TEACH511-23X (HAM)
Ngā Marau Kōtuitui: Connecting the Curriculum (Primary)
15 Points
Staff
Convenor(s)
Linda Clark
7840
TL.4.03
linda.clark@waikato.ac.nz
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Lecturer(s)
Brent Wagner
4576
TC.4.04
brent.wagner@waikato.ac.nz
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Linda Clark
7840
TL.4.03
linda.clark@waikato.ac.nz
|
Maurice Cheng
6360
TC.2.34
maurice.cheng@waikato.ac.nz
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Administrator(s)
Librarian(s)
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.
What this paper is about
How this paper will be taught
Required Readings
To be advised during the paper. All required readings will be available online. You don't need to buy them in Printshop.
Recommended Readings
Beane, J. (2005). A reason to teach: Creating classrooms of dignity and hope. Heinemann.
Boyd, S., & Hipkins, R. (2012). Student inquiry and curriculum integration: Shared origins and points of difference (Part A). SET: Research Information for Teachers, (3), 15–23.
Cianca, S. (2019). Teaching elementary STEM education: Unpacking standards and implementing practice-based pedagogy. Routledge.
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.
Dowden, T., & Fogarty-Perry, B. (2017). Building citizenship in the middle years: Leading the implementation of student-centred curriculum integration in an Aotearoa/New Zealand school. Australian Journal of Middle Schooling, 17(2), 32–39.
Drake, S.M., & Reid, J.L. (2018). Integrated curriculum for the twenty-first century. In J.P. Miller, M.J. Binder, B. Novak & C. Crowell (Eds), International handbook of holistic education (pp. 118-128). Routledge.
Fraser, D., & Paraha, H. (2002). Curriculum integration as treaty praxis. Waikato Journal of Education, 8.
McDowall, S., & Hipkins, R. (2019). Curriculum integration. Retrieved from https://www.nzcer.org.nz/system/files/Curriculum%20Integration%202018-2019.pdf
Mutch, C. (2013). Progressive education in New Zealand: A revered past, a contested present and an uncertain future. International Journal of Progressive Education, 9(2).
Rennie, L., Venville, G., & Wallace, J. (2012). Knowledge that counts in a global community: Exploring the contribution of integrated curriculum. Routledge.
Snook, I., & O'Neill, J. (2010). Social class and educational achievement: Beyond ideology. New Zealand Journal of Educational Studies, 45(2), 3.
Thousand, J. S., Villa, R. A., & Nevin, A. I. (2006). The many faces of collaborative planning and teaching. Theory into practice, 45(3), 239-248.
Van de Walle, J. A., Karp, K. S., Lovin, L. H., & Bay-Williams, J. M. (2018). Teaching student-centered mathematics: Developmentally appropriate instruction for grades 3-5 (3rd ed., Vol. 2). Pearson.
Wright, N. (2018). Becoming an innovative learning environment: The making of a New Zealand secondary school. Springer. doi:10.1007/978-981-13-0764-5
Learning Outcomes
Students who successfully complete the course should be able to:
Assessments
How you will be assessed
In order to be eligible for a pass in this course, students are required to complete all three pieces of assessment.
General assessment criteria are included below. However, assessment rubrics specific to each assessment task will be available on Moodle.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.