TEACH513-23X (HAM)

He Kura te Tangata: Diversity, Inclusion, and Wellbeing

15 Points

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The University of Waikato
Academic Divisions
Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: trish.watson@waikato.ac.nz

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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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What this paper is about

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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 relate 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 in this paper. If you have questions do not hesitate to ask.

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How this paper will be taught

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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.

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Required Readings

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The required readings for the paper are available via the Reading List tab on Moodle or the Reading list tab on the library homepage.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Apply a working understanding of Ngā Tikanga Matatika Ngā Paerewa: Our Code Our Standards, Tāitaiako and Tapasā
    Linked to the following assessments:
  • Apply an understanding of contemporary theories, social and educational policies associated with diversity, inclusion and wellbeing
    Linked to the following assessments:
  • Demonstrate development of personal and professional language proficiency in te reo Māori to a minimum of Level 3 (Te Aho Arataki Marau mō to Ako I Te reo Māori)
    Linked to the following assessments:
  • Demonstrate how differentiated planning [curriculum and lesson] and inclusive pedagogical practices in HPE can enhance manakitanga, and support the learning needs of diverse learners
    Linked to the following assessments:
  • Describe the contribution Health and Physical Education in the The New Zealand Curriuclum (MoE, 2007) can make for learners primary schools
    Linked to the following assessments:
  • Exhibit understandings of the diversity and intersectionality as it relates to learners and their needs in Aotearoa
    Linked to the following assessments:
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Assessments

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How you will be assessed

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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 just and equitable educational experiences and outcomes for all ākonga.

Assessment Two: Teaching and Learning for all

This is a individual assessment has three parts that build on each other. It requires you to:

  • identify who your learners are (scanning phase),
  • plan for learning based on the scanning phase,
  • identify actions to create change beyond your classroom to support your school/kura to meet the requirements of the NELPs.
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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. Ism's and Social 'Phobias' Under the Microscope
27 Aug 2023
11:30 PM
40
  • Online: Submit through Moodle
2. Teaching and Learning for All
1 Oct 2023
10:30 PM
60
  • 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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