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This course supports pre-service teacher development of curriculum knowledge and pedagogy of teaching Science and Technology in schools in Aotearoa/ New Zealand. Using research, future-focussed themes and issues that integrate Science and Technology, pre-service teachers critically examine and explore the Nature of Science and Technology through engagement in authentic contexts. Through the acquisition of knowledge, skills and attitudes, pre-service teachers will be better informed to successfully plan, resource, implement, assess and evaluate these learning areas. The course will complement learning in other courses in the Postgraduate Diploma of Teaching and Learning (Primary), including Professional Practice.
On the successful completion of this course, students will be able to:1. Formulate a critical understanding of the processes of Science and Technology, and the relationship between these curriculum areas, within engaging, relevant and authentic contexts and The New Zealand Curriculum.2. Engage in critical reflection based on practical and collaborative experiences in Science and Technology contextualised in primary school environments.3. Critical selection and use of appropriate teaching and learning strategies to plan, implement and assess learner-centred experiences for diverse students.4. Articulate and demonstrate knowledge and skills for weaving Māori perspectives through Science and Technology, using narratives of local iwi.5. Demonstrate digital fluency and articulate knowledge of Digital Technology Competencies in order to collaboratively support students’ learning and achievement outcomes.
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.
Globally aware
Students will comprehend the influence of global conditions on their discipline and will be competent in engaging with global and multi-cultural contexts.
TECP325
Sara Tolbert
Ceri de Boo
Sriparna Saha
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 ; 6th edition; Cengage, 2019.
Kamp, Annelies; 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.
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.
Williams, John; Technology education for teachers ; Sense Publishers, 2012.
Recommended course reading:Albion, P., Campbell, C., & Jobling, W. (2018). Technologies education in the primary years. South Melbourne, Victoria, Australia: Cengage Learning Australia.Astall, C. (2011). Nature of science in action. NZ Science Teacher, 128, 30-32.Barker, M. (2010). Lifelong science learning. NZ Science Teacher, 123, 32-36. Birdsall, S. (2012). Sustainability in classroom Science. NZ Science Teacher, 131, 39-40.De Vries, M. (2011). Philosophy of technology. In P. J. Williams (Ed.), Technology education for teachers (pp. 15 – 34). Rotterdam, The Netherlands: Sense Publishers.Loveland, T. (2011). Educational technology and technology education. In P. J. Williams (Ed.), Technology education for teachers (pp. 115 – 136). Rotterdam, The Netherlands: Sense Publishers.Otrel-Cass, K., Cowie, B., & Glynn, T. (2009). Connecting science teachers with their Māori students. SET, 2, 35-41.Spendlove, D. (2011). Teaching technology. In P. J. Williams (Ed.), Technology education for teachers (pp. 35 – 54). Rotterdam, The Netherlands: Sense Publishers.Turnbull, W. (2002). The place of authenticity in technology in the New Zealand curriculum. International Journal of Technology and Design Education 12, 23–40.
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
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 Postgraduate fees
* 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 .