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    Overview

    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 course will engage students in a critical examination of a living curriculum in early childhood settings in Aotearoa New Zealand. This examination will consider any contemporary and historical influences on curriculum, including the on-going inclusion of te ao Māori, and the possibilities of curriculum learning areas to extend on children’s learning dispositions and working theories.  Living curriculum creates opportunites to further understand children’s learning dispositions of taking responsibility, reciprocity and resilience (Ministry of Education, 2017). 

    About this paper

    Paper title Living Curriculum
    Subject Education
    EFTS 0.15
    Points 18 points
    Teaching period(s) Semester 1 (On campus)
    Semester 1 (On campus)
    Domestic Tuition Fees ( NZD ) $937.50
    International Tuition Fees Tuition Fees for international students are elsewhere on this website.
    Prerequisite
    EDCR 201, EDCR 202, EDCR 203 and EDPR 201
    Limited to
    BTchg
    Notes
    Early Childhood Education students only.
    Eligibility
    This paper is for Early Childhood Education students only.
    Contact

    Paper Co-ordinator: Meredith Kelly (Invercargill)

    Teaching staff

    Meredith Kelly (Invercargill), Roberta Carvalho (Dunedin) and Parker Ormond (Invercargill)

    Paper Structure

    Te Whāriki as socio-cultural, bi-cultural curriculum

    • Discourses:  Historical and contemporary influences on curriculum.
    • Critical examination of the ‘lived’ curriculum; ideology versus reality
    • Curriculum areas to extend learning dispositions and working theories

    Curriculum approaches and strategies

    • Contemporary research and theory relating to curriculum.
    • Learning dispositions and working theories; taking responsibility, reciprocity and resilience

    Bicultural curriculum

    • Critical examination and implementation of te ao Māori in early childhood education.
    • Critical understandings and implementation of Māori concepts and dimensions within the framework of Te Whāriki. 

    Community of learners

    • Curriculum implementation within contextual early childhood settings.
    • Affordances of learning environments and related challenges
    • Expectations and challenges for kaiako, community and whanau
    Teaching Arrangements

    This paper is taught on the Dunedin and Southland campuses.

    Textbooks

    Required Texts:

    • Hedges, H. (2022). Children’s interests, inquiries and identities: Curriculum, pedagogy, learning and outcomes in the early years. Routledge.
    • McLachlan, C., Fleer, M. & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation (3rd ed.). Melbourne, Australia: Cambridge University Press. (Available from Robertson Library Reserve).
    • New Zealand Ministry of Education. (2017). Te whāriki: He whāriki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
    • New Zealand Ministry of Education. (2017). Te Marautanga o Aotearoa: He whakapākehātanga. Avalaible online at: http://tmoa.tki.org.nz/Te-Marautanga-o-Aotearoa
    • New Zealand Ministry of Education. (2011). Tātaiako: Cultural competencies for kaiako/teachers of Māori learners. Wellington: Ministry of Education. Available online at: http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/EducationInitiatives/Tataiako/TataiakoWEB.pdf
    • Gunn, A. & Nuttall, J. (Eds.) (2019). Weaving Te Whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice (3rd ed.). Wellington, New Zealand: NZCER.
    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 to:

    • Critically examine the full implementation of Te Whāriki as a bi-cultural and socio-cultural curriculum in early childhood education
    • Critically analyse and explore the role of curriculum content and pedagogical practice to create opportunities for learning dispositions and working theories
    • Appraise and examine critical understandings of te ao Māori and related dimensions within the implementation and framework of Te Whāriki
    • Critically analyse contemporary theories and research in curriculum to inform the professional practice of Kaiako working with tamariki, whānau and communities of learners.

    Timetable

    Semester 1

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

    Workshop

    Stream Days Times Weeks
    Attend
    A1 Friday 09:00-11:50 12
    Friday 13:00-15:50 9-13, 16-21

    Semester 1

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

    Workshop

    Stream Days Times Weeks
    Attend
    A1 Tuesday 10:00-11:50 10-12, 16-17, 19, 21
    Tuesday 10:00-12:50 9, 18
    Tuesday 14:30-15:20 11-13, 16-17
    Thursday 12:30-15:20 15
    Thursday 13:00-13:50 10
    Friday 13:00-14:50 20
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