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 | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 1
(On campus)
Semester 1 (On campus) |
| Domestic Tuition Fees (NZD) | $887.55 |
| 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
- Teaching staff
Paper Co-ordinators: Amie Curtis (Dunedin)
Meredith Kelly (Southland)- 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
- Teaching Arrangements
This paper is taught on the Dunedin and Southland campuses.
- Textbooks
Required Texts:
- 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 from Robertson Library Reserve).
- 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 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
- Appraise current theory on curriculum and examine its impact on the development of curriculum approaches and strategies
- Gain knowledge and understanding on how a bicultural curriculum is lived in daily practice
- Critically examine the value of communities of learners in curriculum implementation
Timetable
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).
| Paper title | Living Curriculum |
|---|---|
| Paper code | EDCR301 |
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 1
(On campus)
Semester 1 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2023 have not yet been set |
| 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-ordinators: Roberta Carvalho (Dunedin)
Meredith Kelly (Southland)- Teaching staff
Roberta Carvalho (Dunedin)
Meredith Kelly and Parker Ormond (Southland)- 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 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
- Appraise current theory on curriculum and examine its impact on the development of curriculum approaches and strategies
- Gain knowledge and understanding on how a bicultural curriculum is lived in daily practice
- Critically examine the value of communities of learners in curriculum implementation
