Curriculum, Pedagogy and Assessment 3: Contemporary Developments in Secondary Education

Learning Outcomes

• On the successful completion of this course, students will be able to:
  1. Apply understanding of curriculum, literacies and pedagogies that support learning for Māori and diverse learners to the collaborative design of an integrated curriculum project.
  2. Explain teacher decision-making in the collaborative design of an integrated curriculum project.
  3. Identify and adapt pedagogical materials to develop a formative assessment task.
  4. Analyse ākonga assessment results, with a focus on achievement of Māori and diverse learners, and draw implications for teaching practice to support ākonga achievement.
  
  Content:
  
  Common content threads:
  
• Te reo Māori, Māori concepts and mātauranga Māori related to curriculum, assessment and pedagogy.
  
• Representation of Māori and Pacific values from Tātaiako, Tapasā and Ako Waitaha within the course.
  
• Culturally responsive and sustaining pedagogy to support learning.
  
• Digital literacies for professional learning and practice, including engaging with curriculum, assessment and pedagogy.
  
  Course specific content:
  Understanding curriculum and assessment – theory, policy and practice
  
• Curriculum theory and ways of thinking about and understanding curriculum, including ideas of ‘curriculum discourses’, ‘official’, ‘assessment’, ‘experienced’ and ‘hidden curriculum’, and teachers as curriculum developers
  
• Curriculum-assessment relationship
  
• Curriculum and assessment policies and frameworks for secondary education, including New Zealand Curriculum (NZC), Te Marautanga o Aotearoa (TMOA), New Zealand Qualifications Framework (NZQF), National Certificate of Educational Achievement (NCEA)
  
• Influence of colonisation and globalism on curriculum, with consideration of the background and development of Te Marautanga o Aotearoa
  
• Nature and norms of (English-medium) curriculum and assessment, including the nature of knowledge and valuing of different knowledges (disciplinary knowledge, indigenous knowledge) in secondary education
  
• ‘Assessment for learning’ and assessment practices to support Māori and diverse learners, focusing on formative assessment
  
  Literacies to support learning across the curriculum in secondary schools – theory and practice
  
• Reading and writing
  
• Statistical literacy
  
• Information literacy
  
• Critical and media literacy
  
• Disciplinary and subject literacies
  
  Contemporary curriculum developments and pedagogical shifts in secondary contexts – theory, policy and practice
  
• Contemporary curriculum debates, shifting policy, and practice-related challenges
  
• Culturally responsive and sustaining pedagogy to support Māori and diverse learners, including place-based learning and pedagogy, collaborative and reciprocal learning, community based learning, and education outside the classroom – with links to Tātaiako
  
• Comtemporary developments and the ‘spatial turn’ in schooling, including innovative and modern learning environments (ILEs/MLEs), flexible learning spaces (FLSs), future focused and personalised learning and pedagogy
  
• Contemporary issues in relation to secondary curriculum and high stakes NCEA assessment, including achievement patterns for Māori and diverse learners and implications for ākonga and kaiako
  
• Critiques of contemporary curriculum developments
  
  Design for learning in contemporary schooling contexts
  
• Curriculum integration – theory and practice for integrating curriculum in learning design
  
• Curriculum design for project based learning
  
• Collaborative curriculum design (working with colleagues in collaborative and respectful relationships in relation to curriculum design – with link to Tapasā: Turu 2)
  
• Formative assessment design and analysis of assessment results

Restrictions

For further information see School of Teacher Education .