Develops students’ knowledge, skills and attitudes associated with planning, teaching and assessing children’s learning in the arts: dance, drama, music and visual art. Addresses questions such as: Why are the arts important to children’s learning? How do teachers design quality learning experiences that encourage individual responses from a diverse range of learners? How do we monitor and assess learning?
Develops the knowledge, skills and attitudes associated with planning, teaching and assessing for students’ learning in the English curriculum. Addresses questions such as: What do teachers need to know to teach the curriculum effectively? How do teachers’ literacy competencies affect student learning? How do teachers balance the needs of the curriculum and the needs of learners?
Develops understandings of the theories, concepts and practices that support learning and teaching in health and physical education. Addresses questions such as: How do teachers implement quality learning experiences based on the health and physical education curriculum for effective and Education 739 learning to occur for a diverse range of learners? How is learning monitored and assessed?
Develops knowledge and understanding of the nature of mathematics and statistics. Considers questions related to primary school mathematics and statistics education such as: What is the purpose and role of mathematics and statistics in the New Zealand Curriculum Framework? What is meant by thinking mathematically and statistically? What are the components of, and key concepts in, the national curriculum?
Develops an appreciation of the nature of science that supports conceptual understandings and quality teaching and learning approaches in science education. Addresses questions such as: How do teachers design quality learning experiences based on the science curriculum so that positive engagement and effective learning can occur for a diverse range of learners? How is learning monitored and assessed?
Develops students’ knowledge and skills associated with planning for teaching and learning in Social Studies. Addresses questions such as: What do teachers need to know and understand about the history, nature and purpose of Social Studies education? How are curriculum requirements, teaching methodologies, management strategies and resources used to plan for students’ diverse needs? How is learning monitored and assessed?
Develops knowledge, skills and attitudes associated with planning, teaching and assessing for children’s learning in Technology Education. Addresses questions such as: What do teachers need to know about the nature and purpose of Technology Education? How do teachers design quality learning experiences for a diverse range of learners? How is learning monitored and assessed?
Explores what it means to be a learner of mathematics and statistics, with respect to relevant theory and curricula. Develops knowledge, understandings and skills that will enable students to identify, discuss and reflect on how diverse learners most effectively learn mathematics and statistics.
Examines beliefs and pedagogical practices about languages and literacies.
Develops fundamental knowledge, skills and attitudes associated with planning, teaching and assessing children’s dance and drama learning in early childhood. Addresses questions such as: Why are dance and drama important to children’s learning? How do teachers design quality learning experiences that encourage individual responses from a diverse range of learners? How do we assess children’s learning?
Develops knowledge and understanding of the components of technological literacy as it relates to young children. Develops understanding of appropriate pedagogical strategies to enhance children’s learning in technology. Addresses questions such as: What is technological literacy? How can we develop technological literacy in young children? What environments encourage children’s exploration of technological experiences?
Develops knowledge and understanding of the place of movement in childhood development, growth and learning. Examines questions such as: What is the nature and purpose of physical activity in the early years? What learning and teaching strategies, teacher disposition and practices ensure quality experiences for learning of, through and about movement for diverse learners?
Through inquiry, develop an appreciation of the role of science and technology in education and society. Apply pedagogical, curriculum and content knowledge to select appropriate approaches and resources for science and technology learning experiences to achieve valued outcomes for diverse akonga.
Develops fundamental understanding of knowledge, skills, and attitudes required to assess, plan, and facilitate children’s learning through listening, singing, moving, playing and creating with music. Addresses questions such as: What is the value of music in early childhood? How do teachers design quality-learning experiences that motivate and enhance children’s learning through music?
Develops an appreciation of the nature of science, which supports conceptual understandings and quality teaching and learning approaches to science education. Examines questions such as: How do teachers foster quality learning environments for infants, toddlers and young children based on the early childhood curriculum so that effective learning in science can occur for a diverse range of learners?
Develops fundamental knowledge, skills and attitudes associated with planning, teaching and assessing children’s visual arts learning in early childhood. Addresses questions such as: Why is visual arts important to children’s learning? What are effective design features of quality learning experiences that encourage individual responses from a diverse range of learners? How do we assess for children’s learning? and Education 740
Inquire into the place of The Arts in education and develop capability and understanding through experiences in each of the four arts disciplines. Design for learning by applying pedagogical, curriculum, content and assessment knowledge to select approaches and resources for Arts learning experiences for valued outcomes for diverse akonga.
Explores the notion of early childhood curriculum in early childhood education including the New Zealand curriculum. Introduces principles and theoretical perspectives of early childhood assessment aimed at empowering children to be competent and confident. Considers pedagogical implications of assessment for children’s curriculum experiences within early learning environments.
Education 1 Explores the aims and purposes of Health and Physical Education and Social Studies Education. Pedagogies and practices that support learning and teaching in these areas are experienced and reflected on. Selection of content and development of appropriate planning decisions is practised
Develops knowledge, understandings and skills that are effective in the successful teaching of mathematics and statistics. Engage with planning, teaching and assessing mathematics and statistics in responsive ways designed to improve engagement and success for diverse learners of mathematics.
Deepens the knowledge, skills and attitudes associated with planning, teaching and assessing for individual students’ learning in the English curriculum. Addresses questions such as: What are effective literacy practices for working with individual learners? How are wider concepts of literacy including bilingualism and biliteracy developed? How is learning monitored and assessed?
Applies learning focused pedagogical and curriculum content knowledge, using evidence to scaffold learning and to improve teaching.
Develops the knowledge, skills and understanding for designing quality learning experiences for diverse learners. Considers questions related to primary school mathematics and statistics education such as: What are the concepts and learning progressions in the national curriculum? What theoretical models of teaching, learning and assessment best inform teachers about the growth of understanding? What constitutes effective teaching practice?
Through inquiry, develop capability and understanding of the role of science and technology in education and society. Apply integration principles with pedagogical, content, assessment and curriculum knowledge to science and technology learning experiences resulting in valued outcomes for diverse akonga.
Education 2 Critiques pedagogies and practices in Health and Physical Education and Social Studies in relation to their effectiveness for supporting diverse akonga. Developing pedagogical, content, assessment and curriculum knowledge is utilised to design approaches for learning and teaching which promote valued outcomes for diverse akonga.
Critically examines theories, approaches and key curriculum influences. Examines the critical role of teacher knowledge, inquiry and reflection in implementing appropriate curriculum and assessment for infants, toddlers and young children. Critically explores the relationship between assessment, curriculum, pedagogy and learning, including Kaupapa Māori and Pasifika perspectives.
Critically examines curriculum approaches that promote children’s exploration and learning in science, technology, engineering and mathematics. Key concepts, processes and pedagogies relating to these disciplines are considered. Explores children’s learning through play and holistic understandings of infant’s, toddler’s and young children’s learning.
Critically explores responsive, equitable and inclusive pedagogies to support diverse ākonga in learning and developing languages and multi-modal literacies. Examines assessment, planning and teaching that take account of ākonga, whānau and communities. Issues related to literacies, languages and cultures in Aotearoa are critically examined. The construction and interpretation of children’s texts are explored.
Develops knowledge, critical skills and dispositions associated with assessing, planning and teaching for children’s learning in languages and literacies. Addresses questions such as: What do teachers need to know and be, to teach with diverse learners, family, whānau and communities? What resources and strategies maximise complexity and continuity such that all children identify and Education 741 as competent and confident communicators in Aotearoa New Zealand?
Develops knowledge and understanding of early mathematical concepts and their relationship with holistic learning environments. Considers questions such as: What are early mathematical concepts? What is effective planning for mathematical possibilities within a play-based early childhood programme? What constitutes an holistic approach to mathematics learning?
Develops knowledge, skills, dispositions associated with children’s learning and social sciences education. Addresses questions such as: What do teachers need to know about belonging, contribution, family and community, and empowerment? What do teachers need to understand about culture and identity? How does pedagogical documentation support learning and teaching? What resources and strategies maximise contribution and participation?
Inquires into socio-ecological determinants of health in New Zealand society and the implications of these for the tenets of hauora and holistic wellbeing. Critically considers learning and teaching approaches and resources which enhance the holistic wellbeing and participation of diverse ākonga and their whānau in early childhood contexts. Explores connections between the wellbeing of teachers and ākonga.
Explores the role of the Arts (dance, drama, music and visual art) in contributing to infants’, toddlers’, and young children’s critical thinking and creativity. Theories and practices of teaching and learning in Arts education are examined, including Māori and Pasifika perspectives, and connections are made to children’s play, holistic wellbeing, identities and citizenship.
A critical examination of ideas about, and strategies for, teaching literacy and mathematics, including teaching English as an additional language. Raises questions about what is important to learn, how teachers respond to students’ diverse needs and strengths, including those of Māori and Pasifika learners, and multi-literacies. Considers the role of literacy and Maths in education, learners’ futures and wider society.
Examines human physiological responses to physical work and the research evidence linking health and physical activity. Addresses such questions as: What is the nature of work? How do humans respond and adapt to work? What activities promote adaptation to physical work? What is the veracity of the evidence linking physical activity and health?
Examines the nature of recreation and leisure in contemporary society. Addresses such questions as: How does leisure relate to concepts of lifestyle, work and play? What factors influence participation in recreation and leisure activities? How does one educate for leisure? Involves practical learning experiences.
Develops a critical view of scientific and technological literacies and an understanding of their inter-relationship within a range of learning environments. Asks questions such as: What are scientific and technological literacies? What do teachers need to know to be scientifically and technologically literate? How can teachers develop a quality science/technology learning environment?
Examines what helps Pasifika learners to succeed in New Zealand education. Addresses questions such as: Who are Pasifika learners? How is Pasifika success addressed in classrooms/centres? How can the study of Pasifika learners help promote effective teaching in multiethnic primary and intermediate schools in New Zealand?
Investigate the learning and teaching of Mathematics and Statistics and English learning areas. Critically examine teaching approaches, resources (including digital technologies) and learner progressions to understand how students learn in Mathematics and Statistics and English. Build essential knowledge and skills for Teaching as Inquiry in these areas.
Investigate how responsive pedagogies develop learners and teachers of the Mathematics and Statistics, and English learning areas. A Teaching-as-Inquiry approach will draw on research evidence to develop knowledge, understandings and skills, and planning and assessment strategies, known to improve outcomes for all learners.
Examines research philosophy, approaches and methods in education as a basis for informing professional practice in health and physical education. Addresses such questions as: How can teachers use research to inform their teaching? What represents quality research in educational settings? What issues influence the design and conduct of a research project?
Investigates personal conceptual science understandings and selected science education research to inform effective practice. Selected scientific concepts will be examined to provide experience in enhancing teaching through science and engaging children in effective learning in a variety of environments.
Develops knowledge and understanding of classroom mathematics procedures and learning environments. Examines the integrated nature of learning, teaching and assessment with respect to long term programmes. Aims to further develop teacher confidence in, and positive attitudes toward, the teaching and learning of mathematics through critical analysis and personal reflection.
An exploration of a variety of literacy processes, approaches, strategies and resources relevant to literacy learning and teaching in the New Zealand primary school curriculum. The emphasis will be on the place of reading and its relationship to oral, written and visual language.
An investigation of a wide range of strategies that children use to solve mathematical problems. Reflects on reasons for learners’ naive conceptions and subsequent planning for teaching thinking strategies.
An examination of investigative approaches to the teaching and learning of mathematics within the context of problem solving.
Extends the theoretical and practical knowledge base for visual arts teaching and learning. Examines pedagogies used to support the development of visual arts literacy. Connects learning in the visual arts with the guiding structures of national curriculum documents and investigates issues such as addressing diversity and using new technologies. Identifies action and reflection practices that enhance visual arts learning.
A critical examination of the performance of creating in the arts. The processes of creating and shaping works selected from dance, drama, music and the visual arts will be analysed and used to plan and implement arts education practices in specified educational settings.
An examination of the learning processes initiated by the use of drama in the classroom with a particular focus on language use. There will be opportunity to design, implement and evaluate drama programmes.
An exploration of practical and theoretical activities relating to drama and performance in a range of contexts.
Development of the knowledge base for the teacher of Music, linking curriculum design and principles with practical experience of The Arts in the New Zealand Curriculum document, while offering opportunities for reflection on practice.
Approaches for teaching individuals or small groups who have been identified as achieving below expectations in mathematics in New Zealand primary and secondary schools will be explored. Numeracy assessment tools that identify the problems that students have with mathematical language and mathematical symbols will be explored.
Develops knowledge, skills and dispositions for teaching in Social Sciences and Learning Languages. Examines how people behave and influence the world, going beyond our immediate experience to explain how our own society through a critical examination of Te Tiriti o Waitangi and Aotearoa New Zealand histories in the context of fostering participation as active and informed global citizens.
Critically explores the place of the arts, and health and Education 743 and physical education in education, society and policy. Develops knowledge and skills for creative and transformative teaching in the arts and HPE learning areas. Examines how learning in the arts, health and physical education can engage diverse learners, be integrated across the curriculum, and enhance wellbeing within school environments.
Explores and critiques the role of science and technology in education and society. Uses integration principles together with content and pedagogical knowledge to develop and teach science and technology learning experiences resulting in valued outcomes for diverse ākonga. Explores planning and assessment processes for science and technology.
Critically examines the construction of health and physical education in the curriculum. Addresses questions such as: What stands for health and physical education in the curriculum? What contemporary issues face health and physical education teachers? What factors influence how curriculum is constructed and experienced?
Examines the nature and characteristics of quality teaching in physical education. Addresses such questions as: What legal and ethical issues mediate professional practice? How can a focus on diversity help learners in physical education contexts? What teaching methodologies, management strategies and resources underpin quality practice in physical education?
Critically analyses the professional responsibilities and roles of health educators in schools. Addresses such questions as: What are the issues and dilemmas associated with teaching health education? What values and beliefs underpin teaching approaches in health education? How is health education influenced by external factors? How do teachers resolve ethical and professional dilemmas and challenges related to teaching this subject?
Critically explores responsive, equitable and inclusive pedagogies to support diverse ākonga in learning and developing languages and multi-modal literacies. Examines assessment, planning and teaching that take account of ākonga, whānau and communities. Issues related to literacies, languages and cultures in Aotearoa are critically examined. The construction and interpretation of children’s texts are explored.
Explores the role of the Arts (dance, drama, music and visual art) in contributing to infants’, toddlers’, and young children’s critical thinking and creativity. Theories and practices of teaching and learning in Arts education are examined, including Māori and Pasifika perspectives, and connections are made to children’s play, holistic wellbeing, identities and citizenship.
Develops understandings of the theories, concepts and practices that support learning and teaching in health and physical education. It will examine such questions as: How are teachers informed in these subjects? How do teachers implement quality learning experiences based on the health and physical education curriculum for effective learning to occur for a diverse range of learners?
Develops an appreciation of the nature of science which supports conceptual understandings and quality teaching and learning approaches in science education. Addresses questions such as: How do teachers design quality learning environments based on the science curriculum so that positive engagement and effective learning can occur for a diverse range of learners? How is achievement determined and monitored?
Develops students’ knowledge and skills associated with planning for teaching and learning in Social Studies. Addresses questions such as: What do teachers need to know and understand about the history, nature and purpose of Social Studies education? What do teachers need to know about curriculum requirements, teaching methodologies, management strategies and resources to successfully plan for students’ diverse needs?
Develops knowledge, skills and understandings necessary to plan, teach and assess diverse learners in arts, language and literacies by addressing such questions as: Why are these curriculum areas important in the junior school and beyond? How do teachers design and resource quality programmes in order to encourage children to become confident, competent communicators and to maximise their achievement in these areas?
Extends knowledge, skills and dispositions necessary to plan for, teach and assess diverse learners in arts, language and literacies by addressing such questions as: Why are these curriculum areas important to middle/senior primary school learning? What resources, strategies and approaches will maximise achievement? How do teachers design quality teaching and learning programmes which and Education 744 encourage children to become competent communicators in these areas?
Critically examines curriculum approaches that promote children’s exploration and learning in science, technology, engineering and mathematics. Key concepts, processes and pedagogies relating to these disciplines are considered. Explores children’s learning through play and a holistic understanding of infants, toddlers and young children.
Critically examines theories, approaches and key curriculum influences. Examines the critical role of teacher knowledge, inquiry and reflection in implementing appropriate curriculum and assessment for infants, toddlers and young children. Critically explores the relationship between assessment, curriculum, pedagogy, and learning, including Kaupapa Māori and Pasifika perspectives.
Investigate the learning and teaching of Mathematics and Statistics and English learning areas. Critically examine teaching approaches, resources (including digital technologies) and learner progressions to understand how students learn in Mathematics and Statistics and English. Build essential knowledge and skills for Teaching as Inquiry in these areas.
Investigate how responsive pedagogies develop learners and teachers of the Mathematics and Statistics, and English learning areas. A Teaching-as-Inquiry approach will draw on research evidence to develop knowledge, understandings and skills, and planning and assessment strategies, known to improve outcomes for all learners.
Students will experience, participate in, inquire into and critically examine the content, theory and pedagogy of five Learning Areas of the New Zealand Curriculum: Health and Physical Education, The Arts, Science, Technology, and Social Studies.
Develops knowledge and understanding of the nature of mathematics, statistics and technology education by addressing questions such as: What is the nature and purpose of mathematics, statistics and technology education in the New Zealand Curriculum? What are the components, key concepts and learning progressions in the national curriculum? What constitutes effective teaching practices?
Develops the knowledge, skills and understanding for designing quality learning experiences in mathematics, statistics and technology education for diverse learners by addressing questions such as: What are the mathematical, statistical and technological concepts and learning progressions in the national curriculum? What constitutes effective teaching practices?
Critically evaluates appropriate curriculum for infants, toddlers and young children in early years settings. Integrated approaches to learning and teaching will be emphasised. Addresses, explores and examines questions about complex relationships between curriculum approaches, current learning theory, teachers’ professional knowledge, and assessment, planning and evaluation practices with reference to early childhood curriculum.
Develops knowledge, skills and attitudes associated with the planning, teaching and assessing of languages and literacies. Addresses such questions as: What are the interrelationships between languages and cultures in a Pacific nation? What influences construction and interpretation of meaning in text? What are the issues for family/whānau, teachers and learners relating to all children becoming confident, competent communicators in Aotearoa?
Develops understanding of the knowledge, skills and attitudes required to optimise learning and teaching in the arts. Involves a focused inquiry into music, dance, drama and visual arts in early childhood settings. Addresses such questions as: How do specific learning and teaching approaches and strategies motivate and enhance all children’s learning?
Develops competence in te reo Māori and mātauranga Māori. Addresses the needs and aspirations of Māori learners and communities in order to improve educational outcomes. Critically reviews Te Tiriti o Waitangi and Māori pedagogies in relation to teachers’ practices. Addresses questions such as: What are the historical and contemporary research and issues for Māori in education?
Develops understandings of hauora/well-being and belonging. Inquires into key concepts of health, physical education and social sciences. What images do we hold of children? What does identity mean for learners in a Pacific nation? Why is identity critical for Pasifika learners? What specific learning and teaching approaches and resources and Education 745 enhance the well-being and participation of children in a diverse society?
Develops pedagogical content knowledge and understanding in science, mathematics and technology. Considers such questions as: What are key early concepts, processes and possible learning progressions? What constitutes effective learning and teaching approaches to promote children’s exploration?
Students will experience, participate in, inquire into and critically examine the content, theory and pedagogy of five Learning Areas of the New Zealand Curriculum: Health and Physical Education, The Arts, Science, Technology, and Social Studies.
Students will experience, participate in, inquire into and critically examine the content, theory and pedagogy of five Learning Areas of the New Zealand Curriculum: Health and Physical Education, The Arts, Science, Technology, and Social Studies.
Critical examination of contemporary pedagogical approaches and teachers’ own professional knowledge and practice associated with curriculum delivery, appropriate for all learners and their educational outcomes, traversing the early childhood, primary and secondary sectors.
Students will critically explore creative practices in research and pedagogy within and between dance, drama, music and visual arts. The emphasis is on exploring emerging visions, theoretical perspectives and arts-based approaches which broaden relationships through postmodern practices in research and pedagogy appropriate to students living in a multicultural society, globalised world, and digital age.
A detailed examination of ideas and strategies for making science relevant to both teachers and learners. Topics will include notions of scientific literacy; the work of scientists in real-life contexts; the nature of science and process of scientific inquiry; contemporary science education pedagogies; mana ōrite mō te Mātauranga Māori and the role of science education in improving public understanding of science.
A practice-focused examination of effective teaching and learning of additional languages in school settings. Aligned with curricular expectations and underpinned by advances in the theory, research and best practice of teaching and learning languages, the course uses evidence-based evaluative inquiry to explore the design and implementation of responsive practices in contemporary language learning environments.
Classroom - Level 9 Students will apply appropriate research methods and specialised knowledge in an independent investigation into a problem of practice in the second language school classroom. In an authentic setting, students will carry out the investigation and consider critically issues associated with the methods applied, including ethical concerns.
Students engage in advanced study of theory and research related to optimising Literacy Intervention effectiveness. A critical understanding of Literacy Processing theory and Literacy Intervention principles and practices is integral to support teachers in effectively working with children having difficulty with literacy learning. A practicum component involving daily teaching of four six-year-old children forming case studies for analysis is required.
Research Critical analysis of issues and research related to the design and implementation of an effective early literacy intervention in an education system is central to this course. Emphasis is on facilitating the professional development and learning of Early Literacy Intervention teachers. Students observe and work with teachers and facilitators at professional learning centres.
Provides an opportunity for teachers to critique historical number systems as a way of illuminating theoretical issues, and informing their teaching practice, around learning number and place value concepts.
A critical examination of research and practice in using digital technologies to transform classroom pedagogy and enhance students’ learning experiences. Building on prior and Education 746 knowledge and using the knowledge and skills developed in the course, students will identify a research focus of their choosing to test concepts of usage, and critically evaluate new instructional designs for using digital technologies in classrooms.
How do we ensure that schools are wellbeing and mana-enhancing for children and youth? This course is an advanced examination of the theory and practice of mental health education, wellbeing and hauora in education settings. Emphasis will be placed on developing a substantive and integrated knowledge base, which can be applied to schools and other educational settings in practice.
Extends teachers’ collaborative and innovative leadership in a curricular area of expertise to optimise learning equity for all students, with priority for Māori, Pacific and migrant children and youth, and those with special needs. Participants will facilitate a teaching initiative with colleagues using inclusive, linguistically and culturally sustaining pedagogies within a selected curriculum area/ strand in schools or early childhood centres.
A practice-focused examination of how to meaningfully integrate science, technology, mathematics and statistics into a localised curriculum with students in Years 0-8. Students will critically examine STEM education, using research to first understand and critique examples drawn from practice, and then to develop an integrated and local learning experience that authentically draws on the STEM disciplines.
Students will critically analyse the key changes to Te Mātaiaho which includes the Common Practice Model for Literacy, Communication, and Maths strategy. Emphasis will be placed on building a substantive knowledge base on changes to the structure of the curriculum and changes to the vision, progressions and learning strands developments and the potential impact on equity and inclusion for all ākonga. Examines the implications of these changes for different stakeholders, including school leaders, teachers, students, parents and whānau in Aotearoa.
Education How do we address the challenges and opportunities facing teachers, leaders and practitioners in sport, health and physical education? This course critically examines current issues across these fields of practice from a range of perspectives. Students will undertake an investigation of specific issues relevant to their contexts.
Rangatahi (youth) in Aotearoa who identify as sex, gender and/or sexuality diverse are present across all schools. This course will explore policy, curriculum and pedagogical approaches that can support the inclusion, wellbeing and achievement of sex, sexuality and gender diverse youth. The course will be suitable for anyone working with rangatahi including (but not limited to) early childhood, primary, intermediate and secondary school leaders and teachers.
education How do educators think about and respond to the diverse wellbeing needs of our Pacific youth in educational settings? This course takes a critical approach to understand the theoretical and practical applications of Pacific wellbeing so Pacific youth in the diaspora can thrive. Emphasis is placed on developing a robust understanding of Pacific youth wellbeing, while also developing mana-enhancing pedagogical practices that are underpinned by Pacific worldviews.
A critical examination and application of current theory, research and practice into using digital tools as interventions to support struggling learners. Students will undertake an independent critical evaluation of the development, implementation and impact of a digital tool to accelerate their learning.
Students will critically explore emerging visions and theoretical concepts that broaden research practices in the Arts. Emphasis will be on how innovative Arts practices move attention from not just what is researched, but to how the research can be conducted and reported in creative ways. Topics include approaches such as narrative, autobiography, performative ethnography, reader’s theatre, poetic inquiry, and a/r/tography.
Develops a critical understanding of relationships between business and education, the role of business, enterprise and innovation in the community and various theoretical underpinning frameworks. Develops an in-depth understanding of business practice and critiques opportunities for interaction between enterprise and educational institutions. This would include commercial opportunities for educational institutions as well as contribution to curriculum delivery. and Education 747