Textbooks
Required Texts
Aitken, Graeme. , Sinnema, Claire., New Zealand;
Effective pedagogy in social sciences/tikanga ā iwi : best evidence synthesis interation (BES);
New Zealand Ministry of Education, 2008 (Available Line).
Gibbons, Pauline;
Scaffolding language, scaffolding learning : teaching second language learners in the mainstream classroom;
Heinemann, 2002 (Available UBS, approx $57).
New Zealand;
Better relationships for better learning : guidelines for boards of trustees and schools on engaging with Maori parents, whanua, and communities;
Published for the Ministry of Education by Learning Media, 2000 (Available online).
New Zealand;
Ka hikitia : managing for success : the draft Māori education strategy, 2008-2012;
Group Maori, Ministry of Education, 2007 (Available online).
New Zealand;
Ka mau te wehi! : an introduction to Te Reo Māori;
Published for the Ministry of Education by CWA New Media, 2007 (Available online).
New Zealand;
Te aho arataki marau mō te ako i te reo Māori - kura auraki = Curriculum guidelines for teaching and learning te reo Māori in English-medium schools: years 1-13;
Published for the Ministry of Education by Learning Media, 2009 (Available online: hard copy free from Ministry of Education by emailing orders@thechair.minedu.govt ($28.35 approx)).
New Zealand;
The New Zealand curriculum;
Learning Media for the Ministry of Education, 2007 (Availalbe online: hard copy distributed to students in first year).
New Zealand. , CWA New Media (Firm), Huia Publishers;
He reo tupu, he reo ora : teachers' notes;
Published for the Ministry of Education by CWA New Media and Huia Publishers, 2011 (Available online: hard copy free from Ministry of Education by emailing orders@thechair.minedu.govt.nz).
Recommended Reading
Alton-Lee, Adrienne. , New Zealand;
Quality teaching for diverse students in schooling : best evidence synthesis;
Ministry of Education, 2003.
Derewianka, Beverly. , Steele, Jeremy V., Primary English Teaching Association (Australia);
Exploring how texts work;
Primary English Teaching Association, 1990.
Gibbons, Pauline;
Learning to learn in a second language;
Heinemann ;Primary English Teaching Association, 1991.
Hardy, Ann. , New Zealand;
Matariki. : a Maori language programme for primary schools;
Learning Media, Ministry of Education, 1990.
King, Michael;
Te Ao hurihuri : aspects of Maoritanga;
Reed, 1992.
Macfarlane, Angus H. , New Zealand Council for Educational Research;
Kia hiwa ra! : listen to culture : Maori students' plea to educators;
New Zealand Council for Educational Research, 2004.
Mead, Sidney M. , Grove, Neil;
Nga pepeha a nga tipuna = The sayings of the ancestors / na Hirini Moko Mead raua ko Neil Grove;
Victoria University Press, 2001.
Metge, Joan , New Zealand;
Te Kohao o te Ngira : culture and learning : education for a multicultural society;
Learning Media, Ministry of Education, 1990.
Naumann, Ruth. , Winiata, Frank;
Te ao o te Maori = The world of the Maori;
New House Publishers, 1989.
Pere, Rangimarie Rose. , Nicholson, Nancy., Ao Ako Learning New Zealand;
Te wheke : a celebration of infinite wisdom;
Ao Ako Global Learning New Zealand, 1991.
Pere, Rangimarie Rose. , Te Kohanga Reo Trust;
Ako : concepts and learning in the Maori tradition;
Te Kohanga Reo National Trust Board, 1994.
Ritchie, James E;
Becoming bicultural;
1992 ed;
Huia Publishers :Daphne Brasell Associates Press, 1992.
Simmons, D. R;
The Maori meeting house = Te whare runanga;
Reed, 1997.
Ellis, R. (2005) Principles of instructed seconded language learning. "Systems, 33(2), June 2005.
Lewis, M. (1996) 'Using student-centered methods with teacher-centered ESL students'/ Toronto: Pippin.
Limbrick, L., McNaughton, S., & Cameronm M/ (1985). 'Peer tuturing, SET No 2, Item 12 Met, M (1994). Teaching content through a second language. In F. Genesee (Ed). Educating second language children' (pp 160-167) Cambridge:CUP.
Te Tāhuhu o te Mātauranga. (1995) He Purapura (Series). Wellington, NZ: Learning Media.
Te Tāhuhu o te Mātauranga. (2000). Nga Kete Korero, Te Whanganaui-a-Tara: Te Pou Taki Kōrero.
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 Regulation J of the General Course and Examination Regulations.
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
Students must submit and receive a passing mark for ALL assessment items to be eligible to pass the course.
Students must complete ALL required unassessed tasks (e.g. online quizzes, in-class worksheets) to be eligible to pass the course.
Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines.
Assessment items will be given a mark, and final grades will be calculated and reported using the UC Common Grading Scale.
For on-campus students, attendance is required at all scheduled lectures and workshops in order to meet the learning outcomes of the course. On-campus students must notify lecturers prior to any absence without an explanation (either by phone or email). Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions). Unexplained absences will result in an increment grade point penalty, e.g. an A+ grade would become an A.
FlO students must attend all residential school sessions for this course. This is a compulsory component of the course. This includes on-campus students enrolled in the FLO option for this course.
FLO students must participate in all Learn forums and complete all Learn tasks when these are labelled as compulsory for FLO students.
FLO students are also required to watch the videos provided of the on-campus lectures and workshops. Audio files of the lectures and workshops are provided for those students who cannot access the videos due to broadband issues.
Teaching and courses will be evaluated through use of current UC evaluative surveys. In addition, students are encouraged to provide ongoing formative evaluation to course lecturers.
The course will be internally moderated in accordance with the processes adopted by the College of Education. An examiners’ meeting will be held at the end of the course to determine the final grades and to ensure fairness and consistency.
Late work will not be accepted for marking.
This is a web-supported course. Many of the course materials, videos of lectures, tasks and communications are provided via the course Learn site. Students need to have ready access to a computer and will be required to access the TECP301 Learn site weekly for the duration of the course.
Students must refer to the relevant sections of the TECP301 Learn site for full instructions regarding requirements for each assignment.
Assignments must be word processed in either Times New Roman, Arial or Helvetica font with 1.5 line spacing.
Tertiary literacy standards are required for an assignment to receive a passing mark.
Macrons must be used where appropriate when spelling Māori words.
Fully completed assignment cover sheets must be submitted with each assignment.
Non-standard enrolments: If you are a non-standard enrolment you must make contact with your lecturer within the first two weeks of the semester. Do not assume your assessment dates will be different as this could result in you not passing the course. It is essential that you check with your lecturer. You must also notify your lecturer if you intend to graduate at mid-year.
Extensions will only be granted in exceptional circumstances (e.g. accident, bereavement, tangi, or critical personal circumstances), and are not granted automatically. The course lecturer concerned must be contacted by email a minimum of two days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). Extensions will not be granted because of pressure of university study, e.g. several pieces of work being due around the same time. The procedure for extensions is fully outlined in the College of Education Assessment Guidelines (http://www/education.canterbury.ac.nz/documents/assessment_guidelines_for_students_09).
Students are not permitted to resubmit marked work for the Social Studies or ESOL components of this course.
One resubmit opportunity is permitted for the te reo Māori assignment. The maximum mark for a resubmitted te reo Māori assignment will be 50%.
All assignments will be submitted and returned via the TECP301 Learn site. Some assignments will require that students scan their work and submit it as a pdf document, so students must ensure they are able to do this well in advance of the assignment due dates. Where assignments need to be uploaded to a Learn drop-box, full instructions will be given on the Learn site.
