Qualifications are made up of courses. Some universities call these papers. Each course is numbered using six digits.
The fourth number of the course code 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).
Each course is worth a number of credits. You combine courses (credits) to meet the total number of credits needed for your qualification.
Course planning information
You need to complete the above course or courses before moving onto this one.
General progression requirementsYou must complete at least 45 credits from 100-level before enrolling in 200-level courses.
What you will learn. Knowledge, skills and attitudes you’ll be able to show as a result of successfully finishing this course.
- 1 Whakawhanake, te whakaako me te pū mahara i ngā tūmomo rautaki ako tirohanga ā Māori hei poipoi i te taiao mō Te Aho Matua. Develop, practise and reflect on a range of Māori pedagogical strategies in selected subject areas to nurture the Te Aho Matua.
- 2 Tātari i ngā ariā whakahaere ā akomanga, ā whanonga me te whakaatu i ngā rautaki hāngai pū ki tā te tirohanga o Te Aho Matua. Analyse theories of classroom and behaviour management and demonstrate the use of effective strategies supported by Te Aho Matua.
- 3 Whakamōhio me te ako i ngā rautaki whakaako mā ngā ākonga takitini rerenga kē i raro i ngā whakaritenga o Te Aho Matua. Use Te Aho Matua to identify and practise effective teaching strategies for a group of students with diverse learning needs.
- 4 Whakamahi i ngā mōhiotanga hei whakaako i ngā pūkenga pānui me te pāngarau (ā-akomanga, ā-rōpū, me te takitahi). Apply teaching knowledge and skills in literacy and numeracy (class, groups, and individuals).
- 5 Te whakamārama, te tautoko me te āta whakamahi i ngā rautaki aromatawai mō te whakaako me te ako. Understand, justify and practise appropriate assessment strategies for teaching and learning.
Learning outcomes can change before the start of the semester you are studying the course in.
|Assessment||Learning outcomes assessed||Weighting|
|Practical/Placement||1 2 3 4 5||50%|
|Portfolio||1 2 3 4 5||50%|
Assessment weightings can change up to the start of the semester the course is delivered in.
You may need to take more assessments depending on where, how, and when you choose to take this course.
Explanation of assessment types
- Computer programmes
- Computer animation and screening, design, programming, models and other computer work.
- Creative compositions
- Animations, films, models, textiles, websites, and other compositions.
- Exam College or GRS-based (not centrally scheduled)
- An exam scheduled by a college or the Graduate Research School (GRS). The exam could be online, oral, field, practical skills, written exams or another format.
- Exam (centrally scheduled)
- An exam scheduled by Assessment Services (centrally) – you’ll usually be told when and where the exam is through the student portal.
- Oral or performance or presentation
- Debates, demonstrations, exhibitions, interviews, oral proposals, role play, speech and other performances or presentations.
- You may be assessed on your participation in activities such as online fora, laboratories, debates, tutorials, exercises, seminars, and so on.
- Creative, learning, online, narrative, photographic, written, and other portfolios.
- Practical or placement
- Field trips, field work, placements, seminars, workshops, voluntary work, and other activities.
- Technology-based or experience-based simulations.
- Laboratory, online, multi-choice, short answer, spoken, and other tests – arranged by the school.
- Written assignment
- Essays, group or individual projects, proposals, reports, reviews, writing exercises, and other written assignments.