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The course is designed to provide initial early childhood teacher education students with knowledge of the cultures, policies and practices that contribute to inclusion and exclusion in early childhood education. As part of wider themes of belonging, relationships and communities, students in this course will develop a critical awareness of the contested pedagogies and theoretical debates around inclusion within the social, historical, cultural and political context in Aotearoa New Zealand. The barriers to effective participation and learning and how these influence practice and outcomes are considered. Students will develop their understanding, knowledge and skills to ensure that all children and their families/whanau right to belong, be included and supported in early childhood settings is upheld.
On the successful completion of this course, students will be able to:1. Articulate the theoretical perspectives on the inclusion of all children and families in early childhood settings, including from an indigenous and counter-colonial perspectives.2. Critically reflect on contemporary issues in inclusive education, their relationship to relevant legislation, policy documents and educational research and the implications for teaching and learning in the early years.3. Demonstrate the values and attitudes that support the inclusion of all children in early childhood settings.4. Identify and analyse barriers to effective participation and learning in early childhood settings, including developing and critiquing a range of skills, strategies and practices to overcome these barriers.
30 points from 100 level AKOE
Students must attend one activity from each section.
Nicola Surtees
Tracy Dayman
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
Aratohu Ākonga | Guide for Students Course Attendance and Participation General Requirements This qualification is designed to prepare you for entry into the teaching profession. Attendance enables you to demonstrate key aspects from ‘Our Code, Our Standards’ (Education Council, New Zealand, 2017); specifically, your commitment to the teaching profession and your commitment to learners. The UC General Conditions for Credit Regulations (general-regs-general-conditions-for-credit-regulations.pdf (canterbury.ac.nz) section 3 a) states “A student seeking course credit must engage satisfactorily in all required course-related activity, work and assessment specified in the course outlines.” Subsequently for all students (campus or distance), attendance at all scheduled course sessions, and independent engagement with associated course content (online), is a course requirement. Attendance On-Campus Students are required to attend and participate in course activities / learning and engage with materials sufficiently to meet the course learning outcome and the UC General Conditions for Credit Regulations Absences As outlined in the ‘Attendance’ section, students are expected to attend and participate in course activities. Where a student is unable to attend scheduled sessions, it is a professional courtesy to notify the course lecturer (via email) with an explanation as soon as possible. Extended absences must be accompanied by a medical certificate or similar. Absent students may be required to complete and submit tasks that demonstrate engagement with the content from missed classes to meet the course requirements. Course Assessment Extensions: Students are encouraged and expected to plan their work so that deadlines are met. Extensions are not granted automatically. Under special circumstances (e.g. illness, accident, bereavement, tangihanga, or critical personal circumstances) a student may be granted an extension to the due date for an assignment. The course coordinator concerned must be contacted in writing (normally by email) before the due date of the assignment for which an extension is sought. Normally it is expected to notify 48 hours before the assessment is due, but in extenuating circumstances this may be up to the submission time. If requesting an extension, you may be required to submit evidence of work completed on the assessment. Applications for extensions must be supported by relevant reasons and students may be asked to provide evidence of special circumstances (e.g. medical certificate). Late work: Work is considered late if it is handed in after an assignment due date, without an extension having been applied for and granted. Late work will be accepted for marking if it is submitted up to 24 hours late. A penalty of 1 grade step will be applied to late work. Lecturers will not mark work that is more than 24 hours late and without an extension having been sought and granted. No work will be accepted after assignments have been returned. Resubmissions: No resubmissions are available for this course. Assessed work in te reo Māori: Recognising that Māori is an official language of New Zealand, the University provides for students who may wish to use the Māori language in assessment. If a student wants to submit work that is written in te reo Māori, they will need to advise the course coordinator in advance of their intention. This is to allow the University sufficient time to make arrangements for translation and marking. See Assessment in Te Reo Māori Policy, which states: A student should inform the Course Coordinator of their intent, or potential intent, to complete an assessment item(s) in te reo Māori: • No later than 10 working days after the commencement of a course which is 5 or more weeks in duration; Thereafter, for each piece of written and/or oral work, a student should notify the Course Coordinator of their intention to submit a specific piece of assessment in te reo Māori and the possible need for marking and/or translation no later than 15 working days before the due date of the assessment or date of the examination. Course coordinators will notify the registry of the need for support for assessment of course work in Māori, and the Office of the AVC Māori works with students to support them with the process and ensure fair and appropriate assessment procedures are in place. Special consideration of assessment items: Where circumstances mean that students cannot submit assignment work on time, they should apply for an extension to the assignment due date in the first instance. 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, and in advance of the due date) and an application to the Examinations Office will not be required. Special consideration may be a relevant alternative when extensions cannot be granted and the student meets the criteria for a special consideration. Special consideration for late discontinuation: Special consideration for late discontinuation of the course is available. Students prevented by extenuating circumstances from completing the course after the final date for withdrawing, may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester. Applications for special consideration should be submitted via the website For more information see Special Consideration Regulations. Final grade: Assessment for this course relates to defined standards and learning outcomes. Assignments are graded against the UC Common Grading Scale A+ to E. The marks for the assignments will be aggregated for the final grade, based on the assignment weightings. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale. Pass grade: A Pass grade is C- or over for the course. UC common grading Scale Grade GPA Value Marks A+ 9 90 – 100 A 8 85 – 89.99 A- 7 80 – 84.99 B+ 6 75 – 79.99 B 5 70 – 74.99 B- 4 65 – 69.99 C+ 3 60 – 64.99 C 2 55 – 59.99 C- 1 50 – 54.99 D 0 40 – 49.99 E -1 0 – 39.99 Academic and professional integrity: 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 early childhood centres. They must act in ways consistent with the UC Student Code of Conduct and the Code of Professional Responsibility for teachers. All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to UC’s Academic Integrity page. Plagiarism is a form of academic dishonesty. Students need to be familiar with the risks of plagiarism (including self-plagiarism) and how to avoid these. The UC Library has useful information on plagiarism and how to avoid it - see Citations and Referencing and Library link. Citations and Referencing: Library: Students may be tempted to use AI text generators like ChatGPT, please be aware that using such text in assignments may amount to academic misconduct, unless course lecturers have stated that this is allowed, in which case students are expected to follow these instructions as to how to do this. Please refer to the post in Tūpono | The Insider’s Guide to UC which can be found here: Can I use AI (like ChatGPT) in my UC work? - Tūpono | The Insider's Guide to UC (canterbury.ac.nz) and the Misconduct Procedures - Guide for Students for more information. Visit UC's policy library to access the official assessment policy document : For additional information on assessment requirements and procedures, see the course outline in Course Search.
Domestic fee $894.00
International fee $4,100.00
* 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 .