06 UC/13-GradDipTchLn(Primary)
UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
Template 2: Qualification Change-2013
Proposal Description
R
Purpose of the proposal
The proposal is to restructure the current Graduate Diploma in Teaching and Learning (Primary) in order to reduce its duration from
15 months to one year.
Justification
The proposal will enhance the programme’s quality through better alignment of content with current Ministry of Education
priorities to develop beginning teachers’ strategies for raising achievement through inclusive practice, strong links between teaching
and learning, strategies to identify at risk students, and the skills, knowledge and understanding to meet the needs of individual
learners; and to bring the programme into line with the one year programmes offered at other New Zealand universities.
This proposal addresses the requirements of the New Zealand Teachers Council and graduates will continue to be prepared to meet
the Graduating Teacher Standards required for entry to the profession.
Maori Education Strategy
The programme supports the aims of Ka Hikitia, the Māori Education Strategy, to lift the performance of the education system for
Māori students by raising awareness of the disparities which exist for Māori learners and addressing strategies to support Māori
learners, for example developing strong foundations in literacy, and using assessment data to identify and meet diverse needs. The
programme upholds the College’s commitment to the Treaty of Waitangi objectives, and it is based on culturally responsive
pedagogies which produce graduates who have a strong commitment to biculturalism. Students are encouraged to reflect on
personal attitudes and practices relating to biculturalism early in the programme through a compulsory two-day Treaty Workshop
developed in consultation with local iwi and the College’s Kaiarahi Māori. Compulsory courses are designed to develop students’
knowledge of Te Reo Māori and tikanga. All students participate in a Noho marae and all GradDipTchLn courses incorporate
bicultural elements. Tātaiako, the Cultural Competencies for Teachers of Māori Learners, are embedded in the programme.
There is a strong commitment by academic staff and programme leaders to further develop and enhance these aspects of the
programme and the redevelopment of the programme provides opportunities to do this in a coherent and integrated manner.
The Pasifika Education Plan
The College of Education has recently opened the Pasifika Talanoa Centre dedicated to raising the achievement of Pasifika
students. The centre is a hub where a community of educators including principals, teachers, community leaders, academics and
education advisors, can gather to help develop effective, innovative teaching and learning approaches to enable primary and
secondary students to reach their full potential. The Centre provides a rich resource with potential to support the achievement of
Pasifika students within the GradDipTchLn(Primary) programme , and more widely to inform and guide pre-service teacher
education to meet the needs of Pasifika students through high quality and culturally responsive programmes.
The redevelopment of the GradDipTchLn(Primary) programme will further align the programme with current Ministry of Education
priorities by developing beginning teachers’ strategies for raising achievement through inclusive practice, strong links between
teaching and learning, strategies to identify at risk students, and the skills, knowledge and understanding to meet the needs of
individual learners.
Tertiary Education Strategy
The changes to this programme support TES Priorities to increase the number of young people (under 25) in tertiary education (p.
10); and to improve the educational and financial performance of providers (p.10). A one year programme will:
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better meet the needs of students who have already completed a three-year degree and who wish to enter teacher
education. A one year programme means that they will be ready to enter the workforce at the beginning of a school year
when the majority of new positions become available. A shorter time frame means that the graduate diploma is less costly
for students and aligns with four-year tertiary assistance schemes.
be more attractive to international students as it will significantly reduce their costs. International students currently incur
two visa fees, an additional four months living expenses, and additional flight costs compared to students studying in one
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year programmes. (Mike Johnson, Director, CANTEACH Ltd). The ability to attract international students directly
contributes to the Directions for Educational Renewal in Christchurch where re-establishing international education is
identified as an important step in rebuilding the education sector.
● improve the educational and financial performance of the University as it will allow more synergies between this Graduate
Diploma and the Graduate Diploma in Early Childhood Teaching and the Graduate Diploma in Teaching and Learning
(Secondary). It will also contribute to financial performance by concentrating staff expertise within year-long cohort groups
rather than across 15 months.
The College of Education is well placed with its current staffing to offer this redeveloped qualification. Existing staff offer expertise
in evidence-based/research-informed practice and teaching as inquiry, curriculum, culturally responsive pedagogies, and
professional and educational studies and practice. Staff are well equipped to implement this programme based on a conceptual
framework which includes an understanding that effective teaching in Aotearoa/New Zealand requires a commitment to
biculturalism and an understanding of diverse learning needs, as well as appreciation and understanding of students’ identity
language, and culture.
Acceptability
The current proposal is the result of a sustained period of discussion and engagement within the university and with stakeholders
regarding the future developments of graduate teacher education. This began in 2011 with cross-programme meetings facilitated by
Dr Cheryl Doig (external consultant) and discussions with the College of Education Initial Teacher Education Advisory Committee.
The resulting proposal reflects the rigorous discussion and widely sourced input from formal and informal meetings held during
2011 and 2012. As part of the focused consultation on acceptability conducted in 2013 an overview of the programme changes
comprising the rationale, structure and course summaries (including descriptions, learning outcomes and assessment) were
circulated to a range of stakeholders for consultation and feedback. Furthermore, individual course proposals were circulated to
subject area experts from other universities and professional bodies for specific feedback on content, assessment and related
matters.
The proposal was granted an exemption to the moratorium on Initial Teacher Education qualifications by the Minister of Education
in April 2013, and the proposed qualification was externally reviewed by a New Zealand Teachers Council panel visit on 7-9 July
2013.
University of Canterbury staff
 College of Education Executive; The current Programme Coordinator, Dr Patrick Shepherd; The Graduate Diploma in
Teaching and Learning (Secondary) Programme Coordinator, Stuart Wise; The Graduate Diploma in Early Childhood
Teaching Programme Coordinator, Lia de Vocht; Bachelor of Teaching and Learning (Primary) Programme Coordinator, Dr
Jo Fletcher; Current course coordinators and staff teaching into the programme; Rotorua Regional Campus Coordinators
Anne-Marie Hunt; Staff from the Schools of Educational Studies and Leadership, Sport and Physical Education, and Teacher
Education; Māori and Bi-cultural Committee May 2013; UC Education Plus staff and advisors; Student Advisors and
Academic Manager; UC Liaison Office; UCSA; Liaison Librarians
External Stakeholders
 The College of Education Initial Teacher Education Advisory Committee (including meetings held in November 2012 and
April 2013); Principals from the Initial Teacher Education consultation group (meeting held on Wednesday 8 May);
Consultation meeting with Barbara Benson, New Zealand Teachers Council 15 April 2013; Meeting with Normal and Model
School Principals 15 May 2013; Representatives from Ngāi Tahu rūnanga (Raewin Tipene Clark, Denise Sheat, Lynne Harata
Te Aika, Elizabeth Cunningham) (8 May 2013); Graduates of the programme; Teachers in their first 2-3 years of teaching
(Stephanie Thompson and James Smith, Yr 3 teacher);Canterbury Primary Principals’ Association; Local school principals
(Merrin, Westburn and Avonhead Schools)
In addition, feedback was invited from academic staff members at other universities in relation to specific courses, including: Dr
Frances Langdon, University of Auckland; Dr Libby Limbrick, University of Auckland; Dr Mary Simpson, University of Otago; Dr Gail
Cawkwell, University of Waikato; Dr John Dickie, University of Victoria; Dr Roberta Hunter, Massey University;Dr Chris Linsell,
University of Otago; Dr Brenda Bicknell, University of Waikato; Dr. Mike Forret, Senior Lecturer Maths, Science and Technology:
University of Waikato College of Education; Suzanne Renner, Senior Lecturer, College of Education, University of Otago; Kerry
Mackay, Senior Lecturer, College of Education, University of Otago
Goals of the programme
In keeping with the Mission of the UC College of Education the Graduate Diploma in Teaching and Learning (Primary) provides a
professional teacher education programme for students who already hold a degree. Graduates will have the knowledge, skills and
dispositions required to gain New Zealand Teachers Council provisional registration and to be effective beginning teachers. The
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GradDipTchLn(Primary) will promote excellence in teaching and learning and will enable students to develop independence, original
thought and research skills. Such skills will equip students for teaching, life-long learning, and further graduate study.
The programme is designed around three interconnecting components incorporating professional and educational studies,
contextual studies and professional practice.
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Professional and Educational Studies - study of foundation education, professional issues and critical enquiry in relation to
development as an effective teacher. This includes understanding the role of the school and the nature of its community,
professional ethics and expectations of the beginning teacher, learning and thinking critically about the roles and influence of
education in society and of society on education, and developing knowledge and understanding of child development and
teaching that results in effective learning for students. Ngā Āhuatanga Māori and Learning Languages is included in the
Professional and Educational Studies category signalling its importance within the professional responsibilities of New Zealand
teachers.
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Contextual Studies – knowledge, understandings and skills needed to design, implement (facilitate and support) and evaluate
effective learning experiences for all children across the full range of the primary school curriculum (learning areas). Contextual
studies courses have been designed to ensure strength in the core areas of literacy and mathematics, and to provide integrated
and comprehensive preparation for all other curriculum areas within overarching themes.
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Professional Practice – is the time spent working in a primary school classroom. It provides a supportive context in which
students can trial and refine their planning, teaching and management skills. Professional Practice initiates students into the
complexities of the teacher’s role within the classroom, the school and the wider community. During Professional Practice
students will spend approximately eight hours a day working alongside an experienced teacher. Two Professional Practice
placements, each of seven weeks, will be arranged for each student by the Centre for Professional Inquiry and Practice at the
College of Education. In addition Christchurch students will be placed in schools for five days (one day per week) in semester
one to provide an introduction to the school environment and foster a stronger relationship with schools. FLO students will
arrange their own home school and will be provided with clear guidelines regarding this time in schools.
Within these three main components the programme achieves coherence by reflecting scholarship and current (and emerging)
societal and educational needs; addressing the requirements of the Graduating Teacher Standards; and explicitly addressing the
following key strands:
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Bicultural practices and Māori having educational success as Māori (cultural competence);
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Equity and excellence in support of the diversity of learners (with particular emphasis given to Government priority
learners);
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Education for sustainability; including home/community partnerships and communities of practice; and
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Use of digital technologies to support 21st century learning and teaching (i.e. both for pedagogical support and to support
professional learning/practice including digital technologies, digital literacy and digital citizenship).
Graduate profile
The graduate profile is unchanged and graduates of the GradDipTchLn(Primary) are expected to:
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have knowledge of the New Zealand Curriculum and its application in the planning, implementation and evaluation of learning
sequences in the primary school
have an understanding of contemporary models and theories of human development and learning and their implications for
teaching, learning, child/classroom management and assessment
have demonstrated the knowledge, skills and dispositions to effectively and efficiently plan, design, implement, evaluate and
justify purposeful learning episodes in the primary school
reflect critically on the local, national and global contexts of teaching and learning, and demonstrate a commitment to social
justice, democracy, biculturalism and inclusion
show a willingness to reflect on, and to further improve, one’s own teaching
understand and demonstrate professionalism in teaching, including a knowledge and acceptance of personal ethical and legal
responsibilities, and other current professional practices in primary schools
understand that teaching is influenced by personal attitudes and values
understand and apply research findings in teaching and learning
apply knowledge of teaching and learning to effectively cater for the diverse learning needs of all children in their care
use a range of technologies and resources appropriate to teaching and learning in the primary school
understand and apply teaching and learning principles which are consistent with the Treaty of Waitangi and meet the learning
and development needs of Māori children
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06 UC/13-GradDipTchLn(Primary)
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understand and apply teaching and learning principles which are consistent with the multicultural nature of New Zealand
society
communicate, relate and work effectively, appropriately and professionally with children, care-givers and whānau
work cooperatively with their colleagues to make a positive contribution to the learning community.
The qualities of an effective teacher include capacities and dispositions that are not easily measurable, including those outlined in
the Teachers Council “Fit to be a Teacher” criteria (2005). The following dispositions are expected in our graduates and considered
when selecting students for entry to the GradDipTchLn(Prim):
 a liking for children
 sensitivity and compassion (aroha)
 tolerance (rangimarie)
 respect for others
 fairness
 trustworthiness
 discretion
 honesty
 reliability
 responsibility
 perseverance
 initiative
 innovation and imagination
 adaptability, flexibility and openness
 enthusiasm and vitality
 a sense of humour
 emotional stability.
During their study in the GradDipTchLn(Primary) programme, students will develop a clearly articulated personal-professional
philosophy, which recognises that personal pedagogy and practice are strengthened when informed by theory and research. The
following include some of the dispositions/attitudes which will be evident in the philosophies and/or actions of successful
graduates of the GradDipTchLn(Primary) programme:
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a passion for teaching
a commitment to life-long learning
a willingness to reflect on and improve their own teaching
a willingness to consider feedback and act on this when appropriate
a belief that teaching is a profession that requires a knowledge and acceptance of ethical and legal responsibilities
a belief that all children have something to contribute
a belief in child and family/whanau involvement in decision making and goal setting
a belief that teachers make a positive difference to children’s learning and development
an acknowledgement that learning is enhanced when experiences are relevant to children’s interests
an appreciation of the uniqueness and similarities of each child’s learning
an appreciation that teaching is influenced by personal attitudes and values
an appreciation of the importance of positive professional relationships with colleagues
a commitment to biculturalism and the Treaty of Waitangi
a commitment to social justice and inclusion
a commitment to educating for a sustainable environment.
respect for all children and whänau within their social, cultural and political context.
Outcome statement
Graduates will be well prepared for beginning primary teaching and for sustaining professional growth through ongoing reflective
practice. Graduates are eligible to apply for provisional registration as a teacher.
Programme overview
Entry requirements
Every candidate for the GradDipTchLn(Primary), before enrolling in a course of study for the Graduate Diploma, shall have:
 qualified for a (three-year) bachelor’s degree at Level 7 on the New Zealand Qualifications Framework (NZQF) consisting of
360 credits; or
 a Bachelor’s degree with Honours at Level 8 on the NZQF consisting of at least 480 credits; or
 a Master’s degree at Level 9 on the NZQF consisting of 240 credits; or
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06 UC/13-GradDipTchLn(Primary)
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been admitted ad eundem statum as entitled to enrol for the Graduate Diploma, and
approval as a candidate by the Dean of Education, on the recommendation of a Selection Committee 3.
Notes:
1. Selection will be based on academic attainment and such other criteria as the Selection Committee may determine, which
will include a visual interview.
2. Candidates are required to be vetted by police.
3. For international qualifications the New Zealand Teachers Council deems that NZQA assessment of equivalency will
determine the equivalent level on the NZQF.
4. Students for whom English is an additional language must provide evidence of their English language ability as follows:
(a)
IELTS (Academic) 7.0, with a band score of 7.0 or higher, for each component; or
(b)
At least two years of successful study in a New Zealand secondary school, with at least eight Level 2 NCEA credits in
English (four reading and four writing).
Note that satisfying these criteria does not guarantee entry to the programme.
To qualify for the GradDipTchLn(Primary) a candidate must pass courses having a total value of at least 165 points. The course of
study for the Graduate Diploma shall consist of the courses as specified in the Schedule to the Regulations for the award. All courses
are compulsory and an overview of the proposed programme is provided in the table below. Each semester includes one
Professional and Educational Studies course (30 pts in Semester 1 and 15 pts in Semester 2), and one Professional Practice course
(15 pts). TEPI333 Ngā Āhuatanga Māori and Learning Languages is offered in semester one to provide an introduction and time for
students to consolidate and develop their learning. (Māori language learning is continued in semester two within TEPI332.) The
semester one programme includes two contextual studies courses (TECP331 and TECP333, 30 pts), and semester two includes three
contextual studies courses (TECP332, TECP334 and TECP335, 45 pts). Clear progression is designed through the Professional and
Educational Studies, Professional Practice, and English Literacy and Mathematics courses. The remaining three contextual studies
are designed to connect curriculum areas within overarching themes relevant to 21 st century education.
Semester 1
15
pts*
Semester 2
15 pts
Course Code and Title
NZQA
Level
Course Code and Title
NZQA
Level
TEPI331 Professional and Educational Studies 1
(*This course is 30 pts)
7*
TEPI332 Professional and Educational Studies 2
7
TEPP331 Professional Practice 1
7
TEPP332 Professional Practice 2
7
TEPI333 Ngā Āhuatanga Māori and Learning
Languages
7
TECP331 English Literacy and Mathematics
Education 1
7
TECP332 English Literacy and Mathematics
Education 2
7
TECP333 Future Focussed Education:(Science,
Technology & Digital Literacy
7
TECP334 Community-based Approaches in
Education: Health, Physical Education & Social
Studies
7
TECP335 Creative Action and Response In Education:
The Arts
7
Points
90
75
Confirmation of NZQA exit level of qualification to go on the New Zealand Qualifications Framework
The GradDipTchLn(Primary) is a graduate qualification at Level 7 on the NZQA Qualifications Framework which meets the CUAP
criteria for a Graduate Diploma.
Proposed teaching/delivery methods
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The programme consists of one 30 point course and nine 15 point courses completed during one year, or part-time over up to three
years. Students may enrol in either the campus programme or FLO (distance). Teaching methods will vary according to the course
content and outcomes, and mode of delivery. Teaching methods will include lectures, tutorials, seminar presentations, and
workshops (some of which will require specialised teaching spaces), virtual presentations and online discussions and activities.
All FLO students will be required to attend on-site intensives in this qualification. Full time FLO students will be required to attend
two on-site intensives and part-time students up to three depending upon their course of study. The first two week on-site intensive
will occur at the start of the first semester. The second on-site intensive will occur before the start of the second semester. These
intensives will be delivered at the Christchurch campus, and will involve face to face delivery related to the induction to the
university, qualification and profession of teaching, presentations, meetings and tutorials with academic staff, course content
workshops, school visits, Noho Marae experience and the Treaty of Waitangi workshop.
Similarly, all on campus students will be required to attend a one-week on site intensive at the start of the first semester. This
intensive will also be delivered at the Christchurch campus, and enable both cohort delivery groups to work together and form a
bond as a learning community. This will involve will involve face to face delivery related to the induction to the university,
qualification and profession of teaching, school visits and Noho Marae experience. On campus students will complete the Treaty of
Waitangi course later in the first semester.
Eight of the ten courses will be taught using a combination of face-to-face and blended online delivery. The remaining two 15 point
courses are Professional Practice which will each involve seven weeks of practical placement in primary school settings. In addition,
students will spend one day per week in a primary school for five weeks in the first semester. Students across the two delivery
modes will have a range of opportunities to access online material and subsequently work together as a GDipTchLn(Primary)
learning community within the university’s online environment, however FLO students will have extended opportunities for online
collaboration, discussion, interaction and critical reflection, with both staff and fellow students, throughout the qualification.
Assessment procedures
Assessment for the GradDipTchLn (Primary) is standards based. The form of standards based assessment used depends on the nature
of the course. Professional Practice uses competency based assessment, which involves assessment against defined standards or
learning outcomes, with grades of a pass or fail given. Other GradDipTchLn(Primary) courses are achievement-based, in relation to
learning outcomes, and use the University grading scale.
During the first session/week of each course students are provided with a course outline identifying the learning outcomes to be
achieved, and the requirements to be undertaken in order to achieve them (assignments, practical activities etc). Course requirements
enable students to submit evidence that can be used to assess against the learning outcomes. The participatory and experiential nature
of many GradDipTchLn(Primary) courses requires on-campus students to attend classes regularly and FLO students to attend on-site
intensives and participate within online activities, virtual conferences and discussion groups where required.
In addition, the following principles have shaped the criteria and processes for assessment which are stated in the assessment
statement of the course outline for each GradDipTchLn(Primary) course.
Assessment will:
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be formative, as an integral part of the teaching and learning process to enhance student learning
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be summative, to provide descriptions of student achievement at completion of the course
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be valid and appropriately assess course learning outcomes
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be fair and equitable
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be a public and accountable process
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reflect current practice and research.
Resources
The expertise, physical facilities, equipment and library resources for this restructured one year programme are the same as those
already provided for the existing 15 month programme. However, some resourcing efficiencies will be achieved through the
reduction in time, and two Professional Practice placements rather than three.
Plans for monitoring programme quality
The systems for monitoring programme quality are clearly set out at the University of Canterbury and include internal and external
moderation, external programme monitoring, and student evaluation processes. The programme will also comply with New Zealand
Teachers Council monitoring and re-approval requirements.
Calendar Form
Qualification Regulations
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06 UC/13-GradDipTchLn(Primary)
UC Calendar 2013 Page 137ff.
Replace the current regulations for the Graduate Diploma in Teaching and Learning (Primary) with:
Graduate Diploma in Teaching and Learning (Primary) (GradDipTchLn(Primary))
See also General Course and Examination Regulations.
1. Structure of the Diploma
To qualify for the GradDipTchLn(Primary) a candidate must pass courses having a total value of at least 165 points. The course of
study for the Graduate Diploma shall consist of the courses as specified in the Schedule to the Regulations for the award.
2. Duration
The usual period of enrolment for a full-time candidate is one year. The maximum period of enrolment is three years.
3. Re-enrolling in courses
Should a candidate fail any course twice, the candidate may re-enrol in that course only with the approval of the Dean of Education.
4. Admission to the programme
Every candidate for the GradDipTchLn(Primary), before enrolling in a course of study for the Graduate Diploma, shall have:
 qualified for a (three-year) bachelor’s degree at Level 7 on the New Zealand Qualifications Framework (NZQF) consisting of
360 credits; or
 a Bachelor’s degree with Honours at Level 8 on the NZQF consisting of at least 480 credits; or
 a Master’s degree at Level 9 on the NZQF consisting of 240 credits; or
 been admitted ad eundem statum as entitled to enrol for the Graduate Diploma, and
 approval as a candidate by the Dean of Education, on the recommendation of a Selection Committee.
Notes:
1. Selection will be based on academic attainment and such other criteria as the Selection Committee may determine, which
will include a visual interview.
2. Candidates are required to be vetted by police.
3. For international qualifications the New Zealand Teachers Council deems that NZQA assessment of equivalency will
determine the equivalent level on the NZQF.
4. Students for whom English is an additional language must provide evidence of their English language ability as follows:
(a)
IELTS (Academic) 7.0, with a band score of 7.0 or higher, for each component; or
(b)
At least two years of successful study in a New Zealand secondary school, with at least eight Level 2 NCEA credits in
English (four reading and four writing).
Note that satisfying these criteria does not guarantee entry to the programme.
5. Transfers of credit and exemptions
Any candidate who has been credited with an initial teacher education course or courses at another tertiary educational institution
may, with the approval of the Dean of Education, be granted credit transfer from such courses as the Dean of Education may
determine. Any credit transfer must meet New Zealand Teachers Council requirements. Recognition of prior learning is not normally
granted. Where applications for recognition of prior learning are made they will be considered in consultation with the New Zealand
Teachers Council and approved prior to the candidate commencing the programme.
6. Transitional Arrangements
Candidates who successfully completed their first year of full-time study prior to 2014 will normally complete under the 2013
regulations by taking courses approved by the Dean of Education, provided that this transitional regulation shall lapse at the end of
2015.
Schedule to the Regulations for the Graduate Diploma in Teaching and Learning (Primary)
Note: All courses are compulsory.
Course Code and Title
TEPI 331
Professional and Educational Studies 1
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TEPP 331
Professional Practice 1
TEPI 332
Professional and Educational Studies 2
TEPP 332
Professional Practice 2
TEPI 333
Ngā Āhuatanga Māori and Learning Languages
TECP 331
English Literacy and Mathematics Education 1
TECP 332
English Literacy and Mathematics Education 2
TECP 333
Future Focussed Education: Science, Technology and Digital Literacy
TECP 334
Community-based Approaches in Education: Health, Physical Education and Social Studies
TECP 335
Creative Action and Response in Education: The Arts
TEPI 331 Professional and Educational Studies 1
15 Points 0.1250 EFTS
This compulsory course provides pre-service teachers with an introduction to the New Zealand education system and New Zealand
Curriculum/Te Marautanga o Aotearoa (2007), explores legal/ ethical issues related to the teachingprofession, and introduces the
planning design process to address diverse learning needs in schools. Culturally responsive pedagogies are explored within the
context of learning theory, child development, and evidence-based teaching practices, involving school visits, a Treaty of Waitangi
workshop and Noho Marae experience. Students will systematically critically reflect on their beliefs, attitudes, understandings and
practices, including inter and intrapersonal skills, to develop greater awareness of the way their ontology may impact the teaching
and learning process and their continued development as an emerging professional. The course will prepare students for the
associated Professional Practice course (TEPP331) and also complement learning in other courses in the Graduate Diploma of
Teaching and Learning (Primary).
P: Admission to the GradDipTchLn(Primary);
C: TEPP 331
TEPI331-14YC1 (D) Year C First Half
TEPI331-14YD1 (C) Year D First Half
TEPI 332 Professional and Educational Studies 2
15 Points 0.1250 EFTS
This course builds upon TEPI331 Professional and Educational Studies 1. It is a learner focussed study with experiences and tasks
that extend students' understandings towards becoming successful beginning teachers. The course incorporates the principles and
practice of planning, assessment, evaluation and reporting and explores the links between professional practice experiences and
established educational theory. Pedagogical models, curriculum integration, the diverse needs of children and learning
environments are explored within these contexts. Students will experience, as well as learn about, authentic inquiry-based learning
and associated pedagogies, and 'teaching as inquiry' models. These experiences will further develop participant's personal teaching
philosophy. The course will prepare students for the associated Professional Practice course and also complement learning in other
courses in the Graduate Diploma of Teaching and Learning (Primary).
P: TEPP 331
C: TEPP 331
TEPI332-14X (C) 21 July 2014 - 30 Nov 2014
TEPI332-14X (D) 21 July 2014 - 30 Nov 2014
TEPI333: Ngā Āhuatanga Māori and Learning Languages
15 points
0.125 EFTS
This course provides pre-service teachers with a theoretical and practical framework for language teaching and learning. The course
develops the knowledge, confidence, skills, attitudes and dispositions needed to successfully plan, teach and evaluate programmes
for language learning, including Te Reo Māori, international languages, Pasifika languages, English as an Additional Language, and
New Zealand Sign Language. It also develops students’ awareness of Māori culture, the rich cultural heritages of Aotearoa New
Zealand, and responsive teaching practices that take account of learners’ cultural and linguistic diversity. Students will be introduced
to theories, resources, and pedagogical strategies appropriate to the teaching of languages and cultures. The course will also
develop students’ own competency in te reo Māori, and endorse their responsibilities as teachers for the promotion and protection
of te reo Māori me ngā āhuatanga katoa in New Zealand schools. The course will complement learning in other courses in the
Graduate Diploma of Teaching and Learning (Primary).
P: TECP350
2014, YD1 (C) and YC1 (D)
TEPP 331 Professional Practice 1
15 Points 0.1250 EFTS
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06 UC/13-GradDipTchLn(Primary)
This first practicum course provides an intensive school-based opportunity for students to interact with and observe a range of
teachers in a primary or intermediate school, and then work collaboratively with one mentor/associate teacher for a prolonged
period of time. Students will observe, plan, teach, manage and assess student learning and then evaluate / critically appraisal and
reflect on their professional development. Teaching experiences will progress from working with small groups to full class, with the
students taking increasing responsibility, with support and guidance, for daily programme /class management as the placement
progresses. These experiences and the associated documentation, in conjunction with mentor/ lecturer observations, will provide
formative feedback in relation to the students developing knowledge, skill and practices, identify emergent needs, and enable
summative assessment in relation to the course learning outcomes. Course outcomes are described as a series of competencies. The
course will both complement and apply learning in other courses in the Graduate Diploma of Teaching and Learning (Primary)
C: TEPI 331
TEPP331-14T2 (C) 05 May 2014 - 22 June 2014
TEPP331-14T2 (D) 05 May 2014 - 22 June 2014
TEPP331-14T4 (D) 22 Sep 2014 - 23 Nov 2014
TEPP 332 Professional Practice 2
15 Points 0.1250 EFTS
This second practicum course provides an intensive school-based opportunity for students to work collaboratively with one
mentor/associate teacher for a prolonged period of time. Students will conduct observations, and use these, in conjunction with
advice and guidance from their mentor teacher and content covered in other initial teacher education courses, to inform their
planning, teaching, management and assessment strategies and the subsequent evaluation / critical appraisal of their teaching and
professional development. Teaching experiences will progress, with students taking increasingly independent responsibility for full
programme /class management as the placement progresses. These experiences and reflective practices enable the student, his/her
lecturers and the associate teacher to provide formative feedback on his/her developing knowledge and skill, identify emergent
needs, and to record the student's progress in achieving the course learning outcomes. Course outcomes are described as a series of
competencies. The course will both complement and apply learning in other courses in the Graduate Diploma
P: TECP 331 and TEPI 331 and TEPP 311
C: TEPI 331
TEPP332-14T4 (C) 22 Sep 2014 - 23 Nov 2014
TEPP332-14T4 (D) 22 Sep 2014 - 23 Nov 2014
TECP 331 English Literacy and Mathematics Education 1
15 Points 0.1250 EFTS
The course provides pre-service teachers with an introduction to English and Mathematics Education. These are key learning areas
of the New Zealand Curriculum/ Te Marautanga o Aotearoa, (2007) and as such are at the forefront of current educational policy
and curriculum development. The development of literacy and numeracy skills is essential as a basis for all subject knowledge and
the ability to make sense of the world around us. All teachers must have the knowledge and skills to design effective learning
experiences in these areas. They must be able to evaluate current English literacy and mathematics practice across all levels of
primary education. New technologies for information and increasing change, continue to challenge educators to prepare students
appropriately. Every teacher requires the skills and knowledge to make it possible for children to understand, clarify, problem solve,
test hypotheses and communicate in appropriate ways. This includes the processes of gathering data, interpreting and critiquing
information and creating solutions which can be evaluated against recognised research in the areas. The course will complement
learning in other courses in the Graduate Diploma of Teaching and Learning (Primary), including Professional Practice.
P: Admission to the GradDipTchLn(Primary)
TECP331-14YC1 (D) Year C First Half
TECP331-14YD1 (C) Year D First Half
TECP 332 English Literacy and Mathematics Education 2
15 Points 0.1250 EFTS
This course continues to focus on the development of literacy and numeracy skills with an emphasis on more specific assessment
(including nationally developed monitoring tools), evaluation and planning. Topics such as meeting the needs of diverse learners,
engaging students with texts, critical literacies, effective mathematical pedagogies and the New Zealand Number Framework will be
explored in greater depth. Following professional experiences in schools, students will be encouraged to reflect on their own
classroom practice and that of others. The course will complement learning in other courses in the Graduate Diploma of Teaching
and Learning (Primary), including Professional Practice.
P: TECP 331
R: TECP 360, TECP 370
TECP332-14X (C) 21 July 2014 - 30 Nov 2014
TECP332-14X (D) 21 July 2014 - 30 Nov 2014
TECP 333 Future Focussed Education: Science, Technology, Digital Literacy
15 Points 0.1250 EFTS
9
06 UC/13-GradDipTchLn(Primary)
This course for pre-service teachers is designed to develop a rationale, philosophy and pedagogy of teaching Science, Technology
and Digital Literacy/citizenship in the New Zealand. Through the acquisition of knowledge, skills and attitudes pre-service teachers
will be better informed to successfully plan, resource, implement, assess and evaluate these learning areas. Future-focussed themes
and issues that integrate digital literacy, technologies and citizenship, are used to explore the Nature of Science and Technology
through engagement in authentic contexts. The course will complement learning in other courses in the Graduate Diploma of
Teaching and Learning (Primary), including Professional Practice.
P: Admission to the GradDipTchLn(Primary)
TECP333-14YC1 (D) Year C First Half
TECP333-14YD1 (C) Year D First Half
TECP 334 Community-Based Approaches in Education: Health, Physical Education and Social Sciences
15 Points 0.1250 EFTS
This course provides pre-service teachers with an introduction to the conceptual and structural frameworks in the NZC (2007) in the
Health, Physical Education and Social Sciences Learning Areas with a particular emphasis placed on well- informed practical
application. A community based emphasis provides participants with a local context to explore key concepts and issues in authentic
community settings. Course content will demonstrate the College's commitment to upholding Te Tiriti o Waitangi and Te reo me nga
tikanga Maori and the Ministry of Education's Pasifika Education Strategy. The course will complement learning in other courses in
the Graduate Diploma of Teaching and Learning (Primary)
P: Admission to the GradDipTchLn(Primary)
TECP334-14X (C) 21 July 2014 - 30 Nov 2014
TECP334-14X (D) 21 July 2014 - 30 Nov 2014
TECP 335 Creative Action and Response in Education: The Arts
15 Points 0.1250 EFTS
This course provides pre-service teachers with an introduction to the theory and practice of fostering creative action and response
in education within the context of teaching the New Zealand Curriculum/Te Marautanga o Aotearoa learning area 'The Arts' in
primary and intermediate schools. Each of the four arts disciplines (i.e. Music-Sound Arts, Visual Arts, Dance and Drama) will be
critically examined in terms of pedagogical and subject content knowledge, and current research related to the development of
creativity within an Arts education context explored, to enable participants to design and implement relevant, research-informed,
culturally inclusive Arts programmes in schools. The course will complement learning in other courses in the Graduate Diploma of
Teaching and Learning (Primary), including Professional Practice.
P: Admission to the GradDipTchLn(Primary)
TECP335-14X (C) 21 July 2014 - 30 Nov 2014
TECP335-14X (D) 21 July 2014 - 30 Nov 2014
10