EDMT632-16X (C) General non-calendar-based 2016

Curriculum, Pedagogy and Assessment in Early Childhood Contexts 2: Engaging Diverse learners in the early year's curriculum Te Whariki

30 points

Details:
Start Date: Monday, 11 July 2016
End Date: Sunday, 13 November 2016
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 22 July 2016
  • Without academic penalty (including no fee refund): Friday, 7 October 2016

Description

The course continues to explore the development of pedagogical knowledge and pedagogical content knowledge, including evidence-based approaches to curriculum design and implementation within the context of the Te Whariki curriculum in the early years. The course will focus on Future Focused education (Multiple Literacies), Culture and Community-based (temporal/physical/emotional/spiritual wellbeing, socio-cultural theories and print/oral literacies) and the Arts (Dance, Drama, Music and Visual Arts) themes and learning areas as enablers of curriculum engagement for all learners. Embedded practice experiences will occur throughout the course to ensure that students will engage in iterative cycles of reflection and refinement of curriculum development, implementation and evaluation.

Learning Outcomes

1. Compare and contrast different approaches to addressing culturally responsive pedagogies infused with an Indigenous sensibility that includes understandings of indigenous culture(s), language(s) and community nuance(s) across the learning areas of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum and official guidelines for teaching and learning (Ministry of Education, 1996).
2. Identify, critically examine and generate responses for supporting Future Focused education (Multiple Literacies), Culture and Community-based (temporal/physical/emotional/spiritual wellbeing, socio-cultural theories and print/oral literacies) and the Arts (Dance, Drama, Music and Visual Arts) themes and learning areas in the context of play-based settings.
3. Apply the principles of ‘ako’ to the development of teaching and learning sequences (planning) in a curriculum context relating to a learning theme – Future Focused education (Multiple Literacies), Culture and Community-based (temporal/physical/emotional/spiritual wellbeing, socio-cultural theories and print/oral literacies) and the Arts (Dance, Drama, Music and Visual Arts) themes and learning areas.
4. Critically examine theories and approaches to emergent curriculum design and integration within or across different learning areas, including family and community perspectives, and apply this in centre curriculum design.
5. Reflect on and analyse practice in learner assessment from the perspective of the child, family and community, in order to refine emergent curriculum design in early childhood settings.

Prerequisites

Co-requisites

Course Coordinator

Trish Lewis

Lecturers

Michelle Clarke and Karen Turnock

Assessment

Assessment Due Date Percentage 
On-line forum and in-class discussion 30%
Report and Presentation: Curriculum Philosophy and Design 40%
Essay: Meaning-making with culturally responsive pedagogies 30%


Grading Scale
Final results for this course will be reported using:
A+, A, A-, B+, B, B-, C+, C, C-, D and E
Pass/Fail Scale: P, F

Textbooks / Resources

Required Texts

Cahill, Margaret. , New Zealand; Ngā arohaehae whai hua = Self-review guidelines for early childhood education ; Ministry of Education :Learning Media, 2006.

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 and the College of Education Assessment Guidelines for Students.

On submitting assignments, students must confirm that the work being handed in is original and their own work

Assessment and grading system

Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines for Students. These can be accessed at Information for Undergraduate and Graduate Students http://www.education.canterbury.ac.nz/for/undergraduate.shtml.

Assessment for this course in the Master of Teaching and Learning (MTchgLn) is against defined standards and learning outcomes. Assignments are graded against the UC Common Grading Scale A+ to E. The marks for the assignments will be aggregated for the final grade, based on the assignment weightings.


Grading Scale
Grade    GPA      Marks
A+          9      90 – 100
A            8      85 – 89.99
A-           7      80 – 84.99
B+          6      75 – 79.99
B            5      70 – 74.99
B-           4      65 – 69.99
C+          3      60 – 64.99
C            2      55 – 59.99
C-           1      50 – 54.99
D            0      40 – 49.99
E           -1       0 – 39.99

A Pass grade is C- or over for the course.

Students must pass all assessment requirements to obtain a final Pass grade for the course.

Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.

Attendance

Classes (face-to-face and web-based) are participatory and therefore full attendance and engagement is expected.
Face-to-face classes
Attendance is expected at all scheduled lectures & workshops in order to meet the learning outcomes of the course.
Web-based components
Aspects of the course will be delivered through the Internet and using Learn (Moodle). Students are required to regularly access online materials and resources and participate in online discussions and interactions in order to meet the course learning outcomes.
Professional Practice
Embedded professional practice experiences are ta component of the course. While in schools, the same attendance expectations apply for pre-service teachers as for teachers in school. Students are expected to be present at the school for each school day and participate in school activities in order to meet the course learning outcomes.

Evaluation

Formal and informal evaluation will take place in accordance with the University of Canterbury (UC) Course Evaluation Policy, to provide feedback to course staff about the relevance and validity of the intended learning outcomes, what has been learned and the quality of course organisation and delivery.
Teaching and courses will be assessed through the regular use of UC evaluative instruments.

In addition, the course will be subject to the internal and external moderation and evaluation processes of the Master of Teaching and Learning (MTchgLn).

A Graduating Year Review will be undertaken for the programme, in accordance with UC policy.
As this course is part of an initial teacher education qualification, it will also be subject to the monitoring and moderation processes of the New Zealand Teachers Council.

Grade moderation

Course grades will be internally moderated in accordance with the processes adopted by the College of Education.

Late submission of work

Work is considered late if it is handed in after an assignment due date, without an extension having been applied for and granted. Late work would normally not be marked.

Work that is handed in late is normally ineligible for resubmission.

Procedures for late submissions of work are more fully outlined in the College of Education Assessment
Guidelines for Students.

Other specific requirements

Key aspects of this course are web-based. 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 the Internet. They will be required to actively engage and interact online with learning materials and course participants over the duration of the course.
It is expected that all written work will demonstrate a high standard of academic literacy. This includes accurate use and mastery of: punctuation, spelling, syntax, macrons in the spelling of Māori words, and APA referencing conventions

Requests for extensions

Students are encouraged to plan their work so deadlines are met. Extensions are not granted automatically. Under exceptional circumstances (e.g. illness, accident, bereavement, tangi, or critical personal circumstances) individual students may be granted an extension.

The course lecturer concerned must be contacted in writing (normally by e-mail) a minimum of two days before the due date of an assignment.

Applications for extensions must be supported by relevant reasons and students may be asked to provide evidence of special circumstances (e.g. medical certificate, letter from counsellor).

The procedure for extensions is more fully outlined in the College of Education Assessment Guidelines for Students.

Resubmissions

A resubmission is permitted where work for an assignment received a failing (D) grade. Work that received a passing grade (C- or higher) cannot be resubmitted. The highest grade that a resubmitted assignment can be awarded is a C-.

Work that is to be resubmitted will normally be due one week after being returned to the student. One resubmission is allowed for a course.
Conditions relating to resubmissions are more fully outlined in the College of Education Assessment Guidelines for Students.

Special Considerations

Special consideration of assessment items: Special consideration of assessment items (aegrotats) are not available for this course and all assignments must be completed. Where circumstances mean that students cannot submit assignment work on time, they should apply the guidelines for extensions and late work.

Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office will not be required.

Special consideration for late discontinuation:  Special consideration for late discontinuation of the course is available. Students who are prevented by extenuating circumstances from completing the course after the final date for withdrawing may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester. Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/.

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. For more information see General Course and Examination Regulations – H.

Aegrotat considerations

Aegrotats are not available for this course and all assignments must be completed.
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 and the College of Education Assessment Guidelines for Students.

On submitting assignments, students must confirm that the work being handed in is original and their own work.

Where to submit and collect work

Students will be required to submit their course assignments electronically, within an assignment drop-box on the Learn course site. Assessment results will be returned to students via the same delivery method. Students may also be required to submit some assignments in hard copy.
In some cases, Turnitin will be used to check for plagiarism. Where this applies, students will be informed in the Assignment Description and Requirements on the course Learn site.

It is the responsibility of the students to check their internet access and ability to submit their work via the online system. Any technical difficulties should be dealt with well ahead of the due date. If assistance is required for this, students should email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.

Indicative Fees

Domestic fee $1,740.00

* 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 .

All EDMT632 Occurrences

  • EDMT632-16X (C) General non-calendar-based 2016