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This course introduces students to curriculum, pedagogy and assessment and supports the development of pedagogical content knowledge for secondary teaching in Te Reo Maori and/or Technology 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 these junior secondary subjects. 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.
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.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 subjectWorkshops will focus on subject specific content derived from the New Zealand Curriculum (NZC)
Subject to approval of Head of School
TECS333, TECS433
For the workshops, students will be allocated to one workshop based on their teaching activity
Hilary Kingston and Ceri de Boo
Jane Abbiss , Angela Marshall , Kerri Fitzgerald , Lynne Connor , Dave Pitt , Chris North , Tracy Clelland , Susannah Smith , Tracey Millin , Jane McChesney , David Winter and Te Hurinui Karaka-Clarke
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.
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/
Honesty and integrity are important qualities for teachers. Students must maintain good character through the programme, including time in university-based study and professional practice in schools. They must act in ways consistent with the UC Student Code of Conduct and the Code of Professional Responsibility for teachers.Also, students need to be familiar with the risks of plagiarism and how to avoid these. Plagiarism is a form of academic dishonesty. The UC Library has useful information on plagiarism and how to avoid it - see Library link.
Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99A Pass is 50 marks or over
Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities, such as Zoom sessions, Adobe connect sessions 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 prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).Students with less than 80% attendance are at risk of not meeting the criteria for seeking credit in the course. the course lecturer may require evidence that they have actively engaged with the content and activities of the missed sessions.
Teaching and the course will be assessed through the regular use of UCTL evaluative instruments.
Work is assessed and moderated by both course lecturers and moderated by other senior academics in literacy.
Late work will be accepted for marking up to one week (7 days) after the due date. Up to 24 hours late, a penalty of 1 grade step will be applied. For work that is more than 24 hours late and without an extension having been sought and granted, the maximum mark that can be received is a C-. Lecturers reserve the right not to mark work handed in more than a week late, and no work will be accepted after assignments have been returned.
All work submitted in this course would be completed using APA format and a high standard of academic writing is expected.
Requests for extension should go in the first instance in writing to the lecturer responsible for the course. It is possible to have an extension of up to 2 weeks following the published date.
A resubmission is permitted where work for an assignment received a failing (D or E) grade. One resubmission is allowed for each assignment; however, no grade higher than a C- will be awarded to resubmitted work. Work that is to be resubmitted will normally be due one week after being returned to the student unless other arrangements are requested and granted by the lecturer or course coordinator.
Special consideration of assessment items (aegrotats) are not available for this course and all assignments must be completed. Where circumstances mean that students cannot submit assignment work on time, they should apply for an extension to the assignment due date. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator (in writing, e.g. by email, and in advance of the due date) and an application to the Examinations Office will not be required.Applications for special consideration should be submitted via the website – see https://www.canterbury.ac.nz/study/special-consideration/how-to-apply/For more information see Special Consideration Regulations.
As well as attending classes, it is essential that all students regularly access the course Learn site. All course information such as the course kaupapa, notices, assessment information, required and recommended readings, audio recordings of some lectures, and other teaching resources etc. will be available on this site
Students will be expected to submit their assessments via the online assessment system in the Learn class site by 5.00pm on or before the due date. Assignments are automatically sent through Turnitin to check for Plagiarism on submission of assignments. 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.For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000. Monday to Friday, 8am to 5pm (excluding public and university holidays).
Domestic fee $799.00
International fee $3,600.00
* 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 .