TEACH423-21X (TGA)

He Kura te Tangata: Diversity, Inclusion, and Wellbeing

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: donna.fermanis@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(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, students develop knowledge about diversity and inclusion to meet the needs of diverse learners. It also focuses on the health and wellbeing of students, of others, and society.
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Paper Structure

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After an intensive block week that will introduce 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 that is open to and prepared to teach every student in a way that respects them for who they are and want to be. We will do this as we work to improve our Te Reo Māori, explore ism's and xxxphobia's, intersectionality, and planning 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 (Code of Professional Responsibility and Standards).

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Apply a critical understanding of contemporary theories, social and educational policies associated with diversity, inclusion and wellbeing
    Linked to the following assessments:
  • Exhibit critical understandings of the diversity and intersectionality as it relates to learners and their needs in Aotearoa
    Linked to the following assessments:
  • Demonstrate development of personal and professional language proficiency in te reo Māori to a minimum of Level 3 (Te Aho Arataki Marau mō to Ako I Te reo Māori)
    Linked to the following assessments:
  • Examine the contribution Health and Physical Education in the The New Zealand Curriuclum (MoE, 2007) can make for learners primary schools
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  • Demonstrate how differentiated planning [curriculum and lesson] and inclusive pedagogical practices in HPE can enhance manakitanga, and support the learning needs of diverse learners
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  • Demonstrate an understanding of, and strategies to enhance, the contribution wellbeing can make for learners, schools and communities
    Linked to the following assessments:
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Assessment

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There are three assessments designed to act as evidence of your learning in this paper. You are advised to read the requirements carefully, note the due date, enter these into your diary immediately so you can plan well ahead for their timely completion and submission.

There is the opportunity to resubmit an assessment (or part of) if you receive a failing grade. See the section on resubmission later in the paper outline re the procedure for this, if it should be needed.

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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. Ism's, Social 'Phobias' and Special Abilities Under the Microscope
24 Oct 2021
11:30 PM
30
  • Online: Submit through Moodle
2. Te Reo Māori Portfolio of Learning
28 Nov 2021
11:30 PM
30
  • Online: Submit through Moodle
  • Online: EPortfolio System
3. Teaching and Learning for All
11 Nov 2021
11:30 PM
40
  • 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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The required readings for the paper are available by clinking on this link . This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.
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Recommended Readings

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Recommended readings for the paper are available by clinking on this link. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

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Other Resources

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Resources specific to workshops, assignments, Te Reo Māori proficiency will be made available on the Moodle page for this paper.
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Online Support

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Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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Workload

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This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 36 hours of face to face classes across the semester, and 12 hours of online learning. The remaining hours, accumulated at different times across the whole 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 TEACH410, TEACH411, and TEPRO410.
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Prerequisite(s)

Prerequisite papers: TEEDU400 and TEEDU401

Corequisite(s)

Equivalent(s)

Restriction(s)

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