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This compulsory course provides pre-service teachers with an introduction to the New Zealand education system and New Zealand Curriculum/Te Marautanga o Aotearoa (2007), explores legal/ ethical issues related to the teaching profession, and introduces the planning design process to address diverse learning needs in schools. Culturally responsive pedagogies are explored within the context of learning theory, child development, and evidence-based teaching practices, involving school visits, a Treaty of Waitangi workshop and Noho Marae experience. Students will systematically critically reflect on their beliefs, attitudes, understandings and practices, including inter and intrapersonal skills, to develop greater awareness of the way their ontology may impact the teaching and learning process and their continued development as an emerging professional. The course will prepare students for the associated Professional Practice course (TEPP331) and also complement learning in other courses in the Graduate Diploma of Teaching and Learning (Primary).
1. Demonstrate knowledge of the New Zealand education system and schools as organizations.2. Critically examine the major characteristics of The New Zealand Curriculum/Te Marautanga o Aotearoa (2007) and investigate how these are interpreted within different school settings3. Examine and critically reflect upon the legal, ethical and moral aspects of the professional role of the teacher including their responsibility to diverse learners and the mana (self-esteem, self-belief and resilience) of Maori learners4. Appraise a range of research-informed learning theories and associated evidenced-based teaching methodologies (Western, Kaupapa Māori and indigenous) 5. Critically examine their existing cultural competence and recognise the impact of society and culture(s), including their own and Tikanga Māori, in teaching and learning 6. Develop effective and contextually appropriate interpersonal and intrapersonal communication skills that develop and maintain positive professional relationships and practices.7. Critically reflect upon the implications of upholding the articles of Te Tiriti o Waitangi in educational settings8. Implement the design process in the preparation, planning, teaching, assessment and evaluation of children’s learning in order to meet a diverse range of learning needs9. Evaluate a range of classroom management and learning strategies that are congruent with children’s development, including differentiated strategies that meet diverse learning needs and support children’s inclusion.10. Analyze their continued professional development within the framework of the New Zealand Graduating Teacher Standards 11. Use digital technologies (including participation in online learning communities and the development of an e-portfolio) to support their professional learning and reflective practice
Admission to the GradDipTchLn(Primary);
TEPP331
COMPULSORY INDUCTION WEEK: Monday 17 February to Friday 21 February 2014 9:00am-4:45 pm each dayStudents enrolled in TEPI331-14YC1(C) are required to attend an ‘Induction to the Profession’ week. This includes an overnight stay on a local Marae 19 - 20 February 2014 and visits to a local primary school in Christchurch 18 February & 21 February.COMPULSORY SCHOOL VISITING DAYS: Students are required to attend full days (8:30am - 3:30pm) working in schools as part of the TEPI331 course on the following dates:Thursday 6 March, Thursday 13 March, Thursday 20 March, Thursday 27 March, Thursday 3 April, Thursday 10 April and Thursday 17 April.COMPULSORY TREATY OF WAITANGI WORKSHOP: Students are required to attend a two-day Treaty of Waitangi workshop as part of the TEPI331 course on Wednesday 25 June and Thursday 26 June (8:30am-4:30pm)Any costs, including travel, accommodation, childcare etc. associated with attendance at the Induction Week and local school visits within the course are met by the student
Nicki Dabner
Clarke, Shirley. , Timperley, Helen., Hattie, John; Unlocking formative assessment : practical strategies for enhancing students' learning in the primary and intermediate classroom ; N.Z. ed; Hodder Moa Beckett, 2003.
Fraser, Deborah. , McGee, Clive; The professional practice of teaching ; 3rd ed; Thomson Learning Australia, 2008.
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.
Required ReadingsBerger, K. (2005). The Developing Person through the Lifespan (6th ed.). Chapter 2 (pp 32-57). New York: Worth Publishers. Bolstad, R. & Hamblet, M. (1994). Helping; hearing somebody else fully. In Transforming Communication, (pp.85-100). New Zealand: Addison Wesley Longman. Bolton, R. (1986). Developing three part assertion messages. In People Skills, (pp.139-157). Australia: Simon & Schuster. Consedine, R., & Consedine, J. (2001). "Why Don't We Know?" In "Healing our History: The Challenge of the Treaty of Waitangi. New Zealand: Penguin Books. DeVito, J., O’Rourke, S., O’Neill, L. (2000). Human communication. Auckland, New Zealand: Pearson Education NZ Ltd. Manning, R.F. (2009). The status of te ātiawa histories of place in Port Nicholson block secondary schools: Some research findings. Curriculum Matters, 5, (pp.5-24). McCreanor, T. (2005). 'Sticks and stones may break my bones ...': talking Pākehā identities. In Liu, J., McCreanor, T., McIntosh, T. and Teaiwa, T. (Eds.), New Zealand Identities: Departures and Destinations (pp.52-68). Wellington: Victoria University Press. SB40 Ministry of Education. (2011). Digital portfolios: Guidelines for beginners. Wellington: Ministry of Education. Available from http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/PrimarySecondary/Initiatives/ITAdminS ystems/DigitalPortfoliosGuidelinesforbeginners.pdf New Zealand Educational Institute. Guidelines: Physical Contact with Children. Available at http: [www.nzei.org.nz] New Zealand Teachers Council (2007). Graduating Teacher Standards. Available from http://www.teacherscouncil.govt.nz/te/gts/ New Zealand Teachers Council. Registered Teachers Code of Ethics. Available from http://www.teacherscouncil.govt.nz/required/ethics/codeofethics.stm New Zealand Teachers Council. About the New Zealand Teachers Council Code of Ethics. Available from http://www.teacherscouncil.govt.nz/required/ethics/aboutcodeofethics.stm New Zealand Teachers Council. Ethical Decision Making. Available from http://www.teacherscouncil.govt.nz/required/ethics/ethicaldecisionmaking.stm Nuthall, G.(2001). The Cultural Myths and the Realities of Teaching and Learning. The Jean Herbison Lecture, University of Canterbury. Weeks, D. (1994). Handling frequent problem areas. In The Eight Essential Steps to Conflict Resolution, (pp.237-260). New York: Tarsher Putman
On-line course content http://www.canterbury.ac.nz/exams/aegrotats.shtml http://www.library.canterbury.ac.nz/ http://ucstudentweb.canterbury.ac.nz/
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines, relevant UC Policies and the UC Calendar General Course and Examination Regulations. It is your responsibility to familiarise yourself with this information. There are two assignments in this course. Students must achieve a passing mark/grade for each assignment to pass the course. The scores for the two assignments will be aggregated for the final grade. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.Grade GPA MarksA+ 9 90 – 100A 8 85 – 89A- 7 80 – 84B+ 6 75 – 79B 5 70 – 74 B- 4 65 – 69C+ 3 60 – 64C 2 55 – 59C- 1 50 – 54D 0 40 – 49E -1 0 – 39
Attendance at all aspects of the Induction Week and all scheduled lectures and workshops/tutorials (including the Treaty of Waitangi Workshop) is compulsory. The course will require all students to access the internet and review course material and readings on a weekly basis prior to their scheduled lectures, workshops or tutorials. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions). All students will also attend five full days of scheduled school visits in the first six weeks of the course after Induction week. These schools will be arranged by the College. Lack of attendance and participation in the school visiting may impact the final grade awarded for the course.All students will be required to set up and maintain an electronic portfolio throughout this course. The portfolio will be set up during workshops in Induction Week.
Students will be given the opportunity to formally evaluate the course via the University course evaluation system. Students will also be encouraged to provide formative feedback throughout the course.
Internal moderation procedures will ensure that lecturers mark work consistently within each of the assessment components. The moderation process will also monitor standards across the two assignments.
Work is late if it is handed in after the due date, without an extension having been granted. Work submitted after the due date will be marked, but will only be eligible for a minimum passing mark in that assignment. Work received after five working days will not be marked and will receive a failing grade
Extensions are reserved for exceptional circumstances only and are not granted automatically. In exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. Extensions will not be granted because of pressure of university study, e.g. several pieces of assessment being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines. A request for an extension should be emailed to the Course Coordinator (nicki.dabner@canterbury.ac.nz) at least three days prior to the due date for the assignment. If you apply for an extension, you will be asked to supply a medical certificate or other relevant evidence of special circumstances (eg a letter from a counsellor). Students who cannot meet these regulations because of extended illness or unusually exceptional circumstances must apply to the Head of School (or their nominee). Students will be notified of the outcome of their extension application via email. Extensions will not normally be given for longer than one week from the due date unless exceptional circumstances prevail. No extensions will be granted after the due date of the assignment.
The option to resubmit assignments is not available in this course.
Students should refer to Regulation H of the General Course and Examination Regulations.Assignments in this course will not be eligible for aegrotat assessments because each of the two assignments relate to a different modules of work.
Students will be expected to submit their assessment via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.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. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
Domestic fee $1,340.00
International fee $5,700.00
* 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 .