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This course provides a foundation for critical engagement with curriculum, pedagogy and assessment issues for secondary teaching in complex and shifting secondary schooling environments. Students examine curriculum and assessment frameworks, including the New Zealand Curriculum (NZC) and the National Certificate of Educational Achievement (NCEA), different schooling contexts, contemporary pedagogical developments and associated practice challenges. They engage with questions about knowledge and whose knowledge counts in secondary education. There is a particular focus on integrated curriculum, pedagogies that support learning across subjects, assessment for learning, culturally responsive and sustaining pedagogy, literacies across the curriculum, future-focused and personalised learning, and integrated design for learning. Students collaborate with peers to explore integrated teaching and learning opportunities.
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. Evaluate an integrated curriculum project, drawing on research relating to curriculum and assessment, and culturally responsive and sustaining pedagogy.4. Devise a formative assessment activity and materials.5. Analyse ākonga assessment results, with a focus on achievement of Māori and diverse learners, and draw implications for teaching practice.6. Evaluate a formative assessment activity and draw implications for teaching practice to support Māori and diverse learners.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 practiceCurriculum theory and ways of thinking about and understanding curriculum, including ideas of ‘curriculum discourses’, ‘official’, ‘assessment’, ‘experienced’ and ‘hidden curriculum’, and teachers as curriculum developersCurriculum-assessment relationshipCurriculum 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 assessmentLiteracies to support learning across the curriculum in secondary schools – theory and practiceReading and writingStatistical literacyInformation literacyCritical and media literacyDisciplinary and subject literaciesContemporary curriculum developments and pedagogical shifts in secondary contexts – theory, policy and practiceContemporary curriculum debates, shifting policy, and practice-related challengesCulturally 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 TātaiakoComtemporary 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 pedagogyContemporary issues in relation to secondary curriculum and high stakes NCEA assessment, including achievement patterns for Māori and diverse learners and implications for ākonga and kaiakoResearch and critiques of contemporary curriculum developmentsEngaging with contemporary curriculum developments through different theoretical lenses, discourses and perspectives Design for learning in contemporary schooling contextsCurriculum integration – theory and practice for integrating curriculum in learning designCurriculum 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 Critical engagement with contemporary issues and debates in secondary curriculum, assessment and pedagogyTheoretical lenses and approaches for engaging with curriculum and curriculum issuesContemporary research and thinking in curriculum, assessment and pedagogyContemporary research and thinking in relation to culturally responsive and sustaining practice
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.
Students must pass all assessment requirements to obtain a final passing grade for this course. Final grades will be delivered at an examiners meeting and reported using the UC common grading system.
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:Abbiss, J. (2019). Curriculum Studies. In A. Kamp (Ed.) Education Studies in Aotearoa: Key Disciplines and Emerging Directions (pp. 86-101). Wellington, NZ: NZCER. Abbiss, J. (2019). Becoming a Teacher. In M. Hill & M. Thrupp (Eds), The Professional Practice of Teaching in New Zealand (6th ed.) (pp. 1-19). Melbourne, Australia: Cengage.Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48(1), 12-19.Arrowsmith, S. & Wood, B. (2015). Curriculum integration in New Zealand secondary schools: Lesson learned from four “early adoptor” schools. Set: Research Information for Teachers, 1, 58-66.Benade, L. (2019). Flexible learning spaces: Inclusive by design? New Zealand Journal of Educational Studies, 54(1), 53-68. Benade, L. (2019). Pedagogy in Flexible Learning Spaces (FLS). In M. Hill & M. Thrupp (Eds), The Professional Practice of Teaching in New Zealand (6th ed.) (pp. 213-235). Melbourne, Australia: Cengage.Bishop, R., & Berryman, M. (2009). The Te Kotahitanga effective teacher profile. Set: Research Information for Teachers, 2, 27-33.Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future oriented teaching and learning: A New Zealand perspective. Wellington, NZ: Ministry of Education.Gilbert, J. (2005). Catching the Knowledge Wave: The Knowledge Society and the future of education. Wellington, NZ: NZCER Press.Ladson-Billings, G. (2014). Culturally responsive pedagogy 2.0: aka the the remix. Harvard Educational Review, 84(1), 74-84.Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51, 4-11.Macfarlane, A. (2004). Kia hiwa ra! Listen to culture: Māori students’ plea to educators. Wellington, NZ: NZCER.Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative Learning Environments and Teacher Change: Defining key concepts. Melbourne, Australia: University of Melbourne.Mahuika, R., Berryman, M. & Bishop, R. (2011). Issues of culture and assessment in New Zealand education pertaining to Māori students. Assessment Matters, 3, 183-198McCarty, G., & Lee, T. (2014). Critical culturally sustaining/revitalising pedagogy and indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124.Organisation for Economic Cooperation and Development (2013). Innovative learning environments. Paris: Educational Research and Innovation, OECD. http://dx.doi.org/10.1787/9789264203488-en Organisation for Economic Cooperation and Development (2006). 21st century learning environments. New Milford, CT: OECD Publications.Paris, D (2012). Culturally sustaining pedagogy: A needed change in stance, terminology and practice. Educational Researcher, 41(3), 93-97.Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18, 5-29.Pinar, W., Reynolds, W., Slattery, P. & Taubman, P. (2004). Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York, NY: Peter Lang. Sandretto, S., & Tilson, J. (2016). Designing curriculum literacies. Set: Research Information for Teachers, 2, 3-11.Schubert, W. (2008). Curriculum Inquiry. In F. M. Connelly, M. F. He, & J. Phillion (Eds.), The SAGE Handbook of Curriculum and Instruction (pp. 399-419). Los Angeles, CA: Sage Publications.Smith, G. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 584-594Stewart, G., Trinick, T., & Dale, H. (2017). Te Marautanga o Aotearoa: History of a national Māori curriculum. Curriculum Matters, 13, 8-20.Wilson, A., Jesson, R., Rosedale, N., & Cockle, V. (2012). Literacy and Language Pedagogy Within Subject Areas in Years 7-11. Report to the Ministry of Education. Wellington, NZ: Ministry of Education. Wilson, A. J., McNaughton, S., & Zhu, T. (2017). Subject area literacy instruction in low SES secondary schools in New Zealand. Australian Journal of Language and Literacy, 40(1), 72-85.
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.