TECS333-24YA1 (C) Year A First Half 2024

Curriculum, Pedagogy and Assessment 1: Teaching subject for junior secondary

15 points

Start Date: Monday, 29 January 2024
End Date: Sunday, 23 June 2024
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Sunday, 11 February 2024
  • Without academic penalty (including no fee refund): Sunday, 26 May 2024


This course introduces students to curriculum, pedagogy and assessment and supports the development of pedagogical content knowledge for secondary teaching in particular subject contexts at junior secondary level. Students examine the New Zealand Curriculum (NZC), associated curriculum and assessment support materials, contemporary pedagogical developments and associated practice challenges, within the context of a junior secondary subject. There is a particular focus on knowledge foundations of subjects, culturally responsive and sustaining pedagogies that support learning for all, relevant subject-specific literacies, and design for learning within students’ junior secondary subjects.

Learning Outcomes

  • On the successful completion of this course, students will be able to:
    1. Demonstrate understanding of Pedagogical Content Knowledge (PCK) by applying this knowledge to design for learning.
    2. Select and incorporate materials and teaching and learning approaches in design for learning that are relevant to a teaching subject at junior level and are underpinned by and support culturally responsive and sustaining pedagogy and practice.
    3. Reflect on teacher decision-making in relation to design for learning and assessment for learning, with consideration of Māori and diverse learners, curriculum, and pedagogies that support learning at junior secondary level.
    4. Analyse NZ Curriculum requirements including values, key competencies, subject statements and achievement objectives relevant to a teaching subject for junior secondary.
    5. Draw implications for practice from examination of curriculum and pedagogical practices relevant to a teaching subject for junior secondary.


    Common content threads:
  • Te reo Māori, Māori concepts and mātauranga Māori related to curriculum, assessment and pedagogy.
  • Representation of Māori and Pacific values from Tātaiako, Tapasā and Ako Waitaha within the course.
  • Culturally responsive and sustaining pedagogy to support learning.
  • Digital literacies for professional learning and practice, including engaging with curriculum, assessment and pedagogy.
    Course specific content:
    Learning in junior secondary subject area
  • Knowledge foundations and learning intentions of junior secondary subjects, as signalled in NZC and supporting curriculum documents for junior secondary subjects
  • Key competencies – theory, practice, and application in junior secondary subjects
  • Pedagogical approaches for teaching and learning in junior secondary subjects – theory and practice in context of junior secondary subjects
  • Subject specific literacies, to support learning in junior secondary subjects
  • Learning with digital technology in junior secondary subject
  • Assessment for learning (AfL) – application of AfL principles in junior secondary subject context

    Teacher knowledge, for teaching and learning in junior secondary subjects
  • Nature of teacher knowledge – pedagogical content knowledge (PCK), technological pedagogical content knowledge (TPCK), social justice pedagogical content knowledge (SJPCK) and teaching for social justice in junior secondary subjects
  • Resources, materials and technology available to support teaching and learning in junior secondary subject
  • Learning with and about digital technology in junior secondary subjects
  • Contemporary research relating to teaching and learning in a junior secondary subject
  • Theory and practice relating to teaching and learning for Māori and diverse learners in context of junior secondary subject – what culturally responsive and sustaining practice looks like in specific junior secondary subjects
  • Learner funds of knowledge – recognising all learners as having knowledge that they bring to learning contexts; how teachers can access learners’ funds of knowledge in junior secondary subject contexts
  • Resources, materials and technology available to support teaching and learning in junior secondary subject

    Design for learning in junior secondary subjects
  • Design for learning – theory and practice for learning activity and lesson planning
  • Designing learning activities in context of junior secondary subject
  • Designing lessons and sequences of lessons in context of junior secondary subject

    Workshops will focus on subject specific content derived from the New Zealand Curriculum (NZC)


Timetable 2024

Students must attend one activity from each section.

Lecture A
Activity Day Time Location Weeks
01 Tuesday 08:00 - 09:00 E8 Lecture Theatre (13/2-27/2, 12/3-4/6)
A1 Lecture Theatre (11/6-18/6)
12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
Workshop A
Activity Day Time Location Weeks
01 Thursday 14:30 - 17:30 - 12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
02 Thursday 11:00 - 14:00 Rehua 005
12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
03 Tuesday 11:00 - 14:00 Ernest Rutherford 260 (13/2-27/2, 12/3-4/6)
Rehua 005 (11/6-18/6)
12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
04 Friday 09:00 - 12:00 Rec Centre Gymnasium
12 Feb - 3 Mar
11 Mar - 24 Mar
10 Jun - 23 Jun
05 Tuesday 15:30 - 18:30 - 12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
06 Thursday 09:00 - 12:00 Rehua 528 (15/2-29/2, 14/3-6/6)
Rehua 003 Music (13/6-20/6)
12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
07 Tuesday 15:30 - 18:30 Rehua 529 (13/2)
Rehua 429 (20/2-27/2, 12/3-26/3)
Rehua 103 Project Workshop (4/6-18/6)
12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
08 Thursday 13:30 - 16:30 431
West 433
12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
09 Monday 15:00 - 18:00 Jack Erskine 111 (12/2-26/2, 11/3-25/3)
Rehua 328 Visual Arts (10/6-17/6)
12 Feb - 3 Mar
11 Mar - 31 Mar
10 Jun - 23 Jun
10 Thursday 12:00 - 15:00 - 12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun
11 Monday 11:00 - 14:00 Rehua 427 Technology Workshop
12 Feb - 3 Mar
11 Mar - 31 Mar
10 Jun - 23 Jun
12 Thursday 15:00 - 18:00 Rehua 101 Lectorial (15/2-29/2, 14/3-6/6)
Rehua 328 Visual Arts (13/6-20/6)
12 Feb - 3 Mar
11 Mar - 31 Mar
3 Jun - 23 Jun

Timetable Note

For the workshops, students will be allocated to one workshop based on their teaching activity


Assessment Due Date Percentage 
Design for Learning: Lesson Planning 25 Mar 2024 60%
Learning in Subject Area; Curriculum analysis 10 Jun 2024 40%

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.

Attendance and Engagement Requirements (Campus students)
Full attendance and participation in campus intensive programmes, Tiriti o Waitangi workshops, and noho marae are compulsory requirements of the programme.

Students are required to attend all scheduled course workshops and lectures. Students are also required to actively engage with course content including readings, online modules and related activities, 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. Alternative tasks that demonstrate engagement with course content missed due to absences must be completed to a satisfactory standard if provided.

Attendance issues and/or lack of engagement with course content and activities may impact your ability to pass the course and/or complete the 'Teaching Professional Practice' associated with this course.

Textbooks / Resources

Recommended course reading:
Banchi, (October 2008). The many levels of inquiry. Science and Children, 26-29
Cowie, B., Jones, A., Otrel-Cass, K. (2011). Re-engaging students in science: Issues of assessment, funds of knowledge and sites for learning. International Journal of Science and Mathematics Education, 9, 347-366.

Ferris, S. (2013). Revoicing: A tool to engage all learners in academic conversations. The Reading Teacher, 67(5), 33-357
Gonzales, N., & Moll, L. (2002). Cruzando el Puente: Building bridges to funds of knowledge. Education Policy, 16(4), 623-641.

Hill, M. (2019). Using classroom assessment for effective learning and teaching. In M. Hill & M. Thrupp (Eds.), The Professional Practice of Teaching in New Zealand (6th edition) (pp. 110-129). Melbourne: Cengage.

Hipkins, R., & Boyd, S. (2011). The recursive elaboration of key competencies as agents of curriculum change. Curriculum Matters, 7, 70-86.

Johnson, D., & Johnson, R. (1999). Making cooperative learning work. Theory Into Practice, 38(2), 67-73.
Ladson-Billings, G. (2014). Culturally responsive pedagogy 2.0: aka the the remix. Harvard Educational Review, 84(1), 74-84.

Macfarlane, A. (2004). Kia hiwa ra! Listen to culture: Māori students’ plea to educators. Wellington, NZ: NZCER.

McDowell, S., & Hipkins, R., (2018). How the key competencies evolved over time: Insights from the research. 12pp.  Retrieved from https://www.nzcer.org.nz/research/publications/key-competencies-insights.

Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054

Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18, 5-29.

Samu, T. (2015). The ‘Pasifika Umbrella’ and quality teaching: Understanding and responding to the diverse realities within. Waikato Journal of Education, 129-140.

Schulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14

Smith, G. (April 2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 584-594.

Verenikina, I. (2008). Scaffolding and learning: Its role in nurturing new learners. In P. Kell, W. Vialle, D. Konza, & G. Vogl (Eds.), Learning and the Learner: Exploring Learning for New Times (pp. 161-180). Wollongong, Australia: University of Wollongong.

Indicative Fees

Domestic fee $844.00

International fee $3,950.00

* 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 TECS333 Occurrences

  • TECS333-24YA1 (C) Year A First Half 2024