TEACH403-21X (NET)

He Kura te Tangata: Diversity, Inclusion, and Wellbeing

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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: donna.fermanis@waikato.ac.nz

Placement/WIL Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz
: melanie.chivers@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, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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In this paper, student teachers will develop critical understandings about diversity, difference and inclusion necessary to work with diverse children and their families in order that early childhood settings become places where everyone involved feels they belong and can contribute.
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Paper Structure

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This paper is taught in weeks 30 to 38 on The University of Waikato calendar between 28 July and 20 September.

After an intensive block week that will introduce students to wellbeing, diversity and inclusion as theory, lived reality and educational practice, we will embark on a fast track journey to explore and extend your thinking and understandings of how to be an educator who is open to and prepared to teach every child and engage with their whānau in ways that respects them for who they are and who they want to be.

We will do this as we work to improve our Te Reo Māori, explore issues related 'ism's' and intersectionality, and plan for teaching and learning that changes the story toward one of equity and wellbeing for all. We will address these through a series of topics, with Te Reo Māori learning that is woven alongside each topic.

Professional requirements
On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of
Aotearoa New Zealand | Matatū Aotearoa that you are a person:
of good character
are fit to be a teacher
have met the Standards for the teaching profession.
A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment.

At the completion of each paper the lecturer is asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher.

These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017).

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Demonstrate a critical understanding of the role of mātauranga Māori and indigenous perspectives in education.
    Linked to the following assessments:
  • Demonstrate an awareness of wider issues of cultural diversity and culturally responsive practice.
    Linked to the following assessments:
  • Investigate concepts of inclusion, social justice and equity as educational issues for young children, and engage with pedagogical strategies that enhance children's wellbeing, belonging and contribution.
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  • Engage critically with discourses related to inclusive education, identify possible issues for parents/whānau in relation to inclusive education and professional expectations for teachers.
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  • Examine current literature and debates on children's rights and citizenship and be able to articulate the potential of what this might mean for educational settings.
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  • Progressively develop personal and professional language proficiency in te reo Māori to Level 3 (Te Aho Arataki Marau mō to Ako I Te reo Māori) as relevant to ECE
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  • Apply a working understanding of the requirements of OCOS, Tāiatako and Tapasā to examine ways to address issues of injustice and exclusion in the context of early childhood teaching.
    Pacific learners to examine ways to address issues of injustice and exclusion in the context of early childhood teaching.
    Linked to the following assessments:
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Assignment 1: Position paper on a marginalised group and progressing inclusion for them.

Assignment 2: Professional Learning Groups: Readings, contributions and report.

Assignment 3: Te Reo Māori Portfolio of Learning

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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. 1. Putting Ism's Under the Microscope
17 Aug 2021
11:30 PM
  • Online: Submit through Moodle
2. Professional Learning Groups: Readings, contributions and report
26 Sep 2021
11:30 PM
  • Online: Moodle Forum Discussion
  • Online: Upload to Moodle Forum
3. Curation of Evidence - Te Aronga Māori #3
24 Sep 2021
11:30 PM
  • Online: EPortfolio System
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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Some required and some optional readings are available electronically via the Reading List for TEACH 403. You can access these readings via the Reading List tab on Moodle or the library homepage https;//www.waikato.ac.nz/library/

The required course text is available for purchase from Campus Books (on campus or online) or direct from NZCER Press for $65.

E-book and Kindle editions for individual use are available at mebooks and Amazon.

Gunn, A.C., Surtees, N., Gordon-Burns, D., & Purdue, K. (Eds.), (2020). Te aoturoa tataki: Inclusive early childhood education. Perspectives on inclusion, social justice and equity from Aotearoa New Zealand (2nd ed.). Wellington, New Zealand: NZCER Press.

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Recommended Readings

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There will also be a range of texts available in class for students to use or borrow. Students are also encouraged to access relevant material for their chosen focus through The University of Waikato databases online.
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Other Resources

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Other resources, some optional and some required, will be made available electrronically via the Moodle page for this paper.
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Online Support

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This paper is supported by an online Moodle site. Notices will be distributed through this site and all assignments must be submitted through the Moodle site. The site will be regularly updated with relevant information. You should check the class Moodle site on a regular basis.

You can use the online website for general questions, for giving feedback on how things are going, and for contacting your Lecturer. Any personal issues can be discussed with your Lecturer/ Paper Convenor/ Academic Coordinator janette.kelly@waikato.ac.nz or if they are of a general nature via the Q&A forum on Moodle.

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This is a Level 4 paper worth 15 points towards your degree. The University regulations stipulate an expected total workload of 150 hours. This paper involves 4 hours face-to-face and 32 hours online over 9 weeks. The remaining hours, accumulated at different times across the semester, are to be used for completing readings, preparing for class, online tasks and assignments.
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Linkages to Other Papers

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This paper builds on TEEDU400 and connects with TEACH400, TEACH401,TEACH402 and TEPRO401.
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Prerequisite papers: TEEDU400 and TEEDU401




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