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EDCR301 Living Curriculum

Challenges students to explore what it means to utilise their knowledge of curriculum, pedagogical content knowledge, research, and theory to ‘live’ the curriculum in early childhood settings in Aotearoa/New Zealand.

This paper will engage students in a critical examination of the notion of a living curriculum in early childhood settings in Aotearoa/New Zealand and appropriate approaches and strategies for its implementation. Students will also examine the influences on curriculum development, including the inclusion of Te Ao Māori and the use of content knowledge as a tool to facilitate the continuity of learning.

Paper title Living Curriculum
Paper code EDCR301
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
EDCR 201 and EDCR 202 and EDPR 201
Restriction
EDUE 301
Limited to
BTchg, GradDipEdTchg, GradDipTchg
Notes
(i) Early Childhood Education students only. (ii) Prerequisites EDCR 201 and EDPR 201 are waived for GradDipTchg (Early Childhood Education) students.
Eligibility
This paper is for Early Childhood Education students only.
Contact
Programme Co-ordinator (Early Childhood Education): Judy Layland, judy.layland@otago.ac.nz
Teaching staff
Paper Co-ordinator: Meredith Kelly (Southland)
Other staff: Parker Ormond (Southland)
Teaching Arrangements
This paper is taught on the Dunedin and Invercargill campuses.
Graduate Attributes Emphasised
Critical thinking, Cultural understanding.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete this paper will be able:
  1. To critically analyse the notion of lived curriculum as an integrated, bicultural curriculum and explore how content and pedagogical content knowledge informs the professional practice of early childhood teachers working with all learners
  2. To appraise current theory on curriculum and examine its impact on the development of curriculum approaches and strategies
  3. To gain knowledge and understanding on how a bicultural curriculum is lived in daily practice
  4. To critically examine the value of communities of learners in curriculum implementation
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.
  • Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: Rethinking Curriculum in early childhood education. United States of America: Pearson Education Inc.
  • McLachlan, C., Fleer, M. & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Melbourne, Australia: Cambridge University Press. (Available from Robertson Library Reserve).
  • 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 at educationcouncil.org.nz
  • New Zealand Ministry of Education. (2013). Ka Hikitia: Accelerating success 2013-2017. The Māori education strategy. Wellington: Ministry of Education. Available online at education.govt.nz
  • 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
Te Whāriki as integrated curriculum
  • Key elements of and influences on curriculum
  • Pedagogical content knowledge
  • Curriculum approaches and strategies
  • Current research and theory relating to curriculum
  • Learning Dispositions and key competencies
Bicultural curriculum
  • Examination of current research and associated issues related to the inclusion of te ao Māori in early childhood education
  • Examination of the Māori dimension within the framework of Te Whāriki
Community of learners
  • Curriculum implementation within early childhood settings
  • Curriculum continuity

^ 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 9-15, 17-21

Tutorial

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

First Semester

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

Challenges students to explore what it means to utilise their knowledge of curriculum, pedagogical content knowledge, research, and theory to ‘live’ the curriculum in early childhood settings in Aotearoa/New Zealand.

This paper will engage students in a critical examination of the notion of a living curriculum in early childhood settings in Aotearoa/New Zealand and appropriate approaches and strategies for its implementation. Students will also examine the influences on curriculum development, including the inclusion of Te Ao M?üori and the use of content knowledge as a tool to facilitate the continuity of learning.

Paper title Living Curriculum
Paper code EDCR301
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) First Semester, First Semester
Domestic Tuition Fees (NZD) $829.65
International Tuition Fees (NZD) $3,656.70

^ Top of page

Prerequisite
EDCR 201 and EDCR 202 and EDPR 201
Restriction
EDUE 301
Limited to
BTchg, GradDipEdTchg, GradDipTchg
Notes
(i) Early Childhood Education students only. (ii) Prerequisites EDCR 201 and EDPR 201 are waived for GradDipTchg (Early Childhood Education) students.
Eligibility
This paper is for Early Childhood Education students only.
Contact
Programme Co-ordinator (Early Childhood Education): Judy Layland, judy.layland@otago.ac.nz
Teaching staff
Paper Co-ordinator: Judy Layland
Teaching staff: Meredith Kelly (Southland)
Paper Structure
Te WhÄriki as integrated curriculum
  • Key elements of and influences on curriculum
  • Pedagogical content knowledge
  • Curriculum approaches and strategies
  • Current research and theory relating to curriculum
  • Learning Dispositions and key competencies
Bicultural curriculum
  • Examination of current research and associated issues related to the inclusion of te ao MÄori in early childhood education
  • Examination of the MÄori dimension within the framework of Te WhÄriki
Community of learners
  • Curriculum implementation within early childhood settings
  • Curriculum continuity
Teaching Arrangements
This paper is taught on the Dunedin and Invercargill campuses.
Graduate Attributes Emphasised
Critical thinking, Cultural understanding.
View more information about Otago's graduate attributes.
Textbooks
Required Texts:
  • 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.
  • 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.
  • Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: Rethinking Curriculum in early childhood education. United States of America: Pearson Education Inc.
  • McLachlan, C., Fleer, M. & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Melbourne, Australia: Cambridge University Press. (Available from Robertson Library Reserve).
  • MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). New South Wales, Australia: Pearson Education.
Learning Outcomes
Students who successfully complete this paper will be able:
  1. To critically analyse the notion of lived curriculum as an integrated, bicultural curriculum and explore how content and pedagogical content knowledge informs the professional practice of early childhood teachers working with all learners
  2. To appraise current theory on curriculum and examine its impact on the development of curriculum approaches and strategies
  3. To gain knowledge and understanding on how a bicultural curriculum is lived in daily practice
  4. To critically examine the value of communities of learners in curriculum implementation

^ 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

First Semester

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