Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

EDCR332 Curriculum Pedagogy and Content

An in-depth examination of the pedagogy, content and critical issues in two subject areas selected from EDCR 132 or 232.

This paper allows students to study in more depth two learning areas/subjects selected from EDCR132 (Science, Visual Art, Drama) or EDCR232 (Social Studies, Technology, Health Education, Physical Education). In each of the two learning areas/subjects selected, the content critically examines respective theories and practices associated with teaching and learning. The content will critique a range of diverse learning possibilities and encourage debate in relation to learning area/subject related issues. Though there is variation according to respective learning areas/subjects, the following will be included:

  • Content and pedagogical approaches
  • Current issues
  • Inclusion, technology, Te Reo and tikanga, fostering strengths of all learners
  • Leadership and motivation
  • Community links and examples
  • Unit planning

Paper title Curriculum Pedagogy and Content
Paper code EDCR332
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

^ Top of page

Prerequisite
EDCR 232
Restriction
EDUP 300
Limited to
BTchg, GradDipEdTchg
Notes
Primary Education students only.
Learning Outcomes
Students who successfully complete the paper will be able to
  1. Critically appraise recent New Zealand and international literature and perspectives on teaching and learning
  2. Use, evaluate and adapt a range of teaching approaches and resources to support learning
  3. Discuss criteria for best practice and critique examples
  4. Identify and discuss issues associated with the implementation and proposed action for dealing with these issues
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy, Information literacy, Research, Teamwork.
View more information about Otago's graduate attributes.
Teaching staff
Paper Co-ordinator: Angela Miller (Dunedin)
Associate Professor David Bell (Dunedin)
Dr Steven Sexton (Dunedin)
Adair Polson-Genge (Southland)
Alli McKenzie (Southland)
Catherine Morrison (Dunedin)
Raylene Galvin (Dunedin)
Trish Wells (Dunedin)
Contact
angela.miller@otago.ac.nz
Textbooks
Drama - Required Texts
  • Gibson, R. & Ewing, R. (2011). Transforming the Curriculum through the Arts. South Yarra, Palgrave Macmillan
  • Ministry of Education (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
  • Neelands, J. (2000). Structuring drama work. Cambridge: Cambridge University Press
  • O’Connor, P. (2004). Form and content: The centre of what we do in drama teaching. New Zealand Drama Journal, 28 (1)
  • O’Mara, J. (2003). Repositioning Drama to Centre Stage: NJ Drama Australia, 27:2. Melbourne, Australia
  • Poston-Anderson, B. (2007). Drama: Learning connections in primary schools. Melbourne: Oxford University Press
  • O'Connor, P., & Dunmill, M. (2005). Key Competencies and The Arts in the New Zealand Curriculum. Retrieved 13/11/06, 2005
  • O’Connor, P. (2010). Creating Democratic Citizenship Through Drama Education - the writings of Jonothan Neelands. Stoke on Trent, UK and Sterling, USA: Trentham Books Ltd
  • O'Toole, J. & Dunn, J. (2002). Pretending to learn: helping children learn through drama. N.S.W. Australia; Pearson Education
Health - Required Readings, Selected Readings, Websites
  • Burrows, L. & Wright, J. (2004). Being healthy: Young New Zealanders ideas about health. Childrenz Issues, 8 (1) 7-12
  • Dowling, F., Fitzgerald, H. & Flintoff, A. (Eds.), Equity and difference in physical education, youth sport and health: A narrative approach Abingdon, UK: Routledge
  • Duggan, D. (2013) Moving beyond the cringe: Planning with purpose [online]. New Zealand Physical Educator, Vol. 46, No. 2, Aug 2013: 23-24
  • Ministry of Education. (2015) Sexuality education. A guide for principals, boards of trustees, and teachers. Wellington, New Zealand
  • Ministry of Education. (2014) National Monitoring of Student Achievement in Health and Physical Education, 2013. Educational Assessment Research Unit and New Zealand Council for Educational Research. University of Otago, Dunedin ,New Zealand
  • Petrie, K., Burrows, L., Cosgriff, M. et al. (2013). Everybody counts? Summary report. Wellington, New Zealand: Teaching Learning Research Initiative
  • Petrie, K. (2012). Enabling or limiting: the role of pre-packaged curriculum resources in shaping teacher learning. Asia-Pacific Journal of Health, Sport and Physical Education, 3(1), 17-34
  • Sinkinson, M. & Burrows, L. (2011) Reframing Health Education in New Zealand/Aotearoa Schools. Asia- Pacific Journal of Health, Sport & Physical Education, 2; 3-4, 53-69
Physical Education References - Required Readings, Selected Readings, Websites
  • Dinan Thompson, M. (Ed.) (2009). Health and Physical Education: Issues for curriculum in Australia and New Zealand. Melbourne, Australia: Oxford University Press
  • Duggan, D. (2013) Moving beyond the cringe: Planning with purpose. New Zealand Physical Educator, 46(2), 23-24
  • Dyson, B., Gordon, B., & Cowan, J., (2013). Primary school physical education in Aotearoa/New Zealand: the voices of teachers. New Zealand physical educator, 46(2), 9-12
  • Gatman, V. (2005). Physical Activity and physical education with health and physical education in the New Zealand Curriculum: A primary school teacher’s perspective. Auckland, New Zealand: University of Auckland. Retrieved January 29, 2016 from tki.org.nz
  • Manuel, B. (2015). Overview of a current initiative taonga takaro in schools. New Zealand physical educator, 48(1), 5-8
  • Ministry of Education. (1999). Health and physical education in the New Zealand curriculum. Wellington, New Zealand: Learning Media
  • Ministry of Education. (2015). National monitoring study of student achievement: Health and Physical Education, 2013. Educational Assessment Research Unit and New Zealand Council for Educational Research. University of Otago, Dunedin, New Zealand
  • Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand: Ministry of Education
  • Ministry of Education (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
  • Morrison, C. (2009). Deconstructing a narrative of physical culture. In H. Fitzgerald (Ed.), Disability and youth sport (pp. 132-144). London: Routledge
  • Petrie, K., Burrows, L., Cosgriff, M. et al. (2013). Everybody counts? Summary report. Wellington, New Zealand: Teaching Learning Research Initiative
  • Wright, J., Macdonald, D., Burrows, L. (Eds.) (2004) Critical inquiry and problem solving in physical education. London: Routledge
Science - Required Texts
  • Coll, R. K., France, B., & Taylor, I. (2005). The role of models/and analogies in science education: Implications from research. International Journal of Science Education, 27(2), 183-198
  • Hodgson, C. (2010). Assessment for learning in science: What works well? Primary Science, 115, 14-16
  • Meylan, R. (2010). Advancing primary science. New Zealand Science Teacher, 125, 44
  • Milne, I. (2007). Creative exploration, doing science rather than learning science. Education Today, 1(1), 7-8
  • Ministry of Education (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
Social Sciences - Required Texts (download from Social Studies Online)
  • Ministry of Education. (2012). Building Conceptual understandings in the social sciences-Taking Part in Economic Communities. Wellington: Learning Media
  • Ministry of Education. (2008). Building Conceptual understandings in the social sciences-Approaches to Social Inquiry. Wellington: Learning Media
  • Ministry of Education. (2008). Building Conceptual understandings in the social sciences-Belonging and participating in Society. Wellington: Learning Media
  • Ministry of Education. (2008). Building Conceptual understandings in the social science-Being part of global communities. Wellington: Learning Media
  • Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
  • Ministry of Education. (2004). The New Zealand Curriculum exemplars: Social Studies. Wellington: Learning Media and the Learning Centre of New Zealand
  • Online versions at tki.org.nz
Technology - Required Readings/Documents
  • Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
  • Ministry of Education. (2010). Technology Curriculum Support. Retrieved 28 January 2016 from tki.org.nz
Visual Art - Required Readings
  • New Zealand Ministry of Education (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media

^ 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
A1 Monday 13:00-14:50 13

First Semester

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

An in-depth examination of the pedagogy and content of one chosen learning area (from EDCR 132, 133, 232 or 233). Broadly examines curriculum development and design through the analysis of current educational initiatives and approaches to school-wide curriculum implementation.

This paper allows students to study in more depth two learning areas/subjects selected from EDCR 132 (Science, Visual Art, Drama) or EDCR 232 (Social Studies, Technology, Health Education, Physical Education). In each of the two learning areas/subjects selected, the content critically examines respective theories and practices associated with teaching and learning. The content will critique a range of diverse learning possibilities and encourage debate in relation to learning area/subject related issues. Though there is variation according to respective learning areas/subjects, the following will be included:

  • Content and pedagogical approaches
  • Current issues
  • Inclusion, technology, Te Reo and tikanga, fostering strengths of all learners
  • Leadership and motivation
  • Community links and examples
  • Unit planning

Paper title Curriculum in Context
Paper code EDCR332
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Full Year, Full Year
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
EDCR 132, EDCR 133, EDCR 232, EDCR 233
Corequisite
EDPR 331
Restriction
EDUP 300, EDCR 333
Limited to
BTchg, GradDipEdTchg
Notes
Primary Education students only.
Contact
angela.miller@otago.ac.nz
Teaching staff
Paper Co-ordinator: Angela Miller (Dunedin)
Associate Professor David Bell (Dunedin)
Dr Steven Sexton (Dunedin)
Adair Polson-Genge (Southland)
Alli McKenzie (Southland)
Catherine Morrison (Dunedin)
Raylene Galvin (Dunedin)
Trish Wells (Dunedin)
Textbooks
Drama - Required Texts
  • Gibson, R. & Ewing, R. (2011). Transforming the Curriculum through the Arts. South Yarra, Palgrave Macmillan
  • Ministry of Education (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
  • Neelands, J. (2000). Structuring drama work. Cambridge: Cambridge University Press
  • O'Connor, P. (2004). Form and content: The centre of what we do in drama teaching. New Zealand Drama Journal, 28 (1)
  • O'Mara, J. (2003). Repositioning Drama to Centre Stage: NJ Drama Australia, 27:2. Melbourne, Australia
  • Poston-Anderson, B. (2007). Drama: Learning connections in primary schools. Melbourne: Oxford University Press
  • O'Connor, P., & Dunmill, M. (2005). Key Competencies and The Arts in the New Zealand Curriculum. Retrieved 13/11/06, 2005
  • O'Connor, P. (2010). Creating Democratic Citizenship Through Drama Education - the writings of Jonothan Neelands. Stoke on Trent, UK and Sterling, USA: Trentham Books Ltd
  • O'Toole, J. & Dunn, J. (2002). Pretending to learn: helping children learn through drama. N.S.W. Australia; Pearson Education
Health - Required Readings, Selected Readings, Websites
  • Burrows, L. & Wright, J. (2004). Being healthy: Young New Zealanders ideas about health. Childrenz Issues, 8 (1) 7-12
  • Dowling, F., Fitzgerald, H. & Flintoff, A. (Eds.), Equity and difference in physical education, youth sport and health: A narrative approach Abingdon, UK: Routledge
  • Duggan, D. (2013) Moving beyond the cringe: Planning with purpose [online]. New Zealand Physical Educator, Vol. 46, No. 2, Aug 2013: 23-24
  • Ministry of Education. (2015) Sexuality education. A guide for principals, boards of trustees, and teachers. Wellington, New Zealand
  • Ministry of Education. (2014) National Monitoring of Student Achievement in Health and Physical Education, 2013. Educational Assessment Research Unit and New Zealand Council for Educational Research. University of Otago, Dunedin, New Zealand
  • Petrie, K., Burrows, L., Cosgriff, M. et al. (2013). Everybody counts? Summary report. Wellington, New Zealand: Teaching Learning Research Initiative
  • Petrie, K. (2012). Enabling or limiting: the role of pre-packaged curriculum resources in shaping teacher learning. Asia-Pacific Journal of Health, Sport and Physical Education, 3(1), 17-34
  • Sinkinson, M. & Burrows, L. (2011) Reframing Health Education in New Zealand/Aotearoa Schools. Asia- Pacific Journal of Health, Sport & Physical Education, 2; 3-4, 53-69
Physical Education References - Required Readings, Selected Readings, Websites
  • Dinan Thompson, M. (Ed.) (2009). Health and Physical Education: Issues for curriculum in Australia and New Zealand. Melbourne, Australia: Oxford University Press
  • Duggan, D. (2013) Moving beyond the cringe: Planning with purpose. New Zealand Physical Educator, 46(2), 23-24
  • Dyson, B., Gordon, B., & Cowan, J., (2013). Primary school physical education in Aotearoa/New Zealand: the voices of teachers. New Zealand physical educator, 46(2), 9-12
  • Gatman, V. (2005). Physical Activity and physical education with health and physical education in the New Zealand Curriculum: A primary school teacherÔÇÖs perspective. Auckland, New Zealand: University of Auckland. Retrieved January 29, 2016 from tki.org.nz
  • Manuel, B. (2015). Overview of a current initiative taonga takaro in schools. New Zealand physical educator, 48(1), 5-8
  • Ministry of Education. (1999). Health and physical education in the New Zealand curriculum. Wellington, New Zealand: Learning Media
  • Ministry of Education. (2015). National monitoring study of student achievement: Health and Physical Education, 2013. Educational Assessment Research Unit and New Zealand Council for Educational Research. University of Otago, Dunedin, New Zealand
  • Ministry of Education. (2011). T?ütaiako: Cultural competencies for teachers of M?üori learners. Wellington, New Zealand: Ministry of Education
  • Ministry of Education (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
  • Morrison, C. (2009). Deconstructing a narrative of physical culture. In H. Fitzgerald (Ed.), Disability and youth sport (pp. 132-144). London: Routledge
  • Petrie, K., Burrows, L., Cosgriff, M. et al. (2013). Everybody counts? Summary report. Wellington, New Zealand: Teaching Learning Research Initiative
  • Wright, J., Macdonald, D., Burrows, L. (Eds.) (2004) Critical inquiry and problem solving in physical education. London: Routledge
Science - Required Texts
  • Coll, R. K., France, B., & Taylor, I. (2005). The role of models/and analogies in science education: Implications from research. International Journal of Science Education, 27(2), 183-198
  • Hodgson, C. (2010). Assessment for learning in science: What works well? Primary Science, 115, 14-16
  • Meylan, R. (2010). Advancing primary science. New Zealand Science Teacher, 125, 44
  • Milne, I. (2007). Creative exploration, doing science rather than learning science. Education Today, 1(1), 7-8
  • Ministry of Education (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
Social Sciences - Required Texts (download from Social Studies Online)
  • Ministry of Education. (2012). Building Conceptual understandings in the social sciences-Taking Part in Economic Communities. Wellington: Learning Media
  • Ministry of Education. (2008). Building Conceptual understandings in the social sciences-Approaches to Social Inquiry. Wellington: Learning Media
  • Ministry of Education. (2008). Building Conceptual understandings in the social sciences-Belonging and participating in Society. Wellington: Learning Media
  • Ministry of Education. (2008). Building Conceptual understandings in the social science-Being part of global communities. Wellington: Learning Media
  • Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
  • Ministry of Education. (2004). The New Zealand Curriculum exemplars: Social Studies. Wellington: Learning Media and the Learning Centre of New Zealand Online versions at tki.org.nz
Technology - Required Readings/Documents
  • Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media
  • Ministry of Education. (2010). Technology Curriculum Support. Retrieved 28 January 2016 from tki.org.nz
Visual Art - Required Readings
  • New Zealand Ministry of Education (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy, Information literacy, Research, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete the paper will be able to
  1. Critically appraise recent New Zealand and international literature and perspectives on teaching and learning
  2. Use, evaluate and adapt a range of teaching approaches and resources to support learning
  3. Discuss criteria for best practice and critique examples
  4. Identify and discuss issues associated with the implementation and proposed action for dealing with these issues

^ Top of page

Timetable

Full Year

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

Lecture

Stream Days Times Weeks
Attend
L1 Monday 11:00-11:50 28, 30-33

Tutorial

Stream Days Times Weeks
Attend one stream from
U1 Wednesday 09:00-09:50 28-33
U2 Wednesday 10:00-10:50 28-33
U3 Friday 11:00-11:50 28-33

Full Year

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