TEACH320-22B (HAM)

Curriculum Years 11-13

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Kerry Earl Rinehart

Kerry Earl Rinehart
4506
TL.3.12
See Moodle
kerry.earlrinehart@waikato.ac.nz

Lecturer(s)

Noeline Wright

Noeline Wright
7861
TT.2.08
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noeline.wright@waikato.ac.nz

Philippa Hunter

Philippa Hunter
7817
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philippa.hunter@waikato.ac.nz

Administrator(s)

: 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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Te Hōtaka Whānui: Overview of the paper

This paper will focus on:

NZC philosophy and senior curriculum

Relationship between curriculum, pedagogy, and assessment

Unit and lesson design and plan

NCEA: structure, philosophy, and assessment processes

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Paper Structure

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The paper is taught through in-person on-campus block workshops as well as tutorials during the first week and the final two weeks (weeks 13 & 14) of trimester B.

  • There will also be online moodle engagement.
  • Room allocation for the in-person on-campus workshops and tutorials not already available will be confirmed closer to Trimester B.
  • Announcements, information and guidance are all provided in the Moodle forum.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • [1]. Demonstrate critical consideration of the nature and purpose of The New Zealand Curriculum (NZC) and a Learning Area or subject.
    Linked to the following assessments:
  • [2]. Demonstrate an understanding of research that underpins effective teaching and learning in a Learning Area or senior subject.
    Linked to the following assessments:
  • [3]. Demonstrate knowledge of curriculum and assessment requirements in Years 11-13 of the senior secondary school.
    Linked to the following assessments:
  • [4]. Prepare lessons that promote high quality teaching and learning for all students in a Learning Area or senior subject and acknowledge the cultural diversity of students.
    Linked to the following assessments:
  • [5]. Explore and critique pedagogical approaches underpinning effective teaching and learning at Years 11-13.
    Linked to the following assessments:
  • [6]. Design and use a variety of appropriate assessment methods for monitoring students' learning progress, promoting learning and measuring achievement including NCEA.
    Linked to the following assessments:
  • [7]. Reflect critically on your practice to promote professional growth and help develop your personal philosophy of teaching.
    Linked to the following assessments:
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Assessment

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PLEASE NOTE: Specific guidance on assignment work for the History learning area, is available in Moodle.

All assessments are compulsory and will be submitted via the moodle page.

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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: Lesson Plan [A1]
22 Jul 2022
11:00 PM
20
  • Online: Submit through Moodle
✔
2. Taumahi: Portfolio of Critiqued Resources [A2]
9 Oct 2022
11:00 PM
30
  • Online: Submit through Moodle
✔
3. Taumahi: Module Plan [A3]
23 Oct 2022
12:00 AM
30
  • Online: Submit through Moodle
✔
4. Taumahi: Interview Response [A4]
6 Nov 2022
11:00 PM
20
  • 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 Readings List. 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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Recommended Readings

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  • Abbiss, J. (2019). Becoming a teacher. In M. F. Hill & M. Thrupp (Eds.), The Professional Practice of Teaching and New Zealand (pp. 1-19). Cengage.
  • Beane, J. (2005). A reason to teach: Creating classrooms of dignity and hope. Heinemann.
  • Berryman, M., & Eley, E. (2019). Policy and praxis: Māori learners' experiences contributing understandings about identity, culture and effective pedagogy. In M. F. Hill & M. Thrupp (Eds.), The Professional Practice of Teaching and New Zealand (pp. 171-193). Cengage.
  • Bonne, L., & MacDonald, J. (2019). Secondary schools in 2018: Findings from the NZCER national survey. New Zealand Council for Educational Research. Retrieved July 4, 2021, from https://www.nzcer.org.nz/system/files/NZCER_Nat-Survey-Report-Secondary.pdf.
  • Del Monte, P., & Fa'avae, D. T. M. (2021). The New Zealand Curriculum in the moana. Teachers and Curriculum, 21(1). (in press)
  • Dowden, T. (2014). Challenging, integrated, negotiated and exploratory curriculum in the middle years of schooling: Describing and implementing high quality integration. Australian Journal of Middle Schooling, 14(1), 16–27.
  • Drake, S. M., & Reid, J. L. (2019). Integrated Curriculum for the Twenty-First Century. In J. P. Miller, K. Nigh, M. J. Binder, B. Novak, & S. Crowell (Eds.), International Handbook of Holistic Education (pp. 118-128). Routledge. https://doi.org/10.4324/9781315112398.
  • Fraser, D., Aitken, V., & Whyte, B. (2013). Connecting curriculum, linking learning. NZCER Press.
  • Fraser, D., & Paraha, H. (2002). Curriculum integration as treaty praxis. Waikato Journal of Education, 8, 57-70.
  • Sinnema, C., & Aitken, G. (2019). Teaching as inquiry. In M. F. Hill & M. Thrupp (Eds.), The Professional Practice of Teaching and New Zealand (pp. 133-150). Cengage.
  • Teaiwa, T. (2011). Preparation for deep learning: a reflection on teaching Pacific Studies in the Pacific. The Journal of Pacific History, 46(2), 214-220. https://doi.org/10.1080/00223344.2011.607269.
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Online Support

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Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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Workload

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This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 36 hours of face to face classes (including lectures). The remaining hours, accumulated at different times across the paper, are to be used for completing readings, engaging with class/online tasks and completing assignments.


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Linkages to Other Papers

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This paper has links to TEACH421/521-21X (HAM, NET, TGA), Ngā Māraurau Kōtuitui: Connecting the Curriculum (Secondary)
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Prerequisite(s)

A minimum of 60 points at level 100 or 200 in a NZ Curriculum Learning Area.

Corequisite(s)

Equivalent(s)

Restriction(s)

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