TEDE523-18C (HAM)

The New Zealand Curriculum 1 (Secondary)

30 Points

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Te Kura Toi Tangata Faculty of Education
Faculty of Education Dean's Office

Staff

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Convenor(s)

Philippa Hunter

Philippa Hunter
7817
TL.4.05
Please email for an appointment
philippa.hunter@waikato.ac.nz

Lecturer(s)

Derek Shafer

Derek Shafer
9709
TC.3.27
To be advised
derek.shafer@waikato.ac.nz

Jeanne Gilbert

Jeanne Gilbert
7800
TL.3.01
To be advised
jeanne.gilbert@waikato.ac.nz

Kathy Saunders

Kathy Saunders
7733
TL.4.13
To be advised
kathy.saunders@waikato.ac.nz

Karaitiana Tamatea

Karaitiana Tamatea
7814
TT.3.06
To be advised
karaitiana.tamatea@waikato.ac.nz

Nicola Daly

Nicola Daly
4298
TC.3.32
To be advised
nicola.daly@waikato.ac.nz

Elizabeth Reinsfield

Elizabeth Reinsfield
5008
TC.4.04
To be advised
elizabeth.reinsfield@waikato.ac.nz

Richard Calderwood

Richard Calderwood
7737
TL.4.01
Wed 2-3 or by appointment
richard.calderwood@waikato.ac.nz

Sashi Sharma

Sashi Sharma
6298
TL.4.10
To be advised
sashi.sharma@waikato.ac.nz

Simon Taylor

Simon Taylor
37 8745
WIND.V BLOCK
To be advised
simon.taylor@waikato.ac.nz

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: corinne.nicholson@waikato.ac.nz
: gina.roberts@waikato.ac.nz

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Paper Description

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This paper focuses on the secondary schooling Years 9-13 of the New Zealand curriculum. Students will understand the nature and purpose of The New Zealand Curriculum and Te Marautanga o Aotearoa, and engage with national curriculum policy envisioning and elements, including principles, values and attitudes, learning areas, achievement outcomes and key competencies.

Students will extend and apply their developing knowledge and skills of schooling contexts and diverse learners to critically examine processes of curriculum intention, decision-making, implementation, planning and assessment. This includes the National Qualifications Framework [NZQF] and the National Certificate of Educational Achievement [NCEA]. Participants will engage with, reflect on, and evaluate pedagogical content knowledge and approaches including teaching as inquiry and curriculum interventions. A critical engagement with educational influences, research findings, curriculum initiatives, and emerging technologies, will inform assessment and culturally responsive pedagogy within learning areas, specialist subject disciplines, and as interdisciplinary opportunities.


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Paper Structure

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The paper comprises three curriculum modules taught over 50 hours as follows:

  • Introductory Curriculum Module 20-21 February combined with the TEDE513 Primary Curriculum 1 paper (9 hours taught by Pip Hunter);
  • Jnr and Snr Curriculum Specialist Module 22 February-23 March as five consecutive weeks (15 hours of Jnr curriculum and 15 of hours Snr curriculum ( total of 30 hours taught by Specialist Secondary Curriculum Lecturers);
  • Cross-curriculum Module 03 May 1-3pm; 04 May 9-12 Noon; 17 May 1-3pm; 31 May 1-3pm (9 hours taught by Pip Hunter).

This pedagogy includes approximately 50 hours within an estimated total of 300 learning hours that include directed study, independent research and assessment processes.

Curriculum delivery will vary between the 2018 cohort's curriculum Learning Areas and subject specialisms, and is dependent on each curriculum lecturer's timetabling arrangements across a range of the Faculty's secondary programmes. Your lecturer/s will facilitate a programme of pedagogy with GradDipT students, online pedagogy, mixed media delivery, guided supervision, together with related teaching experience. Your Curriculum Lecturer/s will advise you of these arrangements in the Introductory week of the paper (February 19-23).

Programme Modules Te Kaupapataka

(1) Module 1: Introductory

An introduction to the New Zealand Curriculum (Ministry of Education, 2007) and Te Marautanga o Aotearoa (Ministry of Education, 2008. This module is generic to primary and secondary cohorts, and supports the Assignment (1) Working Paper.

(2) Module 2: Jnr and Snr Curriculum Specialist Module

Curriculum learning areas and specialist programmes of delivery in 2018 are: Māori, English; Languages; Mathematics; Sciences; Biology, Physics, Chemistry; Social Sciences Jnr/Snr Social Studies, Geography, History and Snr Social Sciences TBC; Technology (Computing/ ICT); Physical Education.

(3) Module 3: Cross-Curriculum

This module focuses on a selected curriculum context that is developed as a Year 13 cross-disciplinary teaching resources. A key focus of this module is curriculum and assessment alignment and future-oriented students' interests/abilities.

Specialist Curriculum Learning Areas TBCCurriculum Lecturers TBC
Māori with Jnr/Snr focusMr Karaitiana Tamatea
English with Jnr/Snr focusMr Derek Shafer
Languages Jnr Dr Nicola Daly
Languages Snr Ms Jeanne Gilbert
Mathematics with Jnr/Snr focusDr Sashi Sharma
Science with Jnr/Snr focusDr Simon Taylor
PhysicsDr Simon Taylor
Biology Dr Kathy Saunders
ChemistrySt Pauls Colleague (TBC)
Jnr Social Studies and GeographyDr Richard Calderwood
Snr Social Sciences and HistoryDr Philippa Hunter
Technologies with Jnr/Snr focus, ICT and ComputingMs Liz Reinsfield
Physical Education with Jnr/snr focusHPE Team (TBC)
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • 1. *Understand and critique the nature, purpose, structure, and key elements of the New Zealand Curriculum and Te Marautanga o Aotearoa.
    Linked to the following assessments:
  • 2. Develop a critical understanding of, and engagement with learning theories and their implications for curriculum decision-making and pedagogy.
    Linked to the following assessments:
  • 3. Engage with educational influences and contemporary research that shape curriculum decision-making and implementation.
    Linked to the following assessments:
  • 4. Develop a critical understanding of curriculum policies, initiatives, and discourses that underpin and influence professional learning.
    Linked to the following assessments:
  • 5. *Demonstrate skills to implement The New Zealand Curriculum and Te Marautanga o Aotearoa by planning, designing, assessing, evaluating resources, and reflecting on pedagogical approaches.
    Linked to the following assessments:
  • 6. *Demonstrate engagement with Te Reo Māori and ngā tikanga-a-iwi.
    Linked to the following assessments:
  • 7. Use current and emerging technologies to connect and use ideas to enhance curriculum capabilities.
    Linked to the following assessments:
  • 8. *Develop understanding of the nature and purpose of assessment, assessment processes, the NZQF, NCEA, and New Zealand Scholarship, for informed pedagogy and achievement.
    Linked to the following assessments:
  • 9. Demonstrate the ability to contextualise theories of learning in relation to curriculum and assessment within learning areas and subject disciplines.
    Linked to the following assessments:
  • 10. *Demonstrate pedagogical content knowledge of learning areas and subject disciplines.
    Linked to the following assessments:
  • 11. Implement a range of teaching strategies that promote and integrate learning across and within curriculum learning areas.
    Linked to the following assessments:
  • Note: The Learning Outcomes indicated below with *asterisks* are also evaluated through the Teaching Experience 1
    Linked to the following assessments:
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Assessment

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Assessment Links to Curriculum 1 (Secondary): Learning Outcomes and the Graduating Teacher Standards

Assessment ModesWeightingLinks to Learning Outcome/sLinks to Graduating Teacher Standards
Assignment 1
Curriculum Working paper
Due by 26 March		50%1, 2, 3, 4

1a,c; 2a,b,c,d; 3a,c; 4a,b,c,d

6a,b,d,e; 7d

Assignment 2
Planned Curriculum Intervention 2
(Snr. Years 11-13)
Due by 09 July 		50%1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 111a,b,c,d; 2a,b,c,d; 3a,b,c; 4a,b,c,e; 5a,b,c; 6a,b; 7b,d.
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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. Assignment 1 Curriculum Working Paper
26 Mar 2018
11:30 PM
50
  • Online: Submit through Moodle
✔
2. Assignment 2: Planned Curriculum Intervention: Snr. Secondary Context
9 Jul 2018
11:30 PM
50
  • 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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Recommended Readings

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This is a list of readings and curriculum and assessment sites that you may find helpful in your curriculum research.

Absolum, M., Flockton, L., Hattie, J., Hipkins, R., & Reid, I. (2009). Directions for assessment in New Zealand (DANZ): Developing students’ assessment capabilities. Wellington, New Zealand: Ministry of Education. Accessed at: http://assessment.tki.org.nz/Assessment-in-the-classroom/Directions-for-assessment-in-New-Zealand-DANZ- report

Aitken, G., & Sinnema, C. (2008). Effective pedagogy in social sciences/Tikanga a Iwi: Best evidence synthesis iteration [BES]. Wellington, New Zealand: Learning Media.

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Ministry of Education.

Bell, B. (2012a). Teaching as a cultural practice. In Bell (Ed.) Theorising Teaching in Secondary Classrooms: Understanding Our Practice From a Sociocultural Perspective.Milton Park, Abingdon, Oxon :Routledge.

Bell, B. (2012b). Theorising teaching in secondary classrooms: Understanding our practice from a sociocultural perspective.Milton Park, Abingdon, Oxon: Routledge.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning.Assessment in Education, 5(1), 7–73.

Bolstad, R., & Gilbert, J. (2008). Disciplining and drafting, or 21st century learning? Rethinking New Zealand senior secondary curriculum for the future. Wellington, New Zealand: NZCER Press.

Carpenter, V. M. & Thrupp, M. A. (2011). A turn for the worse? Some recent developments in the school sector. In M.C. Dale, M. O’Brien, & S. St John (Eds.), Left further behind: How policies fail the poorest children in New Zealand (pp. 175-181).Auckland, New Zealand: Child Poverty Action Group.

Cope, B., & Kalantziz, M. (2000). A pedagogy of multiliteracies designing social futures. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures. London, England: Routledge.

Delgado, C., Stevens, S., Shin, N., & Krajik, J. (2008). Development of a learning progression for size and scale. In the Proceedings of the 8th International Conference of the Learning Sciences-Vol. 3 (pp. 317-318). Utrecht, Netherlands: ISLS.

Ewing, R. (2013). Curriculum and assessment storylines (2nd ed.), London, England: Oxford University Press.

Gore, J., Griffiths, T., & Ladwig, J. (2004). Towards better teaching: Productive pedagogy as a framework for teacher education. Teaching and Teacher Education, 20, 375–387.

Hayes-Jacobs, H. (1997). Mapping the big picture: Integrating curriculum and assessment. Alexandria, VA: Association for Supervision and Curriculum and Development (ASCD).

Hargreaves, A. (1989). Curriculum policy and the culture of teaching. In G. Milbourne, I. F. Goodson, & R. L. Clark (Eds.), Reinterpreting curriculum research: Images and arguments (pp. 26–41). London, England: Falmer Press.

Hipkins, R., & Boyd, S. (2011). The recursive elaboration of key competencies as agents of curriculum change. Curriculum Matters, 7, 70–86.

Hipkins, R., Cowie, B., Boyd, S., Keown, P., & McGee, C. (2011). Curriculum implementation exploratory studies 2: Final report. Wellington, New Zealand: NZCER/University of Waikato.

Janesick, V. (2003). Curriculum trends: A reference handbook: Contemporary education issues. Santa Barbara, Spain: ABC-CLIO.

Jesson, J. (2008). Teachers’ work is curriculum. In V. Carpenter, J. Jesson, P. Roberts, & M. Stephenson, Nga kaupapa here: Connections and contradictions in education. (pp. 67-75). Melbourne, VIC, Australia: Cengage Learning.

Johnson, M., Cowie, B., & Khoo, E. (2011). Exploring e-learning practices across the disciplines in a university environment. Wellington, New Zealand: Teaching & Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9276_summaryreport.pdf

Lingard, B., Hayes, D., & Mills, M. (2003). Teachers and productive pedagogies: Contextualising, conceptualizing, utilising. Pedagogy, Culture and Society, 11(3), 399–424.

Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Oxon, England: Routledge.

Loughran, J., & Russell, T. (Eds.). (2002). Improving teacher education practices through self-study. London, England: Routledge Falmer.

McGee, C., & Cowie, B. (2008/2009). The context of contemporary curriculum change. Waikato Journal of Education, 14, 91-104.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2008a). Ka hikitia – Managing for success. Wellington, New Zealand: Author. Accessed at

www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/KaHikitia/English/KaHikitia2009PartOne.pdf

Ministry of Education. (2008b). Te Marautanga o Aotearoa (English translation). Wellington, New Zealand: Author. Accessed at http://nzcurriculum.tki.org.nz/Curriculum-documents/Te-Marautanga-o-Aotearoa

Ministry of Education. (2009). Nga haeata mātauranga – The annual report on Māori education, 2007/08. Wellington, New Zealand: Author. Accessed 28 June 2010 from www.educationcounts.govt.nz/publications/series/5851/35307/35312

Ministry of Education (2010a). New Zealand curriculum guides senior secondary. Wellington, New Zealand: Author. Accessed at: http://seniorsecondary.tki.org.nz/About-the-Senior-secondary-teaching-and-learning-guides

Ministry of Education. (2010b). Ngā whanaketanga rumaki Māori. Wellington, New Zealand: Learning Media.

Ministry of Education. (2011). Ministry of Educationassessment position paper (schooling sector). Ko te wharangi takotoranga arunga, A te tahuhu o te matauranga te matekitenga. Accessed at

http://www.minedu.govt.nz/theMinistry/PublicationsAndResources/AssessmentPositionPaper.aspx

Ministry of Education. (2013) http://nzcurriculum.tki.org.nz/National-Standards/Key- information/Background-papers

Mutch, C., Hunter, P., Milligan, A., Openshaw, R. & A. Siteine. (August, 2009). Understanding the Social Sciences as a learning area: A position paper. Commissioned by the Ministry of Education. Retrieved from http://nzcurriculum.tki.org.nz/curriculum-resources/nzc-resource.bank/social.sciences/key-resources

New Zealand Qualifications Authority (2010). Website National Certificate of Educational Achievement (NCEA). Accessed at: www.nzqa.govt.nz/qualifications-standards/qualifications/ncea

New Zealand Teachers Council: Te Pouherenga Kaiako o Aotearoa. (2011). Tataiako cultural competencies for teachers of Maori learners. Wellington, New Zealand: Ministry of Education.

O 'Neill, A.-M. (2005). Shifting conceptions of curriculum and curriculum change. In P. Adams, K. Vossler, & C. Scrivens (Eds.), Teachers’ work in Aotearoa New Zealand (pp. 112–132). Auckland, New Zealand: Thompson / Dunmore Press.

Readman, K., & Allen, B. (2013). Practical planning and assessment. Australia: Oxford University Press.

Schubert, W. H. (2003). The curriculum-curriculum: Experiences in teaching curriculum. Curriculum and Teaching Dialogue, 5(1), 9–21.

Van Manen, M. (1999). The language of pedagogy and primacy of student experience. In J. Loughran (Ed.), Researching teaching; methodologies and practices for understanding pedagogy (pp. 13–27). London, England: Falmer Press.

Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York, NY: Cambridge University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.

Wyatt-Smith, C., Klenowski, V., & Gunn, S (2010). The centrality of teachers’ judgement practice in assessment: A study of standards in moderation. Assessment in education: Principles, policy and practice,17(1). Accessed at www.informaworld.com/smpp/title-content=T713404048

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Online Support

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This paper is supported by a TEDE523 Curriculum Secondary Moodle site that provides spaces for all lecturers teaching in the paper to post resources, guidance for pedagogy, and to facilitate discussion forums in specialist Learning Areas.
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Workload

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This paper is taught from 20 February-23 March, and from 01 May-02 June. This includes approximately 50 hours within an estimated total of 300 learning hours that include directed study, independent study, and assessment.
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Linkages to Other Papers

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This paper links closely to the MTchgLn TEDE531 Teaching in the New Zealand Context paper, the TEDE513 Curriculum 1 Primary paper, and the TEDE525 Secondary Evidence-Based Inquiry paper.
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