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Nga rautaki whakaako reo me nga tikanga will emphasise the importance and uniqueness of actively using cultural knowledge to support Maori in Aotearoa / New Zealand educational settings. It will also prepare students to have an awareness of the ESOL students in their classes and provide some basic skills to help meet the needs of this group of learners.
Te reo Māori, Māori concepts and language for the classroom, will be taught to support relationship building and culturally responsive pedagogy. Theme 1: Rangatiratanga – knowing oneself- Reflecting on and understanding one’s own cultural identity and philosophical positioning as a precursor to understanding others- An analysis / reflective self-review of one’s own learning needs in relation to cultural awareness- Cultural competency and confidence as an enabler of culturally responsive practice: a pathway approachTheme 2: Pūmanawatanga – knowing about theory - Socio-cultural and Kaupapa Māori theories, and ways of knowing; drawing from ecological and holistic perspectives- The inextricable links between identity, culture and language Theme 3: Kotahitanga –knowing your students- Creating a culture of care in the classroom: the hidden (social) curriculum- Creating a culture of care in the curriculum: the relevance and responsivity- Modelling inclusion: opening doorways with te reo me ona tikanga MāoriTheme 4: Manaakitanga – The importance of knowing about pedagogy - Caring about Māori students’ learning: raising expectations as a means to raising achievement- Ako and tuakana teina as pedagogies: effective teaching practices to support teachers of Māori learners- Assessment for learning: the importance of narrative assessment practices. Theme 5: Whanaungatanga – knowing your community- drawing from the local cultural histories and iconography - ‘Place-based education’ and ‘mana whenuatanga’/ ‘tangata whenuatanga’ connections to knowledge and the role of teachers as curriculum designers
On successful completion of this course, participants will be able to:1. Examine the significance of the Treaty of Waitangi in the 21st century and Ka Hikitia as foundational constructs to Māori learners’ success.2. Reflect on one’s own cultural positioning and learning needs to extend cultural competency.3. Summarise the importance and differential outcomes for learners of educational practices that draw from place-based / local cultural histories and knowledge, as a rich source of curriculum content.4. Identify the key aspects of socio-cultural and Kaupapa Māori theoretical approaches to teaching, learning and assessment and how these approaches are able to support Māori learners. 5. Reflect on and analyse the key components of culturally inclusive classroom practice.6. Demonstrate and reflect on Māori-preferred pedagogical approaches in practice, including the appropriate use of Te Reo Māori and tikanga-nga-a-iwi in classroom and school contexts.7. Demonstrate an understanding of factors that positively and negatively impact the engagement, motivation and achievement of learners from diverse cultural and linguistic backgrounds8. Analyse a range of ways in which schools currently support English and/or bilingual development for learners from diverse language and cultural backgrounds
Te Hurinui Karaka-Clarke
Jocelyn Howard
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
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. Work submitted may be analysed by the software Turnitin, to check for plagiarism. Where there is evidence that cheating or plagiarism has occurred students will be awarded an X grade and the matter will be referred to the year level coordinator, and/or the Head of the School of Teacher Education.
Assessment procedures will follow the established policies of the UC College of Education Health and Human Development Assessment Guidelines. Grading ScaleGrade GPA MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99The score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner’s meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. Assessment procedures will follow the policies of the UC College of Education Health and Human Development Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.
A student seeking credit in any course must attend such lectures, and perform satisfactorily such oral, practical, written and other work as the Head of Department/School concerned may require.’ (University of Canterbury Calendar 2014, p.43)Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities in order to meet the learning outcomes of the course. Students are expected to notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).Students with less than 80% attendance are at-risk of not meeting the criteria for seeking credit in the course. The course lecturer may require evidence that they have actively engaged with the content and activities of the missed sessions.
Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to staff about the relevance and validity of what has been learned as well as the quality of course delivery.
The courses will be internally moderated in accordance with the processes adopted by the College of Education Health and Human Development. An examiners’ meeting will be held at the end of the course to determine the final grades and to ensure fairness and consistency.
All assignments must be submitted on or before the due date. If an assignment is late (without a prior arranged extension) then it will normally not be marked. However, if the course lecturer is notified within 24 hours of the due date and there is a genuine issue, for which evidence must be given, it may be considered but the assignment grade is usually restricted to a minimum passing grade (50%) for that assessment. If the assessment is late it is automatically excluded from a resubmission opportunity unless there are exceptional circumstances.
Tertiary literacy standard Assignments that do not meet a tertiary literacy standard will be marked but that mark will be sanctioned. The student will be given one opportunity to correct the assignment so that it demonstrates tertiary technical writing skills. These skills include the correct use of spelling (including the appropriate use of macrons when spelling Māori words), sentence structure, punctuation, paragraphing and the appropriate use of APA referencing. The corrected work must be resubmitted within seven calendar days.Once the work is at an appropriate tertiary literacy standard the sanction on the mark will be removed.
Extensions are reserved for exceptional circumstances only and are not granted automatically. The course lecturer responsible for the assessment must be contacted by email a minimum of two working days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). The student’s course lecturer will then make a recommendation to the course coordinator who will make a final decision. If an extension is granted there will normally be no resubmit given for that assignment. An extension will normally be for no more than two weeks and the date of the extension must be provided to the student in writing.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 Health and Human Development Assessment Guidelines.
The decision to grant a resubmission will be made by the course lecturer in consultation with the course coordinator and will be subject to the student concerned having demonstrated a satisfactory level of course attendance and participation. Normally a resubmit will only be considered for assignments which meets most of the pass criteria and meets the tertiary literacy standards and which is within the ‘D’ range (40.00 – 49.99%). Assignments which have been resubmitted are restricted to a minimum passing grade (C- or 50%) for that assessment. Students may only be granted one resubmission per course.The timeframe for students resubmitting work will normally be no more than two weeks and the date of the resubmission must be provided to the student in writing.
Where for reasons beyond their control, students are prevented from completing an assessment or suffer significant impairment, they may apply for what is known as “special consideration”. University of Canterbury Special Consideration provisions may apply to impaired performance, non-completion of assessment items, and to late discontinuation (withdrawal) from a course. A detailed description of special consideration and materials to support the applications process are available at: Special Considerations Process. Generally speaking, applications for special considerations should be lodged within five working days of the due date of that assessment item. For more details on this, please refer to the Special Considerations Regulations. This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance.
As well as attending classes, it is essential that all students regularly access the course Learn site. All course information such as the course kaupapa, notices, assessment information, required and recommended readings, audio recordings of some lectures, and other teaching resources etc. will be available on this site
Normally, assignments will be submitted and returned via the Learn site. It is the responsibility of the students to check their emails at least twice a week and ensure Internet access and ability to submit their work via the online system is functioning. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000. Monday to Friday, 8am to 5pm (excluding public and university holidays)It is a student’s responsibility to uplift marked work and feedback in a timely manner. It is strongly recommended that students retain a back-up copy of all submitted work.
Domestic fee $785.00
International fee $3,500.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .