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EDCE300 Curriculum in Action

Critical examination of integrated curriculum in action in early childhood settings in the context of Aotearoa.

This paper is designed to support students to develop an understanding of Te Whāriki as a framework for the implementation of an integrated, bicultural curriculum in Aotearoa/New Zealand. The focus of the paper is on "living" the framework in practice and exploring the implications of this for teaching for learning. Key foci for the paper are related to the bicultural understandings of the framework; curriculum and pedagogical content knowledge; and the role of assessment of and planning for learning.

Paper title Curriculum in Action
Paper code EDCE300
Subject Education
EFTS 0.1500
Points 18 points
Teaching period First Semester
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Limited to
GradDipTchg
Notes
Compulsory for GradDipTchg Early Childhood Education students.
Eligibility
This paper is compulsory for students in the Graduate Diploma of Teaching (Early Childhood Education) programme.
Contact
Programme Co-ordinator (Early Childhood Education): Judy Layland - judy.layland@otago.ac.nz
Teaching staff
To be advised
Paper Structure
Topics:
  • Te Whāriki as a complex integrated curriculum and the implications for professional experience
  • Principles and strands of Te Whāriki
  • Underpinning research and learning theories
  • Community of learners
  • Curriculum content knowledge
  • Pedagogical content knowledge
  • Curriculum approaches and strategies for early childhood education teaching and learning
  • Current research and theory relating to curriculum implementation approaches and strategies
  • Assessing working theories and dispositions for learning
  • Planning for learning and teaching
  • Routines, rituals, experiences and events
  • Reflexive practice
  • Te Whāriki as a bicultural curriculum
  • Examination of a Māori dimension within the framework of Te Whāriki and professional experience
  • Examination of associated issues for the integration of te ao Māori in the implementation of early childhood curriculum
Textbooks
Required Texts
  • Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education: Society and culture (2nd ed.). London: Sage. (Available electronically from University library).
  • Hemara, W. (2000). Māori pedagogies: A view from the literature. Wellington, New Zealand: New Zealand Council for Educational Research.
  • McLachlan, C., Fleer, M. & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Melbourne, Australia: Cambridge University Press. (Available electronically from University library).
  • MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). New South Wales, Australia: Pearson Education.
  • New Zealand Ministry of Education. (1996). Te whāriki: He whāriki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2011). Tātaiako: Cultural competencies for kaiako/teachers of Māori learners. Wellington: Ministry of Education. Available online from the Education Council website.
  • New Zealand Ministry of Education. (2013). Ka Hikitia : Accelerating success 2013-2017. The Māori education strategy. Wellington: Ministry of Education. Available online from the Ministry of Education website.
  • Nuttall, J. (Ed.) (2013). Weaving Te Whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice (2nd ed.). Wellington, New Zealand: NZCER.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete the paper will be able to
  1. Critically analyse integrated early childhood education curriculum and the implications of this for pedagogical and professional experience
  2. Demonstrate an understanding of Te Whāriki as a bicultural curriculum
  3. Demonstrate an understanding of bicultural curriculum in daily early childhood education professional experience
  4. Examine and appraise current research on the implementation of Te Whāriki

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Timetable

First Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
M1 Monday 11:00-11:50 9-15, 17-21

Tutorial

Stream Days Times Weeks
Attend
T1 Wednesday 13:00-14:50 9-15, 17-21

Critical examination of integrated curriculum in action in early childhood settings in the context of Aotearoa.

This paper is designed to support students to develop an understanding of Te Wh?üriki as a framework for the implementation of an integrated, bicultural curriculum in Aotearoa/New Zealand. The focus of the paper is on "living" the framework in practice and exploring the implications of this for teaching for learning. Key foci for the paper are related to the bicultural understandings of the framework; curriculum and pedagogical content knowledge; and the role of assessment of and planning for learning.

Paper title Curriculum in Action
Paper code EDCE300
Subject Education
EFTS 0.1500
Points 18 points
Teaching period First Semester
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Limited to
GradDipTchg
Notes
Compulsory for GradDipTchg Early Childhood Education students.
Eligibility
This paper is compulsory for students in the Graduate Diploma of Teaching (Early Childhood Education) programme.
Contact
Programme Co-ordinator (Early Childhood Education): judy.layland@otago.ac.nz
Teaching staff
Paper Coordinator : Judy Layland
Paper Structure
Topics:
  • Te WhÄriki as a complex integrated curriculum and the implications for professional experience
  • Principles and strands of Te WhÄriki
  • Underpinning research and learning theories
  • Community of learners
  • Curriculum content knowledge
  • Pedagogical content knowledge
  • Curriculum approaches and strategies for early childhood education teaching and learning
  • Current research and theory relating to curriculum implementation approaches and strategies
  • Assessing working theories and dispositions for learning
  • Planning for learning and teaching
  • Routines, rituals, experiences and events
  • Reflexive practice
  • Te WhÄriki as a bicultural curriculum
  • Examination of a MÄori dimension within the framework of Te WhÄriki and professional experience
  • Examination of associated issues for the integration of te ao MÄori in the implementation of early childhood curriculum
Textbooks
Required TextsNew Zealand Ministry of Education. (2017). Te Wh?üriki: He wh?üriki m?ütauranga m?ì ng?ü mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Ministry of Education.
  • Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education: Society and culture (2nd ed.). London: Sage. (Available electronically from University library).
  • Hemara, W. (2000). M?üori pedagogies: A view from the literature. Wellington, New Zealand: New Zealand Council for Educational Research.
  • McLachlan, C., Fleer, M. & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Melbourne, Australia: Cambridge University Press. (Available electronically from University library).
  • MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). New South Wales, Australia: Pearson Education.
  • New Zealand Ministry of Education. (2011). T?ütaiako: Cult
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete the paper will be able to
  1. Critically analyse integrated early childhood education curriculum and the implications of this for pedagogical and professional experience
  2. Demonstrate an understanding of Te WhÄriki as a bicultural curriculum
  3. Demonstrate an understanding of bicultural curriculum in daily early childhood education professional experience
  4. Examine and appraise current research on the implementation of Te WhÄriki

^ Top of page

Timetable

First Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
M1 Monday 11:00-11:50 9-13, 15-21, 25

Tutorial

Stream Days Times Weeks
Attend
T1 Wednesday 13:00-14:50 9-13, 15-16, 18-21