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 of Teaching. 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.
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 in Tauranga
The Graduate Diploma in Teaching (Secondary) is 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.
Papers
Available Teaching (Secondary) papers
100 Level
| Code | Paper Title | Points | Occurrence / Location |
|---|---|---|---|
| DLRNG100 | Developing Digital Fluency | 15.0 | 21A (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 | 21A (Block) & 21A (Block - 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 | 21A (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 Maori: Historical and Contemporary Approaches to Maori Education | 15.0 | 21A (Hamilton) & 21A (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 | 21A (Hamilton) & 21A (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 | 21B (Hamilton) & 21B (Tauranga) |
| 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 | Being a Teacher in Aotearoa New Zealand | 15.0 | 21X (Hamilton), 21X (Online) & 21X (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 | 21A (Hamilton), 21A (Tauranga) & 21X (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. | |||
| TEACH110 | Literacy and Mathematics 1 | 15.0 | 21B (Hamilton), 21B (Tauranga) & 21X (Online) |
| This paper introduces students to what it means to be a teacher and learner of literacy and mathematics in Aotearoa New Zealand. 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 critical thinking require... | |||
| TEEDU100 | Concepts of Learning and Teaching 1 | 15.0 | 21B (Hamilton), 21B (Tauranga) & 21X (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 | 21B (Hamilton), 21B (Tauranga) & 21X (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 | 21A (Hamilton), 21A (Tauranga) & 21X (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 | 21I (Hamilton), 21I (Tauranga), 21X (Hamilton) & 21X (Tauranga) |
| 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 | 21I (Hamilton), 21I (Online), 21I (Tauranga), 21X (Hamilton), 21X (Online) & 21X (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 | 21A (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 | 21B (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. | |||
| EDART204 | Drama in Educational Contexts | 15.0 | 21H (Tauranga) |
| This paper will introduce students to the key concepts of drama and contribute to the development of specialist skills and dispositions required when working with drama as a pedagogy or for performance. | |||
| LLTED201 | New Zealand Children's Literature | 15.0 | 21B (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 Maori Education | 15.0 | 21A (Hamilton) & 21A (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 | 21A (Hamilton) & 21X (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 | 21D (Hamilton) & 21D (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 | 21B (Hamilton) & 21B (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 | 21A (Hamilton) & 21A (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 | 21B (Hamilton) & 21B (Tauranga) |
| This course focuses on curriculum and pedagogical approaches to teaching and learning with infants and toddlers from pre-birth to three years. | |||
| TEACH210 | Literacy & Mathematics 2 | 15.0 | 21B (Hamilton), 21B (Tauranga), 21I (Online) & 21X (Online) |
| This paper further develops students' knowledge and understanding of learning and teaching literacy and mathematics in Aotearoa New Zealand. The focus is on catering for diverse learners and culturally-responsive pedagogies. | |||
| TEACH211 | NZ Curriculum in Action: Science | 15.0 | 21A (Hamilton), 21B (Tauranga) & 21X (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 | 21A (Tauranga), 21B (Hamilton) & 21X (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 | 21D (Hamilton), 21D (Tauranga) & 21X (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. | |||
| TEACH220 | Curriculum Years 7-10 | 15.0 | 21A (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 | 21B (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... | |||
| TEACH230 | Te Reo Matatini me te Pāngarau | 15.0 | 21B (Block) |
| This paper further develops students' knowledge and understanding of learning and teaching Te Reo Matatini and Pangarau in Aotearoa New Zealand. The focus is on catering for diverse learners and culturally-responsive pedagogies. | |||
| TEACH231 | Pūtaiao | 15.0 | 21B (Block) |
| This paper builds pedagogical practice to support learners to explore their views of te ao hurihuri through putaiao education and matauranga Maori, to construct and communicate putaiao understandings and capabilities that will help them contribute to the well-being of society and the environment. | |||
| TEACH232 | Hauora | 15.0 | 21A (Block) |
| Hauora is about learning in health and movement contexts to promote the well-being of learners and of society. This paper explores traditional understandings of hauora, Maori nuances of well-being and health and physical education in Maori-medium educational settings, in order to develop skills and knowledge to re-imagine this lear... | |||
| TEACH233 | Ngā Toi | 15.0 | 21D (Block) |
| This paper introduces students to the learning area of Nga Toi in Te Marautanga o Aotearoa. Students have the opportunity to: critique, extend and strengthen their own knowledge and understandings of nga toi o nehera; Nga Pou o Nga Toi; actively explore the use of verbal and non-verbal conventions and techniques; make informed deci... | |||
| TEEDU200 | Concepts of Learning and Teaching 2 | 15.0 | 21A (Hamilton), 21A (Online), 21A (Tauranga) & 21X (Online) |
| This paper builds on the learning and teaching principles and practices examined in TEEDU100 Learning and Teaching 1. Students will examine indepth, current and innovative learning, teaching and assessment approaches and examine the role of inclusive and relational practices. The paper will include a focus on assessment and making... | |||
| TEEDU201 | Te Hononga Tangata Cultural Dimensions of Education | 15.0 | 21B (Hamilton), 21B (Tauranga) & 21X (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 | 21I (Hamilton), 21I (Tauranga), 21X (Hamilton) & 21X (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 | 21I (Hamilton), 21I (Online), 21I (Tauranga), 21X (Hamilton), 21X (Online) & 21X (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 | 21A (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 | 21A (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 | 21B (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 | 21A (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 | 21X (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 | 21A (Hamilton) & 21A (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 | 21A (Hamilton) & 21A (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 | 21A (Hamilton) & 21A (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 | 21B (Block) & 21B (Block - Tauranga) |
| 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 | 21D (Hamilton), 21D (Tauranga) & 21X (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 | 21A (Hamilton), 21A (Tauranga) & 21X (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 | 21A (Hamilton), 21A (Tauranga) & 21X (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 | 21D (Hamilton), 21D (Tauranga) & 21X (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. | |||
| TEACH330 | Pāngarau | 15.0 | 21X (Block) |
| Students develop knowledge and understanding of learning and teaching pangarau 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. | |||
| TEACH331 | Hangarau me ngā Reo | 15.0 | 21X (Block) |
| This paper builds on pedagogical practices that support students to explore their views and practices around the whenu of: nga ahuatanga o te hangarau me nga whakaharatau hangarau in order to solve, through design and real world problems. | |||
| TEACH332 | Tikanga ā-iwi me te Toitūtanga | 15.0 | 21X (Block) |
| This paper engages students through critical reflection of Tikanga a-iwi me te Toitutanga to develop conceptual and pedagogical understandings of the natural environment, socio-culture, and citizenship for a sustainable world. | |||
| TEACH333 | Te Reo Matatini | 15.0 | 21X (Block) |
| Students develop knowledge and understanding of learning and teaching Te Reo Matatini 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. | |||
| TEDE371 | Professional Practice 3: Practicum (SC4) | 20.0 | 21I (Hamilton) & 21X (Hamilton) |
| This paper develops classroom strategies for curriculum delivery, and from this effective classroom management, unit and programme, and resource development for secondary students. | |||
| TEEDU300 | Concepts of Learning and Teaching 3 | 15.0 | 21B (Hamilton), 21B (Tauranga), 21I (Online) & 21X (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 | 21X (Hamilton) & 21X (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 | 21X (Hamilton), 21X (Online) & 21X (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. | |||
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 924 528
Email: [email protected]