Develops knowledge and understanding of mathematics and statistics learning and teaching in the middle school by considering the questions: What is mathematical and statistical thinking? What are the components of, and key concepts and learning progressions in, the national curriculum? What is quality learning in mathematics and statistics? What constitutes effective teaching practices in mathematics and statistics?
Develops the knowledge, skills and understanding for designing quality learning experiences in mathematics and statistics for diverse learners by considering the questions related to secondary school mathematics and statistics education: What are the key concepts and learning progressions in the national curriculum? What theoretical models best inform as to the growth of understanding? What constitutes effective teaching and assessment practices?
Develops the knowledge, skills and understanding for designing quality learning experiences and internal national assessment tasks in statistics for diverse learners by considering the questions related to senior secondary school statistics education: What are the concepts and learning progressions in the national curriculum? What statistical ideas pose greatest difficulty for learners? What constitutes effective teaching and assessment practices?
Develops the knowledge, skills and understanding for and Education 732 designing quality learning experiences and internal national assessment tasks in mathematics for diverse learners by considering the questions related to senior secondary school mathematics education: What are the concepts and learning progressions in the national curriculum? What mathematical ideas pose greatest difficulty for learners? What constitutes effective teaching and assessment practices?
Develops the practical pedagogical content knowledge, skills and attitudes associated with planning, teaching and assessing physical education in learning contexts related to teaching Years 9-11. Addresses questions such as: How do teachers plan lessons in, through and about movement? What do teachers need to know to teach in movement- based learning contexts effectively?
Develops the curriculum knowledge associated with planning, teaching and assessing physical education in secondary schools. Addresses questions such as: What is physical education and why is it important? How are units and programmes planned using the curriculum and national assessment requirements? How do teachers accommodate assessment qualification requirements in their planning?
Integrates multidisciplinary-based knowledge and pedagogical content knowledge with developing understanding, skills, attitudes and values associated with teaching in health education across the secondary school. Addresses questions such as: Why is health education important? How are teachers informed in this subject? How is health education taught ethically and effectively for a diverse range of learners?
Examines further the theories, concepts and research central to the teaching of health education. Addresses questions such as: What do teachers need to know to teach and assess learning in health education? What is authentic health education assessment and how do we determine and monitor success? How does knowledge of curriculum concepts determine learning at senior school levels?
Develops the content knowledge, skills and understanding consistent with relevant curriculum requirements to enable effective teaching and learning approaches in intermediate and secondary science education. Addresses questions such as: How do teachers design quality learning environments that support positive engagement and effective learning for a diverse range of learners? How is achievement determined and monitored?
Integrates research, theory and practical experience in examining secondary school science learning contexts. Addresses questions such as: Why is Science important? What is scientific literacy? What pedagogical content knowledge is needed to teach science effectively? How is achievement determined and monitored?
Develops the content knowledge, skills and understanding consistent with relevant curriculum requirements to enable effective teaching and learning approaches in senior secondary science education. Addresses questions such as: How do teachers design quality learning environments that support positive engagement and effective learning for a diverse range of learners? How is achievement determined and monitored?
Develops the content knowledge, skills and understanding consistent with relevant curriculum requirements to enable effective teaching and learning approaches in senior chemistry education. Addresses questions such as: How do teachers design quality learning environments that support positive engagement and effective learning for senior secondary students? How is achievement determined and monitored?
Develops the content knowledge, skills and understanding consistent with relevant curriculum requirements to enable effective teaching and learning approaches in senior biology education. Addresses questions such as: How do teachers design quality learning environments that support positive engagement and effective learning for senior secondary students? How is achievement determined and monitored?
Develops the content knowledge, skills and understanding consistent with relevant curriculum requirements to enable effective teaching and learning approaches in senior physics education. Addresses questions such as: How do teachers design quality learning environments that support positive engagement and effective learning for senior secondary students? How is achievement determined and monitored?
Develops the knowledge and skills associated with planning, teaching, learning and assessing Social Studies. Addresses questions such as: What do teachers need to know and understand about the purpose and nature of Social Studies education? What methodologies, management strategies and resources can be used to maximise student motivation and address the diverse needs of students?
Develops the knowledge and skills associated with planning and teaching Social Studies and includes methodologies for addressing national assessment for Years 11-13. Addresses questions such as: How do teachers plan and implement learning experiences, units and programmes that meet national requirements? How can students be challenged to debate and consider social issues?
Integrates expertise in the discipline of geography with expertise in planning, teaching and assessing the subject in schools. Develops the conceptual knowledge and skills that are central to the geography curriculum and addresses questions such as: Why is geography important? What do teachers need to know to teach and assess geography effectively? What resources and strategies maximise motivation and learning?
Enhances the integration of expertise in the discipline of geography with expertise in planning, teaching and assessing the subject in schools. Deepens understanding of the conceptual knowledge and skills that are central to the geography curriculum and addresses questions such as: How do teachers determine and monitor success? How do teachers address common difficulties that students face?
Integrates disciplinary expertise in relation to History content and historiography while developing the knowledge and skills associated with planning, teaching and assessing the subject. Addresses questions such as: Why is History an important subject? How can History be taught and assessed effectively? What resources and strategies can be used to maximise student motivation in learning History?
Enhances disciplinary expertise in relation to developing an appropriate knowledge of content and historiography for Years 11 to 13 History, while further developing the knowledge and skills associated with planning, teaching and assessing the subject. Addresses questions such as: How can teachers challenge students to explore historical issues, understand and develop the methodologies employed by historians?
Develops knowledge and skills associated with planning for teaching and learning in Economics. Addresses questions such as: What are important principles, concepts and skills associated with Economics education? What do teachers need to know and understand about teaching methodologies, management strategies and resources to successfully plan for the diverse needs of students?
Develops knowledge and skills associated with planning for teaching and learning in Accounting. Addresses questions such as: What are important principles, concepts and skills associated with Accounting education? What do teachers need to know and understand about teaching methodologies, management strategies and resources to successfully plan for the diverse needs of students?
Integrates disciplinary based content knowledge, theory and research with developing knowledge, skills and attitudes associated with planning and assessment in Business Studies. Addresses questions such as: Why is this subject important? What do teachers need to know to teach this subject effectively? What motivates students in the subject and what resources and strategies maximise motivation?
Develops the knowledge, understanding and issues associated with Technology education in the New Zealand Curriculum. Explores current and seminal theory to address questions such as: What is technology? Why is this Learning Area important? What are the important principles and concepts underpinning Technology in the New Zealand Curriculum?
Develops pedagogical content knowledge; skills and attitudes associated with specialist domains of practice in technology. Addresses questions such as: What is technological practice? How does industry practice relate to classroom practice? What strategies are effective for teaching technology to diverse learners? How does specialist knowledge contribute to classroom practice? What teaching methodologies and resources maximise student success?
Develops pedagogical content knowledge, skills and methodology for designing quality learning experiences and senior assessment tasks in Technology education. Addresses: How are units of work and programmes planned using the curriculum and national assessment requirements? What teaching methodologies, management strategies and resources maximise success for diverse learners? How do teachers determine and monitor success?
Develops pedagogical content knowledge, skills and attitudes for quality visual communication across the Curriculum. Addresses questions such as: What is the value of learning to communicate visually? What are the important principles, concepts and skills in Visual Communication? How can visual communication contribute to childrenβs learning in a range of curriculum areas? How do teachers encourage effective visual communication?
Develops pedagogical content knowledge, methodologies and skills underpinned by theory to design quality learning experiences and assessment tasks in Design and Visual Communication. Addresses: What are the important design principles, historical influences and ways of thinking and communicating in Design and Visual Communication? How are units and programmes planned using the curriculum and national assessment requirements?
Integrates disciplinary-based content knowledge and scholarship with developing knowledge, skills and attitudes associated with planning, teaching and assessing Music. Addresses questions such as: What musical experiences are important to adolescent cognitive and affective development? What do teachers need to know to teach Music effectively? What strategies and resources maximise motivation and learning in Music?
Enhances the integration of disciplinary-based content knowledge and scholarship with the knowledge, skills and attitudes required to teach and assess Music in the New Zealand curriculum. Addresses questions such as: What principles, strategies and understandings are necessary to plan, teach and assess music effectively in senior secondary environments? How can these be scaffolded and monitored?
Provides an opportunity for students to engage in research into an area of the Music curriculum. Addresses the question: What teaching methodologies, management strategies and resources best inform and maximise teacher and student success in secondary music education? Critically evaluates music education in contemporary societies in order to reach an informed understanding of how music education in New Zealand secondary schools might be structured and framed.
Develops pedagogical content knowledge, skills, and attitudes for planning, teaching and assessing visual arts education. Addresses questions such as: What is the relationship between art, culture, New Zealand society and the curriculum? How can visual arts education address the needs of ethnically and culturally diverse students? What teaching methodologies, management strategies and resources motivate students and maximise achievement?
Develops pedagogical content knowledge, skills, and attitudes for planning, teaching and assessing visual arts education. Addresses questions such as: What are the important principles, concepts and skills for teaching the visual arts discipline in the arts curriculum? How do visual arts programmes promote development of practical knowledge, exploration and expression of ideas, and understanding of the contexts of art?
Develops pedagogical content knowledge, skills, and attitudes for planning, teaching and assessing visual arts education in the senior school. Addresses questions such as: What are the important principles, concepts and skills for teaching the specialist disciplines in the visual arts curriculum? How are programmes for senior students planned, resourced, managed and implemented to meet national curriculum and assessment requirements?
Develops pedagogical and content knowledge and skills for planning, teaching and assessing drama. Addresses questions such as: What important principles, skills, teaching methodologies and strategies support teaching drama in the secondary school? How can drama education address needs of diverse students? How do drama programmes extend practical knowledge, developing ideas, performance and interpretation and understanding of drama contexts?
Develops pedagogical and content knowledge, skills and attitudes for planning teaching and assessing drama education in the senior school. Addresses questions such as: What are the important principles, concepts and teaching skills that support specialist drama programmes in the senior secondary school? How are programmes for senior students planned, resourced, and implemented for national curriculum and assessment requirements?
Develops pedagogical and content knowledge and skills for planning, teaching and assessing dance. Addresses questions such as: What important principles, skills, teaching methodologies and strategies support teaching dance in the arts curriculum? How can dance education address the needs of diverse students? How do dance programmes extend practical knowledge, dance making, performance and interpretation, and understanding of dance contexts?
Develops pedagogical and content knowledge, skills and attitudes for planning teaching and assessing dance education in the senior school. Addresses questions such as: What are the important principles, concepts and teaching skills that support specialist dance programmes in the senior secondary school? How are programmes for senior students planned, resourced, and implemented for national curriculum and assessment requirements?
Develops pedagogical content knowledge, skills, and attitudes for planning, teaching and assessing art history education. Addresses questions such as: What are the important principles, concepts and skills for teaching art history? How can studies in language and visual literacy be maximised for student achievement? How are programmes planned, resourced, managed and implemented to meet national curriculum and assessment requirements?
Develops the pedagogical content knowledge, skills and attitudes associated with planning, teaching and assessing English. Addresses questions such as: Why is this subject important? What are the important principles, concepts and skills in this subject? How can the diverse needs of students be addressed? How do teachers plan lessons? What teaching methodologies, management strategies and resources maximise success?
Develops the pedagogical content knowledge, skills and attitudes associated with planning, teaching and assessing English. Addresses questions such as: How are units and programmes planned using the curriculum and national assessment requirements? How is success determined for the beginning stages of national qualifications?
Develops the pedagogical content knowledge, skills and attitudes associated with planning, teaching and assessing English. Addresses questions such as: What are the important principles, concepts and skills for teaching the senior curriculum? How are senior curriculum units and Education 736 and programmes planned using national qualification assessment requirements? What teaching methodologies, management strategies and resources maximise student success? How is student success determined?
Integrates disciplinary-based content knowledge and scholarship with developing the knowledge, skills and understandings associated with planning, teaching and assessing diverse learners in Media Studies at Years 12 and 13. Addresses questions such as: What do teachers need to know to teach and assess for national qualifications? What strategies and resources maximise motivation and learning in Media Studies?
Enhances the integration of disciplinary-based content knowledge and scholarship with the knowledge, skills and understandings associated with planning, teaching and assessing diverse learners in Media Studies. Addresses questions such as: How do teachers structure programmes for students Years 9-13 in Media Studies? What knowledge, skills and understandings are central to this subject? How do teachers determine and monitor success?
Develops the pedagogical content knowledge, skills and attitudes associated with planning, teaching and assessing ESSOL. Addresses questions such as: Why is this subject important? What are the important principles, concepts and skills in this subject? How can the diverse needs of students be addressed? How do teachers plan lessons? What teaching methodologies, management strategies and resources maximise success?
Develops the pedagogical content knowledge, skills and attitudes associated with planning, teaching and assessing ESSOL. Addresses questions such as: How are units and programmes planned using the curriculum and national assessment requirements? How is success determined for the beginning stages of high stakes assessment?
Addresses the methodologies for teaching languages by developing the knowledge, skills and attitudes associated with planning, teaching and assessing Languages. Addresses questions such as: Why is language learning important? What do teachers need to know to teach languages effectively? What strategies and resources maximise student motivation and language acquisition when learning a language?
Integrates content knowledge and scholarship with the knowledge, skills and attitudes associated with planning, teaching and assessing Chinese. Addresses questions such as: Why is it important to learn Chinese? What do teachers need to know to teach Chinese effectively? What strategies and resources maximise motivation and language acquisition in learning Chinese?
Integrates content knowledge and scholarship with the knowledge, skills and attitudes associated with planning, teaching and assessing French. Addresses questions such as: Why is it important to learn French? What do teachers need to know to teach French effectively? What strategies and resources maximise motivation and language acquisition in learning French?
Integrates content knowledge and scholarship with the knowledge, skills and attitudes associated with planning, teaching and assessing German. Addresses questions such as: Why is it important to learn German? What do teachers need to know to teach German effectively? What strategies and resources maximise motivation and language acquisition in learning German?
Integrates content knowledge and scholarship with the knowledge, skills and attitudes associated with planning, teaching and assessing Japanese. Addresses questions such as: Why is it important to learn Japanese? What do teachers need to know to teach Japanese effectively? What and Education 737 strategies and resources maximise motivation and language acquisition in learning Japanese?
Integrates content knowledge and scholarship with the knowledge, skills and attitudes associated with planning, teaching and assessing Samoan. Addresses questions such as: Why is it important to learn Samoan? What do teachers need to know to teach Samoan effectively? What strategies and resources maximise motivation and language acquisition in learning Samoan?
Integrates content knowledge and scholarship with the knowledge, skills and attitudes associated with planning, teaching and assessing Spanish. Addresses questions such as: Why is it important to learn Spanish? What do teachers need to know to teach Spanish effectively? What strategies and resources maximise motivation and language acquisition in learning Spanish?
Develops the pedagogical content and subject matter knowledge; skills and attitudes associated with planning, teaching and assessing Religious Education in Catholic/ Christian schools. Addresses questions such as: Why is this subject important? What do teachers need to know to teach RE effectively? How can diverse needs of students be addressed? What teaching methodologies, management strategies and resources maximise success?
Integrates disciplinary-based content knowledge and scholarship with the knowledge, skills and attitudes associated with planning, teaching and assessing Classical Studies. Addresses questions such as: Why is it is important to study Classical Studies? What do teachers need to know to teach and assess for senior qualifications? What strategies and resources maximise motivation and learning in Classical Studies?
Integrates content knowledge with knowledge, skills and attitudes associated with planning, teaching and assessing te reo MΔori at Years 7-10. Addresses such questions as: Why is it important to learn te reo MΔori? What do teachers need to know to teach te reo MΔori effectively? What strategies and resources maximise motivation and language acquisition in learning te reo MΔori?
Develops the pedagogical content knowledge, skills and attitudes associated with planning, teaching and assessing te reo MΔori in Years 11-13. Addresses such questions as: What key factors contribute to the teaching of senior students? How are curriculum units and programmes planned in order to meet high stakes assessment requirements? How do teachers formatively assess student learning?
Students undertake a supervised study into an aspect of the New Zealand curriculum, or relevant to education in New Zealand or the wider context. Key questions are formulated and specified outcomes addressed.
Develops the content knowledge and understanding required to teach a selected subject and the pedagogical knowledge and skills associated with planning, teaching and assessing the subject, consistent with curriculum requirements. Addresses questions such as: What do teachers need to know to teach this subject effectively? What resources and strategies maximise the motivation and learning of students in this subject?
Develops the content knowledge and understanding required to teach a selected subject and the pedagogical knowledge and skills associated with planning, teaching and assessing the subject, consistent with curriculum requirements. Addresses questions such as: What do teachers need to know to teach this subject effectively? What resources and strategies maximise the motivation and learning of students in this subject?
and Education 738
Develops the content knowledge, skills and understanding consistent with the environmental education guidelines to enable effective teaching and learning approaches about, for and within the environment. Addresses questions such as: How do teachers design quality learning experiences for a diverse range of learners? How can social sciences, science and technology education enhance the potential of this educational focus?
Develops pedagogical knowledge, skills and attitudes associated with teaching in multi-disciplinary contexts incorporating information and communication technologies. Addresses questions such as: What are the important principles, concepts and skills associated with multi-disciplinary teaching? How do teachers plan for cross-curricular projects? How can multi-disciplinary teams operate effectively? How can the use of ICT contribute to effective learning?
Develops the knowledge and skills required to teach a specific secondary school subject. This includes adapting content knowledge for teaching and developing subject specific pedagogical skills. The course addresses questions such as: What do teachers need to know to teach this subject effectively? What resources and strategies maximise the motivation and learning of diverse learners in this subject?
Develops understanding of the national curriculum document and the structure and content of the Learning Area, including content, pedagogical knowledge and pedagogical content knowledge required for developing effective learning environments. Develops planning, teaching, and assessment design consistent with national curriculum requirements and with theory and research within the Learning Area. Reflects critically on how responsive pedagogies impact on learning.
Within a curriculum specialism this course examines responsive pedagogies and how these enhance engagement and achievement of priority learners. Through classroom practice students reflect critically on how responsive pedagogies impact on learning.
Examines evidenced-based core practices that have the potential to improve student achievement. Within the context of curriculum areas, students will enact these practices and inquire into the impact of their teaching on priority learners.
Critically explores the New Zealand Curriculum and secondary school qualifications, and develops pedagogical content knowledge of planning, teaching and assessment in specialist learning areas. A short teaching practice enables students to apply knowledge to practice, and critically examine its relationship to relevant theory and research.
Within the context of concurrent field-based teaching, critically reflects on effective teaching practices, and theory and research evidence that underpin them. Develops pedagogical content knowledge, and understanding and use of inquiry within a specialist learning area. Students demonstrate evidence of self-awareness, awareness of learning through use of individualised student data, problem solving skills, and an understanding of culturally responsive pedagogy.