Bachelor of Teaching (ECE) papers
Stage 1
Paper | Title | Key learning |
TPR1 | Te Hā o te Kaiako The Teacher as Professional 1 | Personal, professional identities; professional practice and attributes; legislation and policies; curriculum approaches, pedagogy and teaching strategies. |
CHD1 | Te Hā o te Tamaiti The Child 1 | Theories about infants, toddlers & young children's learning, development and wellbeing ; contemporary theories of play, literacy and active exploration; ethical observational practice; current assessment principles and practices. |
ECE1 | Te Hā o te Āo Hurihuri Contexts of Early Childhood Education 1 | The social, political and historical contexts that shape views of families, infants, toddlers & young children and early childhood education, introduction to the philosophies, theories and bicultural framework of Te Whāriki, the early childhood curriculum. |
MMT1 | Te Hā o te Iwi Matauranga Maori Teaching and Learning 1
| Māori ways of knowing, being and doing, traditional and contemporary perspectives; basic te reo Māori and principles of second language learning; significance of Te Tiriti o Waitangi, marae, Māori pedagogical practices and Te Whāriki. |
Stage 2
Paper | Title | Key learning |
TPR2 | Te Hā o te Kaiako The Teacher as Professional 2 | Personal teaching philosophies; ethics, roles and responsibilities teachers; promoting children's social competence and providing positive guidance; self-review processes; application of sociocultural principles and Māori pedagogy in teaching. |
CHD2 | Te Hā o te Tamaiti The Child 2 | Sociocultural approaches to curriculum and assessment; infants, toddlers & young children's learning and development in mathematics, science, technology, visual and performing arts, and eco-literacy; provision of holistic experiences and environments for learning. |
ECE2 | Te Hā o te Āo Hurihuri Contexts of Early Childhood Education 2 | ‘Quality' programmes and professionalism; partnerships and meaningful relationships with parents and whānau; educational transitions; links between the National Curriculum Framework and Te Whāriki; social justice and rights. |
MMT2 | Te Hā o te Iwi Mātauranga Māori Teaching and Learning 2 | Increasing te reo Māori competence; incorporating te āo Māori, tikanga Māori, te reo Māori and related theories of learning and teaching; second language acquisition; developing and evaluating teaching resources; Kaupapa Māori principles of assessment and research. |
Stage 3
Paper | Title | Key learning |
TPR3A | Te Hā o te Manu Kura The Teacher as Emergent Leader 3A | Contemporary issues, policies and regulations that shape the role of the teacher and their practice; philosophies, practices and research related to leadership; te reo Māori; professional teaching philosophy. |
TPR3B | Te Hā o te Manu Kura The Teacher as Emergent Leader 3B
| Practice, principles and knowledge of inclusion, child protection, advocacy, and valuing diversity; evaluating competence against Graduating Teacher Standards. Te reo Māori including participation at noho marae. |
RES 3 | Te Hā o te Āo Māramatanga Teacher as Researcher 3 | Develop, conduct and report on a research inquiry; demonstrate understandings, processes, principles and ethics of research in early childhood including Kaupapa Māori research; explain the role of teacher as a researcher. |
INQ3 | Te Hā o te Āo Māramatanga Teacher as Curriculum Inquirer 3 | Research an elected ECE curriculum topic; evaluate contemporary curriculum issues and trends; communicate insights and promote curriculum inquiry to selected early childhood community and relate to personal philosophy of teaching and learning. |
