Teaching (Secondary)
Teachers are influential community members. Play a major role in helping secondary students develop their independence and success in their lives, and make a difference to young people and their learning, knowledge and skill acquisition.
Te Kura Toi Tangata Secondary School Future Teacher Bursary
Established in 2020, this bursary aims to support those wanting to go into secondary school teaching with a $1,000 contribution towards their fees. Students are nominated at the time of application. For more information, please email [email protected] and learn more.
To become a secondary school teacher at the University of Waikato, you can complete an undergraduate degree in your relevant field and then complete a Graduate Diploma in Teaching, a Postgraduate Diploma in Teaching, or a Master of Teaching and Learning. This is a one-year full-time qualification. We recommend you seek advice on your previous qualification to ensure you meet the requirements for teaching. For advice on your study options in secondary school teaching, please email [email protected].
To teach at secondary school level, you need to specialise in an area of interest, subject or topic that you will teach. Curriculum subjects taught at the University include (but are not limited to*):
- Science
- Chemistry
- Biology
- Physics
- Social studies
- History
- Geography
- Mathematics
- Statistics
- English
- Media studies
- Drama
- Technology (all areas)
- Languages (various)
- Te Reo Māori
- Art
- Music
- Dance
- Health
- Physical education
- Business studies
- Accounting
- Economics
To teach a NZ curriculum subject at senior level (years 11-13), 300 level papers are required. To teach at junior level (years 7-10), 100 and 200 level papers are required. When you apply you will be asked to submit your degree transcript(s), and the programme leader/coordinator will recommend a programme once you reach the interview stage of your application.
Two Year Technology Pathway
Do you have experience in the Trades and are interested in becoming a technology secondary teacher? There is currently a shortage for teachers within technology education. We can recognise your work experience in the trades and apply that as entry into the Graduate Diploma in Teaching (Secondary) via a two-year pathway with the Diploma in Education (Dip(Ed)).
The Dip(Ed) is a one-year, full time qualification and consists of 120 points, including 75 points at 200 level or above, taken from the existing prescriptions for Arts Education, Education, Education and Society, and/or Science Technology and Environmental Education. Entry to the Dip(Ed) is upon completion of a successful interview and selection process.
After your successful completion of the Dip(Ed) you will have entry to the Graduate Diploma in Teaching (Secondary) which will fulfil the selection criteria for teaching. For more information on this pathway please get in touch with us at: [email protected]
As a graduate of this programme, you will be among the best teaching graduates and highly regarded by education employers within New Zealand and overseas. You'll have the understanding, skills and academic requirements to be a skilled and competent secondary school teacher. Statistics show that eighty two percent of recent teaching graduates are in employment, making it a sound and reliable career choice.
You will be eligible to apply for a provisional practicing certificate, and after two years of full time teaching, be granted a full practicing certificate with the New Zealand Education Council.
Please note: some smaller areas such as psychology, guidance counselling and environmental studies are taught via special topics, however students must be capable of teaching in another main area (based on papers taken in their previous qualification), such as social studies.
Key information
| Study Locations: | Hamilton, Tauranga, Online Papers offered differ by location. The Catalogue of Papers has full location info. |
|---|---|
| Area of Study: |
Study Teaching (Secondary) in these qualifications
Study Teaching (Secondary) as a specialisation of
Study in Tauranga
Expand to read about studying in Tauranga
The Graduate Diploma in Teaching, Postgraduate Diploma in Teaching and Masters of Teaching and Learning (Secondary) are available at least partially in Tauranga, with some online components. Curriculum area papers are largely Hamilton-only, although some are available in Tauranga or online. Please note that location offerings are subject to numbers.
Papers
Available Teaching (Secondary) papers
100 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| DLRNG100 | Developing Digital Fluency | 15.0 | 23A (Online) |
| This paper offers a foundation for students learning to navigate and communicate effectively through digital learning environments. It incorporates purposeful selection of technologies for learning, and digital literacy which includes being able to research, create, evaluate and apply technical skills while doing so. | |||
| EDART100 | Engaging with Arts Education in the Community | 15.0 | 23A (Tauranga) |
| This paper aims to develop students' strength in learning and teaching selected arts disciplines in school and community settings. | |||
| LLTED101 | An Introduction to Children's Literature | 15.0 | 23A (Online) |
| In this paper we examine children's literature from picturebook to novel; from author to illustrator; from history to modern times. The link between children's literature and education is a thread running through the course. Class members will develop a familiarity with a range of genres and concepts linking children's literature a... | |||
| MAOED100 | Huarahi Matauranga Māori: Historical and Contemporary Approaches to Māori Education | 15.0 | 23A (Hamilton) & 23A (Online) |
| This paper examines historical and contemporary approaches in Maori education provision in Aotearoa New Zealand. It explores policies, practices and developments that have impacted on the educational development of Maori. | |||
| MTHED100 | Conceptual Understanding in Mathematics | 15.0 | 23A (Hamilton) & 23A (Online) |
| This paper provides an introduction to key conceptual understandings in mathematics and connects mathematics with everyday life. | |||
| TEACH100 | Literacy and Mathematics in the Early Years | 15.0 | 23A (Online) |
| This paper introduces students to what it means to be a teacher and learner of literacy and mathematics in Aotearoa New Zealand in early years settings. Students will gain an understanding of how children develop oral and written language and the importance of talk. The paper includes a focus on the understanding, competence, and c... | |||
| TEACH101 | Ko te Reo me ngā Tikanga o ngā kura | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper introduces students to the skills, attitudes and values required of a teacher in Aotearoa New Zealand. It explores professional and ethical requirements for teachers and commitment to the Treaty of Waitangi. | |||
| TEACH102 | Aotearoa Curriculum in Action | 15.0 | 23A (Hamilton), 23A (Tauranga) & 23X (Online) |
| This paper introduces students to the nature and purpose of early childhood and schooling curriculum in Aotearoa New Zealand, and to theories that shape curriculum intent, implementation and outcomes. | |||
| TEACH111 | Introduction to Literacies | 15.0 | 23B (Hamilton), 23B (Tauranga) & 23X (Online) |
| This paper introduces students to what it means to be a teacher and learner of literacy in Aotearoa New Zealand. Students will gain an understanding of how children develop oral, written and visual language, and focus on developing the content and pedagogical knowledge to assist children's language and development in ways that are ... | |||
| TEEDU100 | Concepts of Learning and Teaching 1 | 15.0 | 23B (Hamilton), 23B (Tauranga) & 23X (Online) |
| In this paper, students will examine theories of learning, working with diverse learners and a range of innovative teaching practices. | |||
| TEEDU101 | The Aotearoa New Zealand Educational Context | 15.0 | 23B (Hamilton), 23B (Tauranga) & 23X (Online) |
| This paper examines the educational policies, ideas and processes shaping educational contexts in Aotearoa New Zealand. | |||
| TEEDU102 | Learning and Development Across the Lifespan | 15.0 | 23A (Hamilton), 23A (Tauranga) & 23X (Online) |
| This paper focuses on understanding and enhancing human development through an exploration of biological, psychological, social and cultural factors that influence patterns of development and learning over the lifespan. | |||
| TEPRO100 | Professional Experience 1 (Early Childhood) | 15.0 | 23I (Online) & 23X (Online) |
| This paper introduces the professional role of the teacher in Early Childhood settings. It provides opportunities for participants to gain a practical understanding of the day-to-day operation of an Early Childhood setting and introduces students to the teaching role. | |||
| TEPRO110 | Professional Experience 1 (Primary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper introduces the professional role of the teacher in primary school settings. It provides opportunities for participants to gain a practical understanding of the day-to-day operation of a primary school and introduces students to the teaching role. | |||
200 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| DLRNG200 | Digital Learning: Critical Perspectives and Lifelong Possibilities | 15.0 | 23A (Online) |
| This paper examines educational uses of digital technologies, with an emphasis on learning through electronic networks, including social media. The paper explores evolving theoretical shifts and policy directions alongside topical issues and practical perspectives. | |||
| DLRNG201 | Exploring Digital Learning: Design Principles and Teaching Strategies | 15.0 | 23B (Online) |
| This paper examines pedagogical approaches to digital technology integration in learning contexts, and derives evidence-based principles underpinning effective digital pedagogies. Students learn to apply the principles from literature/sources presented in class to critique and design of digital learning experiences/resources. | |||
| EDART202 | Visual Art in Educational Contexts | 15.0 | 23H (Hamilton) |
| The paper explores a chosen art process through exposure to art skills and visual research strategies. It embraces current art education practices through art experiences and guided inquiry. | |||
| EDART203 | Music in Educational Contexts | 15.0 | 23G (Hamilton) |
| This paper explores music education enabling students to further develop their musical skills and knowledge in the context of school and community music education. | |||
| LLTED201 | New Zealand Children's Literature | 15.0 | 23B (Online) |
| This paper explores children's literature, establishing familiarity with key and emerging New Zealand writers and illustrators. Skills in visual and textual analysis are developed and there is critical reflection on the question of what makes children's literature distinctively New Zealand. | |||
| MAOED200 | Hopu Reo Rua: Bilingual Theory and Practice in Māori Education | 15.0 | 23A (Online) |
| This paper explores bilingual acquisition theory and practice and effective Indigenous language and content instruction, with a focus on bilingual and immersion settings. | |||
| MAOED221 | Curriculum Māori | 15.0 | 23A (Hamilton) & 23X (Online) |
| A study of approaches to the teaching and learning of te reo Maori and tikanga Maori in mainstream and partial or immersion learning programmes. This paper also provides students with the opportunity to further develop their knowledge of te reo Maori and to examine ways of integrating te reo and tikanga Maori inside the classroom. | |||
| TEACH200 | Making Sense of and Exploring the World | 15.0 | 23D (Hamilton) & 23D (Tauranga) |
| Students will develop critical insights into how children make sense of their worlds. Children's engagement with various learning domains will be explored, and the role of the teacher examined. | |||
| TEACH201 | Te Whariki in Action: Belonging and Contribution | 15.0 | 23B (Hamilton) & 23B (Tauranga) |
| An understanding of the ways in which early childhood teachers can facilitate children's sense of belonging and contribution within their social and cultural milieu. An overview of theories and research relating to the social wellbeing of infants, toddlers and young children. | |||
| TEACH202 | Te Whariki in Action: The Multi-modal Child | 15.0 | 23A (Hamilton) & 23A (Tauranga) |
| This paper focuses on early language acquisition, literacy development and teaching strategies that provide infants, toddlers and young children with the best learning environment in which to maximise their potential learning. | |||
| TEACH203 | Te Whariki in Action: Pedagogies for the first 1000 days | 15.0 | 23B (Hamilton) & 23B (Tauranga) |
| This course focuses on curriculum and pedagogical approaches to teaching and learning with infants and toddlers from pre-birth to three years. | |||
| TEACH211 | NZ Curriculum in Action: Science | 15.0 | 23A (Hamilton), 23B (Tauranga) & 23X (Online) |
| This paper builds pedagogical practice to support primary students to explore their views of the world through science, to construct and communicate scientific understandings and to develop science capabilities that will help them contribute to the well-being of society and the environment. | |||
| TEACH212 | NZ Curriculum in Action: Health and Physical Education | 15.0 | 23A (Tauranga), 23B (Hamilton) & 23X (Online) |
| Health and Physical Education is about learning in health and movement contexts to promote the wellbeing of students, others and of society. In learning to teach Health and Physical Education, students examine how planning for learning and effectively managing the learning environment, supports the development of inclusive learning... | |||
| TEACH213 | NZ Curriculum in Action: The Arts | 15.0 | 23D (Hamilton), 23D (Tauranga) & 23X (Online) |
| This paper introduces students to the teaching of the Arts learning area in New Zealand Schools, using innovative pedagogy that will engage diverse learners. | |||
| TEACH214 | Teaching and Learning Mathematics | 15.0 | 23B (Hamilton), 23B (Tauranga) & 23X (Online) |
| This paper introduces students to what it means to be a teacher and learner of mathematics in Aotearoa, New Zealand. Students will develop understanding of a range of effective approaches to teaching and learning mathematics based on conceptual understanding and learning progressions, in a manner that is sensitive to their pupils c... | |||
| TEACH220 | Curriculum Years 7-10 | 15.0 | 23A (Hamilton) |
| This paper builds on participants knowledge of the nature and structure of the New Zealand Curriculum Years 7-10. It introduces pedagogical approaches, planning, assessment and evaluation strategies for effective teaching and learning. The paper provides opportunities for participants to build expertise in their specialist teaching... | |||
| TEACH221 | Transforming Curriculum Years 7-10 | 15.0 | 23B (Hamilton) |
| This paper builds upon the concepts learnt in TEACH220 to support students' understanding of integrated approaches to curriculum, and collaborative practice. It introduces pedagogical approaches, planning, assessment and evaluation strategies for effective teaching and learning through curriculum integration and collaborative teach... | |||
| TEEDU200 | Concepts of Learning and Teaching 2 | 15.0 | 23A (Hamilton), 23A (Online), 23A (Tauranga) & 23X (Online) |
| This paper builds on the learning and teaching principles and practices examined in TEEDU100 Learning and Teaching 1. Students examine inclusive and culturally responsive and relational practices. It includes a focus on assessment and students develop their emerging teaching philosophy. | |||
| TEEDU201 | Te Hononga Tangata Cultural Dimensions of Education | 15.0 | 23B (Hamilton), 23B (Tauranga) & 23X (Online) |
| This paper prepares students to recognise and understand local and global cultural diversity, and to work competently and confidently in culturally appropriate ways with diverse others in educational contexts. | |||
| TEPRO200 | Professional Experience 2 (Early Childhood) | 15.0 | 23I (Hamilton), 23I (Tauranga), 23X (Hamilton) & 23X (Tauranga) |
| This paper allows participants to continue to develop their knowledge and understanding of the professional role of the teacher in an ECE practice context. | |||
| TEPRO210 | Professional Experience 2 (Primary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper allows participants to continue to develop their knowledge and understanding of the professional role of the teacher in a schooling context. | |||
| TEPRO220 | Professional Experience 2 (Secondary) | 15.0 | 23I (Online) & 23X (Hamilton) |
| This paper allows participants to continue to develop their knowledge and understanding of the professional role of the teacher in a secondary schooling context. | |||
300 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| DLRNG300 | Developing of Digital Technologies: Contemporary Social and Educational Issues | 15.0 | 23A (Online) |
| This paper considers the broad range and pace of development in digital technologies, and implications for educators and others involved in technologies for education and training, including businesses, and new learners. | |||
| DLRNG301 | Digital Innovation Adoption and Theories of Digital Learning | 15.0 | 23B (Online) |
| This paper explores contemporary theories associated with digital innovation adoption and the design, development and use of digital systems, content and environments, with particular focus on social, distributed, networked and collaborative learning. | |||
| EDUCA303 | Curriculum Perspectives | 15.0 | 23A (Online) |
| This paper examines curriculum conceptions, perspectives, and decision-making, through a range of historical, political and socio-cultural contexts and settings. Participants engage in critique of curriculum issues and shaping forces. | |||
| LLTED324 | Dyslexia | 15.0 | 23X (Block) |
| This paper will give students the theoretical knowledge as well as a practical understanding of the nature of dyslexia, its diagnosis, as well as how to teach dyslexics to read. | |||
| MAOED321 | Evidence-based Practice in Māori Education | 15.0 | 23A (Hamilton) & 23A (Online) |
| This paper critically examines the teaching and learning of te reo me nga tikanga in bilingual educational contexts. Students develop their understanding and proficiency with second language teaching methodology and learning of te reo me nga tikanga in the classroom. | |||
| TEACH300 | Assessment and Evaluation | 15.0 | 23A (Hamilton) & 23A (Tauranga) |
| An investigation of theories and research on key learning outcomes for children and issues of evaluation and assessment with a focus on the early childhood curriculum. | |||
| TEACH301 | Contemporary Issues in Early Childhood Education | 15.0 | 23A (Hamilton) & 23A (Tauranga) |
| Students engage with a range of contemporary local and global issues impacting on early childhood education, culminating in a critical examination of one issue and its implications for teaching and learning. | |||
| TEACH302 | Te Whariki in Action: Agents of Change | 15.0 | 23B (Online) |
| Students develop a repertoire of reflective and research skills that they can employ strategically to evaluate and improve aspects of their pedagogical practice and promote positive outcomes for children. | |||
| TEACH310 | Evidence-based Practice in Mathematics | 15.0 | 23D (Hamilton), 23D (Tauranga) & 23X (Online) |
| Students develop knowledge and understanding of learning and teaching mathematics with a focus on evidence-based practice and inquiry. Students extend their knowledge of research-based frameworks, curriculum documents and assessment. | |||
| TEACH311 | Technology Education in Action | 15.0 | 23A (Hamilton), 23A (Tauranga) & 23X (Online) |
| This paper builds pedagogical practice to support primary school students to explore their views of the nature of technology, develop their technological knowledge and technological practice in order to solve, through design, real world problems. | |||
| TEACH312 | Social Sciences and Sustainability Education | 15.0 | 23A (Hamilton), 23A (Tauranga) & 23X (Online) |
| This paper engages students through critical reflection of social sciences and sustainability education to develop conceptual and pedagogical understandings of the natural environment, socio-culture, and citizenship for a sustainable world. | |||
| TEACH313 | Evidence-based Practice in English | 15.0 | 23D (Hamilton), 23D (Tauranga) & 23X (Online) |
| Students develop knowledge and understanding of learning and teaching literacy with a focus on evidence-based practice and inquiry. Students extend their knowledge of research based frameworks, curriculum documents, and assessment, and apply this to practice. | |||
| TEACH320 | Curriculum Years 11-13 | 15.0 | 23B (Hamilton) |
| This paper introduces participants to the nature and structure of the New Zealand Curriculum Years 11-13. It introduces pedagogical approaches, planning, assessment and evaluation strategies for effective teaching and learning. The paper provides opportunities for participants to build expertise in their specialist teaching areas a... | |||
| TEEDU300 | Concepts of Learning and Teaching 3 | 15.0 | 23B (Hamilton), 23B (Tauranga), 23I (Online) & 23X (Online) |
| This paper critically examines educational issues, and current and innovative approaches to learning, teaching and assessment. It focuses on teaching as inquiry and emphasises evidence-based decision-making about teaching and learning. | |||
| TEPRO300 | Professional Experience 3 (Early Childhood) | 30.0 | 23I (Online), 23X (Hamilton) & 23X (Tauranga) |
| This paper allows participants to further develop their knowledge and understanding of the professional role of the teacher in an ECE context and demonstrate competence against the Standards for the Teaching Profession in a supported environment. | |||
| TEPRO310 | Professional Experience 3 (Primary) | 30.0 | 23I (Online), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper allows participants to further develop their knowledge and understanding of the professional role of the teacher in a primary schooling context and demonstrate competency against the Standards for the Teaching Profession in a supported environment. | |||
| TEPRO320 | Professional Experience 3 (Secondary) | 30.0 | 23I (Online) & 23X (Hamilton) |
| This paper allows participants to further develop their knowledge and understanding of the professional role of the teacher in a secondary schooling context and demonstrate competency against the Standards for the Teaching Profession in a supported environment. | |||
400 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| TEACH400 | Te Tamaiti Rerehua: The Multi-modal Child | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper focuses on the creative and expressive languages of children including visual arts, literature, language and literacy, music, movement, dance and drama. Relevant teaching strategies and learning environments are explored. | |||
| TEACH401 | Te Tūhura i te Aotūroa: Exploring and Making Sense of the World | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides opportunities for students to build pedagogical practice and develop critical insights into how young children explore and make sense of their worlds through the lens of play. | |||
| TEACH402 | Te Ahunga Whāriki: Te Whāriki in Action | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper theories and research on key learning outcomes for children and issues of evaluation and assessment will be investigated with the early childhood curriculum in mind. | |||
| TEACH403 | He Kura te Tangata: Diversity, Inclusion, and Wellbeing | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| 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. | |||
| TEACH404 | Te Kaiako Pakirehua Ngaio: The Inquiring Teacher (Early Childhood) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper critically explores teaching as inquiry whereby students engage with their pedagogical practice through critical reflection and self-review, research and ethics to promote positive outcomes for children. | |||
| TEACH410 | Ngā Taunakitanga hei Whakamōhio: Evidence-based Practice (Primary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper focuses on designing evidence-based interventions for literacy and numeracy. Students will analyse and evaluate data and apply specialist knowledge and skills in planning for diverse learners. | |||
| TEACH411 | Ngā Marau Kōtuitui: Connecting the Curriculum (Primary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper, students engage with theories, issues, and approaches of curriculum integration. This knowledge and understanding is applied to science and mathematics education in primary schools. | |||
| TEACH412 | Te Kaiako hei anga Whakamua: The Future-focused Teacher (Primary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper, students examine pedagogies associated with learning and teaching in the arts and technology. There is also a focus on ways to integrate multiple literacies and digital technologies. | |||
| TEACH413 | He Kura te Tangata: Diversity, Inclusion, and Wellbeing | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| 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. | |||
| TEACH414 | Te Kaiako Pakirehua Ngaio: The Inquiring Teacher (Primary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper, students develop knowledge and understanding of the Social Sciences learning area. The paper introduces educational research, teaching inquiry methodologies, ethics, methods, and modes of synthesis. | |||
| TEACH420 | Ngā Taunakitanga hei Whakamōhio: Evidence-based Practice (Secondary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper focuses on designing evidence-based interventions for junior secondary curriculum learning area(s). Students will analyse and evaluate data and apply specialist knowledge and skills in planning for diverse learners. | |||
| TEACH421 | Ngā Marau Kōtuitui: Connecting the Curriculum (Secondary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| 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). | |||
| TEACH422 | Te Kaiako hei anga Whakamua: The Future-focused Teacher (Secondary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper, students examine pedagogies associated with learning and teaching in their specialist curriculum subject(s). There is also a focus on ways to integrate multiple literacies and digital technologies into students' classroom practice. | |||
| TEACH423 | He Kura te Tangata: Diversity, Inclusion, and Wellbeing | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| 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. | |||
| TEACH424 | Te Kaiako Pakirehua Ngaio: The Inquiring Teacher | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| Students develop critical knowledge and understanding of inquiry-based practices, as contextualised in their specialist curriculum subject(s). The paper introduces educational research, teaching inquiry methodologies, ethics, methods, and modes of synthesis. | |||
| TEEDU400 | Ngā Horopaki Whakaako ki Aotearoa: Teaching in the Aotearoa Context | 30.0 | 23X (Block) & 23X (Block - Tauranga) |
| This paper provides opportunities for inquiry into ways that teachers and educators work within Aotearoa. Students critically examine personal beliefs, cultural shaping, educational influences, learning theories, and emerging teacher identity. | |||
| TEEDU401 | Te Hononga Pātui ki te Tiriti o Waitangi | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper, students develop te reo Maori competencies and deepen their understanding of Te Tiriti o Waitangi partnerships in education. The emphasis is on learning languages in culturally diverse contexts. | |||
| TEPRO400 | Wheako Ngaio Kōhungahunga: Professional Experience 1 (Early Childhood) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
| TEPRO401 | Wheako Ngaio Kōhungahunga: Professional Experience 2 (Early Childhood) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides further opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
| TEPRO410 | Noho-ā-kura: Professional Experience 1 (Primary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
| TEPRO411 | Noho-ā-kura: Professional Experience 2 (Primary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides further opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
| TEPRO420 | Noho-ā-kura: Professional Experience 1 (Secondary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
| TEPRO421 | Noho-ā-kura: Professional Experience 2 (Secondary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides further opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
500 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| TEACH510 | Ngā Taunakitanga Hei Whakamōhio: Evidence-based Practice (Primary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper focuses on designing evidence-based interventions for literacy and numeracy. Students will analyse and evaluate data and apply specialist knowledge and skills in planning for diverse learners. | |||
| TEACH511 | Ngā Marau Kōtuitui: Connecting the Curriculum (Primary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper students critically engage with theories, issues, and approaches of curriculum integration. This knowledge and understanding is critically applied to science and mathematics education in primary schools. | |||
| TEACH512 | Te Kaiako Hei Anga Whakamua: The Future-focused Teacher (Primary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper students critically examine pedagogies associated with learning and teaching in The Arts and Technology. There is also a focus on ways to integrate multiple literacies and digital technologies. | |||
| TEACH513 | He Kura te Tangata: Diversity, Inclusion, and Wellbeing | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper, students develop critical 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. | |||
| TEACH514 | Te Kaiako Pakirehua Ngaio: The Inquiring Teacher (Primary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper, students develop critical knowledge and understanding of the Social Sciences learning area. The paper introduces educational research, teaching inquiry methodologies, ethics, methods, and modes of synthesis. | |||
| TEACH515 | Te Pouako hei Kairangahau Teacher as Researcher | 30.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| Students develop understanding of research approaches that inform practitioner decision-making to support learner outcomes.Through an inquiry and reflective stance students develop critical understanding of their teaching as research-based practice. | |||
| TEACH520 | Ngā Taunakitanga Hei Whakamōhio: Evidence-based Practice (Secondary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper focuses on designing evidence-based interventions for junior secondary curriculum learning area(s). Students will analyse and evaluate data and apply specialist knowledge and skills in planning for diverse learners. | |||
| TEACH521 | Ngā Marau Kōtuitui: Connecting the Curriculum (Secondary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper students critically engage with theories, issues, and approaches associated to curriculum integration. This knowledge and understanding is applied to secondary curriculum subject(s). | |||
| TEACH522 | Te Kaiako Hei Anga Whakamua: The Future-focused Teacher (Secondary) | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper students critically examine pedagogies associated with learning and teaching in their specialist curriculum subject(s). There is also a focus on ways to integrate multiple literacies and digital technologies into students' classroom practice. | |||
| TEACH523 | He Kura te Tangata: Diversity, Inclusion, and Wellbeing | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper, students develop critical 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. | |||
| TEACH524 | Te Kaiako Pakirehua Ngaio: The Inquiring Teacher | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| Students develop critical knowledge and understanding of inquiry-based practices, as contextualised in their specialist curriculum subject(s). The paper introduces educational research, teaching inquiry methodologies, ethics, methods, and modes of synthesis. | |||
| TEACH525 | Te Pouako hei Kairangahau Teacher as Researcher | 30.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| Students develop understanding of research approaches that inform practitioner decision-making to support learner outcomes.Through an inquiry and reflective stance students develop critical understanding of their teaching as research-based practice. | |||
| TEEDU500 | Ngā Horopaki Whakaako ki Aotearoa: Teaching in the Aotearoa Context | 30.0 | 23X (Block) & 23X (Block - Tauranga) |
| This paper provides opportunities for inquiry into ways that teachers and educators work within Aotearoa. Students critically examine personal beliefs, cultural shaping, educational influences, learning theories, and emerging teacher identity. | |||
| TEEDU501 | Te Hononga Pātui ki te Tiriti o Waitangi | 15.0 | 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| In this paper students develop te reo Maori competencies and deepen their understanding of Te Tiriti o Waitangi partnerships in education. The emphasis is on learning languages in culturally diverse contexts. | |||
| TEPRO510 | Noho-ā-kura: Professional Experience 1 (Primary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
| TEPRO511 | Noho-ā-kura: Professional Experience 2 (Primary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides further opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
| TEPRO520 | Noho-ā-kura: Professional Experience 1 (Secondary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
| TEPRO521 | Noho-ā-kura: Professional Experience 2 (Secondary) | 15.0 | 23I (Hamilton), 23I (Online), 23I (Tauranga), 23X (Hamilton), 23X (Online) & 23X (Tauranga) |
| This paper provides further opportunities for students to develop critical knowledge and understanding of the teacher's professional role and to apply pedagogical practices in key teaching tasks. | |||
Entry requirements
All new teacher education applicants must complete an interview and selection process. Please apply early as places are limited. Complete the online enrolment process.
Scholarships and prizes
New to Waikato? The International Excellence Scholarship is worth up to $10,000.
Visit our Scholarship Finder for information about possible scholarships
Contacts
Te Kura Toi Tangata School of Education
Phone: 0800 WAIKATO (924 528) or 07 838 4176
New International: +64 7 838 4610
Email: [email protected]