EDUC477 Secondary Curriculum 1

Engaging with specified curriculum learning areas and developing pedagogically appropriate teaching approaches.

Nau mai. Haere Mai. Welcome to EDUC 477 Secondary Curriculum 1 in the Master of Teaching and Learning. This paper focuses on the New Zealand curriculum and how it applies to secondary school students. In this paper you will do a core curriculum component, which moves into EDUC 577 Secondary Curriculum 2. Within these papers, you will also do three specialist curriculum subjects that continue throughout the year.

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Limited to

MTchgLn

Notes

Secondary Education only.

Contact

Professor David Bell (david.bell@otago.ac.nz)
Dr Naomi Ingram (naomi.ingram@otago.ac.nz)

Teaching staff

Paper Co-ordinators: Professor David Bell and Dr Naomi Ingram

Other staff: David and Naomi will be supported by a team of curriculum lecturers during the semester. These lecturers are specialists in their individual teaching subjects. Each of your subject lecturers will provide you with an outline of their subject.

Paper Structure

The nature and purpose of the New Zealand Curriculum, including principles, vision, key competencies, values and attitudes, and the learning areas

• The nature and purpose of each curriculum area
• The progression of learning in each curriculum area

Processes of planning, designing, assessing and evaluating pedagogically appropriate approaches to deliver the New Zealand Curriculum

• Working as an adaptive expert
• Engaging with learning theories
• Theorising pedagogy
• Critiquing and applying research findings and initiatives

Diversity and inclusion

• Culturally responsive, effective pedagogies for a diverse range of learners
• Incorporating Te Reo Māori me ngā tikanga Māori into planning in a range of ways (managerial language and classroom, specialist curriculum area vocabulary, contexts, ways of working)
• Planning for diversity, inclusion and challenge

Pedagogies for effective learning as applied to specific learning areas at years 7-13

• Resource selection, critique, development, use and evaluation
• Specialist vocabulary (including Te Reo) and concepts associated with curriculum areas
• Strategies and techniques for inquiry learning
• Lesson, unit and year planning
• Management of equipment and resources
• ICT as pedagogy
• Cooperative learning
• Curriculum integration focusing on numeracy and literacy
• Education outside the classroom
• Enhancing teacher-learner relationships and the engagement of adolescent through classroom practices

Approaches to assessment

• Formative and summative assessment for better learning
• Understanding NCEA achievement standards
• Management and design of internal NCEA assessments
• Marking and moderation in NCEA
• Preparing students for external examinations
• Reporting on student achievement
• Scholarship, IB and Cambridge examinations

Teaching Arrangements

EDUC 477 has two components:

1. Core Sessions
   There are core curriculum sessions during which all secondary sector students are together.
2. Teaching Subjects
   You will be doing three teaching subjects. The curriculum lecturer for each of these subjects will contact you with individual timetable information. These sessions will take place either at the university or a school, and will continue into the second semester.

Textbooks

A list of recommended readings for the core curriculum component is included in the course outline for this paper.
Readings specific to each curriculum subject area will be distributed by the specialist curriculum lecturers.

Graduate Attributes Emphasised

Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.

Learning Outcomes

By the end of this paper, student teachers will be able to:

1. Demonstrate a sound understanding of the New Zealand Curriculum in the secondary school context;
2. Apply the New Zealand Curriculum to the diverse learning needs of years 7-13 students in specific learning areas using evidence-based approaches;
3. Critically engage with a range of theoretical approaches to teaching and learning;
4. Plan effectively, identifying appropriate learning intentions, teaching and learning approaches, resources, and assessment strategies to engage diverse learners at years 7-13; and,
5. Demonstrate the ability to incorporate te reo Māori me ngā tikanga Māori in their relevant curriculum areas.

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