Points: 15

Calendar Prescription: This course provides opportunities for students to investigate the place, roles and relationships of Pasifika youth in Aotearoa New Zealand society. Students will examine both the cultural assets of Pasifika youth and the challenges and difficulties they face. Services and initiatives targeted at enhancing Pasifika youth inclusion and development will be critically examined with reference to current theories, research and community perspectives. This course will support students to develop confidence and competence to enhance the inclusion and development of Pasifika youth in society.

(15 Points)

Examines the wider context of New Zealand education through a historical and contemporary overview. Draws on a critical sociological analysis of selected issues in society. Some emphasis is given to learners and their communities, including Māori, Pacific, new migrants, and people with disabilities.

EDUC 119:Development, Learning and Teaching (15 Points)

Presents an introduction to developmental and psychological theory and research and its application to teaching and learning within a variety of educational settings. Understandings for creating effective learning environments which foster high levels of motivation for all learners will be identified through an exploration of typical and atypical development; and behavioural, cognitive, constructivist and social approaches to teaching and learning.

15 Points

Develops the curriculum knowledge associated with planning, teaching and assessing physical education in secondary schools. Addresses questions such as: What is physical education and why is it important? How are units and programmes planned using the curriculum and national assessment requirements? How do teachers accommodate assessment qualification requirements in their planning?

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(15 points) Students will explore and experience creative and responsive ways of teaching and learning in the arts that they will then apply to their own practice.
(15 points) Students will experience and inquire into what responsive pedagogies mean for learners and teachers in literacy and mathematics. They will develop knowledge, understandings and skills in both curriculum areas that are known to improve outcomes for priority learners.
(30 points) Students will experience, explore and apply strategies that support effective learning, responsive teaching and the development of self-regulated learners and teachers. They will utilise the methodology of personal narrative to produce an advanced critical analysis and evaluation of cognate content, concepts and experiences.
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(15 points) Students will critically examine the cultural competencies required for teachers of Māori learners, as well as the significance of the cultural locatedness of the teacher in relation to learners, their whānau and communities.