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This course is for students who wish to develop understanding of teaching and learning in relation to an additional junior secondary teaching subject. Students are introduced to curriculum, pedagogy and assessment in their additional junior secondary subject and develop pedagogical content knowledge to support teaching and learning in that subject. They examine the New Zealand Curriculum (NZC), associated curriculum and assessment support materials, contemporary pedagogical developments and associated practice challenges in relation to their additional junior secondary subject. There is a particular focus on knowledge foundations, culturally responsive and sustaining pedagogies that support learning for all, relevant subject-specific literacies, and design for learning within subject context.
On the successful completion of this course, students will be able to:1. Demonstrate understanding of Pedagogical Content Knowledge (PCK) by applying this knowledge to design for learning.2. Select and incorporate materials and teaching and learning approaches in design for learning that are relevant to a teaching subject at junior level and are underpinned by and support culturally responsive and sustaining pedagogy and practice.3. Reflect on teacher decision-making in relation to design for learning and assessment for learning, with consideration of Māori and diverse learners, curriculum, and pedagogies that support learning at junior secondary level.4. Analyse NZ Curriculum requirements including values, key competencies, subject statements and achievement objectives relevant to a teaching subject for junior secondary.5. Draw implications for practice from examination of curriculum and pedagogical practices relevant to a teaching subject for junior secondary.
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;
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: Banchi, (October 2008). The many levels of inquiry. Science and Children, 26-29Cowie, B., Jones, A., Otrel-Cass, K. (2011). Re-engaging students in science: Issues of assessment, funds of knowledge and sites for learning. International Journal of Science and Mathematics Education, 9, 347-366.Ferris, S. (2013). Revoicing: A tool to engage all learners in academic conversations. The Reading Teacher, 67(5), 33-357Gonzales, N., & Moll, L. (2002). Cruzando el Puente: Building bridges to funds of knowledge. Education Policy, 16(4), 623-641.Hill, M. (2019). Using classroom assessment for effective learning and teaching. In M. Hill & M. Thrupp (Eds.), The Professional Practice of Teaching in New Zealand (6th edition) (pp. 110-129). Melbourne: Cengage.Hipkins, R., & Boyd, S. (2011). The recursive elaboration of key competencies as agents of curriculum change. Curriculum Matters, 7, 70-86.Johnson, D., & Johnson, R. (1999). Making cooperative learning work. Theory Into Practice, 38(2), 67-73.Ladson-Billings, G. (2014). Culturally responsive pedagogy 2.0: aka the the remix. Harvard Educational Review, 84(1), 74-84.Macfarlane, A. (2004). Kia hiwa ra! Listen to culture: Māori students’ plea to educators. Wellington, NZ: NZCER.McDowell, S., & Hipkins, R., (2018). How the key competencies evolved over time: Insights from the research. 12pp. Retrieved from https://www.nzcer.org.nz/research/publications/key-competencies-insights.Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18, 5-29.Samu, T. (2015). The ‘Pasifika Umbrella’ and quality teaching: Understanding and responding to the diverse realities within. Waikato Journal of Education, 129-140.Schulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14Smith, G. (April 2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 584-594.Verenikina, I. (2008). Scaffolding and learning: Its role in nurturing new learners. In P. Kell, W. Vialle, D. Konza, & G. Vogl (Eds.), Learning and the Learner: Exploring Learning for New Times (pp. 161-180). Wollongong, Australia: University of Wollongong.
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. All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Academic Integrity and Breach of Instructions Regulations
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, actively engage with course content and actively participate in course activities, such as Zoom sessions, Adobe connect sessions and any other requirements specified by the course coordinator, 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.
Teaching and the course will be assessed through the regular use of UCTL evaluative instruments.
Work is assessed and moderated by both course lecturers and moderated by other senior academics in literacy.
Work handed in after the due date with no extension granted is considered late. Late work will be accepted up to one week after the due date. If, for any reason, you are having difficulty in keeping to the deadline for assignments, you must make contact via email with one of the course lecturers so that we can work with you as to what is possible and reasonable. Marks will be deducted for lateness. Lecturers reserve the right not to mark late work, 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.Conduct as an educational professional is expected. Students are advised to familiarise themselves with learning online including UC Learn before the course starts.
Requests for extension should go in the first instance in writing to the lecturer responsible for the course. It is possible to have an extension of up to 2 weeks following the published date.
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 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 Co-ordinator (in writing, e.g. by email, and in advance of the due date) and an application to the Examinations Office will not be required.Applications for special consideration 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. 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 5.00pm on or before the due date. Assignments are automatically sent through Turnitin to check for Plagiarism on submission of assignments. submitting assignments for marking via the 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 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 $785.00
International fee $3,500.00
* Fees include New Zealand GST and do not include any programme level discount or additional course related expenses.
For further information see
School of Teacher Education.