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EDCR201 Weaving Curriculum

An investigation of Te Whāriki as a tool for weaving together the principles, strands, content knowledge and theoretical perspectives to create a curriculum for all children in Aotearoa/New Zealand.

This paper extends students' understanding of the early childhood curriculum document Te Whāriki through an analysis of the principles/he kaupapa whakahaere and strands/he muka and how these can be woven to create a bicultural curriculum for all children in Aotearoa/New Zealand. It will allow students to gain both content and pedagogical content knowledge of science, social studies and physical education and health and to explore how environments can promote a culture of learning. This paper investigates how Te Whāriki can be used as a tool for weaving together the principles, strands, domains of mana, content knowledge and theoretical perspectives to create a curriculum for all children in Aotearoa/New Zealand. The paper provides students with an opportunity to weave together the principles and strands of Te Whāriki, their content and pedagogical knowledge to create a bicultural curriculum that will engage all learners.

Paper title Weaving Curriculum
Paper code EDCR201
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) First Semester, First Semester
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Prerequisite
All of: EDCR 101, EDCR 102, (EICT 198 or EICT 199), (ELIT 198 or ELIT 199), (EMAT 197 or EMAT 198)
Restriction
EDUE 201
Limited to
BEdSt, BTchg
Notes
(i) With approval from the Dean of the College of Education, the EICT and ELIT prerequisites may be waived for students with equivalent passes. (ii) Early Childhood Education students only.
Learning Outcomes
  1. To critically analyse the weaving metaphor of Te Whāriki as a basis for constructing bicultural curriculum in inclusive early childhood settings
  2. To examine and evaluate relevant content and pedagogical content knowledge appropriate to facilitating children's learning in the early childhood context.
  3. To explore te ao/kaupapa Māori in curriculum planning
  4. To gain an understanding of how the environment and pedagogical practices create a culture of learning which engages all learners
Graduate Attributes Emphasised
Interdisciplinary perspective, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy, Information literacy, Research.
View more information about Otago's graduate attributes.
Teaching staff
Paper Co-ordinator: Judy Layland (Dunedin)
Other staff: Mary O'Rourke (Southland), Pauline Smith (Southland)
Contact
Judy Layland, judy.layland@otago.ac.nz
Textbooks
Required Texts:
  • Arthur, L., Beecher, B., Dockett, S., Farmer, S. & Death, E. (2013/15). Programming and planning in early childhood settings (5th/6th ed.). South Melbourne, Victoria, Australia: Thomson.
  • Hemara, W. (2000). Māori pedagogies - a view from the literature. Wellington, New Zealand: New Zealand Council for Educational Research.
  • 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. (2013). Ka hikitia - Accelerating success. Wellington: Ministry of Education. Available online at www.minedu.govt.nz
  • New Zealand Ministry of Education. (2011). Tātaiako: Cultural competencies for teacher/kaiakos of Māori learners. Wellington: Ministry of Education & New Zealand Teacher/kaiakos Council.
  • 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.
Paper Structure
Weaving Te Whāriki Connecting together
  • The principles, strands and domains of mana
  • Content knowledge and pedagogical content knowledge
Bicultural curriculum
  • Content knowledge and pedagogical content knowledge
  • Social Studies
  • Science
  • Health and Physical Education
  • Integrating learning areas to facilitate children's learning
Te ao and kaupapa Māori in curriculum planning
  • A culture of learning
  • The environment
  • Pedagogy
  • Engaging all learners

^ 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
L1 Monday 11:00-12:50 13
Monday 12:00-12:50 9-12, 14-15, 17-19, 22

Tutorial

Stream Days Times Weeks
Attend
T1 Thursday 10:00-11:50 9-15, 17-19, 22

First Semester

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

An investigation of Te Whāriki as a tool for weaving together the principles, strands, content knowledge and theoretical perspectives to create a curriculum for all children in Aotearoa/New Zealand.

This paper extends students' understanding of the early childhood curriculum document Te Wh?üriki through an analysis of the principles/he kaupapa whakahaere and strands/he muka and how these can be woven to create a bicultural curriculum for all children in Aotearoa/New Zealand. It will allow students to gain both content and pedagogical content knowledge of science, social studies and physical education and health and to explore how environments can promote a culture of learning. This paper investigates how Te Wh?üriki can be used as a tool for weaving together the principles, strands, domains of mana, content knowledge and theoretical perspectives to create a curriculum for all children in Aotearoa/New Zealand. The paper provides students with an opportunity to weave together the principles and strands of Te Wh?üriki, their content and pedagogical knowledge to create a bicultural curriculum that will engage all learners.

Paper title Weaving Curriculum
Paper code EDCR201
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) First Semester, 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

Prerequisite
All of: EDCR 101, EDCR 102, (EICT 198 or EICT 199), (ELIT 198 or ELIT 199), (EMAT 197 or EMAT 198)
Restriction
EDUE 201
Limited to
BEdSt, BTchg
Notes
(i) With approval from the Dean of the College of Education, the EICT and ELIT prerequisites may be waived for students with equivalent passes. (ii) Early Childhood Education students only.
Contact
Judy Layland, judy.layland@otago.ac.nz
Teaching staff
Paper Co-ordinator: Judy Layland (Dunedin)
Other staff: Mary O'Rourke (Southland), Pauline Smith (Southland)
Paper Structure
Weaving Te WhÄriki Connecting together
  • The principles, strands and domains of mana
  • Content knowledge and pedagogical content knowledge
Bicultural curriculum
  • Content knowledge and pedagogical content knowledge
  • Social Studies
  • Science
  • Health and Physical Education
  • Integrating learning areas to facilitate children's learning
Te ao and kaupapa MÄori in curriculum planning
  • A culture of learning
  • The environment
  • Pedagogy
  • Engaging all learners
Textbooks
Required Texts:
  • Clark, A. & Grey, A. (Eds.). (2010). Perspectives on early childhood education: Ata kite ate pae - Scanning the horizon. Auckland, New Zealand: Pearson.
  • Grey, A. & Clark, B. (Eds.). (2013). Transformative teaching practices in early childhood education: Ng?ü hurihanga ako k?ìhungahunga. Auckland, New Zealand: Pearson.
  • Lee, W., Carr, M., Soutar, B. & Mitchell, L. (2013). Understanding the te whariki approach: Early years education in practice. London & New York: Routledge.
  • New 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.
  • Hemara, W. (2000). M?üori pedagogies - a view from the literature. Wellington, New Zealand: New Zealand Council for Educational Research.
  • 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. (2013). Ka hikitia - Accelerating success. Wellington: Ministry of Education. Available online at www.minedu.govt.nz
  • New Zealand Ministry of Education. (2011). T?ütaiako: Cultural competencies for teacher/kaiakos of M?üori learners. Wellington: Ministry of Education & New Zealand Teacher/kaiakos Council.
  • Nuttall, J. (Ed.) (2013). Weaving Te Wh?üriki: Aotearoa New Zealand's Early Childhood Curriculum Document in Theory and Practice (2nd ed.). Wellington, New Zealand: NZCER.
Graduate Attributes Emphasised
Interdisciplinary perspective, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy, Information literacy, Research.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To critically analyse the weaving metaphor of Te WhÄriki as a basis for constructing bicultural curriculum in inclusive early childhood settings
  2. To examine and evaluate relevant content and pedagogical content knowledge appropriate to facilitating children's learning in the early childhood context.
  3. To explore te ao/kaupapa MÄori in curriculum planning
  4. To gain an understanding of how the environment and pedagogical practices create a culture of learning which engages all learners

^ 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
L1 Monday 12:00-12:50 9-13, 15-19, 22

Tutorial

Stream Days Times Weeks
Attend
T1 Thursday 10:00-11:50 9-13, 15-19, 22

First Semester

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