Regulations for The Postgraduate Diploma in Education - PGDipEd

A study of the theoretical bases of counselling. The course examines the place of counselling in society, its philosophical foundations, empirical status and major principles. Particular emphasis is given to selected approaches.

An examination of the significance of culture in counselling. A multicultural perspective is adopted but with particular attention to the context in Aotearoa/New Zealand.

A study of guidance in educational settings. Attention is given to the philosophical foundations of guidance, its social implications, organisation and roles. Intervention procedures for individuals and groups are examined.

A study of the theoretical bases of family and couples counselling. Attention is given to the concepts of 'family' and 'couple' and to systems theory. The processes of counselling families and couples are examined with regard to various approaches.

This course critically explores ways of framing the design of digitally-enhanced learning situations through three components: the crafting of learning tasks, the digital and material tools and spaces for learning, and the social arrangements that organise learners and encourage cooperative activity. Students discuss selected approaches, techniques, and tools of relevance to those designing for other people’s learning in diverse contexts.

This course critically explores how learning and pedagogical practices co-evolve with technological innovations, drawing on contemporary learning theories and empirical research in diverse learning contexts. Central themes in this course include critical issues in digital education, teaching & learning in a networked society, and how new/emerging technologies influence processes of learning and transformation.

This course explores the use of digital technologies in teaching and learning in diverse professional contexts. It critically examines how digital technologies can be used to support and enhance teaching, learning, and assessment. The course will scope a range of topics related to digital education, including theories, perspectives, principles and pedagogical approaches for diverse learners and learning situations.

This course offers a critical study of the notions of quality in learning settings from infancy through to early school years. Content focuses on how to engage with and interpret different forms of evidence, including research, to inform practice. Opportunity is provided for exploration of key issues and implications for pedagogical leadership.

This course offers a critical study of theory, research and policy relating to young children, families, whānau and communities. Content includes exploration of key theoretical perspectives, longitudinal research, and national and international policy that influences the lives of children, families, and whānau. Implications for young children, their families and whānau in the context of education and community will be explored.

This course introduces students to teaching practices in education settings from infancy through to early school years. Content includes the significance of intentional teaching and play in early childhood education and school settings as well as play-based, social-emotional, place-based and inquiry-based pedagogies. Opportunity is provided to critically examine pedagogy focused on te tiriti based partnerships, localised curriculum and culturally responsive practice in Aotearoa New Zealand.

A critical study of Western, Māori and indigenous approaches to the leadership of relationships and professional practice in the context of global demands for increased accountability, standardisation, and control in education.

A study of leadership in action including reflective practice, and professional and curriculum leadership, based on selected organisational and policy contexts.

A critical examination of discourses, policies and practices of educational governance, leadership and reform.

A critical study of equity through the framework of Te Tiriti o Waitangi.

A critical study of equity and inclusion in education through a human rights lens.

A critical study of neurodiversity  and its implications and applications in education.

Restrictions: 186742

An advanced study of the critical language skills and cognitive processes underpinning literacy and language acquisition. Consideration is given to distal factors that influence literacy and language acquisition, along with relevant policy and foundational documents. Implications for effective literacy practices are critically examined through current literature.

A critical study of evidence-based practices for identifying and working with learners with literacy learning needs. This includes understanding the learner within a context to respond appropriately. Opportunity is provided for exploration of teaching practices that are effective in enhancing progress and equity.

An advanced study of research into current and critical topics of literacy that support children to actively engage in society as critical, creative, and engaged citizens. A focus is placed on how critical and current types of literacy can be used to enhance communication within the classroom environment.

The course provides a critical analysis of policies for Māori education and of selected education policies which impact on Māori education. The role of the state and of school, urban and iwi communities of influence in relation to particular perceptions of Māori, and therefore of appropriate educational policy and development and practice will be explored.

An analysis of power, politics and resistance that underpin a range of contemporary and topical social issues which impact on Māori and/or indigenous education. A critical examination of the role of advocacy, activism and protest in advancing Māori and indigenous rights and aspirations in the context of education.

A critical examination of the role of whanau participation in education and the ways in which educators, educational institutions and organisations are able to engage with their Māori community to ensure successful social, cultural and educational outcomes for their Māori students within the paradigm of whanau ora.

An in-depth study of the research, theory and evidence-based practices associated with mathematical inquiry aimed at raising student achievement. Participants will analytically investigate how mathematical inquiry learning communities are constructed and how they support all learners to engage in mathematics at a high level of achievement.

An exploration of the role of mathematics in education and society. Participants will critically examine the nature of mathematics, and develop understanding of a range of theories of learning drawn from different worldviews related to mathematics education. This will include a focus on learning trajectories for key mathematical concepts.

An in-depth study of the research, theory and evidence-based practices associated with equitable classroom practices that make mathematics accessible for all learners.

Restrictions: 254785

A study of learning and the applications of national and international theory and research within learning contexts with an emphasis on contemporary learning themes.

Contemporary New Zealand and international assessment theory, practice and policy are examined and critiqued with application for educators in their learning context.

This course introduces students to critical issues of education within a neo-colonial, settler society. Students examine key concepts such as social justice, cultural location, and the collective wellbeing in the context of education in Aotearoa New Zealand.

An advanced study of quantitative, qualitative and mixed methods research design in education. Theoretical and practical issues of research are studied under three course themes: context for research, research designs, data collection and analysis.

A study of Māori research frameworks, philosophies and processes and an examination of their contribution to the growing body of indigenous scholarship as relevant to educational settings.

Restrictions: 267790

A critical study of neurodiversity  and its implications and applications in education.

Restrictions: 186742

A study of guidance in educational settings. Attention is given to the philosophical foundations of guidance, its social implications, organisation and roles. Intervention procedures for individuals and groups are examined.

A critical examination of current issues in education which affect Pacific Islands peoples in New Zealand. Students will consider the place of Pacific Islands peoples in New Zealand society and design strategies for meeting their educational needs within specified professional fields of interest.

An advanced study of the critical language skills and cognitive processes underpinning literacy and language acquisition. Consideration is given to distal factors that influence literacy and language acquisition, along with relevant policy and foundational documents. Implications for effective literacy practices are critically examined through current literature.

A critical study of evidence-based practices for identifying and working with learners with literacy learning needs. This includes understanding the learner within a context to respond appropriately. Opportunity is provided for exploration of teaching practices that are effective in enhancing progress and equity.

A study of leadership in action including reflective practice, and professional and curriculum leadership, based on selected organisational and policy contexts.

A critical examination of discourses, policies and practices of educational governance, leadership and reform.

This course critically explores ways of framing the design of digitally-enhanced learning situations through three components: the crafting of learning tasks, the digital and material tools and spaces for learning, and the social arrangements that organise learners and encourage cooperative activity. Students discuss selected approaches, techniques, and tools of relevance to those designing for other people’s learning in diverse contexts.

This course critically explores how learning and pedagogical practices co-evolve with technological innovations, drawing on contemporary learning theories and empirical research in diverse learning contexts. Central themes in this course include critical issues in digital education, teaching & learning in a networked society, and how new/emerging technologies influence processes of learning and transformation.

This course explores the use of digital technologies in teaching and learning in diverse professional contexts. It critically examines how digital technologies can be used to support and enhance teaching, learning, and assessment. The course will scope a range of topics related to digital education, including theories, perspectives, principles and pedagogical approaches for diverse learners and learning situations.

A study of learning and the applications of national and international theory and research within learning contexts with an emphasis on contemporary learning themes.

Contemporary New Zealand and international assessment theory, practice and policy are examined and critiqued with application for educators in their learning context.

This course offers a critical study of the notions of quality in learning settings from infancy through to early school years. Content focuses on how to engage with and interpret different forms of evidence, including research, to inform practice. Opportunity is provided for exploration of key issues and implications for pedagogical leadership.

This course offers a critical study of theory, research and policy relating to young children, families, whānau and communities. Content includes exploration of key theoretical perspectives, longitudinal research, and national and international policy that influences the lives of children, families, and whānau. Implications for young children, their families and whānau in the context of education and community will be explored.

This course introduces students to teaching practices in education settings from infancy through to early school years. Content includes the significance of intentional teaching and play in early childhood education and school settings as well as play-based, social-emotional, place-based and inquiry-based pedagogies. Opportunity is provided to critically examine pedagogy focused on te tiriti based partnerships, localised curriculum and culturally responsive practice in Aotearoa New Zealand.

The course provides a critical analysis of policies for Māori education and of selected education policies which impact on Māori education. The role of the state and of school, urban and iwi communities of influence in relation to particular perceptions of Māori, and therefore of appropriate educational policy and development and practice will be explored.

An analysis of power, politics and resistance that underpin a range of contemporary and topical social issues which impact on Māori and/or indigenous education. A critical examination of the role of advocacy, activism and protest in advancing Māori and indigenous rights and aspirations in the context of education.

A critical examination of the role of whanau participation in education and the ways in which educators, educational institutions and organisations are able to engage with their Māori community to ensure successful social, cultural and educational outcomes for their Māori students within the paradigm of whanau ora.

A critical examination of traditional and contemporary forms of Māori professional, personal and cultural leadership and the role of iwi, community and tribal organisations in educational governance.

An in-depth study of the research, theory and evidence-based practices associated with mathematical inquiry aimed at raising student achievement. Participants will analytically investigate how mathematical inquiry learning communities are constructed and how they support all learners to engage in mathematics at a high level of achievement.

Students will develop scholarship, engagement, and teaching in the areas of science, technology, engineering, and mathematics (STEM).

An exploration of the role of mathematics in education and society. Participants will critically examine the nature of mathematics, and develop understanding of a range of theories of learning drawn from different worldviews related to mathematics education. This will include a focus on learning trajectories for key mathematical concepts.

An in-depth study of the research, theory and evidence-based practices associated with equitable classroom practices that make mathematics accessible for all learners.

Restrictions: 254785