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TECP350-12YD (D) Full Year D 2012 (Distance)
Te Tiriti, nga Reo me nga Tikanga a Iwi: The Treaty, Languages, Social and Cultural Studies

15 points, 0.1250 EFTS
20 Feb 2012 - 18 Nov 2012
↓Other occurrences

Description

This course provides a theoretical and practical framework for inclusive responsive teaching that takes account of the cultural and linguistic backgrounds of children within the context of teaching from the Social Sciences and Learning Languages Curriculum Statements, including Te Reo me ona Tikanga Maori. The course encourages students to develop an awareness of Maori culture and an appreciation of the dual heritage of Aotearoa New Zealand through engaging with the Treaty of Waitangi, and experiencing a noho marae. In addition students will consider the implications of cultural and linguistic diversity on teaching and learning. Students will be introduced to resources, pedagogical strategies and process skills appropriate to teaching Social Studies and Languages - including Te Reo me ona Tikanga Maori, English as an additional language, NZSL and international languages.

Learning Outcomes

By the end of this course students:
• Demonstrate a negotiated improvement in pronunciation and fluency in reading and speaking Te Reo Māori.
• Identify and describe linguistic features of Te Reo Māori dialects and English using appropriate meta-language.
• Demonstrate an understanding of the role of culture(s), including their own and Tikanga Māori in teaching and learning.
• Demonstrate knowledge of theoretical principles that inform the Social Sciences and Te Reo me ōna Tikanga Māori.
• Investigate and utilise the New Zealand curriculum documents and materials (The New Zealand Curriculum; Te Aho Arataki Marau mō te Ako i te Reo Māori – Kura Auraki; Te Marautanga o Aotearoa)  for planning learning programmes.
• Explain skills, attitudes and strategies necessary to create an inclusive learning environment.
• Demonstrate and apply knowledge of current curricula and inclusive strategies in teaching and learning programmes.

IF YOU ARE ENROLLED IN THIS COURSE YOU ARE REQUIRED TO ATTEND A COMPULSORY BLOCK COURSE IN CHRISTCHURCH 14-15 FEB 2012. (THE COMPULSORY TREATY OF WAITANGI WORKSHOP FOR THIS COURSE IS IN CHRISTCHURCH 12-13 JULY 2012, OR ROTORUA 16-17 JULY 2012) ALL ACCOMMODATION AND TRAVEL COSTS ARE TO BE MET BY THE STUDENT.

SEE http://www.education.canterbury.ac.nz/coursegroups/graddiptchlnprim.shtml FOR FURTHER DETAILS

Restrictions

EDRT711, EDRT411

Course Coordinator / Lecturer

Rachel Martin

Lecturers

Richard Manning and Jocelyn Howard

Assessment

Assessment Due Date Percentage 
Social Studies Test 30 Mar 2012 25%
Te Reo Mâori Test 25 Jun 2012 50%
ESOL Essay 28 Jun 2012 25%

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 online)).

Gibbons, Pauline; Scaffolding language, scaffolding learning : teaching second language learners in the mainstream classroom; Heinemann, 2002 ((Available UBS approz $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; purchase of hard copy strongly recommended, available UBS approz $29)).

New Zealand; The New Zealand curriculum; Learning Media for the Ministry of Education, 2007 ((Availalbe online: hardcopy disctributed 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.

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 Māori = The world of the Māori; 2nd ed; Nelson Cengage Learning, 2009.

Pere, Rangimarie Rose. , Nicholson, Nancy., Ao Ako Learning New Zealand; Te wheke : a celebration of infinite wisdom; 2nd ed; Ao Ako Global Learning New Zealand, 1997.

Pere, Rangimarie Rose. , Te Kohanga Reo Trust; Ako : concepts and learning in the Maori tradition; Te Kohanga Reo National Trust Board, 1994.

Required Texts
Tātaiako; Cultural Competencies for Teachers of Māori Learners, New Zealand  Ministry of Education, 2011 (Available Online).

Show Additional Outline Information...

Additional Course Outline Information

Academic integrity

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.

Assessment and grading system

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.

Grading Scale

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

Attendance

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 s 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.

Evaluation

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.

Grade moderation

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 submission of work

Late work will not be accepted for marking.

Notes

In order to meet the Graduating Teacher Standards we need to be able to sign off that students understand and have participated in some Tātaiako cultural competencies. These competencies will be partly met via the Treaty of Waitangi workshops and the Noho Marae components of the TECP350 course. These are required components of your Graduate Diploma and these currently sit in the TECP350 course. Therefore in order to complete the components of the TECP350 course you need to have participated in and attended a Noho Marae and Treaty of Waitangi Workshop.

Other specific requirements

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 TECP350 Learn site weekly for the duration of the course.
Students must refer to the relevant sections of the TECP350 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.

Requests for extensions

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).

Resubmissions

Students are not permitted to resubmit marked work for the Social Studies, ESOL, or Te Reo Māori components of this course.

Where to submit and collect work

All assignments will be submitted and returned via the TECP350 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.

Fees

Domestic fee $619.00
International fee $2,863.00


For further information see School of Teacher Education.

All TECP350 Occurrences

  • TECP350-12YD (C) Full Year D 2012
  • TECP350-12YD (D) Full Year D 2012 (Distance)
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