TEACH221-21B (HAM)

Transforming Curriculum Years 7-10

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Beverley Cooper

Beverley Cooper
4382
TC.3.30
See Moodle
beverley.cooper@waikato.ac.nz

Lecturer(s)

Administrator(s)

: janene.harris@waikato.ac.nz
: richard.calderwood@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@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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This paper builds upon the concepts learnt in TEACH220 to support students' understanding of integrated approaches to curriculum, and collaborative practice. It introduces pedagogical approaches, planning, assessment and evaluation strategies for effective teaching and learning through curriculum integration and collaborative teaching. The paper provides opportunities for participants to work collaboratively across learning areas to design units of work that demonstrate an integrated innovative approach to curriculum.

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Paper Structure

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This paper is taught through weekly workshops supplemented with work through Moodle

Professional Requirements / Ngā Ngaiotanga Hei Whakatutuki

On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatu Aotearoa that the graduand:

  • is of good character;
  • is fit to be a teacher; and
  • has met the Standards for the teaching profession.

A student who has not met these criteria based on evidence collected during their programme cannot graduate from their teacher education programme.

Indicators that a person is of good character and fit to teach include regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper, the lecturer is asked to attest to the Programme Leader or Academic Coordinator that individuals have displayed the attributes required of an effective teacher.

These expectations are outlined in:

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • demonstrate an understanding of the structure and content of the New Zealand Curriculum and Te Marautanga o Aotearoa.
    Linked to the following assessments:
  • plan for lessons that promote high quality teaching and learning for all students and acknowledge the cultural diversity of students
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  • explore and critque pedagogical approaches and research underpinning effective teaching and learning in collaborative learning environments.
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  • work collaboratively to select and prepare appropriate learning materials to design, teach and evaluate units of work that encompass mutiple learning areas.
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  • develop and use a variety of appropriate assessment methods for monitoring students’ learning progress, promoting learning and measuring achievement.
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  • reflect critically on their practice to promote professional growth and help develop a personal philosophy of teaching
    Linked to the following assessments:
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Assessment

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Assessment components are designed to support the development of your thinking related to making connections and working collaboratively across learning areas of the NZC.
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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. Presentation Pedagogical Approach
2 Aug 2021
2:00 PM
25
  • Presentation: In Class
2. Taumahi 2. Position Paper
6 Sep 2021
11:30 PM
25
  • Online: Submit through Moodle
3. Taumahi 3A: Collaborative Teaching Unit PART A
11 Oct 2021
2:00 PM
25
  • Presentation: In Class
4. Taumahi 3B. Collaborative Teaching Unit PART B
15 Oct 2021
11:30 PM
25
  • 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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The required readings for the paper are available on Talis at (TEACH221 ). This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

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Other Resources

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There are many online resources that will be useful for this paper.

TKI Te Kete Ipurangi is the main Ministry of Education site to support teachers

https://www.tki.org.nz/

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Online Support

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This paper is supported online through Moodle

Students are strongly encouraged to make use of the Virtual Education Reference Desk (VeRD). To enrol in the VeRD, go to the Moodle site (elearn.waikato.ac.nz),click on the words library links (on the grey bar near the top of the page) and then on Virtual Reference Desk in the drop down list. Look for the words add this to my Moodle listing and click on this. We suggest that you take time to explore what library support is available to you through this

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Workload

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This paper is a 15 credit paper with a workload of 150hrs. This includes workshops, reading and assignment preparation.
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Linkages to Other Papers

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This paper draws on concepts from TEACH102 and TEACH220
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Prerequisite(s)

Prerequisite papers: TEACH220, minimum of 60 points at level 100 or 200.

Corequisite(s)

Equivalent(s)

Restriction(s)

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