EDSOC101-19B (HAM)

The New Zealand Educational Context

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy


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: helen.findlay@waikato.ac.nz
: sussi.bell@waikato.ac.nz

Placement Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
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    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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The paper provides an introduction to the contexts for learning, teaching and education in Aotearoa New Zealand from a variety of historical, philosophical, political and sociological perspectives. Students will explore knowledge and understanding of key historical, political and contemporary debates pertaining to education and the policies resulting from these. They will also examine philosophies and theories that shape the educational institutions in New Zealand, as well as cultural and economic changes that impact on the education of individuals and their families.

The paper will provide an examination of the nature and role of education as a major humanities and social science discipline. Bicultural, historical, philosophical and sociological perspectives will be applied to a broad spectrum of educational issues, activities and organisations. The cross-sector focus of the paper is specifically intended to offer insights for all students into the breadth of educational experiences, systems and pedagogies in Aotearoa New Zealand, to enhance their understandings of their interrelationships and influences.

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Paper Structure

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This paper is presented as 1 weekly lecture for all students, and 1 weekly tutorial. Students will be required to use a range of academic reading modes, note taking, understanding of and critiquing educational policy, interpretation of graphs and statistics, and to use different forms of information as evidence to support and inform their academic writing.

There will be numerous opportunities to select readings and documents where these skills can be scaffolded, including librarian support, online moodle support, weekly tutorials and lectures (face to face, and occasionally also including online components).

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning Outcomes

    1. Explain and comment critically on educational policies, ideas and process shaping educational contexts in Aotearoa New Zealand

    2. Demonstrate an understanding of a range of philosophical ideas and theories that have influenced education policy and practice in Aotearoa New Zealand

    3. Demonstrate an understanding of issues of equality of opportunity and social justice and how these have informed educational movements, policy and practice in Aotearoa New Zealand

    4. Intepret and critique evidence, including graphs, statistics and other forms of information to support academic writing.

    5. Show an understanding of education within the bicultural, multicultural, philosophical, political, economic and historical contexts of Aotearoa New Zealand

    Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural competencies for teachers of Maori learners

    - Specific competencies addressed in this paper are: W1, W2, TW1

    Graduating teacher standards of professional knowledge, professional practice, and professional values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand

    - Specific standards identified in this paper are standards 2a, 3a, 3c

    Linked to the following assessments:
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Students must submit all assessment tasks and achieve an overall pass grade to successfully complete this paper:

1. Research Assignment 35%

4. Essay 40%

5. Group presentation and individual summary 25%

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Researching a Policy
12 Aug 2019
6:30 PM
  • Online: Submit through Moodle
2. Letter to the Minister of Education
16 Sep 2019
6:30 PM
  • Online: Submit through Moodle
3. Social issue presentation and personal reflection
14 Oct 2019
5:30 PM
  • Online: Submit through Moodle
  • Presentation: In Class
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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All required readings will be available in the readings list.
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Recommended Readings

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All recommended readings for this paper will be available in the readings list, or in the University of Waikato library.
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Other Resources

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Further resources will be discussed with students as relevant to weekly content.
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Online Support

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Online support will be available through moodle announcements and notices on the weekly sections for this paper. Library support will be given and is available through the website and online chat. A question and answer forum is available for questions relating to the paper content and assessments.
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Students are expected to spend around 150 hours throughout the semester on this 15 point paper.
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Linkages to Other Papers

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Restricted papers: PCSS101

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