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This course supports the development of foundational professional and pedagogical understandings for teaching and learning in schools in Aotearoa/ New Zealand. Students will critically engage with Ministry of Education documents, professional frameworks and research that will support the development of positive, inclusive learning-focussed professional practices and environments in diverse school settings. Students complete a Treaty of Waitangi workshop within the course. The course complements learning in other courses and supports preparation for the first Professional Practice course in the PGDipTchgLn primary and secondary endorsements.
*Please note this course is only available to initial teacher education students. To enrol in this course you need to be accepted and enrolled in one of our Initial Teacher Education programmes.
On the successful completion of this course, students will be able to:1. critically examine their own cultural locatedness and draw upon theory to identify implications for teaching in relation to the articles of Te Tiriti o Waitangi; 2. critically appraise their professional learning in relation to the Code and Standards for the Teaching Profession;3. interpret and critically appraise professional practices that enhance the participation and achievement of learners from diverse ethnic and cultural groups 4. interpret and critically appraise teaching and learning strategies that support the development of learner - focused school and classroom cultures; and5. interpret and integrate planning and assessment principles for diverse teaching contexts and learning environments.
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.
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: Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education. Benade, L. (2015). Teachers critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42-54.Bishop, R., & Berryman, M. (2009). The Te Kotahitanga effective teacher profile. Set: Research Information for Teachers, 2, 27-33.Boon, H. J. (2011). Raising the bar: Ethics education for quality teachers. Australian Journal of Teacher Education, 36(7). http://dx.doi.org/10.14221/ajte.2011v36n7.2 FileBourke, R. & O'Neill, J. (2012). Ethics in inclusive education. In S. Carrington and J. MacArthur (Ed.), Teaching in inclusive school communities, pp89-114. Brisbane: John Wiley & Sons. Carrington, S., & MacArthur, J. (Eds.). Teaching in inclusive school communities. Milton, Qld: John Wiley & Sons Australia.Dumont, H., Istance, D., & Benavides, F. (2010). The nature of learning: Using research to inspire practice. Practitioner Guide from the Innovative Learning Project. OECD Centre for Educational Research and Innovation. Education Review Office (2018). Keeping children engaged and achieving through rich curriculum inquiries. Available from https://www.ero.govt.nz/publications/keeping-children-engaged-and-achieving-through-rich-curriculum-inquiries/Kelchtermans, G. (2009). Who I am in how I teach is the message: self understanding, vulnerability and reflection. Teachers and Teaching, 15(2), 257-272.Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. doi: 10.1080/713693162Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Allen & Unwin. Loughran, J. J. (2002). Effective reflective practice in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. DOI:10.1177/0022487102053001004Macfarlane, A. (2004) Kia hiwa rā! Listen to culture: Māori students’ plea to educators. Wellington: NZCER Press.Macfarlane, A., Macfarlane, S., Savage, C. & Glynn, T. (2012). Inclusive education and Māori communities in Aotearoa New Zealand. In S. Carrington and J. MacArthur (Ed.), Teaching in Inclusive School Communities, p163-186. Brisbane: John Wiley & Sons.Penetito, W. (2010). What's Māori about Māori education? The struggle for a meaningful context. Wellington: Victoria University Press.
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 (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 (in writing, 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. 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