TEACH102-18A (HAM)

Aotearoa Curriculum in Action

15 Points

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Te Kura Toi Tangata
Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy


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: christine.stewart@waikato.ac.nz
: janene.harris@waikato.ac.nz
: helen.findlay@waikato.ac.nz

Placement Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
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Paper Description

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This paper introduces students to the nature and purpose of early childhood and schooling curriculum in Aotearoa New Zealand, and to theories that shape the intended and enacted curriculum. Students will reflect on their curriculum experiences and examine the policy intent of curriculum frameworks that include aims, principles and values for diverse educational settings - including indigenous and bicultural curriculum framing. Students will examine what knowledge, competencies, and skills count in curriculum structure and design. Understandings of strands/learning areas’ objectives will be applied in planning and teaching experiences. Curriculum outcomes will be explored through an introduction to assessment and evaluative processes.

Learning Outcomes

  1. Demonstrate an understanding of the nature and purpose of curriculum in Aotearoa for socialisation, citizenship and wellbeing
  2. Examine the policy intent of curriculum for Aotearoa’ young citizens by critically reflecting on aims, principles, and values that underpin curriculum framing
  3. Identify curriculum thinkers who have contributed to shaping Aotearoa curricula
  4. Describe and evaluate what knowledge, competencies and skills count in curriculum intent, implementation, and assessment in educational settings
  5. Apply understanding of curriculum objectives to planning, teaching and evaluation of learning outcomes
  6. Demonstrate the Disciplinary Foundations Learning Outcomes for Academic integrity
  7. Demonstrate the Disciplinary Foundations Learning Outcomes for Foundational information literacy and research skills
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Paper Structure

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This paper will be taught through week principal lectures and subsequent workshops.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate an understanding of the nature and purpose of curriculum in Aotearoa for socialisation, citizenship and wellbeing.
    Linked to the following assessments:
  • Examine the policy intent of curriculum for Aotearoa young citizens by critically reflecting on aims, principles and values that underpin curriculum framing.
    Linked to the following assessments:
  • Identify curriculum thinkers who have contributed to shaping Aotearoa curricula.
    Linked to the following assessments:
  • Describe and evaluate what knowledge, competencies and skills count in curriculum intent, implementation and assessment in educational settings.
    Linked to the following assessments:
  • Apply understanding of curriculum objectives to planning, teaching and evaluation of learning outcomes.
    Linked to the following assessments:
  • Demonstrate the Disciplinary Foundations Learning Outcomes for Academic Integrity.
    Linked to the following assessments:
  • Demonstrate the Disciplinary Foundations Learning Outcomes for Foundational Information Literacy and Research Skills.
    Linked to the following assessments:
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Assessment Overview:

Assessment TypeWeightingTitleLinks to LOStandards For the Teaching Profession

Informed Response
30%Critique of a selected Aotearoa curriculum framework1,2,4,6,7Professional learning

Professional Relationships
Digital Poster 30%

Focus on an influential curriculum thinker
1,2,3,4,6,7Te Tiriti o Waitangi


Design for learning

Professional learning

Learning Focused culture
Learning Story 40%Learning and teaching story for planning, analysis, and assessment3,4,5Te Tiriti o Waitangi


Professional learning

Teach102 Assignment 1

Informed Response to the Intended Curriculum for Young Citizens of Aotearoa

Weighting: 30% Due: Week 5


This assignment draws on the paper’s first four weeks of pedagogy (including engagement with readings) that focuses on curriculum visions and intentions, and the structures and frameworks of curriculum making for students in Aotearoa.


Research and write an informed response to a selected curriculum’s vision, intentions and structure for young citizens of Aotearoa. (Select one of these curriculum policies to undertake the assignment: Te Whāriki, The New Zealand Curriculum, Te Marautanga o Aotearoa, or Te Aho Matua).

The informed response will clearly detail the selected curriculum and show analysis of/and understandings of the curriculum policy’s intentions (E.g. vision, purpose, principles, values, structure, competencies, learning areas/focus). It must demonstrate reading and understanding about curriculum, and of the citizenship aims, purpose, and socialisation intent of curriculum making for young citizens of Aotearoa.

The informed response is to be communicated as a word document formatted with a title, introduction, a sequence of descriptive headings that guide the reader, a concluding statement, and a list of references. The response is to follow accurately APA conventions within the text, and in the reference list. It is also to be of the required academic standard.

Word count; 1500 words


Students are assessed on their ability to:

  • identify and introduce a selected curriculum for the informed response
  • examine and analyse the vision and purpose (policy intentions) of the selected curriculum for young citizens of Aotearoa
  • critically reflect on the selected curriculum’s principles and values that underpin its framing
  • demonstrate understandings of the selected curriculum’s structure and learning areas/focus
  • evaluate the selected curriculum’s intentions for young citizens’ socialisation, wellbeing, and participation in Aotearoa New Zealand society
  • use APA referencing conventions for a suggested listing of five relevant curriculum texts.

Teach102 Assignment 2

An Influential Curriculum Thinker: Digital poster

Weighting:30%, Due: Week 9


This assignment draws on the paper’s weeks five-eight of pedagogy (including engagement with readings) that focus on the influence of key thinkers and educators in relation to E.g. curriculum design and models, pedagogy; curriculum implementation in a range of settings; curriculum as lived experience for students in Aotearoa.


Select a curriculum thinker or key educator who interests you and has influenced curriculum decision making in relation to at least one of the following aspects: design, framing, outcomes, pedagogy, assessment, competencies, cultural knowledge, literacies, strong theories and reflection. Research this person in light of their influence on, or direct contributions to Aotearoa curriculum intent, implementation and/or outcomes. Ensure inclusion of a rationale for selecting and researching the curriculum thinker or key educator.

Present this research as a web page using Google Sites and provide visual, graphical (1/3) and textual (2/3) information, with links to a range of relevant sources. It also needs to consider the person’s identity, background and timeframe; societal influences; motivations and roles; key works; images; reviews etc. Critically reflect on ways this curriculum thinker/educator has influenced curriculum decision-making in Aotearoa New Zealand. All sources of information need to be referenced accurately using APA conventions including a reference list on the final web page.


Students are assessed on their ability to:

  • identify and clearly introduce a curriculum thinker or key educator who has influenced an aspect of Aotearoa curriculum decision-making
  • communicate interest and rationale for selecting the curriculum thinker/educator
  • demonstrate access to and understandings of relevant visual, graphical and textual sources of information (where applicable) about the curriculum thinker/educator
  • apply understandings of the nature and purpose of Aotearoa curriculum intentions and implementation
  • critically reflect on ways the curriculum thinker/educator has influenced Aotearoa curriculum intent and/or implementation and/or outcomes
  • communicate the poster in a visually interesting way that applies accurate use of APA referencing conventions.

Teach102 Assignment 3

Learning Stories: Planning, Analysis and Assessment

Weighting: Part A = 10%, Part B = 30%, Due: Weeks 12 &13


This assignment draws on all weeks of the paper’s pedagogy, but particularly focuses on curriculum as implementation and pedagogy through covered during Weeks 6-11. Learning stories are a focus for the coursework in Week 7. The assignment offers the opportunity to observe and work with young people as individuals or in groups to develop learning stories. This assignment is in two parts: the first written documentation of the research, the story with subsequent discussion and the second, a presentation of findings to peers.

Part A: In class sharing of the learning story (10%).

Part B: Word document of learning story (30%)

Learning Stories

Learning stories integrate learners’ dispositions into a narrative (storying) framework and include an analysis of the learning. A learning story is a documented account of a child’s learning event in the present. Learning stories are generally structured around five key behaviours: taking an interest, being involved, persisting with difficulty, expressing a feeling/point of view and taking responsibility. Learning stories can take account of prior learning and include possible pathways or ‘what next’?


Write learning story. Use a teaching experience placement from either an ECE, primary or secondary setting for observation of a child or group of children’s learning whereby their learning can be observed and documented. Research of learning stories, and think about ways these stories reflect the implemented curriculum. View your learning story within the aims and purpose of an identified New Zealand curriculum. Clearly identify the curriculum context and learning focus, aligned with either Te Whāriki strand or focus, a Te Marautanga o Aotearoa or Te Aho Matua focus, or NZC key competency.

The learning or teaching storying will:

  1. an introduction to the ECE setting or Kura or School’s values, curriculum intentions, and shaping, introduce the child/children observed
  2. a description of the learning event
  3. analysis of the learning and discussion about the child or children’s learning dispositions and competencies
  4. identify curriculum alignments
  5. evaluate where to next in terms of learning.

A reference list of curriculum documentation and information sources needs to be included using APA conventions. Present Part A face-to-face in the final workshop, with a written reflection added to Part B, (MMP students this will be in the on-line space). Submit Part B, (with Part A evaluation) as a Word document and submit into the Moodle Assignment 3 drop- box.

Word count: 1500 words


Students are assessed on their ability to:

Part A (10%)

  • share with peers insight into learning through narrative
  • receive and respond to feedback from peers (Added to Part B).

Part B (30%)

  • identify and examine an educational setting’s (ECE, Kura, School) values and curriculum intentions for its learners
  • demonstrate understandings of the aims and purpose of an Aotearoa curriculum policy and ways this shapes implemented curriculum in an educational setting;
  • describe Aotearoa curriculum elements that link to learning contexts, and apply knowledge of objectives for learning in planning, and analysis of learning
  • observe a child /group of children’s learning event and critically reflect on dispositions/competencies that are revealed for ‘where to next?’
  • construct a well-informed story that brings the learning experience ‘alive’, connects with readers, and offers insightful reflection of learning and teaching
  • accurately communicate APA referencing in the narrative and reference list.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Informed Response
26 Mar 2018
4:30 PM
  • Online: Submit through Moodle
2. Key Thinkers E Poster
7 May 2018
4:30 PM
  • Online: EPortfolio System
3. Learning Story
5 Jun 2018
4:30 PM
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Brown, D. F. (2006). It’s the curriculum, stupid! There’s something wrong with it. In B. Slater-Stern & M. L. Kysilka (Eds.), Contemporary readings in curriculum (pp. 291-298). London, England: Sage Publications.

Davis, K., Bird, C., O’Connor, R., Rees, H., Spencer, S., Paki, V., Peters, S. (2015), Beyond the gate: a case study of dispositional learning from kindergarten to school, Early Childhood Folio, Vol 19 No. 1. http://www.nzcer.org.nz.ezproxy.waikato.ac.nz/nzcerpress/early-childhood-folio/early-childhood-folio-vol-19-no-1-2015

Fraser, D., Aitken, V., & Whyte, B. (2013). Connecting curriculum, linking learning. Wellington: NZCER Press. Chapter 2 Curriculum Integration by Deborah Fraser

Hatherly, A., Sands, L. (2002). So what is different about Learning Stories? First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 4(1), 8-12.

Heaton, Sharyn. (2011). The co-opting of hauora into curricula. Curriculum Matters, 7, 99-117. Available at: http://www.nzcer.org.nz.ezproxy.waikato.ac.nz/nzcerpress/curriculum-matters/articles/co-opting-hauora-curricula

Lee, W., Carr, M., Soutar, B., & Mitchell, L. (2013). Understanding the Te Whāriki approach. Early years education in practice. Abingdon, England: Routledge. Chapter 8

Ministry of Education. (2017). Te Whāriki he whāriki mātauranga mō ngā mokopuna o Aotearoa early Childhood curriculum. Wellington: Learning Media OR

Ministry of Education. (2007). The New Zealand curriculum for English-medium teaching and learning in Years 1-13. Wellington: Learning Media. OR

Ministry of Education. (2008). Te Marautanga O Aotearoa. Wellington: Learning Media. OR

Ministry of Education. (2009). Te Aho Arataki: Marau mō te ako i Te Reo Māori – kura auraki. Curriculum guidelines for teaching and learning Te Reo Māori in English medium schools: Yrs 1-13. Wellington: Learning Media

Noddings, N. (2013). Standardized curriculum and loss of creativity. Theory into Practice, 52(3), 210-215.

O'Connor, P., & Dunmill, (2005) M. Key competencies and the arts in the New Zealand curriculumPaper prepared for the Ministry of Education's New Zealand Curriculum Marautanga Project.http://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-resource-bank/The-arts/Supporting-materials#resource-1113

Schiro, M. S. (2008). Curriculum theory: Conflicting visions and enduring concerns. London: Sage. Chapter 1

Smith, L. T. (1992). Kura Kaupapa Māori and the implications for curriculum. In G. McCulloch (ed.) The School Curriculum in New Zealand: History, Theory, Policy and Practice (pp. 219-231).Palmerston North, NZ: Dunmore Press.

Stewart. G. (2011). The Extra Strand of the Maori Science Curriculum. Educational philosophy and theory. 43(10), 1175-1182. DOI: 10.1111/j.1469-5812.2010.00669.x Available at: http://www-tandfonline-com.ezproxy.waikato.ac.nz/doi/pdf/10.1111/j.1469-5812.2010.00669.x

Wood, B. (2012). Researching the everyday: Young peoples’ experiences and expressions of citizenship. International Journal of Qualitative Studies in Education,27(2), 214-232. doi:10.1080/09518398.2012.737047.

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Recommended Readings

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Jesson, J. (2008). Teacher’s work is curriculum. In V. Carpenter, J. Jesson, P. Roberts, &

Stephenson, B. Nga kaupapa here: Connections and contradictions in education (pp. 67-75).

Melbourne, Australia: Cengage Learning Ltd.

McGee, C. & Cowie, B. (2008). The context of contemporary curriculum change. Waikato Journal of Education, 14, 91-104 Retrieved from http://hdl.handle.net/10289/6177

Ministry of Education. (2013). The Maori education strategy: Ka Hikitia – Accelerating success 2013-2017. Wellington: Author. https://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/the-maori-education-strategy-ka-hikitia-accelerating-success-20132017/

Peters, S. (2005). Making links between learning in early childhood education and school using the ‘key competencies’ framework, Teachers and Curriculum Vol 8, Hamilton: University of Waikato.

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Other Resources

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Ministry of Education (2009). Teachers as learners: Improving outcomes for Maori and Pasifika students through inquiry. Story 1: Improving Pasifika students’ conceptual understandings of government. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/

Ministry of Education (2010). Curriculum story: Te Ao Whanui-Local participation, global confidence. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Student-voice/Te-Ao-Whanui

Ministry of Education (n.d.) Assessment online resources. Retrieved from http://tmoa.tki.org.nz/Mataiako/Tirohia-nga-rauemi-aromatawai and http://assessment.tki.org.nz/Assessment-in-the-classroom

Ministry of Education. (2012) November). Pasifika education plan 2013-2017 [PEP]. Wellington: Crown. Retrieved from http://www.mpia.govt.nz/pasifika-education-plan-2013-2017-launched-today/

Ministry of Education. (2015a) Teaching digital citizenship. Retrieved fromhttp://elearning.tki.org.nz/Teaching/Digital-citizenship#definition

Ministry of Internal Affairs (2014). Choice Whiriwhiria: the New Zealand citizenship story. Korero raraunga o Aotearoa. Retrieved from http://www.dia.govt.nz/diawebsite.nsf/wpg_URL/Services-Citizenship-Choice-The-New-Zealand-citizenship-story?OpenDocument

Ministry of Education (2017) Digital Technologies in the curriculum / Curriculum areas / Teaching / enabling e-Learning - enabling eLearning


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Online Support

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This course will have one principal lecture and one workshop each week of the course. Some online course work and tasks will also need to be completed on a weekly basis. Each week course readings will be assigned, which must be completed before the weekly principal lecturer.

Online forum and discussion posts may also be required from time-to-time.

All lectures and support information will be posted on to the course Moodle site.

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This course is a 15 credit course. One credit equates to 10 hours of study, therefore the expected time commitment for this course is 150 hours of study. This is broken down into the following:

50 hours: face-to-face classes and related online activities or tasks

50 hours: course readings

50 assignment preparation and work.

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