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EDPR351 Tikanga Tuku Iho - Te Kete Tuatoru

Provides opportunities for students to apply their knowledge and understanding of Tikanga Māori to a Māori context of their own choosing and to examine implications for its inclusion in the curriculum.

Paper title Tikanga Tuku Iho - Te Kete Tuatoru
Paper code EDPR351
Subject Education
EFTS 0.1000
Points 12 points
Teaching period Full Year
Domestic Tuition Fees (NZD) $542.30
International Tuition Fees (NZD) $2,390.00

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Prerequisite
EDPR 251
Restriction
EDUL 310
Limited to
BTchg, GradDipEdTchg
Notes
Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
Graduate Attributes Emphasised
Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. Investigate and apply whakapapa, pūrākau, whakatauki/whakatauāki and tikanga a ngā iwi o Aotearoa to selected kaupapa. (Kia Maaori te Reo, Kia Tika te Reo, Kia Rere te Reo, Kia Ora te Reo)
  2. Discuss issues for consideration of this content into the learning environment. (Kia Maaori te Reo, Kia Tika te Reo, Kia Rere te Reo, Kia Ora te Reo)
  3. Identify and reflect on pedagogical practices that value and address diversity in classrooms. (Kia Maaori te Reo, Kia Tika te Reo, Kia Rere te Reo, Kia Ora te Reo)
  4. Critically reflect on roles and responsibilities with regard to partnerships with whānau/ parents/caregivers and support personnel.
  5. Critically reflect on the implications of legal and ethical requirements for teachers.
  6. Articulate a personal philosophy of teaching.
Textbooks
Required Texts:

New Zealand Ministry of Education. (2007). The New Zealand Curriculum Framework. Wellington, New Zealand: Learning Media.

Te Tāhuhu o te Mātauranga. (2008). Te Marautanga o Aotearoa. Te Whanganui-a-Tara, Aotearoa: Te Pou Taki Kōrero Whāiti.

Ministry of Education. (2009) Te Aho Arataki Marau mō te Ako I te Reo Māori - Kura Auraki - Curriculum Guidelines for Teaching and Learning Te Re Māori in English Medium Schools Years 1-13. Wellington, New Zealand: Learning Media.

Ministry of Education. (2011). Tataiako Cultural Competencies for Teachers of Maori Learners.

Ministry of Education. (2013). Ka Hikitia - Accelerating Success 2013-2017 The Māori Education Strategy
Teaching staff
Paper Co-ordinator: Parker Ormond
Other staff: Pauline Smith
Contact
Parker Ormond, parker.ormond@otago.ac.nz
Paper Structure
  • Exploring selected Māori context
  • In-depth investigation of the selected context
  • Independent research of selected context
  • Effective integration of context to essential learning areas, teaching and learning
  • Application of skills and processes involved in the selected context
  • Application of whakapapa, tikanga o ngā iwi o Aotearoa, pūrākau, whakatauki/whakatauāki.
  • Te Ao Māori experiences
  • Entering the profession - legal and ethical requirements for teachers
  • Children's rights
  • Partnerships for learning

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Timetable

Full Year

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

With increasing independence, maintain a class programme incorporating multiple groupings. Apply knowledge and understanding of specific aspects of te reo and ngā tikanga, examine key professional, legal and ethical issues.

Paper title Te Māramatanga - Professional Studies and Practice 3
Paper code EDPR351
Subject Education
EFTS 0.1000
Points 12 points
Teaching period 1st Non standard period (29 January 2018 - 10 November 2018)
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.

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Prerequisite
EDPR 251
Pre or Corequisite
EDCR 331, EDCR 334, EDCR 353, EDUC 335
Limited to
BTchg, GradDipEdTchg
Notes
Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
Contact
Parker Ormond, parker.ormond@otago.ac.nz
Teaching staff
Paper Co-ordinator: Parker Ormond
Other staff: Pauline Smith
Paper Structure
  • Exploring selected MÄori context
  • In-depth investigation of the selected context
  • Independent research of selected context
  • Effective integration of context to essential learning areas, teaching and learning
  • Application of skills and processes involved in the selected context
  • Application of whakapapa, tikanga o ngÄ iwi o Aotearoa, pÅ«rÄkau, whakatauki/whakatauÄki.
  • Te Ao MÄori experiences
  • Entering the profession - legal and ethical requirements for teachers
  • Children's rights
  • Partnerships for learning
Textbooks
Required Texts:

New Zealand Ministry of Education. (2007). The New Zealand Curriculum Framework. Wellington, New Zealand: Learning Media.

Te T?ühuhu o te M?ütauranga. (2008). Te Marautanga o Aotearoa. Te Whanganui-a-Tara, Aotearoa: Te Pou Taki K?ìrero Wh?üiti.

Ministry of Education. (2009) Te Aho Arataki Marau m?ì te Ako I te Reo M?üori - Kura Auraki - Curriculum Guidelines for Teaching and Learning Te Re M?üori in English Medium Schools Years 1-13. Wellington, New Zealand: Learning Media.

Ministry of Education. (2011). Tataiako Cultural Competencies for Teachers of M?üori Learners.

Ministry of Education. (2013). Ka Hikitia - Accelerating Success 2013-2017 The M?üori Education Strategy
Graduate Attributes Emphasised
Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. Investigate and apply whakapapa, pÅ«rÄkau, whakatauki/whakatauÄki and tikanga a ngÄ iwi o Aotearoa to selected kaupapa. (Kia Maaori te Reo, Kia Tika te Reo, Kia Rere te Reo, Kia Ora te Reo)
  2. Discuss issues for consideration of this content into the learning environment. (Kia Maaori te Reo, Kia Tika te Reo, Kia Rere te Reo, Kia Ora te Reo)
  3. Identify and reflect on pedagogical practices that value and address diversity in classrooms. (Kia Maaori te Reo, Kia Tika te Reo, Kia Rere te Reo, Kia Ora te Reo)
  4. Critically reflect on roles and responsibilities with regard to partnerships with whÄnau/ parents/caregivers and support personnel.
  5. Critically reflect on the implications of legal and ethical requirements for teachers.
  6. Articulate a personal philosophy of teaching.

^ Top of page

Timetable

1st Non standard period (29 January 2018 - 10 November 2018)

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