Bachelor of Education _Teaching_ and Diploma of Teaching _ECE_ and

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					Bachelor of Education (Teaching)
(Incorporating ECE, Primary, Huarahi Māori & ECE Pasifika
Specialisations)
and Diploma of Teaching (ECE) and ECE Pasifika
Specialisation


CONTACTS:                   Faculty of Education                                Phone: 6238899

PROGRAMME CONTACTS:                                                                Office    Extn:
                                                                                    No.
Head of Programme:           Sue Sutherland                                         N304     48734
                             Email: sue.sutherland@auckland.ac.nz

Programme Leader             Lynne Anderson                                         N312C    48766
                             BEd (Tchg) /Dip ECE Specialisation
                             Email: lynne.anderson@auckland.ac.nz

Academic Leader Pasifika     Diane Mara                                            N block   48137
ECE                          BEd (Tchg) /Dip Tchg ECE Pasifika Specialisation      level 2
                             Email: d.mara@auckland.ac.nz

Director Mäori Medium        Hemi Dale                                              D13      48985
Education                    Huarahi Maori Specialisation
                             Email: h.dale@auckland.ac.nz

Programme Administrator:     Christine Whyte                                        N303     48785
                             Email: c.whyte@auckland.ac.nz

Practicum Co-ordinators:     Heather Pinder (Primary)                               N311A    48732
                             Email: h.pinder@auckland.ac.nz

                             Debora Lee (ECE)                                       N311B    48216
                             Email: d.lee@auckland.ac.nz

Practicum Administrators:    Liz Jenkins (Primary)                                  N314     48452
                             Email: l.jenkins@auckland.ac.nz

                             Laurice Joicey (ECE)                                   N314     48868
                             Email: l.joicey@auckland.ac.nz

Education Student Centre:    Phone contact:                                        A block
                             Education Call Centre 0800 616263


Tai Tokerau Campus:          Reception: Phone (09) 4701000

Manukau Institute of         Reception: Phone      9688765                                   7361
Technology Campus:
Contents

General Faculty Information
   Introduction .......................................................................................................................................... 3
   Conceptual Model Underpinning Teacher Education Programmes ..................................................... 4
   NZTC Graduating Teacher Standards: Aotearoa New Zealand ........................................................... 5
   Teacher Education Programmes ........................................................................................................... 6
   Faculty Contacts ................................................................................................................................... 7

The Bachelor of Education (Teaching) Pathways & Structure
   The Bachelor of Education (Teaching) ................................................................................................. 8
   Primary Specialisation........................................................................................................................... 8
   Huarahi Mäori Specialisation ................................................................................................................ 8
   Early Childhood Specialisations ........................................................................................................... 8
   Early Childhood/Pasifika Specialisation ............................................................................................... 8
   Diploma of Teaching ECE Specialisation ............................................................................................. 8
   Diploma of Teaching ECE/Pasifika Specialisation ............................................................................... 8
   Campuses ............................................................................................................................................. 8
   2011 BEd (Tchg) Programme Overview .............................................................................................. 9
   Student Meeting Times for 2011 ........................................................................................................... 9
   Support Systems ................................................................................................................................. 10

Practicum
   Introduction ........................................................................................................................................ 11
   Practicum Placements .......................................................................................................................... 11
   Procedures ........................................................................................................................................... 11
   Placement Requirements/Restrictions ................................................................................................. 11
   Practicum Courses ............................................................................................................................... 12
   Special Nature Placements .................................................................................................................. 13
   Assessment of Practicum Courses Involving School or Centre Placement ......................................... 13
   Confidentiality During Practicum ....................................................................................................... 13
   Students with Family Responsibilities ................................................................................................ 14
   Late Withdrawal from Practicum (in exceptional circumstances) ...................................................... 14

Assessment
   Purposes and Roles of Assessment ..................................................................................................... 14
   Assessment and Grading ..................................................................................................................... 14
   Group Projects ..................................................................................................................................... 15
   Course Pass Grades ............................................................................................................................. 15
   Course Failure ..................................................................................................................................... 15
   Notification of Assessment Information .............................................................................................. 16
   Extensions ........................................................................................................................................... 16
   Special Consideration: Unavoidable Personal Circumstances ........................................................... 16
   Aegrotat and Compassionate Consideration ....................................................................................... 16
   Penalties for Late Work ...................................................................................................................... 17
   Handing in Non-Secure Assessments (e.g. Assignments) .................................................................. 17
   Submission in Maori .......................................................................................................................... 17
   Referencing ......................................................................................................................................... 18
   Conceded Passes.................................................................................................................................. 18
   Partial Resits ........................................................................................................................................ 18




                                                                                      1
   Resubmission of Assessment Tasks .................................................................................................... 18
   Appeal of Marks for Coursework ........................................................................................................ 18
   Repeated Fails ..................................................................................................................................... 18
   Attendance ........................................................................................................................................... 19
   Students with Failed Courses .............................................................................................................. 19
   Review of Student Progress ................................................................................................................. 19
   Tracking Student Performance ........................................................................................................... 19
   DELNA .............................................................................................................................................. 19
   Literacy Standards ............................................................................................................................... 20
   Cheating .............................................................................................................................................. 21
   Academic Honesty, Cheating and Plagiarism .................................................................................... 21
   Student Concerns ................................................................................................................................ 21

Professional Requirements and Conduct
   Professional Ethics Related to Conduct and Research ........................................................................ 22
   Keeping Informed ............................................................................................................................... 22
   Student Communications using Email ............................................................................................... 22
   Attendance ........................................................................................................................................... 22
   Developing Oral Language Skills ....................................................................................................... 23
   Babies and Children in Classes ........................................................................................................... 23
   Graduation ........................................................................................................................................... 23

Programme Changes, Procedures and Regulations
   Change of Name ................................................................................................................................. 23
   Change of Address .............................................................................................................................. 23
   Withdrawal from Papers ..................................................................................................................... 23
   Resignation from Programme ............................................................................................................. 23
   Deferring from Programme ................................................................................................................ 24
   Transfer between University of Auckland, Faculty of Education Programmes ................................. 24
   Transfer to other Colleges/Faculties of Education .............................................................................. 24

Teacher Registration
   Criminal Convicitons: while undertaking, or during deferment from, the programme ....................... 25
   The Criteria for Registration of a Teacher .......................................................................................... 25
   Portfolios and NZTC Graduating Teacher Standards ......................................................................... 27
   Registration and other end-of-year procedures ................................................................................... 27
   International Students ......................................................................................................................... 27

   Principles Underpinning Teacher Education Programmes and Related
    Graduate Outcomes ........................................................................................................................ 28
   ‘CECIL’ Information ....................................................................................................................... 29
   Overview of Specialisations .............................................................................................................. 30
            Bachelor of Education (Teaching) Primary Specialistion
            Bachelor of Education (Teaching) Huarahi Mäori Specialisation
            Bachelor of Education (Teaching) ECE Specialisation
            Bachelor of Education (Teaching) ECE/Pasifika Specialisation
            Diploma of Teaching ECE Specialisation
            Diploma of Teaching ECE/Pasifika Specialisation




                                                                                      2
 Introduction


Welcome to the Faculty of Education at The University of Auckland.

The aim of all the Faculty‟s teacher education programmes is to develop graduates who are able to
demonstrate an evidence-informed, outcomes-focused, inquiry-based approach to teaching. It is
envisaged, that you as a graduate, will have the research, subject knowledge, pedagogical
understandings and appropriate dispositions to enable you to teach in ways that focus on children
and young people‟s learning, and address current disparities in educational achievement.

Underpinning teacher education programmes is the view that education encompasses the
intellectual, moral and emotional growth of the individual and consequently, the evolution of a
democratic society (Dewey, 1916). Teaching, therefore, is a moral and ethical activity that requires
you, as a student teacher, to develop critical knowledge, skills and dispositions to teach in ways that
enable success for all learners. This is a complex undertaking that requires integrating many kinds
of knowledge and skills in order to make the best teaching decisions for a diverse range of learners
(Darling-Hammond & Bransford, 2005). Thus a variety of learning opportunities will be provided
to assist you to develop, integrate and apply knowledge, understandings and skills that will enable
you to become effective beginning teachers.

The Faculty‟s teacher education programmes are underpinned by a conceptual framework, at the
centre of which is the overarching goal that you as a graduate will become:
A research-informed, inquiry-based practitioner who leads the learning of others by creating
purposeful, responsive and safe learning environments within which all learners achieve valued skills,
knowledge and attitudes (see conceptual framework p4).

Each of the six circles within the framework addresses a vital area of critical knowledge, skills and
dispositions that provide a consistent focus across all courses and learning experiences in teacher education
programmes. A related set of principles, along with specific graduate outcomes that contribute to each vital
area and collectively address the overarching goal of the conceptual framework, underpin all teacher
education qualifications. (These are included and detailed on p32). Importantly the New Zealand Teachers
Council Graduating Teacher Standards (p5) are embedded in this framework.

Concepts relating to Mäori and diversity are fundamental to the achievement of all other outcomes. The first
concept is the recognition of the special place of Mäori in education in Aotearoa/New Zealand. This
recognizes the commitment to prepare teachers with a sound understanding of Mäori education priorities and
aspirations, and a preparedness to work towards the achievement of these aspirations as central to teacher
education programmes. The second central concept embedded within programmes, is the acknowledgment
that all learners are entitled to quality education that addresses their diverse learning needs.

It is hoped that your programme will be a fulfilling, rewarding gainful experience that results in you
becoming a successful beginning teacher. Best wishes in your studies.

References:
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing
        world: What teachers should learn and be able to do. San Francisco: Jossey Bass.
Dewey. J. (1916). Democracy and education. New York: Free Press.




                                                       3
Conceptual Model Underpinning Teacher Education Programmes



                        1.                                                              2.
                        Knowing and critiquing                                          Understanding the
                        what is to be learned:                                          learning environment in
                        discipline and                                                  context.
                        curriculum knowledge.                                            FoEDGO (1,2,4,7,9)
                         FoEDGO (1,3,4,5,7,8)                                           NZTCGTS (3 & 4)
                         NZTCGTS (1 & 2)                          MAORI4    P




                                                      The research-informed,                                        3.
6.                                                    inquiry-based practitioner                                    Establishing effective
Developing professional                               who leads the learning of                                     professional
values, beliefs and                                   others by creating                                            relationships with
dispositions3 in order
                                                      purposeful, responsive and                                    learners, colleagues and
                 P
             P




to practice ethically.                                                                                              communities.
                                                      safe learning
 FoEDGO (3,9,10)                                     environments within                                            FoEDGO (1,4,5,6,10)
 NZTCGTS (6 & 7)                                     which all learners achieve                                     NZTCGTS (6 & 7)
                                                      valued2 skills, knowledge
                                                               P
                                                                   P




                                                      and attitudes.




                                                            DIVERSITY5           P




                         5.                                                          4.
                         Designing deliberate                                        Knowing about
                         teaching activities that are                                successful learning and
                         theoretically1 and
                                       P
                                           P
                                                                                     responding to learners,
                         evidence informed.                                          their prior knowledge,
                          FoEDGO (1,2,3,5,6)                                        experiences and
                                                                                     beliefs.
                          NZTCGTS (4 & 5)
                                                                                      FoEDGO (1,2,4,5,6)
                                                                                      NZTCGTS (2, 3, 4, 5)




Key:       FoEDGO =              Faculty of Education Graduate Outcomes
           NZTCGTS =             New Zealand Teachers Council Graduating Teacher Standards



Notes:
1. Theory refers to own theory and to formal theory with               4. The ring for Maori represents the special place of Maori in
   particular reference to pedagogical content knowledge.                 education in Aotearoa New Zealand.
2. Valued is what is defined as what is expressed as MoE               5. The ring for diversity recognises both the diversity of the
   Statement of Intent, curriculum statements, community                  beginning teacher and those they will be teaching.
   and society expectations.
3. We acknowledge that students bring into a teacher education         Comments:
   programme their values, beliefs, dispositions as well as their      (i) The dashed interconnecting ring (_ _ _) indicates that
   knowledge and past experiences and during their teacher                  the foci of the six circles are interconnected in
   education programme these will be both challenged and built              complex ways.
   upon.                                                               (ii) The numbers in brackets refer to the graduate
                                                                            outcome statements.




                                                                         4
NZTC Graduating Teacher Standards: Aotearoa New Zealand

PROFESSIONAL KNOWLEDGE
Standard 1:       Graduating Teachers know what to teach
a) have content knowledge appropriate to the learners and learning areas of their programme
b) have pedagogical content knowledge appropriate to the learners and learning areas of their programme
c) have knowledge of the relevant curriculum documents of Aotearoa New Zealand
d) have content and pedagogical content knowledge for supporting English as an Additional Language (EAL)
    learners to succeed in the curriculum
Standard 2:   Graduating Teachers know about learners and how they learn
a) have knowledge of a range of relevant theories and research about pedagogy, human development and
    learning
b) have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation
c) know how to develop metacognitive strategies of diverse learners
d) know how to select curriculum content appropriate to the learners and the learning context
Standard 3:      Graduating Teachers understand how contextual factors influence teaching and learning
a) have an understanding of the complex influences that personal, social, and cultural factors may have on
    teachers and learners
b) have knowledge of tikanga and te reo Mäori to work effectively within the bicultural contexts of Aotearoa New
    Zealand
c) have an understanding of education within the bicultural, multicultural, social, political, economic and
    historical contexts of Aotearoa New Zealand
PROFESSIONAL PRACTICE
Standard 4:       Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and
                  learning environment
a)   draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating
b)   use and sequence a range of learning experiences to influence and promote learner achievement
c)   demonstrate high expectations of all learners, focus on learning and recognise and value diversity
d)   demonstrate proficiency in oral and written language (Mäori and/or English), in numeracy and in ICT relevant to their
     professional role
e)   use te reo Mäori me nga tikanga-a-iwi appropriately in their practice
f)   demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners
Standard 5:     Graduating Teachers use evidence to promote learning
a) systematically and critically engage with evidence to reflect on and refine their practice
b) gather, analyse and use assessment information to improve learning and inform planning
c) know how to communicate assessment information appropriately to learners, their parents/caregivers and staff
PROFESSIONAL VALUES & RELATIONSHIPS
Standard 6:        Graduating Teachers develop positive relationships with learners and the members of learning
                   communities
a)   recognise how differing values and beliefs may impact on learners and their learning
b)   have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whanau and
     communities
c)   build effective relationships with their learners
d)   promote a learning culture which engages diverse learners effectively
e)   demonstrate respect for te reo Mäori me nga tikanga-a-iwi in their practice
Standard 7:      Graduating Teachers are committed members of the profession
a) uphold the New Zealand Teachers Council Code of Ethics/Nga Tikanga Matatika
b) have knowledge and understanding of the ethical, professional and legal responsibilities of teachers
c) work co-operatively with those who share responsibility for the learning and wellbeing of learners
d) are able to articulate and justify an emerging personal, professional philosophy of teaching and learning



                                                           5
Teacher Education Programmes


                             Dean - Faculty of Education
                             Associate Professor Graeme Aitken

                                                 Head of School/
                                           Director Teacher Education
                                               Dr Lexie Grudnoff

                                                 Head of Programme
                                           Bachelor of Education (Teaching)
                                                   Sue Sutherland

             Primary Specialisation – Sue Sutherland
             BEd (Tchg) /Dip ECE Specialisation - Lynne Anderson Programme Leader
             BEd (Tchg) /Dip Tchg ECE Pasifika Specialisation – Diane Mara Academic Leader Pasifika ECE
             Huarahi Maori Specialisation – Hemi Dale Director Mäori Medium Education
             BEd (Tchg) Manukau Institute of Technology Campus – Pam Millward Programme Co-ordinator


                                              Head of Programme
                           Graduate Diploma in Teaching (Early Childhood Education)
                                              Barbara Backshall*
                    (*For semester one: Lynne Anderson - Acting Coordinator Grad Dip ECE)

                                                Head of Programme
                                       Graduate Diploma in Teaching (Primary)
                                                  Jeanne Sheehan

                                                Head of Programme
                                      Graduate Diploma in Teaching (Secondary)
                                                  Dr Ngaire Hoben


                                                  Programme Manager
                                              Bachelor of Physical Education
                                                      Mike Truman


                                                      Academic Director
                                                        Tai Tokerau
                                                       Heather Peters


                                                Practicum Co-ordinators

                                   BEd (Tchg)/Dip ECE Specialisation - Debora Lee

                                     BEd (Tchg) Primary - Heather Pinder
                            Graduate Diploma in Teaching (Primary) - Jeanne Sheehan


                             Graduate Diploma in Teaching (Secondary) - Brian Marsh

                                    Dip Tchg/ECE-PI - PIECE - Seiuli Luama Sanui

                                           Huarahi Maori - Tauwehe Tamati


                                                  Tai Tokerau Campus
                                                Primary - Rhona Leonard
                                                    Secondary - TBA



                                                  6
Faculty Contacts



HEADS OF SCHOOLS                                              ASSOCIATE DEANS

 School of Arts, Languages and Literacies                     Associate Dean International
  (N block level 6)                                              Dr John Hope (A block)
   Head of School – Dr Libby Limbrick



 School of Counselling, Human Services and                    Associate Dean Maori
  Social Work (N block level 4)                                 Tony Trinick (D block)
   Head of School – Phil Harington



 School of Critical Studies in Education                      Associate Dean Pasifika
  (N block level 3)
  (Incorporating courses in Education Studies, Health &         Dr Meaola Toloa (N block)
  Physical Education, Pasifika & Social Sciences)
   Head of School – Dr Airini



 School of Science, Mathematics and Technology                Associate Dean Postgraduate
  Education (A block level 2)
                                                                Associate Dr Gillian Ward (A block)
   Head of School – Dr Gregor Lomas



 School of Teacher Education Practice                         Associate Dean Academic Programmes
  (N block level 3)
                                                                Dr Helen Dixon (A block)
   Head of School / Director Teacher Education
   Dr Lexie Grudnoff



 School of Teaching, Learning and Development                 Associate Dean Research
  (H block level 5)                                             Professor Judy Parr (N block)
   Head of School – Dr Frances Langdon



 School of Te Puna Wananga                                    Associate Dean Students
  (D block)
                                                                Dr Ruth Williams (N block)
   Dr Colleen McMurchy-Pilkington




                                                               Associate Dean Teaching & Learning
                                                                Dr Dawn Garbett (A block)




                                                          7
The Bachelor of Education (Teaching) Pathways and Structure

The Bachelor of Education (Teaching)
The Bachelor of Education (Teaching) qualification consists of 360 points and is available both full-time (three years)
and part-time, up to six years. The full-time course of study involves eight 15 point courses per year, four per semester.
 Each course involves approximately 42 hours face-to-face teaching and approximately 100 hours self-directed study.

The Bachelor of Education (Teaching) is a three-year full-time, and up to six year part time, programme of study
leading towards teacher registration. The degree has four specialisations, all of which are grounded in the teacher
education programme principles, conceptual framework and graduate outcomes. These specialisations are:

Primary Specialisation
The primary specialisation is designed to prepare student teachers to teach effectively in primary and intermediate
schools. In addition to broader knowledge, skills and dispositions, the primary specialisation will develop graduates
who are well grounded in the curriculum requirements of primary schools. All curriculum areas will be addressed in the
first two years of full-time study. In the third year, students will have the opportunity to learn about the curriculum in an
integrated way, either through a multi-literacy approach, a year-levels approach, or through a Pasifika, or a Mäori
education focus.

Huarahi Mäori Specialisation
The Huarahi Mäori specialisation is specifically designed to prepare students to teach in Kura Kaupapa Mäori and
primary immersions and bilingual units. The programme is underpinned by kaupapa Mäori concepts and theory with a
focus on developing te reo Mäori language proficiency of graduates. Attention is given to linguistic issues confronting
children in Mäori medium contexts, particularly the role of te reo in the teaching and learning process. The
specialisation also has a strong curriculum and practical focus.

Early Childhood Specialisations
BEd (Tchg) Degree & Diploma of Teaching (ECE)
The early childhood specialisation is designed to prepare student teachers to be effective early childhood teachers. This
specialisation has components integral to the qualification which acknowledge the generic nature of some aspects of
teaching and are therefore, generic to all specialisations. The specialisation, however, also acknowledges the unique
aspects and special nature of early childhood education, which is evidenced in the structure of the programme where
twelve of the twenty-four courses have been written specially for the early childhood context.

Early Childhood/Pasifika Specialisation
The early childhood Pasifika specialisation is designed to prepare student teachers to be effective early childhood
teachers in Pasifika ECE Centres. This specialisation has components integral to the qualification which acknowledge
the generic nature of some aspects of teaching and are therefore, generic to all specialisations. The specialisation,
however, also acknowledges the unique aspects and special nature of Pasifika early childhood education, which is
evidenced in the structure of the programme where twelve of the twenty-four courses have been written specially for the
early childhood context.

Diploma of Teaching ECE Specialisation
Diploma of Teaching ECE/Pasifika Specialisation
The Diploma is identical in philosophy, content and structure to the equivalent Bachelor of Education (Teaching)
programme in the first two years.

After successful completion of the first two years of study (ie study has been completed without the student‟s progress
being subject to a review), students have the option of either:

     formally applying to the Head of Programme, for credit transfer into the Bachelor of Education (Teaching)
     programme. Such approval will be subject to the regulations of the degree programme. Successful applicants will
     be eligible to graduate with a Bachelor of Education (Teaching) degree after successful completion of a final 120
     credits. Diploma students applying for transfer to the degree must indicate their preference for final year option.
OR
     continuing into Year 3 of the Diploma of Teaching (ECE).

Campuses - As well as three different pathways, the University of Auckland‟s Bachelor of Education (Teaching)
is taught at the Epsom and Tai Tokerau campuses and at the Manukau Institute of Technology.

                                                              8
2011 Bachelor of Education (Teaching) Programme Overview

An overview of the Shape of the Year for 2011 for this programme has been placed as a separate link under
the Faculty of Education Programme Handbooks web page:
http://www.education.auckland.ac.nz/uoa/home/about/programmes/programme-handbooks .




Student Meeting Times for 2011

Pre-service students Epsom Campus only. Includes Diploma of Teaching (ECE) and Pasifika (ECE)
students.

Details for Manukau Institute of Technology and extra meetings for Huarahi Mäori and Pasifika will
be advised separately.

Dates for whole cohort meetings for students on the Tai Tokerau campus, will be advised via the student
noticeboard in the Tai Tokerau Student Centre and in the Tai Tokerau Student Memo.


1st Years
            Date                  Time          Group          Venue                    Purpose                Personnel
15 March - Tues (Week 12)         1:00      Pry & ECE             J1     Programme briefing       Sue Sutherland
                                  1:30      Primary               J1     Practicum briefing       Heather Pinder
                                  1:30      ECE                   J2     Practicum briefing       Debora Lee
18 Oct – Tues (Week 43)           1:00      Pry & ECE             J1     End of year briefing     Sue Sutherland


2nd Years
            Date                 Time          Group          Venue                     Purpose             Personnel
12 April – Tues (Week 16)         12:30     Pry & ECE            J1      Programme briefing       Sue Sutherland
27 Sept – Tues (Week 40)          1:00      Pry & ECE            J1      End of Year briefing     Sue Sutherland
                                  1:30      Primary              J1      Practicum briefing       Heather Pinder
                                  1:30      ECE                  J2      Practicum briefing       Debora Lee


3rd Years
Provisional Registration & Graduation information will be posted electronically                   Sue Sutherland


2010 Mid Years (1-2)
            Date                  Time          Group          Venue                    Purpose                Personnel
5 April – Tues (Week 15)          12:30     Pry & ECE             J3      Programme briefing      Sue Sutherland
30 Aug – Tues (Week 36)         11:45am     Pry & ECE             J3      End of Year briefing    Sue Sutherland


09 Mid Years (2-3)
            Date                  Time          Group          Venue                    Purpose             Personnel
22 Mar – Tues (Week 13)           12:30     Pry & ECE            J3      Programme                Sue Sutherland
6 Oct – THURS (Week 41            12:30     Pry & ECE            J3      End of year briefing     Sue Sutherland


08 Mid Years (3)
     Date            Time        Group            Venue                            Purpose                     Personnel
Provisional Registration & Graduation information will be posted electronically                   Sue Sutherland

Pry = Primary



                                                                         9
Support Systems

Where students have questions or concerns about their programme, performance, or personal professional
well-being they are urged to seek immediate assistance from an appropriate source.

Nature of your query or concern:                       Who to see:
Academic Success Centre (Student Support)              Academic English Language Co-ordinator (DELNA Support)
                                                         Jenni Bedford, ext 48186
                                                       Speech Language Therapist
                                                         Elaine Tasker, ext 48756
                                                       Student Learning
                                                         Hilary van Uden , ext 46316
                                                       Student Learning - City Campus – see UoA Calendar p. 734
Deferral, withdrawals, transfer from programme         Head of Programme
Difficulty with course content                         Your lecturer/s
                                                       Academic Success Centre – N Block
Disability Support                                     Email: disability@auckland.ac.nz
                                                              4H




                                                       Website: www.disability.auckland.ac.nz
                                                                    5H




Early Childhood Centre                                 Epsom Campus – P block
                                                       City Campus – See UoA Calendar p. 731
Feeling at risk of failure/progress causing concern    Your lecturer/s, Academic Success Centre, Counsellors, Head of
                                                       Programme, Course Co-ordinators
Financial, student association etc                     ETTSA Inc, Budgeting Service, ext 48459
Health/Medical                                         Epsom Campus Student Health Service, R Block ext 48526, DD 6238889
                                                       City Campus – see UoA Calendar p. 745
International Students                                 John Hope, Associate Dean International Students extn 87515 (B103)
                                                       Maxine Ma, Assistant extn 48211 (B102)
Personal, professional, or confidential issues            Epsom Campus Counsellors: make appointment at Student Health
                                                          Services (see above for contact details) or contact Robyn McGill extn
                                                          48634 r.mcgill@auckland.ac.nz
                                                          City Campus Counsellors: See UoA Calendar p. 734
Practicum experience in schools                        Relevant practicum co-ordinator – see Contacts at the front of this
                                                       handbook.
Qualification issues                                   Head of Programme
Recognition of Prior Academic Study (ROPAS)            Jenny Edmonds, Co-ordinator Academic Administrator, ext 48635
Religious/Personal                                     City Campus Chaplains – see UoA Calendar p. 731
Student Allowances/Loans                               StudyLink, 0800-889900
Support for Maori students                             Kai Manaaki /Maori Student Support Coordinator:
Te Korowai Atawhai / Maori Student Support Service          Rochai Taiaroa (Rm E7) ext: 46388
                                                       Kaiawhina & student study space (Rm E4)
                                                       Te Puna Wananga Graduate student space (Rm E6)
Support for Pasifika students                          Pasifika Student Support Services Coordinator/Tutor
                                                            Meryl Ulugia-Pua (N block level 2) ext: 48367
Sylvia Ashton Warner Library                           Epsom Campus – Phone: 09 6238886 Email: library@auckland.ac.nz
                                                                                                      6H




                                                       See University website for hours
The English Language Self Access Centre (ELSAC)        See UoA Calendar p. 742 for details
Timetable and programme of study. Fails, resits, all   Education Student Centre, A Block foyer, ext 48203 - ask for the team
changes to your programme                              responsible for your qualification.
University Careers Services                            City Campus – see UoA Calendar p. 744



                                                                   10
 Practicum

Introduction
EDPRAC courses comprise an on-campus component and a practicum experience.                     The courses are
EDPRAC 101/102, EDPRAC 201/202 and EDPRAC 305/306.

Students should note EDPRAC dates/times. Full attendance at both the on-campus sessions, and the
practicum, is a requirement of the course learning outcomes.

Practicum Placements
Before enrolling in a practicum course, students must ensure that they have the necessary pre-and co-
requisites. Students can check with the Education Student Centre.

If a student is out of synchrony with his/her cohort due to failure, deferral, withdrawal, being part-time or for
any other reason, they must confirm with the Education Student Centre that they are eligible to enrol and can
be assigned to a practicum block that does not affect attendance during other courses. Out-of-schedule
placements may be made in exceptional circumstances and only after consultation with the appropriate
Practicum Co-ordinator (Epsom and Tai Tokerau). For primary students a block placement of more than
three weeks is not able to be completed at the beginning or end of the year.

Procedures
Requests for placement in schools and centres are usually made at the time of (re)enrolment, or through the
appropriate Practicum Administrator. A list of placement schools/centres available for selection will be
provided. Students are asked to complete a request form and indicate school/ECE centre preferences.
Request forms are available from the Practicum Offices at Epsom and Tai Tokerau, or will be sent to
students studying flexibly. Completed forms must be returned to the Practicum Offices above as soon as
possible. Flexible option students can return their form by email, fax or post to the relevant Practicum
Administrator.

 By completing these forms and making these requests the student is giving the Practicum Office staff
permission to approach schools/centres for a placement. Please note it is the practicum administrators‟ job to
assign students to schools/centres. While every endeavour will be made to place students in one of their
requested zones and/or schools/centres, depending on school/centre availability, students may be required to
travel. After the placement requests have been made to the schools/centres no changes can be considered
except in exceptional circumstances. Requests for any changes must be made through the Practicum
Administrators for referral to the appropriate Practicum Co-ordinator as necessary.

PLEASE NOTE: Students may not approach a school or centre to organise their own placement. Students
may only approach a school or centre when a confirmed placement has been posted on the practicum notice
board and the date for associate teacher contact has been advised.

Placement Requirements/Restrictions
Placement restrictions with regard to links with family members
Students may not be placed for practicum where:
   1. A member of their family attends as a student or as a staff member;
   2. The student or their family has been or is currently employed in any capacity;
   3. The student or a member of their family has a personal relationship with any member of the
       school/centre staff or Board of Trustees or Management Committee.

Requests for an ‘Out of Area’ Placement (eg Out of Auckland or out of Tai Tokerau)
For the purposes of practicum placements, Auckland is defined as an area between and inclusive of Pokeno
in the south and Warkworth in the north. For the purposes of practicum placements, Tai Tokerau is defined
as north and inclusive of Warkworth.


                                                       11
Requests for placements in schools and centres outside of these geographical areas must be made through the
appropriate Practicum Co-ordinator (Epsom, Huarahi Maori, and Tai Tokerau) at least two months before a
practicum placement. A letter outlining the reasons for the request must be attached to the request form.
„Out of Area‟ placements are not available for the first practicum placement in any programme or where
students have not achieved the learning outcomes of a previous practicum. Having the final practicum in any
programme in an „Out of Area‟ placement will be granted only in exceptional circumstances where it is
possible to arrange appropriate support and assessment.

Please note: The above does not apply to flexible option early childhood students.

Practicum Courses
Attendance
Full attendance is expected during practicum, including part-time students. Leave is not granted to attend
work-related commitments. Leave, known in advance, must be applied for through the practicum office.

Requirements
There are pathway specific requirements for Practicum placements:

Bachelor of Education (Teaching) Primary Pathway (other than Huarahi Mäori)
Placements must include at least one practicum of four weeks or more at the following levels:
    Junior      Y1-3
    Middle      Y4-6
    Senior      Y7-8

At least one practicum in a school where the school‟s decile falls within the ranges:
    1-4 and
    7-10
Where possible, one practicum must be completed in a Normal School. Students should attempt to cover a
range of localities.

Bachelor of Education (Teaching) Primary (Huarahi Maori Pathway)
Placements must include at least one practicum of four weeks or more at the following levels:
              Junior            Y1-3
              Middle            Y4-6
              Senior            Y-7-8

At least one practicum in a school where the school‟s decile falls within the ranges:
                 1-4 and
                 6-10

Huarahi Maori student placements must include a maximum of TWO placements in a Mäori medium
classroom setting. (See Ministry of Education definition of „Mäori medium‟.) Students should attempt to
cover a range of localities.

Bachelor of Education (Teaching) Early Childhood Pathway and Diploma of Teaching (ECE)
Placements must include:

        A range of settings (variables from the range of: sessional services, full day services, public
        kindergarten, placement with infants and toddlers, multicultural, special nature services)
        At least one assessed practicum will be in a public kindergarten and at least one in a setting with a
        student focus on infants and toddlers.




                                                      12
Special Nature Placements
Primary
Students may request placements in schools of a special nature if the situation permits the achievement of the
learning outcomes for the practicum course. Applications are made through the practicum coordinator and a
letter, outlining the reasons for the request, must be provided. Special nature placement requests are only
considered for EDPRAC 201. Requests are not granted if there have been failed practicum learning
outcomes or where assessment or appropriate support is not possible. Students should seek advice from the
appropriate Practicum Co-ordinator at least ten weeks prior to the practicum.

Early Childhood
An opportunity for a special placement occurs for all students in this programme at the beginning of year
three.

Voluntary Placements
Students may participate in a voluntary two-week placement at the start of the year. There are no
requirements from the Faculty other than collaboration with the school‟s expectations. This can be an
opportunity to experience special nature schools or to further develop personal confidence. Requests for
voluntary placements should be made through the Practicum office in October.

Resolving Concerns during Practicum
Where students have concerns during practicum they must contact their supervising lecturer, in the first
instance, and follow the procedures as outlined in the Practicum handbook.                       Professional
behaviour/responsibility is expected at all times. A decision to not continue a practicum will result in DNC
and usually require the entire practicum to be repeated.

Assessment of Practicum Courses Involving School or Centre
Placement
Practicum credits are awarded on successful achievement of practicum learning outcomes. During the
practicum, performance is jointly assessed by the student, the associate teacher and the university supervisor.
Wherever possible a „triadic‟ meeting of all three parities will be held for assessment purposes. This
meeting, facilitated by the university supervisor will seek consensus in making assessment decisions. Where
consensus is not achievable the university supervisor, in consultation with the relevant Practicum Co-
ordinator, has ultimate responsibility for the decision.

Cut-off time for practicum courses is approximately two calendar weeks following the last scheduled day of
the practicum.

NOTE: It is the student‟s responsibility to ensure all necessary documentation is completed and results
delivered to the Practicum Office (for primary students this involves a follow-up meeting on campus with the
university supervisor to confirm assessment).

Confidentiality during Practicum
The Privacy Act 1993 controls how agencies (ie individuals or organisations) collect, use, disclose, store and
give access to personal information. There are 12 Information Privacy Principles which set out rules and
exceptions to those rules. In schools/centres, as individuals and organisations, we must be informed about
and adhere to the requirements of the Privacy Act. However for students on practicum, Principle 1 Purpose
of Personal Information, Principle 4 Manner of Collection of Personal Information, Principle 10 Limits on
Use of Personal Information and Principle 11 Limits on Disclosure of Personal Information are particularly
relevant.

Students should familiarise themselves with school/centre policies that relate to confidentiality and the
Privacy Act. In particular the following should be noted:

Students wishing to photograph, audiotape or videotape children must ensure that a lecturer is informed in
the first instance. Also associate teacher and parent/guardian consent must be obtained prior to any such
project. Early childhood students must ensure that ethical procedures are followed as outlined in the
practicum booklet.
                                                      13
Information gained about children, their family/whanau, staff, other student teachers while on practicum
must be kept confidential in accordance with Principles 10 and 11 of the Privacy Act 1993.

    2.1 Please note that this does not preclude disclosing information through the appropriate channel
        regarding any concerns about the life or health of children, Principle 10d, (i) and (ii) or;

    2.2 Using the information in a form in which the individual concerned is not identified, Principle 10f,
        (i).

Students should also note the Teachers‟ Council criteria „Fit to be a Teacher‟ which includes
“trustworthiness; to preserve confidences, meet any reasonable requirement for the protection and safety of
others‟.

Students with Family Responsibilities
It is not permissible to take babies and young children on practicum. Students must either make their own
private arrangements for the care of their babies and young children during practicum or defer their
practicum to a more suitable time.

Late Withdrawal from Practicum (in exceptional circumstances)
Where exceptional circumstances exist that requires a student to withdraw from a practicum prior to
commencement an Application for Late Deletion, form should be completed. Advice on how to apply for a
late deletion can be obtained from the Education Student Centre. If no action is taken WD or FAIL will be
recorded on the transcript. If the application is approved, students may be eligible for a refund of course
fees.

For further details of placement requirements and procedures, requirements for professional conduct on
practicum, please refer to practicum course booklets.


Assessment

Purposes and Roles of Assessment
Assessment within teacher education courses relates directly to the learning outcomes established for that
course.

Formative feedback provides on-going commentary aimed at enhancing students‟ professional development
and competence in line with course outcomes.

Summative feedback is used to establish students‟ grades for each course. Such assessment is clearly linked
to obtaining credentials through ascertaining a student‟s level of professional competence against stated
outcomes and ultimately their eligibility to proceed in the programme or to graduate from it. Summative
assessment is formally applied, with purpose and timeframes clearly signalled. Summative assessment tasks
include specific assessment criteria which define the relationship between performance demonstrated and
results documented.

Assessment and Grading
Assessment comprises examinations and coursework. Examinations are run centrally. Programme.
Coursework refers to all other assessments (assignments, seminars, practicum, tests etc).

    1. In courses that involve coursework and examinations students must complete Uboth Ucomponents to
       the satisfaction of the examiners.

    2. In courses that only include coursework students must complete to the satisfaction of the examiners
       such oral, practical, written or other tests and assignments as have been prescribed for the
       completion of the course.


                                                     14
      3. In any course, students must complete all assignments.

      4. In any course that has a practicum component, a student must pass all components in order to have
         passed that course as a whole.

      5. Course results are reported as grades. There are ten pass grades and three fail grades as set out below

                                                      Grading Scale

                           Grade       Description            Grade        Percentage
                                                              Point
                           A+       High first                9            90-100
                           A        Clear first               8            85-89
                           A-       Bare first                7            80-84
                           B+       High second               6            75-79
                           B        Clear second              5            70-74
                           B-       Bare second               4            65-69
                           C+       Sound pass                3            60-64
                           C        Pass                      2            55-59
                           C-       Marginal pass             1            50-54
                           Conceded Pass                      1
                           D+       Marginal fail             0            45-49
                           D        Clear fail                0            40-44
                           D-       Poor Fail                 0            0-39

Group Projects
a. The inclusion of any group project as part of the contribution to the final coursework percentage in a
   course should be restricted to relevant fields at higher levels
b. Assessment should be on an individual basis wherever possible.
c. Assessment criteria … should be able to assess individual contributions to the project.
d. Each group working on a project should be of limited size and not exceed a membership of four.
e. Where marks allocated for group projects are part of the final percentage, such marks should not
   normally constitute more than 20% of the total marks for the course.

Course Pass Grades
To be eligible for a pass grade (or equivalent) a student must:

      complete and submit all assessment tasks related to learning outcomes
and
      achieve a points total of at least 50% of the course total, unless notified otherwise in course outlines

Course Failure
D+, D, D- fail grades are awarded if:

      not all assessment tasks relating to learning outcomes are completed and submitted
or
      the total of marks awarded is below 50% of the course total or, if notified, below 50% of each
      component of the course.




                                                         15
Notification of Assessment Information
1   Students can expect to receive from the Course Coordinator at the start of the course (in writing - hard
    copy or electronically), the following details of assessment requirements:
        a. detail of assessment tasks including specific referencing requirements
        b. weighting of eack task in relation to the overall course assessment load
        c. expectations of word limits/workload for each task as appropriate
        d. criteria by which each task will be assessed and any significant weighting of criteria
        e. due date for each assessment task
        f. a statement detailing what “completion to the satisfaction of the examiners” entails
        g. reference to the Faculty statement on Cheating

2   All coursework must be submitted by 12.30pm on the due date.

3   Students can expect any change in coursework to be communicated by the Course Coordinator in writing
    (hard copy or electronically) at least two weeks in advance of the original due date. Any changes to
    assessment dates will be made by the course coordinator in conjunction with the Head of Programme.

4   Students can expect to have marked assignments and tests returned within 3 weeks from the due
    date.

Extensions
1   Requests for extensions must be made to the Course Coordinator, in advance of the due date.
    Applications must be accompanied by evidence of the need for an extension.

2   Extensions will not be granted for workload reasons but may be considered in the case of temporary
    illness or injury, or for compassionate reasons. Course Coordinators can grant extensions for the shorter
    of:
             a. Uup toU three calendar weeks, or
             b. the handing back of other candidates‟ work, or
             the cut off date for each semester (see p 20)

Special Consideration: Unavoidable Personal Circumstances
Where a student faces unavoidable personal circumstances that mean the student is unable to submit a
component of UcourseworkU, he/she may apply to the Head of Programme / Programme Leader for special
consideration. The application is made on the form Special Consideration: Unavoidable Personal
Circumstances and must be supported by written evidence from a doctor or counsellor.
The student must apply no later than two weeks after the due date of the assignment. If the Head of
Programme / Programme Leader supports the application, the Course Coordinator in consultation with the
Head of School may:

            a. either, require the student to re-enrol in the course
            b. or, where at least 50% of the coursework has been completed at a grade Uwell above the
               minimum pass standardU, award an assessed grade for the course based on:
                     i. either a grade indicated by the completed work
                    ii. or the allocation of a mark for the missing work derived from the student‟s ranking
                        on the completed work
            c. or, ask the student to submit the work by a revised deadline

Aegrotat and Compassionate Consideration
This is a University process that Uapplies only to University Examinations and TestsU. Full details are set
out in The University of Auckland Calendar Examination Regulation 11.




                                                      16
Penalties for Late Work
A student, who submits coursework after the notified deadline, or after the approved extension, will have the
marks for that coursework adjusted as follows:
             a. within one calendar week late – deduct 10% of the total value of the assessment (e.g. for an
                assignment worth 40%, a student scores 32 but hands the work in a day late. The student
                loses 4 marks – 10% of 40 – and is awarded a final mark of 28)
             b. one to two calendar weeks late – deduct 50% of the total value of the assessment (please
                note, where 50% is deducted for a late assignment, the mark for the assignment will
                not be less than zero)
            c. later than two calendar weeks but not after the handing back of the other students‟
                work – 100% deduction

Handing in Non-Secure Assessments (e.g. Assignments)
Assignments must clearly indicate the student name, ID, course code, lecturer, and assignment number and
title.

All assignments must be accompanied by the following statement and written declaration:

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in
coursework as a serious academic offence.

Student Declaration
           I declare that this work is my own work and reflects my own learning.
           I declare that where work from other sources (including sources on the world-wide web) has
           been used it has been properly acknowledged and referenced.
           I understand that my assessed work may be reviewed against electronic source material using
           computerised detection mechanisms.
           I agree that upon reasonable request, I may be required to provide an electronic version of my
           work for computerised review.

In the case of electronic submission, a coversheet must be downloaded and included with the assignment.
The attachment of this coversheet with the declaration statement on it, will be deemed equivalent to a written
declaration by the student.

Any requirement for students to submit electronic copies of their assignments to Turn-it-in.com must be
signalled in writing (hard copy or electronically) to students at the start of the course. Where students submit
a hard copy this will not be returned until an electronic copy is submitted to Turn-it-in.

An assignment hand-in location, or submission process for flexi-students, must be clearly specified on the
assignment issued to students. In small courses, especially at postgraduate level, hand-in may be direct to the
lecturer. In this case it is the lecturer‟s responsibility to ensure that work is checked off.

Students must keep a copy of the written component of all assessment tasks submitted.

Submission in Mäori
Assignments and examinations in courses that do not use Te Reo as the medium of instruction, may be
submitted in Māori provided the Course Coordinator has been consulted within the first two weeks of the
course and confirmed the availability of a suitably qualified person with linguistic and subject expertise to
mark the work.




                                                      17
Referencing
All assignments must use an accepted referencing system employed in a refereed international journal in the
field of education.

Conceded Passes
Conceded passes can only be granted in undergraduate degrees consistent with the university regulations –
see Examination Regulation 18 p.43 of the University of Auckland Calendar. Where the undergraduate
degree has an identified major, where there are course/s for which students may not be granted a conceded
pass, the major must be stipulated in the qualification handbook.

Partial Resits
Partial resits are not permitted. A student who has failed a course is required to complete all assessment
requirements for the course in which they re-enrol.

Resubmission of Assessment Tasks
No provision will be made for resubmission of work for remarking.

Note: At the discretion of the Head of Programme a student who has narrowly failed to meet a small number
of performance criteria for a practicum course may be invited, at no extra cost to the student, to complete
additional placement of no more than two weeks duration to demonstrate achievement of these criteria.
Where satisfactory achievement is not demonstrated no extension of this placement will be granted and the
student will have to apply to re-enrol in the course.

Appeal of Marks for Coursework
1. Students can expect marked work to be accompanied by a clear marking schedule or specific feedback
   that identifies the characteristics that led to the award of the marks.

2. A student who is concerned about a mark for a coursework assessment can appeal in writing to the
   Course Coordinator for a reconsideration of the mark stating the reasons why they consider the mark is
   inconsistent with the assessment criteria. The written appeal must be received within one week of the
   work being available for return. The Course Coordinator reviews the mark in relation to the stated
   reasons or seeks a second opinion if they were the original marker. If the appeal is not upheld and the
   student is still concerned a written appeal, restating the nature of the concern in relation to the
   assessment criteria, needs to be made to the Head of School.

Repeated Fails
1. A student who has failed an EDPRAC course once (Degree and Diploma regulations) or who has
   enrolled twice in, but has failed to be credited with a pass in a non-EDPRAC course, is not entitled to
   enrol again in that course other than in exceptional circumstances (Enrolment and Programme
   Regulation 6c).

2. In undergraduate programmes, a student who fails an EDPRAC course once, or a non-EDPRAC
   core course twice, must apply to the Head of Programme to repeat the course. If the Head of
   Programme, in consultation with the Head of School, grants the right to re-enrol the student must be
   informed in writing that a further fail may result in a recommendation to the Dean for
   discontinuation in the programme.

3. In undergraduate programmes students in their first-year of the programme may be required to pass a
   specified number of points prior to completing the first Practicum. For the BEd (Tchg) students must
   complete 45 credits in their first semester prior to completing their first four-week Practicum in the
   second semester.

4. Student appeals against Head of Programme decisions about re-enrolment must be made in writing to the
   Associate Dean Academic within 10 days of the dated notification of the Head of Programme decision.


                                                     18
Attendance
In order to be credited with a course a student needs to have attended to the satisfaction of the Senate.
Students can expect to have any particular attendance requirements, especially those associated with
professional programmes with registration requirements, to be notified at the start of the course. Students
must attend for the whole duration of the class. Leaving class early for work commitments is not acceptable.
The University calendar states that students must attend “to the satisfaction of the examiner”.

Students with Failed Courses
Students failing a course are required to resit the failed course. Where a failed course is a prerequisite for a
further compulsory course, enrolment in the „further‟ course may need to be delayed. This, and potential
clashes with Practicum, may require an extension to a student‟s programme of study. In exceptional
circumstances the Head of Programme in consultation with the relevant Head of School, may approve a
request for the waiver of prerequisite requirements enabling enrolment in a „further‟ course concurrent with,
or prior to, the required resit.

Review of Student Progress
The Head of Programme will require a student to meet with a review committee if his/her performance is
such that there is a risk that programme, provisional entry, or New Zealand Teachers‟ Council requirements
may not be met.

Where concerns of a New Zealand Teachers‟ Council nature are raised about an individual student with the
Head of Programme, a review feedback form may be circulated among staff working with that student. If
there proves to be a pattern of concern then a review meeting will be instigated.

Tracking Student Performance
Where student progress is causing concern the HoP will contact the student and he/she will be required to
have ongoing communication with the HoP until there is improvement. This often involves ongoing
engagement with the Academic Success Centre.



DELNA Requirement
All students who have been accepted into Faculty of Education at The University of Auckland are required
to undertake the Diagnostic English Language Needs Assessment (DELNA) screening. DELNA is designed
to assess the English language ability of new students so that they can be supported in their study at the
University. In professional programmes it is also important that students have well-developed English
language skills to meet the graduating standards of their particular programme. All students in the Faculty of
Education, including Graduate Diploma of Teaching and Education Foundation students will complete the
DELNA language requirements.

One first year course in every programme includes a statement that says:

In addition to meeting the learning outcomes specified above you must demonstrate an acceptable level of
English language competency as measured by the DELNA assessment.

In your programme the course is:

Bachelor of Education (Teaching) – EDPRAC 101 (Primary Specialisation); EDPRAC 102 (Early Childhood
Specialisation); EDPRACPK 102 (Early Childhood Pasifika Specialisation); EDPRACM 101 (Huarahi
Maori Specialisation)

There are three parts to meeting the DELNA learning outcome of this course:

1. Screening
The DELNA screening is a thirty-minute online task.
The screening will be offered three days a week for the first month of the semester.

                                                      19
You must complete the screening within one month of the start of your semester (you may wish to include
the date here) and you book online for the screening at www.delna.auckland.ac.nz/booking/

        If you score satisfactory or better on the initial DELNA screening, you will automatically meet the
        DELNA requirement of the course. You are not required to do anything more.
        2. If you score diagnosis required you will be required to undertake the DELNA Diagnosis

The DELNA diagnosis provides a more detailed assessment of a student‟s English language skills. The
diagnosis is a 2-hour pen and paper assessment that has three components: listening; reading, and writing.

You book online for the diagnostic assessment at www.delna.auckland.ac.nz/booking/

If you are required to complete the DELNA diagnosis and you score satisfactory or better, you will meet the
DELNA requirement of the course.

If it is found that you need support you will be required to develop an individual plan to improve your
English language.

 2. Developing an individual plan to improve your English language skills
If you are required to develop an individual plan to improve your English language skills, you will meet with
the Academic English Language support person, Jenni Bedford, Office N323, email address:
j.bedford@auckland.ac.nz Extn: 48186. She will assist you with developing your plan and help you to seek
the most appropriate support to meet your own needs.

When you have completed your individual plan, you will be credited with the DELNA requirement of the
course.

The DELNA diagnosis and, if required, the development of your individual plan, must be completed within
two months of the beginning of Semester One.

Please be aware that if you do not complete the DELNA requirements in the first semester as
outlined, you will not gain credit for the course to which the DELNA requirement is attached, and
you will have an N/A recorded on your transcript against that course. In that event, you would need
to meet the DELNA requirement in order to gain credit for that course.

BEd (Teaching) Students
Please be aware that while all first year BEd (Teaching) students will have enrolled in their first year
practicum placement as part of first year enrolment if you have not completed the DELNA requirements as
specified you will not be placed in a school or early childhood setting. This would mean that you will have a
DNC (Did Not Complete) recorded on your transcript.

Please note:
If you have already undertaken DELNA at the University of Auckland, and have scored satisfactory or
above, you do not need to undertake the DELNA assessment again.


Literacy Standards
Teachers must be able to communicate easily and lucidly in the English or Mäori official languages of New
Zealand (New Zealand Teachers‟ Council). Students are required to proof-read all submitted work and sign
a declaration that they believe it to meet the above standard.




                                                     20
Cheating
The following guidelines have been developed from The University of Auckland Policy on the
Guidelines: Conduct of Coursework. The full policy is available from
http://www.auckland.ac.nz/uoa/home/about/teaching-learning/honesty/tl-about-academic-honesty
1H




To portray work as being your own when it is not is cheating.

You may have up to 100 percent of marks deducted for this assignment if it includes someone else‟s
unattributed, or less than fully attributed, work or ideas. In serious cases disciplinary action may be taken.

You can avoid cheating by:
   1. Being honest, with appropriate referencing, about all sources you have used and the level of
       indebtedness to those sources.
   2. Not copying any part of any other student‟s work.
   3. Not using material from previously submitted assignments.
   4. Not making up or fabricating data.
   5. Not using material from commercial essay or assignment services, including web-based sources.
You can help others avoid cheating, and avoid being accused yourself, by:
   6. Not letting any other student copy any part of your work.

If you have any doubts about what is an acceptable level of collaboration or discussion with other students,
you should talk about this with the course coordinator BEFORE you hand in the work for grading.

There is a difference between “getting help” and cheating. “Getting help” is directed towards assisting you to
understand the material and assignment questions so that you are in a better position to create your own
answers – this is acceptable. “Getting help” could be obtained through a discussion with a student group,
academic staff or tutors in preparation for doing an individual assignment.

Talking about an assignment and methods of solving problems with other students is an acceptable form of
collaboration in the learning process, and is encouraged. Cheating arises, for example, if a student copies
another student‟s answers or ideas, or someone else writes some, or all, of a student‟s assignment. You
should keep all preparatory notes and assignment drafts.

If you are having difficulties with your ability to manage the workload of the course you should seek
assistance. It is better to deal with issues of workload and stress as they arise, rather than to be accused of
cheating.

Academic Honesty, Cheating and Plagiarism
Honesty and integrity are valued in all academic activities at The University of Auckland. For information
about the key principles and practices underlying academic honesty, and advice and resources, visit this
website: http://www.auckland.ac.nz/uoa/home/about/teaching-learning/honesty/tl-about-academic-honesty

Student Concerns
If a student has a concern about a COURSE/CLASS/ASSESSMENT TASK he/she should:
              a. Approach the course/class lecturer to discuss the concern.
              b. If the concern is not resolved to the student‟s satisfaction it should be discussed with the
                 course coordinator.
              c. If the concern is not resolved to the student‟s satisfaction it should be notified in writing to
                 the Head of School.
              d. If the concern is not resolved to the student‟s satisfaction it should be notified in writing to
                 the Associate Dean Students
              e. If the concern is not resolved to the student‟s satisfaction it should be notified in writing to
                 the Dean.




                                                        21
If a student has a concern about a PROGRAMME he/she should:
              a. Approach the Head of Programme or Programme Leader to discuss the concern.
              b. If the concern is not resolved to the student‟s satisfaction it should be notified in writing to
                 the Director/Associate Dean responsible for the Programme.
              c. If the concern is not resolved to the student‟s satisfaction it should be notified in writing to
                 the Associate Dean Students.
              d. If the concern is not resolved to the student‟s satisfaction it should be notified in writing to
                 the Dean.

Where a concern or issue about a course or a programme involves more than one student, i.e. it is a group or
general class issue, the group or class would go through the process as above.



Professional Requirements and Conduct

Professional Ethics Related to Conduct and Research
As in any professional programme of study, a high level of professional ethics is expected of both staff and
students alike. Particularly when working in practicum settings and when conducting research, students will
be expected to observe both The University of Auckland and site-specific codes of conduct as well as the
provisions of The Privacy Act.

Keeping Informed
It is your responsibility to ensure that you‟re mailing address, email address and telephone numbers are
accurately recorded on Student Services Online http://www.studentservices.auckland.ac.nz/uoa/. It is
important that the university has accurate mailing address information to which we can send details about
results and graduation.

Student Communications using Email
The University of Auckland policy requires students to use the University‟s centrally managed email service
(EC Mail) and to check this email regularly for official communications from the University. All enrolled
students are provided with a free University student email address (netID@aucklanduni.ac.nz) which is
accessible at EC Mail 8Hhttp://webmail.ec.auckland.ac.nz/webmail.html.

Official email includes, but is not limited to, communications regarding classes, lectures, examinations,
assignments, graduation, library and other informational notices.

Attendance
Full attendance is expected in all on-campus courses/classes and during Practicum placements or other field-
work. Non-attendance will put at risk students‟ ability to meet learning outcomes. All absences should be
discussed with lecturer/s or associate teacher as a matter of professionalism and courtesy. Please see the
Head of Programme or a counsellor if you feel this is more appropriate.

Important note: It is The University of Auckland‟s responsibility to confirm that graduates meet
„satisfactory teacher‟ criteria for provisional registration by the Teachers‟ Council. The University must
have confidence that graduates are reliable (eg can “take on responsibilities with due regard for time and
place”) and professional (eg is unlikely to be “absent from duty without valid excuse”).

A copy of current Teacher‟ Council criteria is included in of this handbook. A review of a student‟s progress
may result from concerns in these areas.

Lecturers are required to keep a record of students‟ attendance to comply with Ministry of Education audit
requirements related to allowances and funding.

Levels of attendance/engagement inconsistent with Teachers‟ Council requirements will be reported to the
Head of Programme for follow-up. See „Review of Student Progress‟ (p19).

                                                        22
Developing Oral Language Skills
Free and confidential assistance is available for students to further develop their confidence and competence
in English oral language skills to better prepare them for their professional roles in the classroom and school.

The following are some of the areas covered:
        Developing a more expressive voice
        Voice projection – especially for the classroom
        Classroom instructions
        Slowing down the pace of spoken English
        Reading aloud
        Speaking with confidence to groups
        Pronunciation and mastering „difficult‟ sounds or words
        Losing your voice

The service is offered by a speech-language therapist, Elaine Tasker extn 48756, who offers speech language
services to students both by referral and request.

Babies and Children in Classes
Students are not permitted to bring children to classes. Alternative care arrangements need to be made.

Graduation
Once you have completed all the requirements for your degree or diploma, and you become eligible to
graduate, you must apply to graduate online via Student Services Online. Students who are eligible to
graduate will be sent an invitation to apply by the Graduation Office. Please keep your mailing address up to
date in Student Services Online to ensure that you receive this information
http://www.studentservices.auckland.ac.nz/uoa/

There are two graduation ceremonies each year, in Autumn (early May) and in Spring (towards the end of
September).



Programme Changes, Procedures and Regulations

Change of Name
The Education Student Centre has forms to register name changes. Official evidence of name change is
essential e.g. marriage certificate or deed poll papers.

Change of Address
It is the student‟s responsibility to advise the Education Student Centre of changes of address and telephone
numbers. Please use the forms available from the Education Student Centre.

Withdrawal from Papers
Withdrawals from papers must be completed through the Education Student Centre. See the University of
Auckland Calendar 2011 page 21 and Education Student Centre for details.

Resignation from Programme
Any intention to resign from the programme should be discussed with the appropriate Head of Programme.

Collect the relevant forms from the Education Student Centre. Then make an appointment to present the
completed form to the Head of Programme. Arrange this appointment with the programme administrator in
room N303.



                                                       23
Deferring from Programme
Full time students can apply to defer completion of their programme for up to one year, once they have
enrolled and started the programme.

Please note: Students deferring should note that the programme from which they defer may not be available
in the same form, sequence or time-frame when they return, and full credit may not always be awarded for
previous study.

Follow the same procedure as for resignation.

Please note: You have not officially resigned or deferred until your forms have been signed by the Leader
or nominee of your programme.

Transfer between University of Auckland, Faculty of Education
Programmes
Transfer between University of Auckland, Faculty of Education programmes may be possible in some
circumstances, subject to the following provisions:

      All such transfers shall be subject to the approval of both the Head of Programmes and Head of
      Programme responsible for the pathway from which transfer is sought and the Head of Programme
      responsible for the pathway into which transfer is sought.
      All requests for transfers will be considered on the basis of University of Auckland, Faculty of
      Education „Recognition of Prior Learning‟ policy in consultation with the RPL coordinator. Where
      programme components vary, full credit for already-completed courses may not be awarded.

An administration fee will apply. Refer to University of Auckland Calendar 2011.

Transfer to Other Colleges/Faculties of Education
A student is expected to complete the programme for which she/he was selected.

However, transfers may be permitted for extenuating circumstances. Transfers can only occur for the
beginning of a new year or at a time suitable for both institutions.

Process
     Write to your current programme Head of Programme requesting approval for the transfer.
     Attach your most up-to-date course transcript.
     The Head of Programme may meet with you to discuss the transfer.
     The Head of Programme will discuss, with relevant staff, your success in the programme and your
     attitude towards learning.
     The Head of Programme will write to you supporting your transfer or declining support for your
     transfer.
     You will need to write to the institution to which you are transferring to seek entry.
     The Faculty to which you want to transfer will reply, accepting or declining your application.
     If accepted complete the transfer forms which can be obtained through the Education Student Centre.




                                                   24
Teacher Registration

With few exceptions, teachers in New Zealand are required to be registered. On successful completion of a
programme of teacher education graduates are eligible to apply for provisional registration as a teacher.

In awarding a teaching qualification, the University of Auckland, Faculty of Education must be confident of
each graduate‟s ability to meet professional standards. During the course of their programme all candidates
must demonstrate that they can meet the teacher registration criteria that are reprinted below. Failure to do
so may result in a formal review of a candidate‟s place in the programme.

Criminal Convictions: while undertaking, or during deferment from,
the programme
It is mandatory that a student immediately inform The University of Auckland of any criminal charges (other
than minor traffic offences) s/he may face and/or be convicted of. The manager of the Education Student
Centre is the person to contact regarding this.

Our enrolment form asks the applicant to declare a criminal conviction. Every year a number of applicants
tick „No‟ and then the Police Check reveals that in fact there is a conviction. While this conviction may be
for something that you think should not impact on your eligibility or suitability for teaching, the New
Zealand Teachers Council may view this differently. What appears to count against you is failure to disclose
at the time of selection. If you are unsure of what constitutes a criminal conviction (note that many driving
charges fall in this category) please check with the manager of the Education Student Centre as a matter of
urgency. The Teachers Council do check with us as to whether or not you have disclosed. Otherwise you
risk having your application for provisional registration declined or held up at the end of the year.

The Criteria for Registration of a Teacher
Refer to Handbook - The Registration of Teachers (September 1997).

Is of Good Character
All applicants for registration are considered by the NZ Teachers‟ Council to be of good character, unless
there is evidence to the contrary. Evidence to the contrary could be conviction for an offence or a number of
offences, or substantiated information brought to the attention of the NZ Teachers‟ Council, that would lead
a community to have doubts about entrusting pupils into the person‟s care.

All applicants will be required to give consent to disclosure by the police of convictions for any offences.

Independent referees‟ reports on the character of an applicant will be required. For those who have recently
graduated from an approved New Zealand teacher education programme an endorsement from the director of
the institution offering the course will be required instead of referees‟ reports. This endorsement is made on
the application form.

Please note: (The requirement for referees' reports may be waived for teachers from Australia currently
registered in a state which has a mutual recognition agreement with the New Zealand Teachers Council.)

Is Fit To Be A Teacher
Those fit to teach possess a range of personal qualities which are listed below. For those entering teaching
for the first time, the 'fitness for teaching' should have been assessed during training. Because these qualities
are outcome requirements for all approved teacher education programmes, it will be accepted that all who
satisfactorily graduate have the required qualities.

A statement about the applicant's fitness to be a teacher will be required from the learning centre where the
applicant last taught. A statement will not be required if the applicant has been registered with this board
before and has not taught since the date of the last application.


                                                       25
A person who is 'fit to be a teacher' should have the personal qualities to operate in four domains: in the
teaching/learning space (e.g. classroom), in the learning centre (e.g. school, kohanga reo), in the community
and in the teaching profession. In each domain a teacher will interact with learners (students),
parents/whanau/caregivers, employer and colleagues, and should at all times maintain high standards of:

Trustworthiness, to:
     work independently and without supervision;
     meet any reasonable requirement for the protection and safety of others;
     preserve confidences.

Honesty, to:
     demonstrate integrity in all contacts;
     respect persons and property;
     report clearly and truthfully.

Reliability, to:
      take on responsibilities with due regard for time and place;
      meet the expectations of caregivers and the learning centre when supervising learners;
      accept, plan and execute a variety of tasks and professional responsibilities.

Sensitivity and compassion, to:
      respect other cultural and social values;
      recognise and respect others as individuals;
      care for the learning of those who are disadvantaged and those with learning difficulties;
      demonstrate firmness when necessary.

Respect for others, to:
     demonstrate respect for the law;
     adopt accepted codes of language, dress and demeanour;
     accept and carry out collegial and employer decisions;
     respect the views of others.

Imagination, enthusiasm and dedication, to:
     support and inspire others in their work;
     generate excitement and satisfaction in learning;
     engage in co-curricular tasks which expand learning opportunities;
     show respect for learning and inspire a love of learning.

Communication, to:
                                                      ¯
    communicate easily and lucidly in the English or Ma ori official languages of New Zealand;
    exercise discretion;
    give and receive constructive criticism;
    seek advice when needed.

Physical and mental health, to:
      carry out duties safely and satisfactorily;
      show emotional balance and maturity;
      display warmth and humour.


                                                      26
Notwithstanding the above qualities a person could be considered not fit to be (or continue to be) a teacher if
evidence was provided that as a teacher he or she had behaved in a way that was seriously unethical,
irresponsible or unprofessional.

For example:
      disobeying lawful and reasonable orders or instructions;
      being negligent, careless or indolent in carrying out duties;
      misusing or failing to take proper care of property or equipment in his or her custody or charge;
      being absent from duty without valid excuse;
      engaging in sexual activity with a student;
      sexually harassing, verbally abusing or assaulting colleagues, parents or students.


Portfolios and New Zealand Teachers Council Graduating Teacher
Standards (NZTCGTS)
The New Zealand Teachers Council mandated the Graduating Teacher Standards: Aotearoa New Zealand in
2007. Students need to meet these standards by the completion of the programme and provide evidence of
this requirement in a personal electronic portfolio. The portfolio will be developed during the year as part of
a student‟s professional development journey.

Registration and other end-of-year procedures
Provisional Registration
The first job you need to do, as soon as you have completed your programme of study, is to organise your
Provisional Registration with the Teachers Council. You can, in fact, do this in advance of your programme
completion; just follow the steps outlined below.

You begin this process by downloading and completing the form from the website
15Hwww.teacherscouncil.govt.nz

You can submit the form before you have a letter of completion (eligibility to graduate) from the
University. The Teachers Council will issue you a number and begin processing your application. However,
you will not get your provisional registration until you send in your letter of eligibility to graduate. At that
point they can issue the provisional registration very quickly.

The Faculty of Education does not issue the letter of eligibility to graduate. It must be obtained from
Student Records in the Clock Tower, Princes Street, City Campus. You can request it as soon as your self-
service Student Services Online record http://www.studentservices.auckland.ac.nz/uoa/ shows that you are
eligible to graduate. The cost is $25 for the first letter and $10 for copies ordered in the same request. It is
recommended you get two copies – one for the Teachers Council and one for the school which employs you
so that arrangements can be made to pay you and your starting salary can be established. [Note: duplicate
copies of the letter are cheaper at time of issue than going back later and re-ordering]. This letter cannot be
issued until all marks are in.

    The NZTC require a Police Check. This can take time (i.e. months) for people who have lived overseas
    for periods of time or for international students intending to teach in New Zealand. Initiate your check
    well in advance of the end of the year.

    Your starting salary is determined by the Ministry of Education. Your previous employment in areas
    related to education and teaching may contribute to your starting at a higher level than the basic starting
    „step‟. Make sure you document your employment history. This can be done during 2011. Seek proof
    of employment from previous employers (where relevant), preferably with a very brief description of
    duties undertaken.

International Students
The Faculty International office in B Block provides assistance with NZTC registration and immigration
requirements. You can contact Dr John Hope, Associate Dean International, on extn 87515 or Maxine Ma
(International Coordinator) extn 48211 for all of your enquiries. Their full contact details are on page 13 of
this programme handbook.
                                                      27
Principles Underpinning Teacher Education Programmes and
Related Graduate Outcomes

     PRINCIPLES                                          RELATED GRADUATE OUTCOMES
                                                         Graduates of initial teacher education
                                                         programmes will be able to:
1    Teacher education programmes will develop           Teach in ways that raise overall achievement
     the skills and understandings that enable           levels and reduce disparities.
     teachers to teach in ways that raise overall
     achievement levels and reduce disparities.
2    Teacher education programmes will develop           Access, understand, critically appraise research
     the ability to access, understand, critically       findings on the impact of teaching interventions
     appraise and use validated research findings        on student learning, and use these findings to
     on the impact of teaching interventions on          improve practice.
     student learning.
3    Teacher education programmes will develop           Improve their own practice through inquiry into
     the ability and disposition to improve practice     the values, assumptions and dispositions that
     on the basis of inquiry into the values and         inform their own and others‟ practices and into the
     assumptions that inform practice and the            impacts of those practices on students.
     impacts of practice on students.
4    Teacher education programmes will develop           Practise in ways that are consistent with the
     the knowledge and skills necessary to               Treaty of Waitangi.
     practise in ways that are consistent with the
     Treaty of Waitangi.
5    Teacher education programmes will develop           Respond effectively to the needs and aspirations
     the skills and dispositions to respond              of Mäori learners and communities and work
     effectively to the needs and aspirations of         actively, on the basis of evidence about learning
     Mäori students and communities, and to              and achievement, to improve educational
     improve educational outcomes for Mäori.             outcomes for Mäori students.
6    Teacher education programmes will develop           Respond effectively to Pasifika students and work
     the skills and dispositions to respond              actively, on the basis of evidence about learning
     effectively to Pasifika learners, and the           and achievement, to improve educational
     knowledge and skills to improve educational         outcomes for these students.
     outcomes for Pasifika students.
7    Teacher education programmes will develop           Demonstrate accurate understanding of subject
     flexible and accurate understanding of subject      matter knowledge, and related te ao Mäori
     matter knowledge, and related te ao Mäori           dimensions, associated with the core activities of
     dimensions, associated with the core activities     teaching in curriculum areas and use this
     of teaching in curriculum areas.                    knowledge in ways that are responsive to learners.
8    Teacher education programmes will develop           Skilfully apply teaching approaches appropriate to
     high level skills in teaching approaches that       particular types of content and monitor these to
     are effective with particular types of content.     maximise effectiveness.
9    Teacher education programmes will develop           Inquire into the social, moral and political context
     the ability to inquire into the values and          of teachers‟ work and into the values and
     assumptions that underlie and derive from the       assumptions that underlie and derive from these
     social, moral and political context of teachers‟    contexts.
     work.
10   Teacher education programmes will develop           Establish ethical relationships, and work
     the ability to establish ethical relationships,     collaboratively with colleagues and community to
     and to work collaboratively with colleagues         improve educational outcomes.
     and community to improve educational
     outcomes.




                                                    28
‘CECIL’ Information

WELCOME TO CECIL 7
Cecil is used to access information such as:
> Course information
> Contact Information for lecturers & tutors
> Your Course Marks
> Book computers
> Announcements
> Selected lecture notes & handouts
> Discussion
> Online assessments

How do I logon?
When enrolling at The University of Auckland you are given a Net ID (also known as UPI) You will need to
know this before you can log on to Cecil.
If you are unsure about what your UPI is please contact Cecil Help (contact details at the bottom of the page)

1.      Type in the URL www.auckland.ac.nz
                          HT                     TH




2.      Under the heading „Quick Link‟ on the right hand of the screen you will find Cecil, click on this.
        This will take you to the Cecil login page.
3.      You will now need to click on the Login tab (top left)
4.      You should now see:
                                                         Login


                                        NetID/UPI:
                        NetAccount Password:

                                                         Remember Me(What's this?)
                                                                       HT           TH




                                                      Login



5.      Enter your NetID/UPI and then your password. (If you are unsure of what your NetID/UPI is please
        contact Cecil Help.)
6.      You are now able to select a course from your Current Courses Tab and read announcements,
        resources, and any other important information relevant to the specific course.

If you have any problems using Cecil please feel free to contact Cecil Support who will be happy to talk you
through the process, step by step.

Cecil contact information is:        Cecil Service Desk           Hours: Monday - Friday 8:30am - 5:00pm
                                     Telephone: (09) 303-5959     E-mail: cecilhelp@auckland.ac.nz
                                                                            HT                           TH




The link below is also helpful for students who are new to Cecil. It explains how to use the many different
functions available in Cecil. http://cecil.auckland.ac.nz/help/cwi7student/cecil_7_student_help.htm
                                HT                                                                  TH




                                                         29
Overview of Specialisations

Information of each of these specialisations follows on from this page.


   BEd (Tchg) Primary Specialisation Overview
     BEd (Tchg) Primary Programme of Study


   BEd (Tchg) Huarahi Maori Specialisation Overview
     BEd (Tchg) Huarahi Maori Programme of Study


   BEd (Tchg) ECE Specialisation Overview
     BEd (Tchg) ECE Programme of Study


   BEd (Tchg) ECE/Pasifika Specialisation Overview
     BEd (Tchg) ECE/Pasifika Programme of Study


   Diploma of Teaching ECE Specialisation Overview
     Diploma Teaching ECE Programme of Study


   Diploma of Teaching ECE/Pasifika Specialisation Overview
     Diploma Teaching ECE/Pasifika Programme of Study




                                       30
Bachelor of Education (Teaching) Primary Specialisation

History and       Development,       The Professional     Technology      Language and    Primary           Arts Education   Hapai Akonga
Society in NZ     Learning and       Teacher              Education       Literacy        Mathematics and   Primary
Education         Teaching           Primary 1            Primary         Education       Statistics
                                                                          Primary 1       Education 1

EDUC 118          EDUC 119           EDPRAC 101           EDCURRIC 107    EDCURRIC 102    EDCURRIC 104      EDCURRIC 101     EDPROFST 100
(Stage 1)         (Stage 1)          (Stage 1)            (Stage 1)       (Stage 1)       (Stage 1)         (Stage 1)        (Stage 1)

Assessment for    Promoting          Practicum            General         Health and      Primary           Science          Social Studies
Learning and      Achievement for    Primary 2            Education       Physical        Mathematics and   Education        Education
Teaching          Diverse Learners                                        Education       Statistics        Primary          Primary
                                                                                          Education 2

EDPROFST 214      EDPROFST 205       EDPRAC 201           (Stage 1)       EDCURRIC 103    EDCURRIC 204      EDCURRIC 105     EDCURRIC 106
(Stage 2)         (Stage 2)          (Stage 2)                            (Stage 1)       (Stage 2)         (Stage 1)        (Stage 1)

Politics,         The Professional   Practicum:                           Languages and
Philosophy and    Teacher            Enabling                             Literacy
Education                            Achievement                          Education          OPTION            OPTION            OPTION
                                     Primary                              Primary 2

EDUC 321          EDPROFST 313       EDPRAC 305                           EDCURRIC 202
(Stage 3)         (Stage 3)          (Stage 3)                            (Stage 2)



      Generic to all pathways as well as BPE            Optional strand
      Parts are generic to all pathways
BEd (Tchg) Primary Programme of Study


Year One
Course No             Course Title                                               Credits   Sem     FoEd
                                                                                                  School *
EDUC 118              History and Society in NZ Education                            15     2      CRISTIE
EDUC 119              Development, Learning and Teaching                             15     1       TLD
EDPRAC 101            The Professional Teacher Primary 1                             15     2       STEP
EDPROFST 100          Hapai Akonga                                                   15     2      Te Puna
EDCURRIC 101          Arts Education Primary                                         15     1       ALL
EDCURRIC 102          Language and Literacy Education Primary 1                      15     2       ALL
EDCURRIC 104          Primary Mathematics and Statistics Education 1                 15     1       SMT
EDCURRIC 107          Technology Education Primary                                   15     1       SMT
Total                                                                               120

Year Two
Course No              Course Title                                              Credits   Sem     FoEd
                                                                                                  School *
EDPRAC 201             Practicum Primary 2                                          15      1       STEP
EDPROFST 205           Promoting Achievement for Diverse Learners                   15      2    TLD/CRISTIE
EDPROFST 214           Assessment for Learning and Teaching                         15      1       TLD
EDCURRIC 103           Health and Physical Education                                15      1      CRISTIE
EDCURRIC 105           Science Education Primary                                    15      2       SMT
EDCURRIC 106           Social Studies Education Primary                             15      1      CRISTIE
EDCURRIC 204           Primary Mathematics and Statistics Education 2               15      2       SMT
General Education      General Education                                            15
Total                                                                              120

Year Three
Course No                Course Title                                            Credits   Sem     FoEd
                                                                                                  School *
EDUC 321                 Politics, Philosophy and Education                         15      1     CRISTIE
EDPRAC 305               Practicum: Enabling Achievement Primary                    30     1&2      STEP
EDPROFST 313             The Professional Teacher                                   15      2     TLD/STEP
EDCURRIC 202             Languages and Literacy Education Primary 2                 15      1       ALL
PLUS                     3 Optional Courses                                         45
                         (See UoA Calendar for descriptors)
Total                                                                              120




FoEd School * =

ALL           School of Arts, Languages and Literacies                  N Block level 6
CRISTIE       School of Critical Studies in Education                   N Block level 3
SMT           School of Science, Mathematics and Technology Education   A Block level 2
STEP          School of Teacher Education Practice                      N Block level 3
TLD           School of Teacher, Learning and Development               H Block level 5
Te Puna       School of Te Puna Wananga                                 D Block
TOHU MÄTAURANGA (WHAKAAKORANGA): HUARAHI MÄORI
BACHELOR OF EDUCATION (TEACHING): HUARAHI MÄORI SPECIALISATION

These courses are generic to Huarahi Mäori, Primary and ECE Specialisations
These courses have some aspects in common with Primary and ECE Specialisation
These Courses Have Mäori And English Medium Equivalency
These courses are specific to Huarahi Mäori Specialisation


Tau         Te Whanaketanga       Ngä Toi:          Pängarau:         Te Pou Täwharau     He Tirohanga ki te   Noho ä kura: Te    Pänui-Tuhituhi Te   Hangarau:
Tuatahi     me te Ako             He                He Whakatakinga   Tikanga Mäori       Mätauranga           Ao Pouako          Pihinga             He Whakatakinga
                                  Whakatakinga
Year
One         EDUCM 119             EDCURRM 101       EDCURRM 104       EDPROFM 109         EDUCM 118            EDPRACM 101        EDCURRM 102         EDCURRM 107
            Stage 1               Stage 1           Stage 1           Stage 1             Stage 1              Stage 1            Stage 1             Stage 1

Tau         Te Aromatawai         Tikanga-ä- Iwi:   Pütaiao:          Noho ä kura: Te     Te Whiringa Pumau    Te Whakatairanga   Te Whaiora          General Education
Tuarua      mö te Ako me te       He                He Whakatakinga   Taiao Ako           o te Reo             Paetae mö te
            Whakaako              Whakatakinga                                                                 Äkonga
Year
Two         EDPROFM 214           EDCURRM 106       EDCURRM 105       EDPRACM 201         EDPROFM 209          EDPROFM 205        EDCURRM 103         Stage 1
            Stage 2               Stage 1           Stage 1           Stage 2             Stage 2              Stage 2            Stage 1

Tau         Te Ao Törangapü       Pänui-Tuhituhi    Pängarau:         Noho ä kura         Noho ä kura          Te Pouako Ngaio    Tü Tangata*         Whäia Te Pae
Tuatoru     me te Mätauranga      Te Puanga         Te Whakaako       Te Whakatairanga    Te Whakatairanga                                            Tawhiti kia Tata*
                                                                      Paetae Mätauranga   Paetae Mätauranga
Year
Three       EDUCM 321             EDCURRM 202       EDCURRM 204       EDPRACM 302A        EDPRACM 302B         EDPROFM 313        EDCURRM 304         EDPROFM 309
            Stage 3               Stage 2           Stage 2           Stage 3             Stage 3              Stage 3            Stage 3             Stage 3


Kia möhio mai: * =he köwhiringa
Huarahi Maori Programme of Study

TAU 1 / Year 1
Tau Köwae Ako       Ingoa                                                       Whiwhinga   Sem
Course No           Course Title                                                Credits
EDUCM 118           He Tirohanga ki te Mätauranga i Aotearoa                       15        2
                    History and Society in New Zealand Education
EDUCM 119           Te Whanaketanga me te Ako                                      15        1
                    Development, Learning and Teaching
EDPRACM 101         Noho ä kura: Te Ao Pouako                                      15        2
                    Practicum 1
EDPROFM 109         Te Pou Täwharau Tikanga Mäori                                  15        1

EDCURRM 101         Ngä Toi: He Whakatakinga                                       15        1
                    Arts Education
EDCURRM 102         Pänui-Tuhituhi: Te Pihinga                                     15        2
                    Literacy Education
EDCURRM 104         Pängarau: He Whakatakinga                                      15        1
                    Maths and Stats Education 1
EDCURRM 107         Hangarau: He Whakatakinga                                      15        2
                    Technology Education
Total                                                                              120

TAU 2 / Year 2
Tau Köwae Ako       Ingoa                                                       Whiwhinga   Sem
Course No           Course Title                                                Credits
EDPROFM 205         Te Whakatairanga Paetae mö te Äkonga                           15        2
                    Promoting Achievement for Diverse Learners
EDPROFM 209         Te Whiringa Pümau o te Reo                                     15        1
EDPROFM 214         Te Aromatawai mö te Ako me te Whakaako                         15        1
                    Assessment for Learning and Teaching
EDPRACM 201         Noho ä kura: Te Taiao Ako                                      15        1
                    Practicum 2
EDCURRM 103         Te Whaiora                                                     15        2
                    Health & Physical Education
EDCURRM 105         Pütaiao: He Whakatakinga                                       15        1
                    Science Education
EDCURRM 106         Tikanga ä Iwi: He Whakatakinga                                 15        2
                    Social Studies Education
                    General Education                                              15

Total                                                                              120

TAU 3 / Year 3
Tau Köwae Ako       Ingoa                                                       Whiwhinga   Sem
Course No           Course Title                                                Credits
EDUCM 321           Te Ao Törangapü me te Mätauranga                               15        1
                    Politics, Philosophy and Education
EDPROFM 309         Whäia Te Pae Tawhiti Kia Tata                                  15        2
EDPROFM 313         Te Pouako Ngaio                                                15        2
                    The Professional Teacher
EDPRACM 302A        Noho ä kura: Te Whakatairanga Paetae Mätauranga                15        1
                    Practicum 3
EDPRACM 302B        Noho ä kura: Te Whakatairanga Paetae Mätauranga                15        2
                    Practicum 4
EDCURRM 202         Pänui-Tuhituhi: Te Puanga 2                                    15        1
EDCURRM 204         Pängarau: Te Whakaako                                          15
                    Primary Mathematics and Statistics Education 2
EDCURRM 304         Tü Tangata                                                     15        2
Total                                                                              120

Te Puna       School of Te Puna Wänanga                               D Block
Bachelor of Education (Teaching) ECE Specialisation
These courses are generic with the primary pathway- so have the same course number as the primary courses
These courses have some parts of their content the same as primary and some different so are a separate number from the primary specialisation.
The yellow boxes are specific to the early childhood specialisation.
The green boxes have Pasifika ECE Specialisation medium equivalency.


History and      The Professional Development,         Hauora: Early       Science in the Early   Visual Arts in the   Experiencing        Hapai Akonga
Society in NZ    Teacher ECE 1 Learning and            Years Wellbeing     Years                  Early Years          Technology
Education                         Teaching

EDUC 118         EDPRAC 102        EDUC 119            EDPROFST 101        EDCURRIC 115           EDCURRIC 116         EDCURRIC 111        EDPROFST 100

Stage 1          Stage 1           Stage 1             Stage 1             Stage 1                Stage 1              Stage 1             Stage 1

Assessment for   Te Whariki for    Practicum ECE 2     General Education   Music in the Early     Mathematics in the   Languages           Infants/Toddlers
Learning and     Diverse                                                   Years                  Early Years          and                 Pedagogies
Teaching         Learners                                                                                              Literacies

EDPROFST 214 EDPROFST 204 EDPRAC 202                                       EDCURRIC 114           EDCURRIC 212         EDCURRIC 211        EDCURRIC 210

Stage 2          Stage 2           Stage 2             Stage 1             Stage 1                Stage 2              Stage 2             Stage 2

Politics,        The Professional Practicum:                               Social Sciences        Dance /Drama in      Play and Pedagogy   Hauora: Early
Philosophy and   Teacher          Enabling                                 Education              the Early Years                          Years Movement
Education                         Achievement
                                  Early Childhood

EDUC 321         EDPROFST 313 EDPRAC 306                                   EDCURRIC 213           EDCURRIC 110         EDCURRIC 313        EDCURRIC 112

Stage 3          Stage 3           Stage 3                                 Stage 2                Stage 1              Stage 2             Stage 1
BEd (Tchg) ECE Programme of Study


Year One
Course No                 Course Title                                         Credits    Sem     FoEd
                                                                                                 School *
EDUC 118                  History and Society in NZ Education                     15       2      CRISTIE
EDUC 119                  Development, Learning and Teaching                      15       1        TLD
EDPRAC 102                The Professional Teacher Early Childhood 1              15       2        STEP
EDPROFST 100              Hapai Akonga                                            15       1       Te Puna
EDPROFST 101              Hauora: Early Years Wellbeing                           15       2      CRISTIE
EDCURRIC 111              Experiencing Technology                                 15       1        SMT
EDCURRIC 115              Science in the Early Years                              15       2        SMT
EDCURRIC 116              Visual Arts in the Early Years                          15       1        ALL

Total                                                                           120


Year Two
Course No                 Course Title                                         Credits    Sem     FoEd
                                                                                                 School *
EDPROFST 204              Te Whariki for Diverse Learners                         15       2    CRISTIE/TLD
EDPROFST 214              Assessment for Learning and Teaching                    15       1        TLD
EDPRAC 202                Practicum Early Childhood 2                             15       1        STEP
EDCURRIC 114              Music in the Early Years                                15       2        ALL
EDCURRIC 210              Infants/Toddlers Pedagogies                             15       1        TLD
EDCURRIC 211              Languages and Literacies                                15       1        ALL
EDCURRIC 212              Mathematics in the Early Years                          15       2        SMT
                          General Education                                       15
Total                                                                            120


Year Three
Course No                Course Title                                          Credits    Sem     FoEd
                                                                                                 School *
EDUC 321                 Politics, Philosophy and Education                        15      1      CRISTIE

EDPROFST 313             The Professional Teacher                                  15      2     TLD/STEP

EDPRAC 306               Practicum: Enabling Achievement Early                     30     1&2      STEP

                         Childhood
EDCURRIC 110             Dance/Drama in the Early Years                            15      1        ALL

EDCURRIC 112             Hauora: Early Years Movement                              15      2      CRISTIE

EDCURRIC 213             Social Sciences Education                                 15      1    CRISTIE/STEP

EDCURRIC 313             Play and Pedagogy                                         15      2        TLD

Total                                                                             120


FoEd School * =

ALL           School of Arts, Languages and Literacies                  N Block level 6
CRISTIE       School of Critical Studies in Education                   N Block level 3
SMT           School of Science, Mathematics and Technology Education   A Block level 2
STEP          School of Teacher Education Practice                      N Block level 3
TLD           School of Teacher, Learning and Development               H Block level 5
Te Puna       School of Te Puna Wananga                                 D Block
Bachelor of Education (Teaching) ECE Pasifika Specialisation
These courses are generic within the BEd(Tchg)
These courses have some parts the same as general courses and some different so need separate number from the general pathway
These courses are unique to the BEd(Tchg) ECE-Pasifika specialisation
These courses have the same title as ECE-Pasifika curriculum courses, & will share most learning outcomes & content. Pasifika specialisation content includes Pasifika
approaches to enabling all learners, & the use of Pasifika languages & cultures in teaching & learning in this course area


History and      Faiakoga o akoga      Development,         Na i vakarau ni vuli   Apii taieni I nga       Pe mafai vefea e ki     Ng_ue‟aki e Tekinolosia   Hapai Akonga
Society in NZ    kamata 1              Learning and         ka ena Pasifika        mataiti mua             tatou oi tamaiti aoga
Education                              Teaching                                                            Pasifika                [Experiencing
                 [The Professional                          [Te Whāriki and        [Science in the                                 Technology – Pasifika]
                 Teacher Early                              Pasifika Pedagogy]     Early Years ]           [Learning in Pasifika
                 Childhood                                                                                 Contexts]
                 Education 1]
EDUC 118         EDPRACPK 102          EDUC 119             EDCURRPK 120           EDCURRPK 115            EDPROFPK 102            EDCURRPK 111              EDPROFST 100
Stage 1          Stage 1               Stage 1              Stage 1                Stage 1                 Stage 1                 Stage 1                   Stage 1


Assessment for   Te Whariki for        Practicum ECE 2      General Education      Lafilafiaga             Fika „I he Fanau liki   Gagana ma lana            Aoaoga o fanau laiti
Learning and     Diverse Learners                                                  Tautufuga Pasifika                              matafaioi
Teaching                                                    (Stage 1)                                      [Mathematics in the                               [Infant-Toddler
                                                                                   [Integrating Pasifika   Early Years]            [Languages and            Pedagogies]
                                                                                   Arts]                                           Literacies]

EDPROFST         EDPROFST 204          EDPRAC 202                                  EDCURRPK 116            EDCURRPK212             EDCURRPK211               EDCURRPK 210
214              Stage 2               Stage 2                                     Stage 1                 Stage 2                 Stage 2                   Stage 2
Stage 2

Politics,        The Professional      Practicum:                                  Olaga fakate agaga      Aku akoga o gana o      Tuvatuva vakarautaki      Moui olaola
Philosophy and   Teacher               Enabling                                    ma         aganuku      fenua katoa             ena vuli me qito
Education                              Achievement Early                                                                                                     [Holistic Development]
                                       Childhood                                   [Spirituality and       [Heritage Language      [Play and Pedagogy]
                                                                                   Pasifika Cultures in    Education]
                                                                                   ECE]

EDUC 321         EDPROFST 313          EDPRAC 306                                  EDCURRPK 122            EDCURRPK 253            EDCURRPK 313              EDCURRPK 121
Stage 3          Stage 3               Stage 3                                     Stage 1                 Stage 2                 Stage 3                   Stage 1
BEd (Tchg) ECE/Pasifika Programme of Study

Year One
Course No      Course Title                                   Credits   Sem     FoEd
                                                                               School *
EDUC 118       History and Society in New Zealand                15      2      CRISTIE
               Education
EDUC 119       Development, Learning and Teaching                15      1       TLD
EDPRACPK 102   Faiakoga o akoga kamata 1                         15      2       STEP
               [The Professional Teacher Early Childhood
               Education 1]
EDPROFST 100   Hapai Akonga                                      15      1      Te Puna
EDPROFPK 102   Pe mafai vefea e ki tatou oi tamaiti aoga         15      1      CRISTIE
               Pasifika
               [Learning in Pasifika Contexts]
EDCURRPK 111   Ng_ue‟aki e Tekinolosia                           15      1    SMT/CRISTIE
               [Experiencing Technology – Pasifika]
EDCURRPK 115   Apii taieni I nga mataiti mua                     15      2    SMT/CRISTIE
               [Science in the Early Years ]
EDCURRPK 120   Na i vakarau ni vuli ka ena Pasifika              15      2      CRISTIE
               [Te Whaariki & Pasifika Pedagogy]
Total                                                           120

Year Two
Course No      Course Title                                   Credits   Sem     FoEd
                                                                               School *
EDPROFST 204   Te Whariki for Diverse Learners                   15      2    TLD/CRISTIE
EDPROFST 214   Assessment for Learning and Teaching              15      1       TLD
EDPRAC 202     Practicum Early Childhood 2                       15      1       STEP
EDCURRPK 116   Lafilafiaga Tautufuga Pasifika                    15      2      CRISTIE
               [Integrating Pasifika Arts]
EDCURRPK 210   Aoaoga o fanau laiti                              15      1    TLD/CRISTIE
               [Infant-Toddler Pedagogies]
EDCURRPK 211   Gagana ma lana matafaioi                          15      1    ALL/CRISTIE
               [Languages and Literacies]
EDCURRPK 212   Fika „I he Fanau liki                             15      2    SMT/CRISTIE
               [Mathematics in the Early Years]
               General Education                                 15
Total                                                           120

Year Three
Course No       Course Title                                  Credits   Sem     FoEd
                                                                               School *
EDUC 321        Politics, Philosophy and Education               15      1      CRISTIE
EDPROFST 313    The Professional Teacher                         15      2     TLD/STEP
EDPRAC 306      Practicum: Enabling Achievement ECE              30     1&2      STEP
EDCURRPK 121    Moui olaola                                      15      1      CRISTIE
                [Holistic Development]
EDCURRPK 122    Olaga fakate agaga ma aganuku                    15      1      CRISTIE
                [Spirituality and Pasifika Cultures in ECE]
EDCURRPK 253    Aku akoga o gana o fenua katoa                   15      2      CRISTIE
                [Heritage Language Education]
EDCURRPK 313    Tuvatuva vakarautaki ena vuli me qito            15      2    TLD/CRISTIE
                [Play & Pedagogy]
Total                                                           120
Diploma of Teaching (ECE) Specialisation

Histgory and       The Professional     Development,         Hauora: Early         Science in the          Visual Arts in the   Experiencing   Hapai Akonga
society in New     Teacher Early        Learning and         Years Wellbeing       Early Years             Early Years          Technology
Zealand            Childhood 1          Teaching
Education

EDUC 118           EDPRAC 102           EDUC 119             EDPROFST 101          EDCURRIC 115            EDCURRIC 116         EDCURRIC 111   EDPROFST 100
Stage 1            Stage 1              Stage 1              Stage 1               Stage 1                 Stage 1              Stage 1        Stage 1

Assessment for     Te Whariki for       Practicum            General               Music in the            Mathematics in       Languages      Infants/toddlers
Learning and       Diverse Learners     Early                Education             Early Years             the Early Years      and            Pedagogies
Teaching                                Childhood 2                                                                             Literacies

EDPROFST 214       EDPROFST 204         EDPRAC 202                                 EDCURRIC 114            EDCURRIC 212         EDCURRIC 211   EDCURRIC 210
Stage 2            Stage 2              Stage 2              Stage 1               Stage 1                 Stage 2              Stage 2        Stage 2

Organisation in    Investigating        Practicum :          The Practice of       Hauora: Early           Dance /Drama in      Play and
Early Childhood    Practice in Early    Enabling             Social Science        Years Movement          the Early Years      Pedagogy in
Education          Childhood            Achievement                                                                             Practice
Context            Education            Early                                                                                   (30 Points)
                                        Childhood

EDPROFST213        EDCURRIC 320         EDPRAC 306           EDCURRIC 321          EDCURRIC 112            EDCURRIC 110         EDPROFST314
Stage 2            Stage 3              Stage 3              Stage 3               Stage 1                 Stage 1              Stage 3


     KEY:

            Generic To Bed (Tchg)/Dip Tchg Courses.

            Bachelor of Education (Teaching) courses with some generic content and some Early Childhood Education specific content.

            Courses in yellow boxes are specific to Early Childhood specialisation (degree and diploma).

            Courses in green are specific to the Diploma of Teaching (Early Childhood Education).
Diploma of Teaching (ECE) Programme of Study


Year One
Course No           Course Title                                   Credits   Sem     FoEd
                                                                                    School *
EDUC 118            History and Society in New Zealand Education      15      2      CRISTIE
EDUC 119            Development, Learning and Teaching                15      1       TLD
EDPRAC 102          The Professional Teacher Early Childhood 1        15      2       STEP
EDPROFST 100        Hapai Akonga                                      15      1     TE PUNA
EDPROFST 101        Hauora: Early Years Wellbeing                     15      2      CRISTIE
EDCURRIC 111        Experiencing Technology                           15      1       SMT
EDCURRIC 115        Science in the Early Years                        15      1       SMT
EDCURRIC 116        Visual Arts in the Early Years                    15      2       ALL

Total                                                                120


Year Two
Course No           Course Title                                   Credits   Sem    FoEd
                                                                                   School *
EDPROFST 204        Te Whariki for Diverse Learners                   15      2    CRISTIE/TLD
EDPROFST 214        Assessment for Learning and Teaching              15      1       TLD
EDPRAC 202          Practicum Early Childhood 2                       15      2       STEP
EDCURRIC 114        Music in the Early Years                          15      1       ALL
EDCURRIC 210        Infants/toddlers Pedagogies                       15      2       TLD
EDCURRIC 211        Languages and Literacies                          15      1       ALL
EDCURRIC 212        Mathematics in the Early Years                    15      1       SMT
General Education   General Education                                 15
Total                                                                120


Year Three *
Course No           Course Title                                   Credits
EDPROFST 213        Organisation in Early Childhood Education        15
                    Context
EDCURRIC 320        Investigating Practice in Early Childhood        15
                    Education
EDPRAC 306          Practicum: Enabling Achievement Early            15
                    Childhood
EDPROFST 314        Play and Pedagogy in Practice                     30
EDCURRIC 110        Dance/Drama in the Early Years                    15
EDCURRIC 112        Hauroa: Early Years Movement                      15
EDCURRIC 321        The Practice of Social Science                    15
Total                                                                120
Diploma of Teaching ECE/Pasifika Specialisation
These courses are generic to BEd (Tchg)/Dip Tchg (ECE)
These courses have some generic content and some content specific to ECE/Pasifika
These courses are unique to the ECE specialisation (BEd (Tchg) and Dip Tchg)
These courses have the same title as BEd (Tchg) Ece/Pasifika courses or Dip Tchg (ECE) courses, and will share most learning outcomes & content. Pasifika specialisation
content includes the use of Pasifika languages & cultures in teaching & learning in this course area


History and        Faiakoga o akoga    Development,        Na i vakarau ni vuli   Apii taieni I nga       Pe mafai vefea e ki     Ng_ue‟aki e Tekinolosia   Hapai Akonga
Society in NZ      kamata 1            Learning and        ka ena Pasifika        mataiti mua             tatou oi tamaiti aoga
Education                              Teaching                                                           Pasifika                [Experiencing
                   [Professional                           [Te Whāriki and        [Science in the                                 Technology – Pasifika]
                   Teacher 1 ECE                           Pasifika Pedagogy]     Early Years ]           [Learning in Pasifika
                   Pasifika]                                                                              Contexts]

EDUC 118           EDPRACPK 102        EDUC 119            EDCURRPK 120           EDCURRPK 115            EDPROFPK 102            EDCURRPK 111              EDPROFST 100
Stage 1            Stage 1             Stage 1             Stage 1                Stage 1                 Stage 1                 Stage 1                   Stage 1

Assessment for     Puapii kite ote     Practicum ECE 2     General Education      Lafilafiaga             Fika „I he Fanau liki   Gagana ma lana            Aoaoga o fanau laiti
Learning and       tamariki ou 2                                                  Tautufuga Pasifika                              matafaioi
Teaching                                                   (Stage 1)                                      [Mathematics in the                               [Infants -Toddlers
                   [Te Whariki for                                                [Integrating Pasifika   Early Years]            [Languages and            Pedagogies]
                   Diverse Learners]                                              Arts]                                           Literacies]


EDPROFST 214       EDPROFST 204        EDPRAC 202                                 EDCURRPK 116            EDCURRPK212             EDCURRPK211               EDCURRPK 210
Stage 2            Stage 2             Stage 2                                    Stage 1                 Stage 2                 Stage 2                   Stage 2

Faatulagaina o     Practicum:          Kimi oonu te apii   Taulotoga a o tuu a    Olaga fakate agaga      Na qito me sala ni      Moui olaola
aoga amata         Enabling            tamariki ou         te atufenua            ma aganuku              veivakatavulici
[Organisation in   Achievement         [Investigating                                                                             [Holistic Development]
ECE Contexts –     Early Childhood     Practice in ECE –   [The Practice of       [Spirituality and       [Play and Pedagogy
Pasifika]                              Pasifika]           Social Science]        Pasifika Cultures in    in Practice]
                                                                                  ECE]

EDPROFPK 213       EDPRAC 306          EDCURRPK 320        EDCURRPK 321           EDCURRPK 322            EDPROFPK 314            EDCURRPK 121
Stage 3            Stage 3                                 Stage 3                Stage 1                 Stage 3                 Stage 1
Diploma of Teaching ECE/Pasifika Specialisation
Programme of Study

Year One
Course No      Course Title                                         Credits
EDUC 118       History and Society in New Zealand Education            15
EDUC 119       Development, Learning and Teaching                      15
EDPRACPK 102   Faiakoga o akoga kamata 1                               15
               [ Professional Teacher 1 ECE Pasifika]
EDCURRPK 120   Na i vakarau ni vuli ka ena Pasifika                    15
               [Te Whaariki & Pasifika Pedagogy]
EDCURRPK 115   Apii taieni I nga mataiti mua                           15
               [Science in the Early Years ]
EDPROFPK 102   Pe mafai vefea e ki tatou oi tamaiti aoga Pasifika      15
               [Learning in Pasifika Contexts]
EDCURRPK 111   Ng_ue‟aki e Tekinolosia                                 15
               [Experiencing Technology – Pasifika]
EDPROFST 100   Hapai Akonga                                            15
Total                                                                 120

Year Two
Course No      Course Title                                         Credits
EDPROFST 204   Te Whariki for Diverse Learners                         15
EDPROFST 214   Assessment for Learning and Teaching                    15
EDPRAC 202     Practicum Early Childhood 2                             15
EDCURRPK 116   Lafilafiaga Tautufuga Pasifika                          15
               [Integrating Pasifika Arts]
EDCURRPK 212   Fika „I he Fanau liki                                   15
               [Mathematics in the Early Years]
EDCURRPK 211   Gagana ma lana matafaioi                                15
               [Languages and Literacies]
EDCURRPK 210   Aoaoga o fanau laiti                                    15
               [Infants -Toddlers Pedagogies]
               General Education                                       15
Total                                                                 120

Year Three
Course No      Course Title                                         Credits
EDCURRPK 320   Kimi oonu te apii tamariki ou                           15
               [Investigating Practice in ECE – Pasifika]
EDPROFPK 302   Puapii kite ote tamariki ou 3                           15
               [Professional Teacher Early Childhood 3]
EDPRAC 306     Practicum: Enabling Achievement Early Childhood         15
EDPROFPK 213   Faatulagaina o aoga amata                               15
               [Organisation in ECE contexts – Pasifika]
EDCURRPK 321   Taulotoga a o tuu a te atufenua                         15
               [The Practice of Social Science – Pasifika]
EDCURRPK 122   Olaga fakate agaga ma aganuku                           15
               [Spirituality and Pasifika Cultures in ECE]
EDPROFPK 314   Na gito me sala ni veivakatavulici                      15
               [Play and Pedagogy in Practice – Pasifika]
EDCURRPK 121   Moui olaola                                             15
               [Holistic Development]
Total                                                                 120

				
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