TEACH521-22X (HAM)

Ngā Marau Kōtuitui: Connecting the Curriculum (Secondary)

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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: donna.reynolds@waikato.ac.nz

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: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

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Paper Description

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In this paper students engage with theories, issues, and approaches associated to curriculum integration. This knowledge and understanding is applied to secondary curriculum subject(s).
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Paper Structure

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This paper has Principal Lectures (1hr) and Workshops (3-4hrs) and is designed to support students towards meeting the Professional Code and Standards.

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 papers across the ITE programme cannot graduate.

Indicators that you are of good character and fit to teach include:

  • 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 lecturers are 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.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Design a programme overview/unit plan or resources that demonstrate application of specialist knowledge and skills
    Linked to the following assessments:
  • Evaluate and critically reflect on the teaching and learning process
    Linked to the following assessments:
  • Demonstrate a critical understanding of theories and approaches to curriculum integration
    Linked to the following assessments:
  • Critically examine issues relating to secondary curriculum integration
    Linked to the following assessments:
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Assignment 1 - Programme Overview (Unit Plan) or Subject Guide

Assignment 2 - Position Paper

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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. Programme overview/Unit plan (Opt. A) or Subject Guide (Opt. B)
29 Apr 2022
No set time
  • Online: Submit through Moodle
2. Position paper
11 Jul 2022
No set time
  • 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 on Moodle or the Reading list tab on the library homepage.
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Recommended Readings

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Beane, J. (2005). A reason to teach: Creating classrooms of dignity and hope. Portsmouth, NH: Heinemann.

Bonne, L., & MacDonald, J. (2019). Secondary schools in 2018: Findings from the NZCER national survey. Wellington: New Zealand Council for Educational Research.

Dowden, T. (2014). Challenging, integrated, negotiated and exploratory curriculum in the middle years of schooling: Describing and implementing high quality integration. Australian Journal of Middle Schooling, 14(1), 16–27

Drake, S. M., & Reid, J. L. (2018). Integrated Curriculum for the Twenty-First Century. In International handbook of holistic education (pp. 118-128). Routledge.

Fraser, D., Aitken, V., & Whyte, B. (2013). Connecting curriculum, linking learning. Wellington, NZ: NZCER Press.

Fraser, D., & Paraha, H. (2002). Curriculum integration as treaty praxis. Waikato Journal of Education, 8.

McDowall, S., & Hipkins, R. (2019). Curriculum integration. Retrieved from https://www.nzcer.org.nz/system/files/Curriculum%20Integration%202018-2019.pdf

Rennie, L., Venville, G., & Wallace, J. (2012). Knowledge that counts in a global community: Exploring the contribution of integrated curriculum. Oxon; New York: Routledge.

Thousand, J. S., Villa, R. A., & Nevin, A. I. (2006). The many faces of collaborative planning and teaching. Theory Into Practice, 45(3), 239-248.

Wright, N. (2018). Becoming an innovative learning environment: The making of a New Zealand secondary school. Springer. doi:10.1007/978-981-13-0764-5

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Online Support

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Curriculum lecturers will provide resources in Moodle, as a means to support you with your learning. You will need to also use the library website (and the actual physical library), and a range of webpages to assist your completion of 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) or in lectures are whole class notices.
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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 (including lectures). The remaining hours, accumulated at different times across the paper, are to be used for completing readings, engaging with class/online tasks and completing assignments.

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Linkages to Other Papers

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This paper builds on TEEDU400 and makes connections with TEACH420, TEEDU401 and TEPRO420.
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Prerequisite papers: TEEDU500




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