Regulations for The Postgraduate Certificate in Education - PGCertEd

Official rules and regulations for the Postgraduate Certificate in Education. These regulations are for the 2024 intake to this qualification.

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Qualification Regulations

Part I

These regulations are to be read in conjunction with all other Statutes and Regulations of the University including General Regulations for Postgraduate Degrees, Postgraduate Diplomas, and Postgraduate Certificates.

Part II

Admission

1. Admission to the Postgraduate Certificate in Education requires that the candidate will:

(a) meet the University admission requirements as specified; and shall have been awarded or qualified for:

(b) the Bachelor of Education, or equivalent; or

(c) any other Bachelor degree or equivalent, and hold a professional qualification in teaching; or

(d) any other Bachelor degree or equivalent, and have relevant professional experience.

Qualification requirements

2. Candidates for the Postgraduate Certificate in Education shall follow a flexible programme of study, which shall consist of 700-level courses totalling at least 60 credits from the Schedule to the Certificate.

3. Notwithstanding Regulation 2, subject to the approval of the Academic Board variation in excess of the limits specified in the General Regulations for Postgraduate Degrees, Postgraduate Diplomas, and Postgraduate Certificates are permitted.

Specialisations

4. The Postgraduate Certificate in Education is awarded without endorsement.

Completion requirements

5. The timeframes for completion as outlined in General Regulations for Postgraduate Degrees, Postgraduate Diplomas, and Postgraduate Certificates will apply.

6. Candidates may be graduated when they meet the Admission, Qualification and Academic requirements within the prescribed timeframes.

Unsatisfactory academic progress

7. The general Unsatisfactory Academic Progress regulations will apply.

Schedule for the Postgraduate Certificate in Education

Course planning key

Prerequisites
Courses that need to be completed before moving onto a course at the next level. For example, a lot of 200-level courses have 100-level prerequisite courses.
Corequisites
Courses that must be completed at the same time as another course are known as corequisite courses.
Restrictions
Some courses are restricted against each other because their content is similar. This means you can only choose one of the offered courses to study and credit to your qualification.
Key terms for course planning
Courses
Each qualification has its own specific set of courses. Some universities call these papers. You enrol in courses after you get accepted into Massey.
Course code
Each course is numbered using 6 digits. The fourth number shows the level of the course. For example, in course 219206, the fourth number is a 2, so it is a 200-level course (usually studied in the second year of full-time study).
Credits
Each course is worth a number of credits. You combine courses (credits) to meet the total number of credits needed for your qualification.
Specialisations
Some qualifications let you choose what subject you'd like to specialise in. Your major or endorsement is what you will take the majority of your courses in.
Course code: 249742 Neurodiversity in Education 30 credits

A critical study of neurodiversity  and its implications and applications in education.

Restrictions: 186742

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Course code: 253750 Counselling Theory 30 credits

A study of the theoretical bases of counselling. The course examines the place of counselling in society, its philosophical foundations, empirical status and major principles. Particular emphasis is given to selected approaches.

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Course code: 253753 Guidance in Education 30 credits

A study of guidance in educational settings. Attention is given to the philosophical foundations of guidance, its social implications, organisation and roles. Intervention procedures for individuals and groups are examined.

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Course code: 253754 Family and Couples Counselling 30 credits

A study of the theoretical bases of family and couples counselling. Attention is given to the concepts of 'family' and 'couple' and to systems theory. The processes of counselling families and couples are examined with regard to various approaches.

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Course code: 253755 Culture and Counselling 30 credits

An examination of the significance of culture in counselling. A multicultural perspective is adopted but with particular attention to the context in Aotearoa/New Zealand.

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Course code: 254744 Pacific Peoples and Education in New Zealand 30 credits

A critical examination of current issues in education which affect Pacific Islands peoples in New Zealand. Students will consider the place of Pacific Islands peoples in New Zealand society and design strategies for meeting their educational needs within specified professional fields of interest.

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Course code: 256756 Applied Behaviour Analysis for Educators 30 credits

This course focuses on applied behaviour analysis oriented to analysis, assessment and intervention within school and other educational settings. The course is designed to assist students to be aware of environmental/behavioural relationships, to be able to observe, analyse and assess interactive behaviour in an educational setting, and be able to recommend, implement, evaluate and adjust therapeutic interventions.

Restrictions: 186756

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Course code: 258720 Foundations of Literacy Education 30 credits

An advanced study of the critical language skills and cognitive processes underpinning literacy and language acquisition. Consideration is given to distal factors that influence literacy and language acquisition, along with relevant policy and foundational documents. Implications for effective literacy practices are critically examined through current literature.

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Course code: 258722 Understanding and Addressing Literacy Needs 30 credits

A critical study of evidence-based practices for identifying and working with learners with literacy learning needs. This includes understanding the learner within a context to respond appropriately. Opportunity is provided for exploration of teaching practices that are effective in enhancing progress and equity.

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Course code: 259771 Educational Leadership in Action 30 credits

A study of leadership in action including reflective practice, and professional and curriculum leadership, based on selected organisational and policy contexts.

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Course code: 259772 Theory and Process in Educational Leadership 30 credits

A critical examination of discourses, policies and practices of educational governance, leadership and reform.

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Course code: 261760 Digital Education and Design for Learning 30 credits

This course critically explores ways of framing the design of digitally-enhanced learning situations through three components: the crafting of learning tasks, the digital and material tools and spaces for learning, and the social arrangements that organise learners and encourage cooperative activity. Students discuss selected approaches, techniques, and tools of relevance to those designing for other people’s learning in diverse contexts.

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Course code: 261765 Trends in Digital Education 30 credits

This course critically explores how learning and pedagogical practices co-evolve with technological innovations, drawing on contemporary learning theories and empirical research in diverse learning contexts. Central themes in this course include critical issues in digital education, teaching & learning in a networked society, and how new/emerging technologies influence processes of learning and transformation.

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Course code: 261766 Teaching and Digital Education 30 credits

This course explores the use of digital technologies in teaching and learning in diverse professional contexts. It critically examines how digital technologies can be used to support and enhance teaching, learning, and assessment. The course will scope a range of topics related to digital education, including theories, perspectives, principles and pedagogical approaches for diverse learners and learning situations.

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Course code: 263704 Advanced Studies in Motivation and Learning 30 credits

A study of learning and the applications of national and international theory and research within learning contexts with an emphasis on contemporary learning themes.

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Course code: 263705 Assessment for Learning and Teaching 30 credits

Contemporary New Zealand and international assessment theory, practice and policy are examined and critiqued with application for educators in their learning context.

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Course code: 265736 Informed Practice in Early Years Education 30 credits

This course offers a critical study of the notions of quality in learning settings from infancy through to early school years. Content focuses on how to engage with and interpret different forms of evidence, including research, to inform practice. Opportunity is provided for exploration of key issues and implications for pedagogical leadership.

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Course code: 265737 Young Children, Families, Whānau and Communities 30 credits

This course offers a critical study of theory, research and policy relating to young children, families, whānau and communities. Content includes exploration of key theoretical perspectives, longitudinal research, and national and international policy that influences the lives of children, families, and whānau. Implications for young children, their families and whānau in the context of education and community will be explored.

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Course code: 265738 Fostering Children’s Learning Through Play-based Pedagogy 30 credits

This course introduces students to teaching practices in education settings from infancy through to early school years. Content includes the significance of intentional teaching and play in early childhood education and school settings as well as play-based, social-emotional, place-based and inquiry-based pedagogies. Opportunity is provided to critically examine pedagogy focused on te tiriti based partnerships, localised curriculum and culturally responsive practice in Aotearoa New Zealand.

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Course code: 267741 Indigenous Research Methodologies 15 credits

A study of Māori research frameworks, philosophies and processes and an examination of their contribution to the growing body of indigenous scholarship as relevant to educational settings.

Restrictions: 267790

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Course code: 269711 Policy and Development in Māori Education 30 credits

The course provides a critical analysis of policies for Māori education and of selected education policies which impact on Māori education. The role of the state and of school, urban and iwi communities of influence in relation to particular perceptions of Māori, and therefore of appropriate educational policy and development and practice will be explored.

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Course code: 269733 Mana Motuhake: Contemporary Issues in Māori & Indigenous Education 30 credits

An analysis of power, politics and resistance that underpin a range of contemporary and topical social issues which impact on Māori and/or indigenous education. A critical examination of the role of advocacy, activism and protest in advancing Māori and indigenous rights and aspirations in the context of education.

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Course code: 269734 Mana Whānau: Whānau Engagement in Education 30 credits

A critical examination of the role of whanau participation in education and the ways in which educators, educational institutions and organisations are able to engage with their Māori community to ensure successful social, cultural and educational outcomes for their Māori students within the paradigm of whanau ora.

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Course code: 269735 Mana Kura: Leadership in Māori Education 30 credits

A critical examination of traditional and contemporary forms of Māori professional, personal and cultural leadership and the role of iwi, community and tribal organisations in educational governance.

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Course code: 269736 Mana Matauranga: Indigeneity, Innovation & Information 30 credits

A critical examination of the role of information in indigenous societies and the impact of new technologies, social media, and the use of e-learning in indigenous education contexts.

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Course code: 273722 Adult Learning: Myths and Realities 30 credits

This course examines in depth the development of thinking about adult learning and critically evaluates adult learning theories and their relevance to current New Zealand contexts and participants' own teaching practice.

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Course code: 273784 Learning and Teaching in Tertiary Education 30 credits

This course introduces participants to and extends their understanding on theories and practices of tertiary teaching, including theories of learning and motivation relevant to learners in tertiary and professional contexts. Participants will apply their learning in their own practice.

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Course code: 273785 Assessment and Evaluation in Tertiary Education 30 credits

This course offers an in-depth examination of principles, theories and practices underpinning diverse assessment tools, models and approaches in tertiary contexts to facilitate student learning. The course will enable participants to examine assessment policy in context, and create assessment approaches within their practice.

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Course code: 276700 Developing Mathematical Inquiry Communities 30 credits

An in-depth study of the research, theory and evidence-based practices associated with mathematical inquiry aimed at raising student achievement. Participants will analytically investigate how mathematical inquiry learning communities are constructed and how they support all learners to engage in mathematics at a high level of achievement.

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Course code: 276731 STEM in Education and Society 30 credits

Students will develop scholarship, engagement, and teaching in the areas of science, technology, engineering, and mathematics (STEM).

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Course code: 276782 Mathematics in Schooling and Society 30 credits

An exploration of the role of mathematics in education and society. Participants will critically examine the nature of mathematics, and develop understanding of a range of theories of learning drawn from different worldviews related to mathematics education. This will include a focus on learning trajectories for key mathematical concepts.

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Course code: 276785 Making Mathematics Accessible 30 credits

An in-depth study of the research, theory and evidence-based practices associated with equitable classroom practices that make mathematics accessible for all learners.

Restrictions: 254785

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