Education Curriculum Studies

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

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

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

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

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

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

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

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

Languages and Literacies Education 1

Examines beliefs and pedagogical practices about languages and literacies.

Restriction: EDCURRIC 102

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?

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?

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?

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

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?

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?

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?

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

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.

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

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?

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

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?

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?

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?

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

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

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

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

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

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

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

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.

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.

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.

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

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?

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?

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.

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.

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 practised.

Prerequisite: EDUC 142

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

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

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

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

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

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?

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.

Special Study in Health and Physical Education

Prerequisite: Approval by Head of Programme required

Special Study

Special Study

Special Study

Special Study

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

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

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

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

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

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

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

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.

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

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

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.

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

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

Drama Studies

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

Special Topic

Special Topic

Special Topic

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

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

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

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

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

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

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

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?

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?

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?

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

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

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

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

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

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

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.

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

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?

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?

Restriction: EDPROFST 101

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?

Designing the Wider Curriculum 1

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, 627

Designing the Wider Curriculum 2

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.

Prerequisite: EDCURRIC 636

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

Contemporary Pedagogies - Level 9

Critical examination of contemporary pedagogical approaches and teachers’ own professional knowledge and practice associated with curriculum delivery, appropriate for all learners and their educational outcomes, traversing the early childhood, primary and secondary sectors.

Special Topic

The Arts: Creative Practices

Students will critically explore creative practices in research and pedagogy within and between dance, drama, music and visual arts. The emphasis is on exploring emerging visions, theoretical perspectives and arts-based approaches which broaden relationships through postmodern practices in research and pedagogy appropriate to students living in a multicultural society, globalised world, and digital age.

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

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

Researching Practice in the Second Language School Classroom - Level 9

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.

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

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

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.

Teaching with Digital Pedagogies - Level 9

A critical examination of 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 research focus of their choosing to test concepts of usage, and critically evaluate new instructional designs for using digital technologies in classrooms.

Special Topic: Mental Health and Wellbeing in Schools

How do we ensure that schools are wellbeing and mana-enhancing for children and youth? This course is an advanced examination of the theory and practice of mental health education, wellbeing and hauora in education settings. Emphasis will be placed on developing a substantive and integrated knowledge base, which can be applied to schools and other educational settings in practice.

Teacher Leadership for Learning Equity

Extends teachers’ collaborative and innovative leadership in a curricular area of expertise to optimise learning equity for all students, with priority for Māori, Pacific and migrant children and youth, and those with special needs. Participants will facilitate a teaching initiative with colleagues using inclusive, linguistically and culturally sustaining pedagogies within a selected curriculum area/strand in schools or early childhood centres.

Restriction: EDCURRIC 718

STEM Education in Years 0-8

A practice-focused examination of how to meaningfully integrate science, technology, mathematics and statistics into a localised curriculum with students in Years 0-8. Students will critically examine STEM education, using research to first understand and critique examples drawn from practice, and then to develop an integrated and local learning experience that authentically draws on the STEM disciplines.

Restriction: EDCURRIC 708, 760

Special Topic: Current Issues: Sport, Health, Physical Education

How do we address the challenges and opportunities facing teachers, leaders and practitioners in sport, health and physical education? This course critically examines current issues across these fields of practice from a range of perspectives. Students will undertake an investigation of specific issues relevant to their contexts.

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

Accelerate Learning in a Digital World - Level 9

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

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.

Special Topic

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.

MEd Thesis - Level 9

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

Dissertation

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