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This course explores content, pedagogy and practices associated with teaching and learning in, through and about PE, Health and The Arts in the New Zealand Curriculum (2007). Students will critically engage with content that will support the design of effective, inclusive classroom programmes and environments that maximise learners' physical, social, cultural and emotional safety and well-being in Primary and Intermediate school settings. The course will complement learning in other courses in the Postgraduate Diploma of Teaching and Learning.
On the successful completion of this course, students will be able to;1. critically examine the impact of assumptions, beliefs and attitudes on educational practices and learner participation in Health, Physical Education and The Arts in Primary and Intermediate schools;2. describe and appraise Health, Physical Education and Arts learning environments that maximise learners’ physical, social, cultural and emotional safety and promote Hauora/well-being;3. design teaching, learning and assessment activities for Health, Physical Education and The Arts that demonstrate knowledge of curriculum, content, pedagogy, and learning progressions; and4. identify and critically evaluate resources to support high-quality teaching and learning in Health, Physical Education and The Arts.
This course will provide students with an opportunity to develop the Graduate Attributes specified below:
Employable, innovative and enterprising
Students will develop key skills and attributes sought by employers that can be used in a range of applications.
Biculturally competent and confident
Students will be aware of and understand the nature of biculturalism in Aotearoa New Zealand, and its relevance to their area of study and/or their degree.
Students will comprehend the influence of global conditions on their discipline and will be competent in engaging with global and multi-cultural contexts.
Students must attend one activity from each section.
Our code our standards : code of professional responsibility and standards for the teaching profession = Ngā tikanga matatika ngā paerewa : ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga
Education Council, New Zealand, Matatu Aotearoa, 2017.
Hill, Mary , Thrupp, Martin;
The professional practice of teaching in New Zealand
Education studies in Aotearoa : key disciplines and emerging directions
NZCER Press, 2019.
Moorfield, John C;
Maori dictionary : te aka Māori-English, English-Māori dictionary
Auckland University of Technology ; Pearson Education New Zealand.
Ka hikitia : kokiri kia angitu, 2013-2017
Te Tahuhu o te Matauranga, 2013.
Tapasā : cultural competencies framework for teachers of Pacific learners
Ministry of Education = Te Tahuhu o te Matauranga, 2018.
The New Zealand curriculum
Learning Media for the Ministry of Education, 2007.
New Zealand. , New Zealand Teachers Council;
Tātaiako : cultural competencies for teachers of Māori learners
Ministry of Education, 2011.
Recommended course reading:The ArtsBolstad, R. (2011). Arts and Social, Economic and Cultural Prosperity. Ministry for Culture and Heritage. Wellington: New Zealand.Buck, R., & Snook, B. (2016). Teaching the arts across the curriculum: Meanings, policy and practice. International Journal of Education & the Arts, 17(29).Coleman. M., & Cramer, E. (2015). Creating meaningful art experiences with assistive technology for students with physical, visual, severe, and multiple disabilities. Art Education, 68(2), 6-13.Drummond, J. (2005). Cultural diversity in music education: Why bother? [online]. In: Campbell, Patricia Shehan (Editor). Cultural Diversity in Music Education. Bowen Hills, Qld.: Australian Academic Press, 2005: 1-9. Froehlich, H. (2015). Sociology for music teachers: Perspectives for practice. Routledge.Groff, J. S. (2013). Expanding our “frames” of mind for education and the arts. Harvard Educational Review, 83(1), 15–39. Retrieved from https://search-ebscohost-com.ezproxy.canterbury.ac.nz/login.aspx?direct=true&db=eric&AN=EJ1016909&site=ehost-liveHindle, R., Hynds, A., Phillips, H., & Rameka, L. (2015). Being, flow and knowledge in Māori Arts Education: Assessing indigenous creativity. The Australian Journal of Indigenous Education, 44(1), 85-93. DOI:10.1017/jie.2015.7Inwood, H. (2010). Shades of green: Growing environmentalism through art education. Art Education, 63(6), 33–38. Retrieved from https://search-ebscohost-com.ezproxy.canterbury.ac.nz/login.aspx?direct=true&db=eric&AN=EJ907740&site=ehost-liveIrwin, M. R. (2018). Arts shoved aside: Changing art practices in primary schools since the introduction of National Standards. International Journal of Art & Design Education, 37(1), 18–28. DOI: 10.1111/jade.12096Koopman, C. (2005). Art as fulfilment: On the justification of education in the arts. Journal of Philosophy of Education, 39, 85-97. DOI:10.1111/j.0309-8249.2005.00421.Kratus, J. (2007). Music education at the tipping point. Music Educators Journal, 94(2), 42–48. https://doi.org/10.1177/002743210709400209Mansour, M., Martin, A. J., Anderson, M., & Gibson, R. (2017). Getting into flow in the arts classroom: Research findings and implications for practice. Educational Practice and Theory, 39(2), 5–15. DOI: 0.7459/ept/39.2.02Metcalf, S., & Smith-Shank, D. (2001). The yellow brick road of art education. Art Education, Sept, 45-50. Ministry of Education. (2005) Pasifika Visual Arts: A Resource for Teachers of Years 7-10. Wellington: Learning Media. Ministry of Education. (2007). He Papahuia Toi Maori: Maori Visual Culture in Visual Arts Education- Years 1-6. Wellington: Learning Media. Ministry of Education. (2005). He Whakahuia Toi Maori: Maori Visual Culture in Visual Arts Education- Years 7-10. Wellington: Learning Media. Ministry of Education. (2001). Into Music 1: Classroom Music in Years 1-3. Wellington: Learning Media. Ministry of Education. (2001). Into Music 2: Classroom Music in Years 4-6. Wellington: Learning Media.Smith, J., Pohio, L., & Hoeberigs, R. (2018). Cross-sector perspectives: How teachers are responding to the ethnic and cultural diversity of young people in New Zealand through visual arts. Multicultural Education Review, 10(2), 139–159. DOI:10.1080/2005615X.2018.1460895Snook, B., & Buck, R. (2014). Artists in schools: “Kick Starting” or “Kicking Out” dance from New Zealand classrooms. Journal of Dance Education, 14(1), 18–26. DOI: 10.1080/15290824.2013.835052Unrath, K. A., & Mudd, M. A. (2011). Signs of change: Art education in the age of the iKid. Art Education, 64(4), 6-11.Health and Physical EducationAlfrey, L., & Gard, M. (2014). A crack where the light gets In: A study of Health and Physical Education Teachers’ perspectives on fitness testing as a context for learning about health. Asia-Pasific Journal of Health, Sport and Physical Education, 5(1), 3-18.Brooks, R. (2003). Self-Worth, resilience and hope: The search for islands of competence. Retrieved from http://www.drrobertbrooks.comCushman, P (2008). Health promoting schools: a New Zealand perspective. Pastoral Care in Education, 26(4), 231-241.Cowan, J., & Culpan, I. (2016). Influences on self-worth: Students’ and teachers’ perspectives. Curriculum Matters (Wellington, N.Z.), 12(12), 61-81. Doi:10.18296/cm.0014 Cushman, P., & Clelland, T. (2012). Addressing health issues in New Zealand schools. International Journal of Health Promotion and Education, 50(4), 159-168. doi:10.1080/14635240.2012.702504 Cushman, P., & Cowan, J. (2010). Enhancing student self‐worth in the primary school learning environment: Teachers' views and students' views. Pastoral Care in Education, 28(2), 81-95. Dyson, B., Cowan, J., Gordon, B., Powell, D., & Shulruf, B. (2018). Physical education in Aotearoa New Zealand primary schools: Teachers’ perceptions and policy implications. European Physical Education Review, 24(4), 467-486. Doi:10.1177/1356336X17698083 Education Review Office. (2015). Wellbeing for children’s success at primary school. Retrieved from https://www.ero.govt.nz/assets/Uploads/ERO-Wellbeing-Primary-Schools-WEB.pdf Elias, M. & Arnold, H. (2006). The educator's guide to emotional intelligence and academic achievement : social-emotional learning in the classroom. Corwin Press.Ennis, C. (2011). Physical Education curriculum priorities: Evidence for Education and Skillfulness. Quest 63, 5-18.Fitzpatrick, K.(2019). What happened to critical pedagogy in physical education? An analysis of key critical work in the field, European Physical Education Review, 20(2), 159-173.Fitzpatrick, K., Wells, K., Tasker, G., Webber, M., Riedel, R., & New Zealand Council for Educational Research. (2018). Mental health education and hauora: Teaching interpersonal skills, resilience and wellbeing. Wellington, New Zealand: NZCER Press. Gordon, B., Dyson, B., Cowan, J., McKenzie, A., & Shulruf, B. (2016). Teachers’ perceptions of Physical Education in Aotearoa/New Zealand primary schools. New Zealand Journal of Educational Studies, 51, 99-111.Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education (9th ed). New York: McGraw-Hill International Union for Health Promotion and Education (IUHPE). (2009). Achieving health promoting schools: Guidelines for promoting health in schools. Version 2 of the document formerly known as Protocols and Guidelines for Health Promoting Schools. Legge, M. (2011). Te ao kori as experssive movement in Aotearoa New Zealand Physical Education Teacher Education (PETE): A narrative account. Asia-Pacific Journal of Health, Sport and Physical Education 2(3/4), 81-95.McLeod, J, Brown, S. & Hapeta, J. (2011). A bicultural model, partnering settlers and indigenous communities: Examining the relationship between the principles of the Treaty of Waitangi and health and physical education' in S. Brown (ed.) Issues and Controversies in Physical Education: Policy, Power, and Pedagogy, Pearson, Auckland, New Zealand, pp. 3-14. Mengwasser, E., & Walton, M. (2013). ‘Show me what health means to you!’–Exploring children’s perspectives of health. Pastoral Care in Education, 31(1), 4-14. Metzler, M. W.(2017). Instructional models in physical education (3rd ed.). Abingdon, Oxfordshire: Routledge. Ministry of Education. (2007). Physical activity for healthy confident kids: Guidelines for sustainable physical activity in schools. Learning Media Ltd, Wellington, New Zealand.Ministry of Health. (2011). New Zealand Health Promoting Schools National Strategic Framework: Section Three; Literature Review of International and National Health Promoting Schools Best Practice and Strategic Frameworks. Retrieved from https://hps.tki.org.nz/content/download/2465/10925/file/HPSLiteratureReview_Final.pdf Morgan, P., & Hansen, V. (2008). Physical Education in primary schools: Classroom teachers’ perceptions of benefits and outcomes. Health Education Journal 67(3) 196-207.Mosston, M., & Ashworth, S. (2002). Teaching physical education (5th ed.). San Francisco, CA: B. Cummings. Petrie, K., Burrows, L., & Cosgriff, M.(2014). Building a community of collaborative inquiry: A pathway to re-imagining practice in Health and Physical Education. Australian Journal of Teacher Education, 39(2).Philpot, R. (2016). Physical Education Initial Teacher Educators’ Expressions of Critical Pedagogy(ies): Coherency, Complexity or Confusion? European Physical Education Review, 22(2), 260-275.Pope, C. (2014). The jagged edge and the changing shape of Health and Physical Education in Aotearoa New Zealand. Physical Education and Sport Pedagogy, 19(5), 500-511.
Honesty and integrity are important qualities for teachers. Students must maintain good character through the programme, including time in university-based study and professional practice in schools. They must act in ways consistent with the UC Student Code of Conduct and the Code of Professional Responsibility for teachers.Also, students need to be familiar with the risks of plagiarism and how to avoid these. Plagiarism is a form of academic dishonesty. The UC Library has useful information on plagiarism and how to avoid it - see Library link.
Grading ScaleGrade GPA Value 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 – 39.99A Pass is 50 marks or over
Students are expected to attend all scheduled course sessions and actively engage with online and workshop course content to meet the learning outcomes of the course. Students with multiple attendance issues may need to re-enrol in the course to meet the attendance requirements. Students are expected to notify lecturers via email prior to explain any absences. A medical certificate or supporting documentation may be required. The course lecturer will require evidence that they have actively engaged with the course content by completed and submitting alternative tasks when sessions have been missed due to absences.
Teaching and the course will be assessed through the regular use of UCTL evaluative instruments.
Work is assessed and moderated by course lecturer.
Work handed in after the due date with no extension granted is considered late. Late work will be accepted for marking up to one week (7 days) after the due date. The maximum mark that can be received for late work is a C-. Lecturers reserve the right not to mark work handed in more than a week late, and no work will be accepted after assignments have been returned.
All work submitted in this course would be completed using APA format and a high standard of academic writing is expected.
Requests for an extension should be made in writing to the course coordinator in advance of the due date (e.g. email request). Normally an extension would be for a few days and no more than 2 weeks following the published assignment due date. Extensions need to be applied for and are not granted automatically. Applications for extensions need to provide a reason and students may be asked to provide evidence (e.g. medical certificate). Extensions will not normally be granted because of pressure of university study, e.g. several pieces of work being due around the same time.
A resubmission is permitted where work for an assignment received a failing (D) grade. One resubmission is allowed for each assignment; however, no grade higher than a C- will be awarded to resubmitted work. Work that is to be resubmitted will normally be due one week after being returned to the student unless other arrangements are requested and granted by the lecturer or course coordinator.
Special consideration of assessment items (Aegrotat) 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 for an extension to the assignment due date. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Coordinator (e,.g by email in advance of the due date) and an application to the Examiners Office will not be required. Applications for special considerations for late discontinuation should be submitted via the website - see https://www.canterbury.ac.nz/study/special-consideration/how-to-apply/For more information see Special Consideration Regulations.
As well as attending classes, it is essential that all students regularly access the course Learn site and UC student email account. 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
Students will be expected to submit their assessments via the online assessment system in the Learn class site by 11.59pm on or before the due date. Assignments are automatically sent through Turnitin to check for Plagiarism on submission of assignments. 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 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).
Domestic fee $952.00
International Postgraduate fees
* 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