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Every learner is unique. This course will support student teachers to increase their understanding of the variety of unique characteristics that learners bring with them into school and learning settings while also providing them with frameworks for understanding each learner as a whole person. Intercultural understandings will be addressed by challenging ideas of normality; inclusiveness will be addressed through an abilities-based approach and tangata whenuatanga; and behaviour will be viewed as a medium of communication. From a practice perspective, the course will focus on what teachers can do to change and adapt their practices to meet the needs of every learner.
*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. Evaluate their understanding of the complexity of inclusion in the wider social and historical contexts of learning2. Critically examine how deficit views of students and personal unconscious bias correlate to low expectations and student under-achievement3. Illustrate how to adapt their practice to support and uplift every learner through culturally responsive and sustaining pedagogies and appraise the effectiveness of these adaptations4. Defend the teacher’s responsibility to support every student as a core element of the code of professional responsibility, tikanga, and Te Tiriti o Waitangi5. Trouble and problemetize notions of normality through critical reflection and by drawing on socio-cultural theory
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 will comprehend the influence of global conditions on their discipline and will be competent in engaging with global and multi-cultural contexts.
Students must pass all assessment requirements to obtain a final passing grade for this course. Final grades will be determined 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.
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 readings:Inclusive educationBooth, Tony , Ainscow, Mel; Index for inclusion : developing learning and participation in schools; 3rd ed. ; CSIE, 2011.Carrington, Suzanne, MacArthur, Jude; Teaching in inclusive school communities; John Wiley, 2012. Culturally Responsive PracticeSantoro, N. (2009). Teaching in culturally diverse contexts: What knowledge about ‘self’ and ‘others’ do teachers need? Journal of Education for Teaching, 35(1), 33-45.Wall, G. (2018). Kua takoto te mānuka: Growing culturally responsive practice in Innovative Learning Environments. Grow Waitaha. Retrieved from https://www.growwaitaha.co.nz/media/1416/180525-kua-takoto-te-ma-nuka_ff-1.pdfLanguage learningGibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.Socio-cultural learning theoryBronfenbrenner, U. (1994). Ecological models of human development. Readings On The Development of Children, 2(1), 37–43.Bryk, A. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.Macfarlane, A. (2004). Kia hiwa ra! Listen to culture—Māori students’ plea to educators. Wellington: NZCER Press.Milne, A. (2016). Where am I in our Schools’ White Spaces? Social Justice for the Learners we Marginalise. Middle Grades Review. [https://www.annmilne.co.nz/resources1]
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