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This course introduces students to curriculum, pedagogy and assessment and supports the development of pedagogical content knowledge for secondary teaching in particular subject contexts at junior secondary level. Students examine the New Zealand Curriculum (NZC), associated curriculum and assessment support materials, contemporary pedagogical developments and associated practice challenges, within the context of a junior secondary subject. There is a particular focus on knowledge foundations of subjects, culturally responsive and sustaining pedagogies that support learning for all, relevant subject-specific literacies, and design for learning within students’ junior secondary subjects.
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. Critically 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. Critically examine NZ Curriculum requirements including values, key competencies, subject statements and achievement objectives relevant to a teaching subject for junior secondary.5. Evaluate own practice from critical examination of curriculum and pedagogical practices relevant to a teaching subject for junior secondary.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:Learning in junior secondary subject areaKnowledge foundations and learning intentions of junior secondary subjects, as signalled in NZC and supporting curriculum documents for junior secondary subjectsKey competencies – theory, practice, and application in junior secondary subjectsPedagogical approaches for teaching and learning in junior secondary subjects – theory and practice in context of junior secondary subjectsSubject specific literacies, to support learning in junior secondary subjectsLearning with digital technology in junior secondary subjectAssessment for learning (AfL) – application of AfL principles in junior secondary subject contextTeacher knowledge, for teaching and learning in junior secondary subjectsNature of teacher knowledge – pedagogical content knowledge (PCK), technological pedagogical content knowledge (TPCK), social justice pedagogical content knowledge (SJPCK) and teaching for social justice in junior secondary subjectsResources, materials and technology available to support teaching and learning in junior secondary subjectLearning with and about digital technology in junior secondary subjectsContemporary research relating to teaching and learning in a junior secondary subjectTheory and practice relating to teaching and learning for Māori and diverse learners in context of junior secondary subject – what culturally responsive and sustaining practice looks like in specific junior secondary subjectsLearner funds of knowledge – recognising all learners as having knowledge that they bring to learning contexts; how teachers can access learners’ funds of knowledge in junior secondary subject contexts Resources, materials and technology available to support teaching and learning in junior secondary subjectDesign for learning in junior secondary subjectsDesign for learning – theory and practice for learning activity and lesson planning Designing learning activities in context of junior secondary subjectDesigning lessons and sequences of lessons in context of junior secondary subjectWorkshops will focus on subject specific content derived from the New Zealand Curriculum (NZC)
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.
Engaged with the community
Students will have observed and understood a culture within a community by reflecting on their own performance and experiences within that community.
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: 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.
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 oral, 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 in writing (e.g. email message) prior to their absence, with an explanation. For extended absences (3 or more days), students should apply to the course coordinator. Extended absences must be accompanied by supporting evidence, e.g. medical certificate.
Teaching and the course will be assessed through the regular use of UCTL evaluative instruments.
Work is assessed and moderated by both course lecturers.
Work handed in after the due date with no extension granted is considered late. If, for any reason, a student is having difficulty in keeping to the deadline for assignments, they must make contact via email with the course coordinator so that reasonable arrangements can be made for an extension. 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 (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 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 fee $4,000.00
* 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.