physical Education and Social Studies Education 1

Explores the aims and purposes of Health and Physical Education and Social Studies Education. Pedagogies and practices that support learning and teaching in these areas are experienced and reflected on. Selection of content and development of appropriate planning decisions is practised

Restriction: EDCURRIC 103, 106

EDCURRIC 130
15 Points

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?

EDCURRIC 131
15 Points

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

EDCURRIC 132
15 Points

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?

EDCURRIC 133
15 Points

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?

EDCURRIC 134
15 Points

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?

EDCURRIC 135
15 Points

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?

Stage II

EDCURRIC 200
15 Points

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

EDCURRIC 201
15 Points

Mathematics and Statistics Education 2

Develops knowledge, understandings and skills that are effective in the successful teaching of mathematics and statistics. Engage with planning, teaching and assessing mathematics and statistics in responsive ways designed to improve engagement and success for diverse learners of mathematics.

Prerequisite: EDCURRIC 108

Restriction: EDCURRIC 204

EDCURRIC 202
15 Points

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: EDCURR 203, EDCURRM 202

EDCURRIC 203
15 Points

Languages and Literacies in Education 2

Applies learning focused pedagogical and curriculum content knowledge, using evidence to scaffold learning and to improve teaching.

Prerequisite: EDCURRIC 109

Restriction: EDCURRIC 202

EDCURRIC 204
15 Points

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: EDCURR 203, EDCURRM 204

EDCURRIC 205
15 Points

Science and Technology Education 2

Through inquiry, develop capability and understanding of the role of science and technology in education and society. Apply integration principles with pedagogical, content, assessment and curriculum knowledge to science and technology learning experiences resulting in valued outcomes for diverse akonga.

Prerequisite: EDCURRIC 113

EDCURRIC 206
15 Points

Health and Physical Education and Social Studies Education 2

Critiques pedagogies and practices in Health and Physical Education and Social Studies in relation to their effectiveness for supporting diverse akonga. Developing pedagogical, content, assessment and curriculum knowledge is utilised to design approaches for learning and teaching which promote valued outcomes for diverse akonga.

Prerequisite: EDCURRIC 119

EDCURRIC 207
15 Points

Curriculum and Pedagogy

Critically examines theories, approaches and key curriculum influences. Examines the critical role of teacher knowledge, inquiry and reflection in implementing appropriate curriculum and assessment for infants, toddlers and young children. Critically explores the relationship between assessment, curriculum, pedagogy and learning, including Kaupapa Māori and Pasifika perspectives.

EDCURRIC 208
15 Points

Investigation and Exploration

Critically examines curriculum approaches that promote children's exploration and learning in science, technology, engineering and mathematics. Key concepts, processes and pedagogies relating to these disciplines are considered. Explores children’s learning through play and holistic understandings of infant’s, toddler’s and young children’s learning.

EDCURRIC 209
15 Points

Literacies, Languages, and Cultures

Critically explores responsive, equitable and inclusive pedagogies to support diverse ākonga in learning and developing languages and multi-modal literacies. Examines assessment, planning and teaching that take account of ākonga, whānau and communities. Issues related to literacies, languages and cultures in Aotearoa are critically examined. The construction and interpretation of children’s texts are explored.

EDCURRIC 211
15 Points

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: EDCURRIC 631

EDCURRIC 212
15 Points

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?

EDCURRIC 213
15 Points

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?

EDCURRIC 216
15 Points

Hauora

Inquires into socio-ecological determinants of health in New Zealand society and the implications of these for the tenets of hauora and holistic wellbeing. Critically considers learning and teaching approaches and resources which enhance the holistic wellbeing and participation of diverse ākonga and their whānau in early childhood contexts. Explores connections between the wellbeing of teachers and ākonga.

EDCURRIC 217
15 Points

Creative Arts in the Early Years

Explores the role of the Arts (dance, drama, music and visual art) in contributing to infants’, toddlers’, and young children’s critical thinking and creativity. Theories and practices of teaching and learning in Arts education are examined, including Māori and Pasifika perspectives, and connections are made to children’s play, holistic wellbeing, identities and citizenship.

EDCURRIC 220
15 Points

Special Topic

EDCURRIC 230
15 Points

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 practised.

Prerequisite: EDUC 142

EDCURRIC 231
15 Points

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

EDCURRIC 232
15 Points

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

EDCURRIC 233
15 Points

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

EDCURRIC 234
15 Points

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

EDCURRIC 235
15 Points

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

EDCURRIC 236
15 Points

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?

EDCURRIC 237
15 Points

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.

EDCURRIC 239
15 Points

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?

EDCURRIC 241
15 Points

Special Study in Health and Physical Education

Prerequisite: Approval by Head of Programme required

Stage III

EDCURRIC 303
15 Points

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

EDCURRIC 309
15 Points

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

EDCURRIC 310
15 Points

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

EDCURRIC 315
15 Points

Special Topic

EDCURRIC 322
15 Points

Special Study

EDCURRIC 333
15 Points

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

EDCURRIC 334
15 Points

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

EDCURRIC 335
15 Points

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

EDCURRIC 338
15 Points

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: EDCURRIC 260

EDCURRIC 339
15 Points

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

EDCURRIC 344
15 Points

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

EDCURRIC 345
15 Points

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.

EDCURRIC 347A
7.5 Points

EDCURRIC 347B
7.5 Points

Help Children Succeed in Maths

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

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

EDCURRIC 349A
7.5 Points

EDCURRIC 349B
7.5 Points

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.

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

EDCURRIC 350
15 Points

EDCURRIC 350A
7.5 Points

EDCURRIC 350B
7.5 Points

Teaching Mathematics Investigations

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

To complete this course students must enrol in EDCURRIC 350 A and B, or EDCURRIC 350

EDCURRIC 356
15 Points

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.

EDCURRIC 357
15 Points

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.

EDCURRIC 360
15 Points

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

EDCURRIC 361
15 Points

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

EDCURRIC 362
15 Points

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

EDCURRIC 363
15 Points

Drama Studies

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

EDCURRIC 364
15 Points

Special Topic

EDCURRIC 365
15 Points

Special Topic

EDCURRIC 366
15 Points

Special Topic

EDCURRIC 368
15 Points

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

EDCURRIC 369A
7.5 Points

EDCURRIC 369B
7.5 Points

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

EDCURRIC 430
15 Points

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

EDCURRIC 431
15 Points

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

EDCURRIC 433
15 Points

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

Diploma Courses

EDCURRIC 600
15 Points

Literacies, Languages, Cultures

Critically explores responsive, equitable and inclusive pedagogies to support diverse ākonga in learning and developing languages and multi-modal literacies. Examines assessment, planning and teaching that take account of ākonga, whānau and communities. Issues related to literacies, languages and cultures in Aotearoa are critically examined. The construction and interpretation of children’s texts are explored.

Restriction: EDCURRIC 631

EDCURRIC 601
15 Points

Creative Arts in the Early Years

Explores the role of the Arts (dance, drama, music and visual art) in contributing to infants’, toddlers’, and young children’s critical thinking and creativity. Theories and practices of teaching and learning in Arts education are examined, including Māori and Pasifika perspectives, and connections are made to children’s play, holistic wellbeing, identities and citizenship.

Restriction: EDCURRIC 632

EDCURRIC 604
10 Points

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?

EDCURRIC 610
10 Points

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?

EDCURRIC 611
10 Points

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?

EDCURRIC 613
10 Points

Special Topic

EDCURRIC 620
15 Points

Special Topic

EDCURRIC 621
15 Points

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

EDCURRIC 622
15 Points

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

EDCURRIC 623
15 Points

Investigation and Exploration

Critically examines curriculum approaches that promote children's exploration and learning in science, technology, engineering and mathematics. Key concepts, processes and pedagogies relating to these disciplines are considered. Explores children’s learning through play and a holistic understanding of infants, toddlers and young children.

Restriction: EDCURRIC 635

EDCURRIC 624
15 Points

Curriculum and Pedagogy

Critically examines theories, approaches and key curriculum influences. Examines the critical role of teacher knowledge, inquiry and reflection in implementing appropriate curriculum and assessment for infants, toddlers and young children. Critically explores the relationship between assessment, curriculum, pedagogy, and learning, including Kaupapa Māori and Pasifika perspectives.

Restriction: EDCURRIC 630, EDPROFST 621, 622

EDCURRIC 625
15 Points

Curriculum: Maths and Literacy 1

Investigate the learning and teaching of Mathematics and Statistics and English learning areas. Critically examine teaching approaches, resources (including digital technologies) and learner progressions to understand how students learn in Mathematics and Statistics and English. Build essential knowledge and skills for Teaching as Inquiry in these areas.

Restriction: EDCURRIC 621, 622, 628, 629

EDCURRIC 626
15 Points

Curriculum: Maths and Literacy 2

Investigate how responsive pedagogies develop learners and teachers of the Mathematics and Statistics, and English learning areas. A Teaching-as-Inquiry approach will draw on research evidence to develop knowledge, understandings and skills, and planning and assessment strategies, known to improve outcomes for all learners.

Prerequisite: EDCURRIC 625

Restriction: EDCURRIC 621, 622, 628, 629

EDCURRIC 627
45 Points

EDCURRIC 627A
15 Points

EDCURRIC 627B
30 Points

Designing the Wider Curriculum

Students will experience, participate in, inquire into and critically examine the content, theory and pedagogy of five Learning Areas of the New Zealand Curriculum: Health and Physical Education, The Arts, Science, Technology, and Social Studies.

Restriction: EDCURRIC 604, 610, 611, 621, 622

To complete this course students must enrol in EDCURRIC 627 A and B, or EDCURRIC 627

EDCURRIC 628
15 Points

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

EDCURRIC 629
15 Points

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

EDCURRIC 630
15 Points

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.

EDCURRIC 631
15 Points

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: EDCURRIC 211

EDCURRIC 632
15 Points

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?

EDCURRIC 633
15 Points

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?

EDCURRIC 634
15 Points

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?

Restriction: EDPROFST 101

EDCURRIC 635
15 Points

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?

Postgraduate 700 Level Courses

EDCURRIC 700
30 Points

Contemporary Pedagogies

Comprehensive examination of contemporary pedagogical models and teachers' professional knowledge associated with curriculum delivery, appropriate for diverse learners and their educational outcomes, traversing the early childhood, primary and secondary sectors.

EDCURRIC 701
30 Points

Special Topic: Minding the Body in Education

Explores the visibility and invisibility of the body in education. Draws upon the concept of embodiment to examine how identity, knowing, and performing are theorised in curriculum and pedagogy. Encourages participants to reflect on the potential of conceptualising learners in new, embodied ways regardless of educational context or subject area.

EDCURRIC 702
30 Points

Arts Education: Creative Pedagogy

Students will critically explore emerging visions, theoretical perspectives, and creative approaches that broaden pedagogy in arts education. The emphasis is on creative pedagogies in dance, drama, music and visual arts, moving the paradigm from a modernist curriculum focus to postmodernist approaches appropriate to students living in a multicultural society, globalised world, and digital age.

EDCURRIC 704
30 Points

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: EDPROFST 729

EDCURRIC 705
30 Points

EDCURRIC 705A
15 Points

EDCURRIC 705B
15 Points

Special Topic: Effective Language Teaching

A practice-focused examination of effective teaching and learning of additional languages in school settings. Aligned with curricular expectations and underpinned by advances in the theory, research and best practice of teaching and learning languages, the course uses evidence-based evaluative inquiry to explore the design and implementation of responsive practices in contemporary language learning environments.

Prerequisite: Departmental approval

Restriction: EDPROFST 360

To complete this course students must enrol in EDCURRIC 705 A and B, or EDCURRIC 705

EDCURRIC 706
30 Points

Researching Practice in the Second Language School Classroom

Students will apply appropriate research methods and specialised knowledge in an independent investigation into a problem of practice in the second language school classroom. In an authentic setting, students will carry out the investigation and consider critically issues associated with the methods applied, including ethical concerns.

EDCURRIC 708
30 Points

EDCURRIC 708A
15 Points

EDCURRIC 708B
15 Points

Making a Difference – Science

A practice-focused examination of teaching and learning in science at primary and intermediate level, using evidence-based evaluative inquiry to explore the teaching and learning of key science understandings. Includes critical examination of pedagogies in science and research into students’ science learning, including the nature of science.

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

EDCURRIC 709A
15 Points

EDCURRIC 709B
15 Points

Reading Recovery: Individual Inquiry

Students engage in advanced study of theory and research related to optimising Reading Recovery's effectiveness. A critical understanding of Literacy Processing theory and Reading Recovery principles and practices is integral to support teachers in effectively working with children having difficulty with literacy learning. A practicum component involving daily teaching of four six-year-old children forming case studies for analysis is required.

Prerequisite: Departmental consent

To complete this course students must enrol in EDCURRIC 709 A and B

EDCURRIC 712A
15 Points

EDCURRIC 712B
15 Points

Reading Recovery: Design, Implementation and Research

Critical analysis of issues and research related to the design and implementation of an effective early literacy intervention in an education system is central to this course. Particular emphasis is on facilitating the professional development and learning of Reading Recovery teachers. Students observe and work with teachers at Reading Recovery centres during the year-long Reading Recovery teacher training.

Prerequisite: Departmental consent

To complete this course students must enrol in EDCURRIC 712 A and B

EDCURRIC 714
30 Points

EDCURRIC 714A
15 Points

EDCURRIC 714B
15 Points

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

EDCURRIC 715
30 Points

EDCURRIC 715A
15 Points

EDCURRIC 715B
15 Points

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 714

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

EDCURRIC 717A
15 Points

EDCURRIC 717B
15 Points

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: EDPROFST 719

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

EDCURRIC 718
30 Points

Special Topic: Leadership for Learning

Extending teachers’ curricular and pedagogical expertise will enable them to assume a curriculum leadership role. Participants focus on effective leadership, collaborative problem solving, and curricular and teaching innovations that impact students’ engagement and learning. Influencing the capacities of others to effect and sustain organisational renewal within schools or early childhood centres will be emphasised.

EDCURRIC 720
30 Points

EDCURRIC 720A
15 Points

EDCURRIC 720B
15 Points

Teaching with Digital Pedagogies

A critical examination of the research and practice in using digital technologies to transform classroom pedagogy and enhance students' learning experiences. Building on prior knowledge and using the knowledge and skills developed in the course, students will identify a focus of their choosing to test concepts of usage, and evaluate new instructional designs for using digital technologies in classrooms.

To complete this course students must enrol in EDCURRIC 720 A and B, or EDCURRIC 720

EDCURRIC 728
30 Points

EDCURRIC 728A
15 Points

EDCURRIC 728B
15 Points

Special Topic

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

EDCURRIC 729
30 Points

EDCURRIC 729A
15 Points

EDCURRIC 729B
15 Points

Special Study

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

EDCURRIC 740
30 Points

EDCURRIC 740A
15 Points

EDCURRIC 740B
15 Points

Accelerate Learning in a Digital World

A critical examination and application of current theory, research and practice involving the acceleration of students’ learning using digital technologies. Students will undertake an independent critical evaluation of the development, implementation and impact of a digital tool they have designed to accelerate students’ learning.

To complete this course students must enrol in EDCURRIC 740 A and B, or EDCURRIC 740

EDCURRIC 750
30 Points

Arts Research: Innovative Practices

Students will critically explore emerging visions and theoretical concepts that broaden research practices in the Arts. Emphasis will be on how innovative Arts practices move attention from not just what is researched, but to how the research can be conducted and reported in creative ways. Topics include approaches such as narrative, autobiography, performative ethnography, reader's theatre, poetic inquiry, and a/r/tography.

EDCURRIC 760
30 Points

Making a Difference – Mathematics and Statistics

A practice-focused examination of teaching and learning in mathematics and statistics primary and intermediate level, using evidence-based evaluative inquiry to explore the teaching and learning of key mathematical and statistical concepts. Includes critical examination of pedagogies in mathematics and statistics and research into the learning of key concepts in mathematics and statistics.

EDCURRIC 763
30 Points

Special Topic: Sexuality and Health Education

How can we ensure schools are healthy places? How might schools address gender and sexuality? This course explores teaching and leading health and sexuality education within curriculum programmes and school-wide. Includes engagement with contemporary issues, international research, and enhancing practice. This course is appropriate for primary and secondary teachers, school leaders and community health workers engaging with schools.

EDCURRIC 780
30 Points

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

EDCURRIC 791
30 Points

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.

EDCURRIC 796A
60 Points

EDCURRIC 796B
60 Points

MEd Thesis

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

EDCURRIC 797
60 Points

EDCURRIC 797A
30 Points

EDCURRIC 797B
30 Points

Dissertation

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

Top