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This course will deepen students understanding of curriculum, pedagogy and assessment as they develop pedagogical content knowledge for secondary teaching in particular subject contexts at senior secondary level. Students will examine curriculum and assessment frameworks and materials, including the New Zealand Curriculum (NZC) and the New Zealand Certificate of Educational Achievement (NCEA), contemporary pedagogical developments and associated practice challenges within the context of a specialist senior secondary subject. There is a particular focus on knowledge foundations, assessment practices, culturally responsive and sustaining pedagogies that support learning for all, relevant subject-specific literacies and design for learning within students’ specialist senior secondary subjects
On the successful completion of this course, students will be able to:1. Analyse an NCEA achievement standard for a senior subject, in relation to the focus for assessment and the relationships between assessment, curriculum and learning.2. Draw implications for practice from the analysis of an NCEA achievement standard, with particular regard to assessment for Māori and diverse learners in a senior secondary subject. 3. Demonstrate practice skills in the design of a unit or programme of learning in a senior secondary teaching subject. 4. Integrate understanding of curriculum, pedagogy (culturally responsive and sustaining pedagogy), assessment and learning in the design of a unit or programme of learning in a senior secondary subject.5. Reflect on teacher decision-making in relation to design of a unit or programme of learning, with consideration of Māori and diverse learners and their engagement with curriculum, national assessment structures and the context for learning in a senior secondary subject.
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 must attend one activity from each section.
Ceri de Boo
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.
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