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This course is for students who wish to develop understanding of teaching and learning in relation to an additional junior secondary teaching subject. Students are introduced to curriculum, pedagogy and assessment in their additional junior secondary subject and develop pedagogical content knowledge to support teaching and learning in that subject. They examine the New Zealand Curriculum (NZC), associated curriculum and assessment support materials, contemporary pedagogical developments and associated practice challenges in relation to their additional junior secondary subject. There is a particular focus on knowledge foundations, culturally responsive and sustaining pedagogies that support learning for all, relevant subject-specific literacies, and design for learning within subject context.
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.Course content: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 areaKnowledge foundations and learning intentions of junior secondary subjects, as signalled in NZC and supporting curriculum documents for junior secondary subjectsKey competencies – theory, practice, and application in junior secondary subjectsPedagogical approaches for teaching and learning in junior secondary subjects – theory and practice in context of junior secondary subjectsSubject specific literacies, to support learning in junior secondary subjectsLearning with digital technology in junior secondary subjectAssessment for learning (AfL) – application of AfL principles in junior secondary subject contextTeacher knowledge, for teaching and learning in junior secondary subjectsNature 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 subjectsResources, materials and technology available to support teaching and learning in junior secondary subjectLearning with and about digital technology in junior secondary subjectsContemporary research relating to teaching and learning in a junior secondary subjectTheory 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 subjectsLearner 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 subjectDesign for learning in junior secondary subjectsDesign for learning – theory and practice for learning activity and lesson planning Designing learning activities in context of junior secondary subjectDesigning 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)
TECS436
Students must attend one activity from each section.
Students must attend one activity from each activity block. For the workshops, students will be allocated to one workshop activity based on their teaching subject.
Hilary Kingston and Ceri de Boo
Jane Abbiss , Angela Marshall , Lynne Connor , Chris North , Susannah Smith , Jane McChesney , Dave Pitt , David Winter , Annette Searle , Rachael Dixon , Awhi Clarke , Alastair Blyth and Anne Passmore
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.
Recommended course reading: Banchi, (October 2008). The many levels of inquiry. Science and Children, 26-29Cowie, 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), 33-357Gonzales, 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), 1017-1054Penetito, 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), 4-14Smith, 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.
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
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 .