TEPI415-24YA (D) Full Year A 2024 (Distance)

Understanding Every Learner: Intercultural and Inclusive Education

15 points

Start Date: Monday, 29 January 2024
End Date: Sunday, 10 November 2024
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Sunday, 25 February 2024
  • Without academic penalty (including no fee refund): Sunday, 1 September 2024


Every learner is unique. This course will support student teachers to increase their understanding of the variety of unique characteristics that learners bring with them into school and learning settings while also providing them with frameworks for understanding each learner as a whole person. Intercultural understandings will be addressed by challenging ideas of normality; inclusiveness will be addressed through an abilities-based approach and tangata whenuatanga; and behaviour will be viewed as a medium of communication. From a practice perspective, the course will focus on what teachers can do to change and adapt their practices to meet the needs of every learner.

*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. Evaluate their understanding of the complexity of inclusion in the wider social and historical contexts of learning
2. Critically examine how deficit views of students and personal unconscious bias correlate to low expectations and student under-achievement
3. Illustrate how to adapt their practice to support and uplift every learner through culturally responsive and sustaining pedagogies and appraise the effectiveness of these adaptations
4. Defend the teacher’s responsibility to support every student as a core element of the code of professional responsibility, tikanga, and Te Tiriti o Waitangi
5. Trouble and problemetize notions of normality through critical reflection and by drawing on socio-cultural theory


Timetable 2024

Students must attend one activity from each section.

Intensive Block Course A
Activity Day Time Location Weeks
01 Friday 10:00 - 12:00 Rehua 009
5 Feb - 11 Feb

Course Coordinator / Lecturers

Kerry Vincent and Jocelyn Howard


Valerie Sotardi and John Everatt


Assessment Due Date Percentage 
Responding to Diversity: Case Study 20 Jun 2024 50%
Own Practices of Inclusive Education: Critical Reflection 14 Oct 2024 50%

Students must pass all assessment requirements to obtain a final passing grade for this course.  Final grades will be determined at an examiners meeting and reported using the UC common grading system.

Attendance and Engagement (Distance students)
Full attendance and participation in the on-site intensive programme, Tiriti o Waitangi workshops, and noho marae are compulsory requirements of the programme.

Students are required to actively engage with all course content and activities including Zoom workshops, lecture recordings, readings, online modules, 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 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

There are no required textbooks for this course, although texts for some of the other courses in this programme will be relevant.


IMPORTANT: Further readings required to support specific kaupapa/modules will be provided for each lecture on Learn.

Inclusive education
Carrington, S. & MacArthur, J. (2012). Teaching in inclusive school communities. John Wiley.

Culturally Responsive Practice
Wall, G. (2018). Kua takoto te mānuka: Growing culturally responsive practice in Innovative Learning Environments. Grow Waitaha.

Supporting English Language Learners
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.

Indicative Fees

Domestic fee $1,023.00

* 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 TEPI415 Occurrences

  • TEPI415-24YA (C) Full Year A 2024
  • TEPI415-24YA (D) Full Year A 2024 (Distance)