TECP324-23YA (D) Full Year A 2023 (Distance)

Curriculum 2: Teaching and Learning in, through and about health and physical education and the arts

15 points

Start Date: Monday, 30 January 2023
End Date: Sunday, 12 November 2023
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Sunday, 26 February 2023
  • Without academic penalty (including no fee refund): Sunday, 3 September 2023


This course explores content, pedagogy and practices associated with teaching and learning in, through and about PE, Health and The Arts in the New Zealand Curriculum (2007). Students will engage with content that will support the design of effective, inclusive classroom programmes and environments that maximise learners’ physical, social, cultural and emotional safety and promote well-being in Primary and Intermediate school settings. The course will complement learning in other courses in the Graduate Diploma of Teaching and Learning.

*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.

Learning Outcomes

On the successful completion of this course, students will be able to:
1. examine the impact of assumptions, beliefs and attitudes on educational practices and learner participation in Health, Physical Education and The Arts in Primary and Intermediate schools;
2. describe learning environments for Health, Physical Education and The Arts that maximise learners’ physical, social, cultural and emotional safety and promote Hauora/well-being;
3. design teaching, learning and assessment activities for Health, Physical Education and The Arts that demonstrate knowledge of curriculum, content, pedagogy, and learning progressions;
4. identify resources to support high-quality teaching and learning for  Health, Physical Education and The Arts.



Assessment Due Date Percentage 
Health and Physical Education 21 Apr 2023 50%
The Arts 29 Sep 2023 50%

Textbooks / Resources

Required Texts

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 ; 6th edition; Cengage, 2019.

Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ; Pearson Education New Zealand.

New Zealand; Ka hikitia : kokiri kia angitu, 2013-2017 ; Te Tahuhu o te Matauranga, 2013.

New Zealand; Tapasā : cultural competencies framework for teachers of Pacific learners ; Ministry of Education = Te Tahuhu o te Matauranga, 2018.

New Zealand; 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:
The Arts
Bolstad, R. (2011). Arts and Social, Economic and Cultural Prosperity. Ministry for Culture and Heritage. Wellington: New Zealand.

Coleman. M., & Cramer, E. (2015). Creating meaningful art experiences with assistive technology for students with physical, visual, severe, and multiple disabilities. Art Education, 68(2), 6-13.

Drummond, J. (2005). Cultural diversity in music education: Why bother? [online]. In: Campbell, Patricia Shehan (Editor). Cultural Diversity in Music Education. Bowen Hills, Qld.: Australian Academic Press, 2005: 1-9.

Froehlich, H. (2015). Sociology for music teachers: Perspectives for practice. Routledge.

Metcalf, S., & Smith-Shank, D. (2001). The yellow brick road of art education. Art Education, Sept, 45-50.
Ministry of Education. (2005) Pasifika Visual Arts: A Resource for Teachers of Years 7-10. Wellington: Learning Media.
Ministry of Education. (2007). He Papahuia Toi Maori: Maori Visual Culture in Visual Arts Education- Years 1-6. Wellington: Learning Media.
Ministry of Education. (2005). He Whakahuia Toi Maori: Maori Visual Culture in Visual Arts Education- Years 7-10. Wellington: Learning Media.
Ministry of Education. (2001). Into Music 1: Classroom Music in Years 1-3. Wellington: Learning Media.

Ministry of Education. (2001). Into Music 2: Classroom Music in Years 4-6. Wellington: Learning Media.
Unrath, K. A., & Mudd, M. A. (2011). Signs of change: Art education in the age of the iKid. Art Education, 64(4), 6-11.

Health and Physical Education
Alfrey, L., & Gard, M. (2014). A crack where the light gets In: A study of Health and Physical Education Teachers’ perspectives on fitness testing as a context for learning about health. Asia-Pasific Journal of Health, Sport and Physical Education, 5(1), 3-18.
Brooks, R. (2003). Self-Worth, resilience and hope: The search for islands of competence. Retrieved from http://www.drrobertbrooks.com

Culpan, I. (2008). Physical Education and the New Zealand Curriculum: Maximising the opportunity. Journal of Physical Education New Zealand: Te Kotuku Rerenga, 41, 3, 51-61.

Cushman, P (2008). Health promoting schools: a New Zealand perspective. Pastoral Care in Education, 26(4), 231-241.
Cowan, J., & Culpan, I. (2016). Influences on self-worth: Students’ and teachers’ perspectives. Curriculum Matters (Wellington, N.Z.), 12(12), 61-81. Doi:10.18296/cm.0014

Cushman, P., & Clelland, T. (2012). Addressing health issues in New Zealand schools. International Journal of Health Promotion and Education, 50(4), 159-168. doi:10.1080/14635240.2012.702504

Cushman, P., & Cowan, J. (2010). Enhancing student self‐worth in the primary school learning environment: Teachers' views and students' views. Pastoral Care in Education, 28(2), 81-95.

Dyson, B., Cowan, J., Gordon, B., Powell, D., & Shulruf, B. (2018). Physical education in Aotearoa New Zealand primary schools: Teachers’ perceptions and policy implications. European Physical Education Review, 24(4), 467-486. Doi:10.1177/1356336X17698083

Education Review Office. (2015). Wellbeing for children’s success at primary school. Retrieved from https://www.ero.govt.nz/assets/Uploads/ERO-Wellbeing-Primary-Schools-WEB.pdf

Elias, M. & Arnold, H. (2006). The educator's guide to emotional intelligence and academic achievement : social-emotional learning in the classroom. Corwin Press.
Ennis, C. (2011). Physical Education curriculum priorities: Evidence for Education and Skillfulness. Quest 63, 5-18.

Ennis, C.D., Armour, K.M., Chen, A., Garn, A.C., Mauerberg-Decastro, E., Penney, D., & Tinning, R. (2017). Routledge handbook of physical education pedagogies. London: Routledge

Fitzpatrick, K., Wells, K., Tasker, G., Webber, M., Riedel, R., & New Zealand Council for Educational Research. (2018). Mental health education and hauora: Teaching interpersonal skills, resilience and wellbeing. Wellington, New Zealand: NZCER Press.

Gordon, B., Dyson, B., Cowan, J., McKenzie, A., & Shulruf, B. (2016). Teachers’ perceptions of Physical Education in Aotearoa/New Zealand primary schools. New Zealand Journal of Educational Studies, 51, 99-111.

Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education (9th ed). New York: McGraw-Hill

International Union for Health Promotion and Education (IUHPE). (2009). Achieving health promoting schools: Guidelines for promoting health in schools. Version 2 of the document formerly known as Protocols and Guidelines for Health Promoting Schools.

McLeod, J, Brown, S. & Hapeta, J. (2011). A bicultural model, partnering settlers and indigenous communities: Examining the relationship between the principles of the Treaty of Waitangi and health and physical education' in S. Brown (ed.) Issues and Controversies in Physical Education: Policy, Power, and Pedagogy, Pearson, Auckland, New Zealand, pp. 3-14.

Mengwasser, E., & Walton, M. (2013). ‘Show me what health means to you!’–Exploring children’s perspectives of health. Pastoral Care in Education, 31(1), 4-14.

Metzler, M. W.(2017). Instructional models in physical education (3rd ed.). Abingdon, Oxfordshire: Routledge.

Ministry of Education. (2007). Physical activity for healthy confident kids: Guidelines for sustainable physical activity in schools. Learning Media Ltd, Wellington, New Zealand.

Ministry of Health. (2018). Social, Emotional and Behavioural Difficulties in New Zealand Children: Technical Report. Wellington: Ministry of Health

Ministry of Health. (2011). New Zealand Health Promoting Schools National Strategic Framework: Section Three; Literature Review of International and National Health Promoting Schools Best Practice and Strategic Frameworks. Retrieved from https://hps.tki.org.nz/content/download/2465/10925/file/HPSLiteratureReview_Final.pdf

Morgan, P., & Hansen, V. (2008). Physical Education in primary schools: Classroom teachers’ perceptions of benefits and outcomes. Health Education Journal 67(3) 196-207.

Mosston, M., & Ashworth, S. (2002). Teaching physical education (5th ed.). San Francisco, CA: B. Cummings.

Pope, C. (2014). The jagged edge and the changing shape of Health and Physical Education in Aotearoa New Zealand. Physical Education and Sport Pedagogy, 19(5), 500-511.

SPARC (Organization: N.Z.). (2007); Developing fundamental skills: Manual; Wellington, N.Z: SPARC.

Additional Course Outline Information


Distance Attendance and Participation Requirements
Attendance all scheduled course workshops within the OSI programme, completion of online practical components and tasks for Music and Visual Art, and engagement with online lecture/ workshop recordings and course content are requirements to pass the course. Students are expected to check their UC email weekly and attend, or review the recordings of, online Zoom meetings hosted by staff as scheduled on the course map.  Students need to notify lecturers in writing (e.g. email message) if they are unable to engage online for more than one week of the course. Students who are unable to meet the attendance and participation requirements are advised to withdraw from the course.

Distance students need to be able to access or may need to purchase a) some visual art materials and b) either a guitar or ukulele to complete ARTS content at home after the OSI programme.

Late submission of work

Late work will be accepted for marking up to one week (7 days) after the due date. Up to 24 hours late, a penalty of 1 grade step will be applied. For work that is more than 24 hours late and without an extension having been sought and granted, the maximum mark that can be received 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.

Requests for extensions

Both assessments must be completed to a satisfactory standard to be able to pass this course. 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 later than the published assignment due date.


A resubmission is permitted where work for an assignment received a failing (D or E) 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

Special consideration of assessment items (Aegrotat) is 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) and an application to the Examiners Office will not be required.  

For more information see Special Consideration Regulations.

Submission of Assessments

Students will submit their assessments via the online assessment system in the Learn course 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).

Indicative Fees

Domestic fee $821.00

International fee $3,750.00

* 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 .

All TECP324 Occurrences

  • TECP324-23X (C) General non-calendar-based 2023
  • TECP324-23YA (D) Full Year A 2023 (Distance)