Reflective Practice is a programme of targeted, integrated, and creative self-analysis with an outward focus on developing practice. This transformative tool brings authentic, positive growth evident in the teaching situation.

Students will develop a critical understanding of the knowledge, skills and attitudes necessary for the effective teaching and learning of primary mathematics in New Zealand primary schools. There will be a specific focus on numeracy initiatives through thorough study of relevant, current curriculum material.

The English learning area is structured around making meaning and creating meaning. This course introduces the relationship between making meaning and creating meaning in Primary English with an emphasis on Reading, Listening and Viewing. EAL language teaching theory is introduced.

Artistic expression is a way of making meaning of the world in which we live. In this course, students will explore the music, drama, dance and visual arts teaching and through a range of experiences enrich their theological understanding of creativity.

The goal of this course is for student teachers to build on the teaching experience they gained during Practicum 2, in order to apply skills of unit planning, teaching a unit and evaluating a unit in a whole class setting. Students will sustain and maintain an effective learning environment across blocks of time increasing full class responsibility for 1-2 days. Students will continue to critically and theologically reflect on teaching and learning.

This course explores Science and Technology in the New Zealand Curriculum via inquiry based learning. Students design and undertake a major project that uses technology to investigate a relevant and current scientific issue. The learning areas of Science and Technology are further investigated for their impact on society and in the context of theology.

This course acknowledges the bicultural foundations of Aotearoa New Zealand and promotes the exploration and understanding of the unique bicultural relationship that derives from Te Tiriti o Waitangi. Students will explore current and historic, philosophical and theological perspectives for teaching the Social Sciences as well as developing a working knowledge of the learning area and effective pedagogy.

This course has two significant foci. Firstly, participating in the establishment phase of a classroom, student teachers critically reflect on school and classroom organisation to understand the teacher’s professional role in enabling learning within a complex environment. Secondly, the student teacher develops culturally responsive pedagogies in the context of diverse classrooms and communities. This is achieved by teaching with a goal to raise achievement levels in Māori and Pasifika ākonga. Students will sustain and maintain an effective learning environment with a minimum of 5 days of full class responsibility. Student teachers continue to critically engage with the concept of teaching as vocation.

This course is designed for the graduating teacher to draw on repertoires of knowledge, practices, professional attributes and personal philosophy of teaching to facilitate learning for the classroom in a sustained, full responsibility capacity over a five-week period following an orientation and preparation period.

This course explores the place of research and particularly action research (teacher-as-learner) in teaching in Aotearoa New Zealand. Recent research regarding Teacher Learning through Inquiry is evaluated. The relationship between The Teaching as Inquiry Cycle and its impact on teacher practices and learner achievement is investigated.

This course brings together themes of faith, hope and love in theology and educational theory. Theological conceptions of incarnation, resurrection and trinity are explored and connections with philosophies of education are developed.

An exploration of Ethical Theory and Christian ethics in the context of Education. The scriptural underpinnings of ethics, morality, justice and virtue. Engagement with individual and social ethics, ethical decision making, ethical educational practices in relation to the concepts of justice, virtue and vice.