Critical examination of integrated curriculum in action in early childhood settings in the context of Aotearoa.
This paper is designed to support students to develop an understanding of Te Whāriki as a framework for the implementation of an integrated, bicultural curriculum in Aotearoa New Zealand. The focus of the paper is on "living" the framework in practice and exploring the implications of this for teaching for learning. Key foci for the paper are related to the bicultural understandings of the framework; curriculum and pedagogical content knowledge; and the role of assessment of and planning for learning.
|Paper title||Curriculum in Action|
|Teaching period||Not offered in 2019|
|Domestic Tuition Fees||Tuition Fees for 2019 have not yet been set|
|International Tuition Fees||Tuition Fees for international students are elsewhere on this website.|
- Limited to
- Compulsory for GradDipTchg Early Childhood Education students.
- This paper is compulsory for students in the Graduate Diploma of Teaching (Early Childhood Education) programme.
- Programme Co-ordinator (Early Childhood Education): firstname.lastname@example.org
- Teaching staff
- Paper Coordinator : Judy Layland
- Paper Structure
- Te Whāriki as a complex integrated curriculum and the implications for professional experience
- Principles and strands of Te Whāriki
- Underpinning research and learning theories
- Community of learners
- Curriculum content knowledge
- Pedagogical content knowledge
- Curriculum approaches and strategies for early childhood education teaching and learning
- Current research and theory relating to curriculum implementation approaches and strategies
- Assessing working theories and dispositions for learning
- Planning for learning and teaching
- Routines, rituals, experiences and events
- Reflexive practice
- Te Whāriki as a bicultural curriculum
- Examination of a Māori dimension within the framework of Te Whāriki and professional experience
- Examination of associated issues for the integration of te ao Māori in the implementation of early childhood curriculum
- New Zealand Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā 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). Māori pedagogies: A view from the literature. Wellington, New Zealand: New Zealand Council for Educational Research.
- McLachlan, C., Fleer, M. & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Melbourne, Australia: Cambridge University Press. (Available electronically from University library).
- 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. (2011). Tātaiako: Cult
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical
thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation,
View more information about Otago's graduate attributes.
- Learning Outcomes
Students who successfully complete the paper will be able to
- Critically analyse integrated early childhood education curriculum and the implications of this for pedagogical and professional experience
- Demonstrate an understanding of Te Whāriki as a bicultural curriculum
- Demonstrate an understanding of bicultural curriculum in daily early childhood education professional experience
- Examine and appraise current research on the implementation of Te Whāriki