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TEACH423-23X (HAM)
He Kura te Tangata: Diversity, Inclusion, and Wellbeing
15 Points
Staff
Convenor(s)
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Kirsten Petrie
6544
TC.2.64
kirsten.petrie@waikato.ac.nz
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Lecturer(s)
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Anke Richmond
anke.richmond@waikato.ac.nz
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Kate Kernaghan
4282
NON.0.CC01
kate.kernaghan@waikato.ac.nz
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Kirsten Petrie
6544
TC.2.64
kirsten.petrie@waikato.ac.nz
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Patsie Frawley
8578
TT.5.03D
patsie.frawley@waikato.ac.nz
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Sara Hayward
sara.hayward@waikato.ac.nz
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Administrator(s)
Librarian(s)
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What this paper is about
Welcome to He Kura te Tangata: Diversity, Inclusion and Wellbeing. This paper is designed to challenge you to understand your role as educators responsible for ensuring that all learners have equitable experiences as part of their educational experience in Aotearoa New Zealand and beyond. To do this well we will ask you to examine wellbeing, diversity, inclusion and differentiated practices as these relates to social and educational policy and theories, as well as how you can practice in ways that enhance learning. A key part of this will be continuing to progress your Te Reo Māori proficiency, and to reflect on and practice ways to be activist professionals who can contribute to making a difference for all learners. In this paper you will examine the potential of Health and Physical Education as a learning area, and what opportunities this presents for you to reimagine learning in this area in ways that better reflect the learning needs of your tamariki.
We encourage you to bring curiosity, a questioning mind, and a willingness to engage to this paper. If you have questions do not hesitate to ask.
How this paper will be taught
In order to ensure parity of experience for all learners in this paper we will be utilising a flipped learning approach for 'lectures', and then maximise workshop time to unpack these. There is an expectation that all students will:
- watch a 25-35 min panopto 'lecture' prior to your workshop attendance each week
- attend one of the workshops timetabled for your version of the paper (HAM, NET or TGA)
- engage with readings and other resource materials assigned for this paper.
What is required in terms of your engagement each week will be detailed in Moodle. If you are unable to complete any of these, then you should communicate directly with your assigned workshop lecturer, as part of your demonstration of professional courtesy.
Required Readings
Learning Outcomes
Students who successfully complete the course should be able to:
Assessments
How you will be assessed
There are two assessments designed to act as evidence of your learning in this paper. You are advised to read the requirements carefully, note the due date, enter these into your diary immediately so you can plan well ahead for their timely completion and submission. There is the opportunity to resubmit an assessment (or part of) if you receive a failing grade. See the section on resubmission later in the paper outline re the procedure for this, if it should be needed.
Assessment One: Ism's and Social 'Phobias' Under the Microscope
This is a group assessment has three parts that build on each other. It requires you to demonstrate an understanding of an ism or social 'phobia':
- as it presented in academic texts,
- that is experienced by ākonga in the education system if you identify as or are identified in relation to this this ism or social 'phobia',
- how we (you) as educators are required to respond, according to legislation and policy, to contribute to socially justice and equitable educational experiences and outcomes for all ākonga.
Assessment Two: Teaching and Learning for all (including yourself)
This is a indivudal assessment has three parts that build on each other. It requires you to:
- identify how your professional learning and practices, and the learning for ākonga are shaped by 'everyday' structures, systems and traditions in the context of schools/kura,
- plan for learning that embraces diversity, intersectional, and brings equity to your classes,
- identify actions to create change beyond your classroom to support your school/kura to meet the requirements of the NELPs.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.