Textbooks
Required Texts
Belgrave, M., Kawharu, M., & Williams, D;
Waitangi revisited: perspectives on the Treaty of Waitangi;
Oxford University Press, 2005.
Palmer, F;
Treaty principles and Maori sport: Contemporary issues;
9th;
McGraw-Hill Higher Education, 2007 (Palmer, F. (2007). Treaty principles and Maori sport: Contemporary issues. In Coakley, J. Sports in society: Issues & controversies (9th. ed.). Boston, Mass: McGraw-Hill Higher Education).
Recommended Reading
Bishop, R, Berryman, M., Cavanagh, T. & Teddy. L;
Te kotahitanga phase 3 whanaungatanga: Establishing a culturally responsive pedagogy of relations in mainstream secondary school classrooms;
Ministry of Education, 2007 (Bishop, R, Berryman, M., Cavanagh, T. & Teddy. L. (2007). Te kotahitanga phase 3 whanaungatanga: Establishing a culturally responsive pedagogy of relations in mainstream secondary school classrooms. Wellington, NZ: Ministry of Education).
Harawira, Wena;
Te kawa o te marae : a guide for all marae visitors;
Reed, 1997.
Hokowhitu, B;
Challenges to state physical education: Tikanga Maori, physical education curricula, historical deconstruction, inclusivism and decolonisation;
Waikato Journal of Education, 2004 (Hokowhitu, B. (2004). Challenges to state physical education: Tikanga Maori, physical education curricula, historical deconstruction, inclusivism and decolonisation. Waikato Journal of Education, 10, 71-84).
J.A. Mangan and A. Ritchie;
Physical beings: Stereotypes, sport and the physical education of New Zealand Maori;
Frank Cass, 2004 (Hokowhitu, B. (2004a). Physical beings: Stereotypes, sport and the physical education of New Zealand Maori. In J.A. Mangan and A. Ritchie (Eds.), Ethnicity, sport, identity: Struggles for status (pp.192-218). London: Frank Cass).
Karetu, T;
Haka! The dance of a noble people;
Reed Books, 1993.
Ministry of Education;
New Zealand Curriculum;
Learning Media, 2007 (Ministry of Education. (2007). New Zealand Curriculum. Wellington, New Zealand: Learning Media).
Naden, N;
Te Reo Kori resource kit, Vol 1 and 2;
Kimihia Resources, 1991 (Naden, N. (1991). Te Reo Kori resource kit. Vol 1 and 2. Auckland: Kimihia Resources).
O'Connor, Briar. , Patterson, Libby;
He whai : old and new string figures from Aotearoa New Zealand;
Reed, 2002.
PENZ;
Te Reo Kori level O video;
PENZ, 1992 (PENZ. (1992). Te Reo Kori level O video. Wellington: PENZ).
Salter, G;
Culturally responsive pedagogy and the renaissance of a Maori dimension in physical education: Te reo kori as cultural taonga;
33,(2), 42-63;
2000 (Salter, G. (2000a). Culturally responsive pedagogy and the renaissance of a Maori dimension in physical education: Te reo kori as cultural taonga. Journal of Physical Education New Zealand, 33,(2), 42-63).
Required Reading
Course members will have access to texts and articles in the University of Canterbury Libraries but are not required to purchase any texts.
Palmer, F. (2007). Treaty principles and Māori sport: Contemporary issues. In Coakley, J. Sports in society: Issues & controversies (9th. ed.). Boston, Mass: McGraw-Hill Higher Education.
Recommended Reading
Bishop, R, Berryman, M., Cavanagh, T. & Teddy. L. (2007). Te kotahitanga phase 3 whānaungatanga: Establishing a culturally responsive pedagogy of relations in mainstream secondary school classrooms. Wellington, NZ: Ministry of Education.
Hokowhitu, B. (2004). Challenges to state physical education: Tikanga Maori, physical education curricula, historical deconstruction, inclusivism and decolonisation. Waikato Journal of Education, 10, 71-84.
Hokowhitu, B. (2004a). Physical beings: Stereotypes, sport and the physical education of New Zealand Māori. In J.A. Mangan and A. Ritchie (Eds.), Ethnicity, sport, identity: Struggles for status (pp.192-218). London: Frank Cass.
Ministry of Education. (2007). New Zealand Curriculum. Wellington, New Zealand: Learning Media.
Naden, N. (1991). Te Reo Kori resource kit. Vol 1 and 2. Auckland: Kimihia Resources.
PENZ. (1992). Te Reo Kori level O video. Wellington: PENZ.
Salter, G. (2000a). Culturally responsive pedagogy and the renaissance of a Maori dimension in physical education: Te reo kori as cultural taonga. Journal of Physical Education New Zealand, 33,(2), 42-63.
Show Additional Outline Information...
Additional Course Outline Information
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to General Course and Examination Regulation J: Dishonest Practice and Breach of Instructions and
the Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC, Courses, 2012
Grading Scale
Grade GPA Marks
A+ 9 90 – 100
A 8 85 – 89
A- 7 80 – 84
B+ 6 75 – 79
B 5 70 – 74
B- 4 65 – 69
C+ 3 60 – 64
C 2 55 – 59
C- 1 50 – 54
D 0 40 – 49
E -1 0 – 39
Competency based assessment is used in this course and involves assessment agianst learning outcomes or defined criteria.
In order to obtain an overall passing grade, students are required to obtain a P grade for ALL assessment tasks in the course.
See the Assessment Guidelines for students Assessment, Referencing and Written Assignment preparation for Physical Education and BSpC, Courses, 2012 for further information on grades and criteria.
It is expected that students will demonstrate regular attendance in class.
Students will be asked to complete Course and Teacher Evaluations using UCTL evaluative instruments. The Faculty of Education will conduct regular graduate surveys under the direction of the Dean of Education.
All course assessments are moderated within courses and selected courses assessments are moderated externally. A sample of your work may be used as part of the internal and external moderation process. Regular Validation Meetings monitor the distribution of final grades in courses and adjustments are made if necessary to ensure reasonable consistency and comparability of course grades.
All assignments must be submitted by the due day and no late assignments will be accepted unless an appropriate extension has been granted.
Students should refer to the booklet Assessment Guidelines for Students: Assessment, Referencing and Written Assignment Preparation for Physical Education and BSpC for further information on course assessment .
Students should keep a verbatim copy (electronic) of all assignment work submitted, in the event that original work is lost or damaged.
In all written assignments marks will be allocated for appropriate writing skills and APA referencing.
All assignments must be submitted by the due day and no late assignments will be accepted unless an appropriate extension has been granted (extensions are reserved for exceptional circumstances only and are not granted automatically). In the case of exceptional circumstances extensions may be granted. A request for an extension can be made in writing or by email at least 48 hours before the assessment is due. Applications must be made to the course lecturer and completed on the appropriate application form.
In order to pass this course students must have passed all assessment events with a C grade or better. Students will have the opportunity to resubmit one failed piece of assessment that originally receive a mark between 40%-49%. The resubmission will receive a maximum pass grade of 50%. Resubmissions will not apply to any examinations held during the University of Canterbury examination periods.
Students should refer to General Course and Examination Regulation H: Aegrotat Consideration and Aegrotat Consideration: Procedures in the UC Policy Library.
An aegrotat for the course is available in exceptional situations where a student’s ability to complete assessment tasks has been impaired.
http://www.canterbury.ac.nz/exams/aegrotats.shtml, please see Course links.
Assignments are to be submitted on Learn
