MAOED221-19A (HAM)

Curriculum Māori

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Sharyn Heaton

Sharyn Heaton
7950
TL.3.04
To be advised
sharyn.heaton@waikato.ac.nz

Lecturer(s)

Sharyn Heaton

Sharyn Heaton
7950
TL.3.04
To be advised
sharyn.heaton@waikato.ac.nz

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: hinerangi.kara@waikato.ac.nz
: mahue.dewes@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.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • 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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Te Āhuatanga / Paper Description

A study of approaches to the teaching and learning of te reo Māori and tikanga Māori in mainstream and partial or immersion learning programmes. This paper also provides students with the opportunity to further develop their knowledge of te reo and tikanga Māori and to examine ways of integrating te reo and tikanga Māori inside the classroom.

Ngā Māramatanga / Enduring Understandings

1. A Māori world view is unique and has relevance in our primary school context.

2. History has influenced Māori education and language development.

3. Te reo and tikanga Māori are essential components of teaching and learning in Aotearoa.

Te Pātai Matua / Essential Question
How does the history of Māori education and language development influence current thinking and strategies for learning te reo and tikanga Māori?

Ngā Ngaiotanga Hei Whakatutuki / Professional Requirements

This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education BTchg graduate profile and the academic rationale and goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues of Maori education.

Students completing this paper also develop their:

  • 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 1, 2, 3, 4 and 6.
  • Cultural competencies of wānanga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tātaiako: Cultural competencies for teachers of Māori learners. Specific competencies addressed in this paper are: wānanga, whanaungatanga, tangata whenuatanga, manaakitanga, me ako.
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Paper Structure

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This paper is taught online in Semester A 2019 starting on Monday, 25 February.

Ko te Huarahi whakaako / Paper content

The content for this paper has been divided into five modules. The first module runs for the whole duration of the course whilst modules 2-5 each run over two weeks and are labeled as such.

  1. Personal language development
  2. Historical overview of Māori Education
  3. Māori in Education, bilingual and total immersion schooling
  4. Māori language development in education
  5. Teaching and learning in te reo Māori
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Personal language development

    Provide evidence of on-going te reo and tikanga Māori development.

    Linked to the following assessments:
  • Historical and contemporary issues in teaching and learning te reo Māori

    Develop an in-depth understanding of the historical and contemporary issues that impact on the learning and teaching of te reo and tikanga Maori.

    Explore and use a variety of approaches to teach te reo and tikanga Māori effectively.

    Linked to the following assessments:
  • Planning and teaching te reo Māori
    Demonstrate an ability to effectively plan, and evaluate the teaching of the Māori language to level 2 of the Māori Curriculum Guidelines.

    Linked to the following assessments:
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Assessment

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In order to be eligible for a pass in this paper students must complete and submit all pieces of assessment.
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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. Taumahi 1: Te Reo and tikanga Māori planning and teaching
30 Apr 2019
11:00 PM
40
  • Online: Submit through Moodle
✔
2. Taumahi 2: Taking transformative actions-A reflective language diary
21 May 2019
11:00 PM
30
  • Online: EPortfolio System
✔
3. Taumahi 3: Second language development resource
28 May 2019
11:00 PM
30
  • Online: Submit through Moodle
✔
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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Ngā Pānuitanga Matua / Required Readings

The readings for this paper are available at https://readinglists.waikato.ac.nz.

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Recommended Readings

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Readings are available on the Waikato Reading list site
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Other Resources

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Resources are available on moodle.
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Online Support

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The Moodle site for this paper contains resources including links for readings, power points and documents. You should check the site regularly to see what new resources are available.

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Workload

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Ngā Mahinga / Workload
This paper has a credit value of 15 points. It is expected that you will complete a minimum of 150 hours of study to successfully obtain a passing grade for this paper. You will be expected to contribute to a minimum of 48 hours of scheduled tutorials, 2 hours for an on-campus session, and the remainder as personal study and preparation time to complete assessment tasks and readings.

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Linkages to Other Papers

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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEMB221

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