| Year One |
(9:30 am - 12:30 pm)
This course introduces the foundational concepts of teaching and learning in the context of the digital age. The course also develops an understanding of the learner in a learning-focused culture. Digital technologies are changing the way that teachers plan, curate resources, organise content delivery and manage the classroom environment. Digital devices both make new types of learning activities possible, and at the same time highlight how learner preferences and competencies for digital learning vary. This course will explore these issues, as well as how to maximise motivation for learning in an innovative learning environment. The role of assessment of learners’ achievement and evaluation of effective teaching and learning in innovative environments is also explored.
851.515
Innovative Teaching
Robyn McQueen
Ruru
|
(9:30 am - 12:30 pm)
This course aims to introduce the broad shape of the biblical story and show how the Christian gospel is integral to biblical theology. It explores the unity, diversity and central themes of the Bible to make sense of the relationships between the Bible, theology, and all of life.
115.515
Reading the Bible
Joey Millington
Kererū
*
(Week 18 only, and only for Education students)
(1:30 - 4:30 pm)
This course aims to introduce the broad shape of the biblical story and show how the Christian gospel is integral to biblical theology. It explores the unity, diversity and central themes of the Bible to make sense of the relationships between the Bible, theology, and all of life.
115.515
Reading the Bible
Joey Millington
Kererū
*
|
(9:30 am - 12:30 pm)
This foundational course explores primary education as ako—the flow of teaching and learning, the spiritual nurturing of the child—taha wairua, and whaiwāhitanga—inclusion of all learners. On this platform, a broad understanding of additional learning needs is identified, and effective and responsive pedagogies are developed and connected to inclusive practices, inclusive environments, and inclusive management strategies. A theology of inclusion is developed in response to an understanding of how teacher values, attitudes and beliefs impact on learner and learning.
855.515
Inclusive Education
Yvonne Burrows
Kererū
In Ruru on March 26. No class week 18
|
|
(9 am - 1 pm)
People of all cultures draw their own self-knowledge from their engagement with other people and the world. In the Aotearoa New Zealand context this means an honouring of the covenantal spirit of the Treaty of Waitangi and an awareness of its relational intent. This course introduces Tikanga Maori on the basis of understanding people in their contexts, and combines theological, theoretical and historical reflection with the development of practices drawn from an integration of these. The course includes regular oral activities aimed at developing fluency in the use of te reo and tikanga in a range of settings. The culmination of this oral learning is participation in the Noho Marae, where an overnight stay on a marae provides an integrated opportunity to engage with Maori culture beyond the classroom.
907.515
Bicultural Relationships
Brad Haami, Samuel Carpenter
Kererū
*
Weeks 2-4,7-8,11-12,15-16. Noho marae week 12
|
| Year Two |
|
(9 am - 3 pm)
This course explores relational approaches to classroom management including restorative practices, Positive Behaviour for Learning (PB4L) and Huakina Mai. This course is set in a framework of psychological and theological understandings of relationality.
869.615
Mahi Tahi: Relational Approaches to Learning
Amanda Perry
Kākāriki
|
|
(9 am - 1 pm)
The English learning area is structured around the modes of making meaning and creating meaning. This course advances students’ understanding of the relationship between making meaning and creating meaning in Level 3 and 4 of the New Zealand Curriculum and across all strands. It also includes a focus on how English might be integrated within other learning areas. Advanced strategies for English as an Additional Language (EAL/D) teaching and support are developed.
862.615
Teaching and Learning English
Yvonne Burrows
Kōkako
|
(9 am - 1 pm)
This course builds upon Developing Numeracy. It is designed to challenge students to critique a range of current pedagogical and social issues in mathematics and statistics education. There is a specific focus on upper primary and intermediate mathematics curriculum knowledge, and on the teaching and learning of statistics from a critical pedagogical perspective.
861.615
Critical Mathematics Education
Robyn McQueen
Kākāpō
|
| Year Three |
(9 am - 3 pm)
This course explores the evidence-based research of teaching in Aotearoa New Zealand. It draws upon different teacher-research methods, such as Teaching as Inquiry, and evaluates these methods against best evidence practice. This course investigates teaching strategies through a critical teacher researcher stance.
881.715
Research and Inquiry
Brontë Vlaardingerbroek
Kererū
9.00-3.30 weeks 2 and 3
|
(9 am - 3:30 pm)
This course will develop the fundamentals for the teaching of Health and Physical Education (HPE) and ensure that student teachers feel confident to go into schools to teach this learning area. Through in-depth examination of the curricular document, we will explore what constitutes quality physical education lessons for tamariki through understanding the differences between play, physical activity, PE and sport and the use of different pedagogical models depending on the context. To support the teaching of HPE, resources will be critically reflected upon. To ensure that school students are safe when participating in activities, the EOTC guidelines will be examined so student teachers know their roles and responsibilities in this process.
864.615
Learning and the Body
Nikki Johnson
Kākāpō
25-26 Feb; 11-12, 25-26 Mar; 03-04 Jun
|
(9 am - 3:30 pm)
This course will develop the fundamentals for the teaching of Health and Physical Education (HPE) and ensure that student teachers feel confident to go into schools to teach this learning area. Through in-depth examination of the curricular document, we will explore what constitutes quality physical education lessons for tamariki through understanding the differences between play, physical activity, PE and sport and the use of different pedagogical models depending on the context. To support the teaching of HPE, resources will be critically reflected upon. To ensure that school students are safe when participating in activities, the EOTC guidelines will be examined so student teachers know their roles and responsibilities in this process.
864.615
Learning and the Body
Nikki Johnson
Kākāpō
25-26 Feb; 11-12, 25-26 Mar; 03-04 Jun
|
(9 am - 3 pm)
In this course students will explore the interrelation of social justice, critical pedagogy, critical multiculturalism and primary education from global, local, theological and personal perspectives. With a focus on the Pasifika learner, critical pedagogy and critical multiculturalism are engaged in the design of learning experiences that support equity and excellence for all learners.
880.715
Contextualising Education
Amanda Perry
Kākāriki
|
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