ACADEMIC BOARD TE TAUMATA
A meeting of the Academic Board will be held on Tuesday, 21 July 2020 at 1:00pm in the Hunter Council Chamber.
AGENDA PART A
1 APOLOGIES AND WELCOME TO NEW MEMBERS
2 PART B OF THE AGENDA To consider: requests from members to transfer items from Part B to Part A of the agenda.
Items for approval that are not transferred to Part A will be considered approved.
3 RESOLUTION CONCERNING EXCLUSION OF NON-MEMBERS To resolve: That non-members be excluded from this meeting for consideration of item 12, for reasons of personal privacy.
4 ORAL REPORTS To receive: oral reports from:
• Vice-Chancellor • Provost • Tumu Ahurei (Deputy Vice-Chancellor, Māori) • Vice-Provost (Academic) • Vice-Provost (Research)
5 PROVOST’S FORUM:
To discuss: the Provost will lead a discussion asking: How can AB20/23 we better support research activities into the future? 6 ACADEMIC PROGRAMME REVIEW AB20/24
To receive: the report for the academic programme review of the AB20/24a Programmes in the School of Information Management;
the implementation plan for the academic programme AB20/24b review of the Programmes in the School of Information Management; To advise: the Pro-Vice Chancellor/Dean on any matters arising from the review.
7 GENERAL ACADEMIC STATUTE: AB20/25
To endorse: the proposed General Academic Statute for forwarding to AB20/25a Council for approval.
To approve: the following new and relabelled policy documents: 1. Admission and Enrolment Regulations AB20/25b 2. Credit Transfer and Recognition of Prior Learning AB20/25c Regulations 3. Academic Progress Regulations AB20/25d 4. Academic Dress Regulations AB20/25e 5. Graduation Procedures. AB20/25f To endorse: the proposed repeal of: 1. Academic Dress Statute 2. Academic Quality Statute 3. Admission and Enrolment Statute 4. Graduation Statute 5. Qualifications Statute.
To endorse: the proposed relabelling of the Academic Progress Statute To note: the proposal to repeal the Fees Statute and replace it with a new Fees Policy approved by the Vice-Chancellor.
8 CUAP ROUND TWO PROPOSALS AB20/26
To approve: 1. For submission to CUAP, the proposals listed below; 2. The request for access to Student Allowances and the Student Loan Scheme for new programmes and associated double-degree programmes; and 3. The consequent amendments to theQualifications Statute Faculty:
Education New Schedule of Courses for Master of Teaching and AB20/26a Learning including deletions.
New Schedule of Courses for BEd (Teaching) ECE including AB20/26b deletions and removal of section in General requirements.
New Schedule of Courses for GradDip (ECE, Primary and AB20/26c Secondary) including deletions and reduction of EFTS.
PART B
9 MINUTES OF THE LAST MEETING To confirm: the minutes of the Academic Board meeting held on 23 June 2020 (Nos. 26.20-35.20).
Note: Excludes Part C for reasons of confidentiality
10 REPORT OF THE ACADEMIC COMMITTEE AB20/27 Endorses: for Academic Board approval, the 3 CUAP proposals itemized in Part A; To approve: the 2 non-CUAP proposals; To note: The 5 proposals approved by the Committee at its 30 June meeting; and To note: the other matters approved and discussed by the Committee at its 30 June meeting.
11 ACADEMIC PROGRAMME REVIEW UPDATES AB20/28 To receive: the Graduate Nursing, Midwifery and Health programme implementation update report (completed)
12 MEMBERS ONLY (PART C) AB20/29
The next meeting will be held at 1:00pm on Tuesday, 25 August 2020 in the Hunter Council Chamber.
AB20/23 MEMORANDUM
TO Academic Board
FROM Professor Wendy Larner, Provost
DATE 14 July 2020
SUBJECT Provost Forum: How can we better support research activities into the future?
To discuss: Ways in which the University can better support research activities into the future.
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AB20/24
MEMORANDUM TO Academic Board FROM Professor Stuart Brock, Vice-Provost Academic
DATE 9 July 2020
SUBJECT Implementation Plan and Report from the Academic programme review of Programmes in the School of Information Management
The programmes in the School of Information Management were reviewed in August 2019 and have finalised their response to the review panel’s report in the form of an implementation plan. The programmes note that the worldwide situation with Covid- 19 has impacted the timeframe for their responses.
The report made six commendations of good practice, which covered the effective delivery of several of the Masters qualifications in the School and the work of technical ,professional, and academic staff to support student learning and success.
The review also made 13 recommendations for improvement, most of which have been accepted and actions have begun to implement them, which includes several actions relating to the undergraduate programmes. For the recommendation that have not been accepted, this has been due to scalability issues with internship across the whole undergraduate programme, and the ICT graduate School model not being directly controlled by the School.
Recommendations
That the Academic Board:
1. Receive: the report and implementation plan for the academic programme review of the programmes in the School of Information Management
2. Advise: the Pro Vice-Chancellor/Dean on any matters arising from the review.
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AB20/24a
ACADEMIC PROGRAMME REVIEW
Programmes in the School of Information Management
26 to 28 August 2019
Report Completed 13/12/2019 Review of Programmes in the School of Information Management AB20/24a
Acknowledgements
The Panel would like to acknowledge the tremendous effort put in by the staff in the School of Information Management in preparing for this review, and any staff in the wider university who also contributed to the process. In addition, the Panel want to thank the staff and students who met with them during the Panel visit to Wellington. The discussions were extremely useful in providing information and perspectives to the Panel alongside the review documents.
Panel members
Professor Uli Zuelicke (Convener) School of Chemical and Physical Sciences Faculty of Science Victoria University of Wellington
Associate Professor Andrew Wertheimer Library and Information Science program Department of Information and Computer Sciences University of Hawai’i, Manoa
Associate Professor Annette Mills, Head of Department for Accounting and Information Systems UC Business School, University of Canterbury
Kim Tairi, University Librarian Auckland University of Technology
Abinesh Krishan Client Strategy Director Potentia IDT Limited
Secretariat: Edward Schofield Academic Office 2
Review of Programmes in the School of Information Management AB20/24a
Table of Contents
Acknowledgements ...... 2 Panel members ...... 2 Summary of Commendations ...... 4 Summary of Recommendations ...... 5 Scope of Review ...... 7 Review Procedure...... 7 The Panel’s Findings ...... 9 Design ...... 9 Delivery and Assessment ...... 13 Evaluation and Quality ...... 14 Programme Community ...... 15 Māori ...... 16 Pasifika ...... 16 Stakeholder Engagement ...... 17 Issues raised in the Review Processes ...... 18
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Summary of Commendations
The Panel would like to commend the programmes in the School of Information Management for: Commendation 1: The recent creation and excellent delivery of the Master of Professional Business Analysis programme. Commendation 2: The Master of Information Studies realises an excellent design and superb delivery within the challenging distance education framework. Commendation 3: Technical support in the School of Information Management is provided in a coherent, thoughtful and dedicated way. Commendation 4: Staff are enthusiastically experimenting and innovating with teaching methods and delivery to ensure student satisfaction and achievement. Commendation 5: The school is commended on the high level of integration between different academic subjects within the teaching programme. Commendation 6: The administrative staff in the School of Information Management are providing an excellent service for both students and staff.
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Summary of Recommendations
The Panel recommends the following areas for improvement in the programmes in the School of Information Management: Recommendation 1: Revise the undergraduate curriculum in order to: A: Provide a course structure enabling clear pathways for linking the INFO major with other programmes in the Faculty, and with other Faculties. B: Enable students to pursue INFO as major/minor/double major component within the normal 3 years of a bachelor’s degree alongside another major – even after reasonably late entry into the programme. C: Incorporate the teaching of software programming skills into the programme and/or individual courses. D: Pursue harmony and synergy across the entire UG programme by removing artificial barriers created by current specialisations, and encourage cross-fertilisation such as the combination of LIS topics (e.g. digital curation, records management) with the other (IM) parts of the school. The Panel has suggested a possible approach to realising this in the body of the report. E: To make an internship an integral part of the programme. Recommendation 2: Carefully consider the naming of current offerings, i.e. courses and degrees at both undergraduate and postgraduate levels, as well as their descriptions. Recommendation 3: Rethink the suite of masters-level offerings as a structure upon a flexible pool of 500-level courses. Recommendation 4: Harness the opportunity provided by the current or future structure of the ICT Graduate School to offer the Master of Information Management as part the ICT Graduate School’s suite of offerings. Recommendation 5: Create and enhance structures to support and promote staff research. Recommendation 6: Greater support and supervision needs to be available to students during the research- methods/thesis portion of the Master of Information Studies. Recommendation 7: Structures for supporting student well-being and pastoral care should be enhanced. Recommendation 8: Build on recent strategy development within the School, the Faculty and the University to develop concrete pathways towards the articulated goals. Recommendation 9: Provide face-to-face support to students while they are planning progression through their degrees (including adding the INFO major/minor) and when they need help with academic progress/success in individual courses and programmes. 5
Review of Programmes in the School of Information Management AB20/24a
Recommendation 10: Develop a strategy with clear targets and goals to recruit Māori students and academics. Recommendation 11: The programme needs to develop a strategy for increasing recruitment, retention and success of Pasifika students. Recommendation 12: The programme should increase its efforts to track and improve relationships with alumni. Recommendation 13a: The Programme should build closer relationships with government agencies and institutions of higher learning in the Asia-Pacific region. Recommendation 13b: Pursue an ongoing fruitful engagement with industry networks.
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Scope of Review
The Panel has understood that this academic programme review covers all of the offerings in the School of Information Management, including several qualifications and all courses taught by the programme that contribute to those qualifications. This includes: • The INFO major in the Bachelor of Commerce • The INFO subject in the BCom (Honours) and Master of Commerce • Students completing their PhD study in a subject within the School • The Master of Information Management, and associated qualifications • The Master of Information Studies • The Master of Professional Business Analysis Review Procedure
Self-Review In accordance with the University’s Review and Monitoring Policy, the staff of Programmes in the School of Information Management prepared a self-review document. The self-review exercise is designed to involve qualitative reflection by those responsible for an academic programme on issues such as how well the Programme is achieving its aims, the future development of the Programme and the integration of teaching and research, in the context of the strategic directions of the University and of international disciplinary trends. The information presented in the self-review was provided to the Panel in advance of their visit to the University. The self-review addressed the domains in each of the terms of reference (design, delivery and assessment, evaluation and quality, programme community, Māori, Pasifika, and stakeholder engagement). Each programme in the School responded individually to the terms of reference, as well as including an overall response from the School as a whole.
Student Input into the Review
VUWSA Submission The Victoria University of Wellington Students Association (VUWSA) provided the Panel with a report containing the results of their survey of students in the Programme. A total of 290 students participated in the survey. The Survey covered students in all parts of the Programme, including those studying courses at an undergraduate and postgraduate level, as well as those taking courses as requirements for majors/qualifications outside the School.
Students meeting with the Panel In accordance with the Programme review process, VUWSA and the Programme organised for separate groups of undergraduate and postgraduate students to meet with the review Panel. Three undergraduate students were able to meet the Panel in one meeting, and six postgraduate students met the Panel in a separate meeting.
Written Submissions Submissions were invited from staff across Victoria, as well as anyone who was unable to attend a face-to-face meeting with the Panel. A total of 2 written submissions were received.
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Oral Submissions During the 3-day Panel visit, the Panel met with Victoria staff and students associated with the Programme. Some of these meetings were with individuals and some were with groups. Those attending included: • The Pro Vice-Chancellor and Dean of the Business School • The Vice-Provost Academic • The Head of School and Deputy Head of School for the School of Information Management • The AVC-Pasifika • The AVC Mātauranga Māori • Three meetings with groups of Directors of the following programmes; o Undergrad programmes, Hons/MCom programmes, Learning and Teaching o Master of Information Studies, Master of Professional Business Analysis, Master of Information Management o PhD Co-ordination, Research • Academic staff in the School of Information Management • The Technical Staff in the School • The Administrative Staff in the School • Students, as described above in Student Input into the Review
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The Panel’s Findings Preamble The programmes offered by the School of Information Management are situated in the exciting area encompassing both professional and academic skills and knowledge. The Panel broadly commends the School of Information Management for their responsiveness to the challenge of creating a programme of high excellence that meets the rapidly evolving needs of industry and public sector. The School must, however, ensure that it stays relevant in this exponentially evolving technology domain. To aid in this goal, the Panel has identified several recommendations in the report below.
Design (Domain 1 - How effective is the design of the programme? )
Commendation: The recent creation and excellent delivery of the Master of Professional Business Analysis programme.
This programme is strongly industry-focused with its design informed by data and extensive stakeholder engagement. It is an attractive programme in a timely area. Commendation: The Master of Information Studies realises an excellent design and superb delivery within the challenging distance education framework.
The Master of Information Studies qualification is well recognised within the industry and it attracts domestic, as well as some international, student interest. It incorporates Māori topics and perspectives in a structured way, via the formulation of its Learning Outcomes. It also charters the delicate balance of providing flexible distance education that can still foster a cohort in the taught courses. The Panel noted approvingly the clearly articulated goals for Māori student recruitment in the Self-review document.
The Panel feels that there is an opportunity to use the Master of Information Studies as an incubator for best practice in online delivery and pedagogy for the School, Faculty and wider university to grow on. The Panel believes there would be benefit in adding a learning designer to the team to support the development of interactive learning objects/resources and upskilling the team further in online delivery. Recommendation 1: Revise the undergraduate curriculum in order to:
A: Provide a course structure enabling clear pathways for linking the INFO major with other programmes in the Faculty, and with other Faculties.
Elements of knowledge that form part of the INFO programme are of great utility for any other business major, and even qualifications offered in other parts of the University. Examples could include business-interested STEM students, especially from Computer Science or Engineering. The new course structure (or recommended sets of the courses) should aim to be able to attract and accommodate interest from these groups of students, as well as ensure their educational achievement and skills development. In particular, the programme needs to balance the usage of the core first-year course (INFO 101) between providing content in
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Review of Programmes in the School of Information Management AB20/24a service to the BCom, and encouraging students to enhance their qualifications by including more courses in the INFO Major. As some examples, Data Analytics would be valuable for the marketing major, Databases likewise for the Accounting major, and Digital Business Innovation would improve the Management major. It would be desirable to base structural decisions regarding the INFO course recommendations on the results of a survey of current students and recent graduates. The Panel envisions that INFO 101 Introduction to Information Systems is used to enable all students to gain a better appreciation of the importance of technology going forward, and in doing so better connect them to the discipline and potentially recruit them. B: Enable students to pursue INFO as major/minor/double major component within the normal 3 years of a bachelor’s degree alongside another major – even after reasonably late entry into the programme.
Currently the entry of students into the INFO major is decided mainly through their experience of the mandatory first year course. If this encourages interest in the discipline, then pursuing an INFO major from this stage will – in the current structure – generally result in the need to study longer than three years, as a significant number of students do not take the mandatory INFO 101 until later in their study, in Trimester 2 of their first year or even in Trimester 1 of their second year. Because of this, the Panel advise that the INFO programme structure should be redesigned with a view to enabling students by their second year to be able to add an INFO as a minor or major to their course of study and still reasonably complete within three years. C: Incorporate the teaching of software programming skills into the programme and/or individual courses.
The Panel understands that the INFO major currently contains only a limited amount of technical material on software programming. The Panel advises that graduates from a technical discipline such as INFO will need to have sufficient skills in this area in order to compete effectively in the job market. The Panel recognises the challenge arising from their current pool of students being predominantly business-focused rather than technology-focused. On the other hand, STEM- type subjects are increasing in interest across school-leavers and changes to the digital technology curriculum in schools are further encouraging student to pursue these kinds of pathways. The School of Information Management could think of ways to capitalise on such trend from their current position in the business school and wider University. D: Pursue harmony and synergy across the entire UG programme by removing artificial barriers created by current specialisations, and encourage cross-fertilisation such as the combination of LIS topics (e.g. digital curation, records management) with the other (IM) parts of the school.
The current specialisations in the INFO major create an artificial divide between closely related topics, methods and knowledge. The Panel feels that this generates silos within the programme structure aligned with each specialisation. There is an opportunity to develop a distinct pathway that combines IS/IM (eg. database, creating & managing metadata, digital curation) as a coherent major/minor. To address this, the Panel recommends that the specialisations are removed and that the programmes also explore the opportunity to extend some LIS content into the undergraduate offerings. It should remain a goal of the programme and its content to provide knowledge on a range of topics, but it should be clearly articulated how students with particular interest in different parts of the discipline can take certain courses to satisfy that interest.
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The School of Information Management at Victoria University of Wellington has a point of distinction in that it provides knowledge of what can broadly be defined as both Library Information Studies (such as is found in the Master of Information Studies) and Information Management (such as found in the current INFO major and Master of Information Management). There is an opportunity to combine these subjects in the undergraduate programme, which the Panel did not see evidence of happening currently. Whilst recognising the autonomy of the Master of Information Studies, in the Panel’s view it will be extremely valuable and make the programme more attractive to include some of the content in Library Information Studies into the INFO major (for example, digital curation and record management). The panel suggests that an approach to realising this recommendation is: Creating/designing pathways of study within the major e.g. sample programmes of study that would mimic the knowledge gained from a ‘within major specialisation’ on, for example, BusAn, IS Solutions, Data Mgmt, Info Mgmt - with clear indications as to job outcomes.
E: To make an internship an integral part of the programme.
The undergraduate offerings do not currently include internships. It would serve the practical and professional focus of the programme to incorporate relevant internships structurally as industry and prospective employers specifically seek out graduates with experiential learning. There is an opportunity to do this by, for example, repositioning INFO 320 as an internship opportunity, or creation of a new course solely for targeted internship. Recommendation 2: Carefully consider the naming of current offerings, i.e. courses and degrees at both undergraduate and postgraduate levels, as well as their descriptions.
The Panel is making this recommendation with a view to enable increased visibility of the School of Information Management programmes and courses, and also an improved understanding of their purpose to satisfy potential students educational aspirations in alignment with industry expectations. This will help to capitalise on implementations of recommendation 1A in particular, but is not limited to the undergraduate offerings. The Panel feels that there is a current proliferation of names for the School and its offerings which needs to be harmonised, with the aim of utmost clarity to all potential stakeholders, especially industry and students from across the Faculty and University. Any use of acronyms and abbreviations should conform to current best practice in the fields covered by the School of Information Management. A potential inspiration could be the international iSchool model. Ronald L. Larsen explains the movement in his “History of the iSchools” how many iSchools developed out of more traditional Library and Information Studies Programmes1. The history of many iSchools closely parallels SIM’s development in that they offer a range of interdisciplinary undergraduate and postgraduate degrees as the results of campus mergers. The iSchool movement sponsors an international conference that would encourage more potential for collaboration in research, teaching, and faculty exchange. Adopting the iSchool model might also allow SIM staff to rebrand offerings in a way that avoids confusion and where all parties have to reinvent
1 https://ischools.org/resources/Documents/History-of-the-iSchools-2009.pdf 11
Review of Programmes in the School of Information Management AB20/24a themselves somewhat in ways that allow for increased synergy while also maintaining professional tracks. The current set of offerings appears to the panel (and many stakeholders) to be a bit overwhelming and confusing when compared with international norms. Recommendation 3: Rethink the suite of masters-level offerings as a structure upon a flexible pool of 500-level courses.
This will create efficiencies in terms of delivery and develop synergies between different courses. Most importantly it will serve the needs of both professionally and academically focused students. Some benefits from this approach would include consolidation of the number of courses on offer. It might be possible to identify a set of regular offerings that could be complemented by a smaller set of elective courses that are offered according to demand. Creating flexibility in the courses available would also allow for the tailoring of the magnitude of research projects that Masters students undertake, allowing large or small research projects, appropriate for the students interests. The Panel suggests that with this flexibility, comes a greater need for targeted student academic advice, to ensure student success and wellbeing. The programme should put necessary structures in place to consistently provide such advice. The Panel recognises the strength of the Master of Information Studies Programmes for meeting quite specific standards established by LIANZA/ ARANZ. There is a guaranteed market for this Master’s degree in Aotearoa as the only provider of postgraduate LIANZA recognised courses. We recommend this programme to stay as a clearly identifiable and specialised, distinct qualification. Elements of it should be accessible for students from other parts of the School, who see a benefit in gaining knowledge in the areas focused on in Master of Information Studies.
The structure developed as part of this recommendation should retain the existing scaffolding of PG qualifications (PGDip/PGCert). It provides useful exit and entry points which is a feature appreciated by students.
Recommendation 4: Harness the opportunity provided by the current or future structure of the ICT Graduate School to offer the Master of Information Management as part the ICT Graduate School’s suite of offerings.
This approach will be the best possible realisation of the Master of Information Management’s potential to position itself in the digital technologies/digital business area. This will likely be beneficial to all parties involved in the collaborative format of the ICT Graduate School and it also provides a venue for Master of Information Management -related teaching to retain its distinctiveness. Such an approach is generally to be preferred over any solution where the qualification is absorbed into a non-distinct, umbrella qualification alongside purely business focused subjects. Bringing together the School’s Masters programmes in Information Management and Business Analysis can also enable economies of scale and help in promoting these programmes to students intending to build a career in the IS/IT sector. Recommendation 5: Create and enhance structures to support and promote staff research.
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Research practice needs to inform teaching design and delivery. Adequate ongoing opportunity for individual staff to engage in research needs to be ensured. Consideration needs to be given within workload allocations to allow time for research to be performed, and success to be achieved, on an ongoing basis. Relegating research to RSL periods is not enough. The School of Information Management should explore possibilities to provide staff with support for routine yet time-consuming activity (e.g. basic course admin, excessive marking requirements, large class marking). It is further suggested that an incentive structure (e.g. for published/accepted work) for boosting, rewarding and supporting research activity be considered. At the very least, the frequent reallocation of teaching assignments should be revisited. While the Panel recognises the value in rotating teaching staff through various courses, it also recommends that balancing this with keeping some teaching assignments stable will reduce the time spent in preparing new content, and enable efficiencies that come with repeating courses over time. Consideration should be given to creatively harness potential opportunities for collaborations across the University, such as within efforts in data science, e-government, digital humanities, and business applications. Such collaborations could be the platform for attracting external funding and high-quality research students. Current structure and venues for across-school engagement in research should be evaluated and improved where needed. This pertains in particular to the broader research themes, seminar series, and the research committee. Recommendation 6: Greater support and supervision needs to be available to students during the research- methods/thesis portion of the Master of Information Studies.
Some student feedback suggests that more attention and assistance may be needed, as Library and Information Studies students face challenges making the transfer from the professional graduate diploma to the research master's degree. The inherent difficulty for students to adapt to research is amplified by the distance nature of the programme and needs to be mitigated by regular, earlier contact with supervisors and potentially enhanced peer interaction. Guidance should be provided as early as in the development of students’ research proposals in INFO 528.
Delivery and Assessment (Domain 2 - How does the programme ensure that students are able to achieve the goals of the programme?)
Commendation: Technical support in the School of Information Management is provided in a coherent, thoughtful and dedicated way.
The student experience is elevated by the level and quality of technical support provided. The Panel believes that the labs, including NEC House and planned redesign of the labs on the Kelburn campus, are creating valuable learning spaces for Wellington students. This support should continue by ensuring there is a requisite level of technical staffing & other teaching support.
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Commendation: Staff are enthusiastically experimenting and innovating with teaching methods and delivery to ensure student satisfaction and achievement.
As part of the ongoing experimentation and innovation efforts, staff expressed a desire to increase the amount of group work to further the development of transferable skills that meet employer expectations and needs around skills in teamwork, communication, and problem- solving. Traditional assessment policies appear to present barriers to fully implementing such innovations (such as the University’s 15% cap on group assessments). The Panel encourages staff to push beyond any perceived limitations or norms, as the administrative frameworks should be able to be revisited when based on strong pedagogical grounds. Recommendation 7: Structures for supporting student well-being and pastoral care should be enhanced.
Currently there appears to be variability in the way students are inducted into programmes, and the availability of specific course advice, especially at the higher levels. Communication around induction days and also the value placed on student attendance at those induction/orientation events is important. This will ensure students are aware of campus based resources, community support, and other means for mitigating obstacles towards progress in the study. Beyond orientation, and in particular for distance student cohorts and other students taking classes outside normal business hours, the programmes need to ensure continuous availability of information regarding student support structures and where help can be found relating to issues faced around academic progress and student well-being. To efficiently provide such information, the programme may consider issuing a student handbook or providing FAQs by electronic media/means. Issues of isolation and perceived lack of support can be particularly acute among distance students. The Panel suggests that, to partially remediate such circumstances, the programme look into ways to encourage the formation, and sustain the existence, of peer groups for distance students based in particular locations. This would create network opportunities and communities of practice for different programme streams. In regards to the lab facilities, the Panel appreciates that a variety of factors, including concerns about student safety, determines the current opening hours of the School of Information Managements lab facilities. However, given the exclusive availability of SIM course-related software in these labs, it is recommended by the Panel to provide lab access until 10pm, or adjust the availability of software to make it more accessible to students.
Evaluation and Quality (Domain 3 - How does the programme use information and feedback in order to improve? ) Recommendation 8: Build on recent strategy development within the School, the Faculty and the University to develop concrete pathways towards the articulated goals.
The recent strategy developed at the School’s away day has provided a head start on this process. The Panel recommends to capitalise on the outcomes from that school-wide engagement on strategy to develop a collective understanding of its vision and mission within the faculty and university. As a next step, pathways to realising these need to be charted, with concrete milestones identified in terms of time to achievement, and measure of success. 14
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Measurability would be enabled by utilising data created centrally by the University (Planning And Management Information (PAMI)). While the panel does not want to prescribe exactly how the School goes about implementing this recommendation, it is suggested to formalise the results of the strategy-building process into policy and strategy documents that reflect SIM’s mission and vision, explain pathways to goals and indicate measurable milestones. A particular focus of strategic development should be harnessing the opportunities arising from the distinctive subject composition of the School of Information Management. The strategic goals should be informed by stakeholder engagement, including students and industry. The panel notes there is synergy between this recommendation and earlier recommendations 1 and 2.
Programme Community (Domain 4 - How well does the programme foster a sense of community for its students (undergraduate and postgraduate), and staff, that reaches across the programme?)
Commendation: The school is commended on the high level of integration between different academic subjects within the teaching programme.
The Panel considers it to be commendable to have the two areas in the school working extremely well together. This gives the School of Information Management the potential to realise great opportunities and it gives the programme a distinctive profile. To be able to sustain this competitive advantage, the Panel encourages the programme to further increase measures for communication and collaboration across the disciplinary boundaries, utilising for example, the pan-school committee structure. The Panel noted the presence of student representatives on the Learning and Teaching Committee and Human Ethics Committee. Building on this, student representation could be also included in other key School of Information Management committees as appropriate.
Recommendation 9: Provide face-to-face support to students while they are planning progression through their degrees (including adding the INFO major/minor) and when they need help with academic progress/success in individual courses and programmes.
The aim of this recommendation is twofold; (1) to improve visibility and clarity of the pathways available to students for enhancing their programmes of study with relevant School of Information Management content, (2) to provide tutorial help and specific course-related support that enhances the students’ learning experience. This recommendation is needed because the relevance and scope of the disciplines in the School of Information Management are not as well understood as that of other undergraduate programmes within the Victoria Business School, like accounting or marketing. Providing targeted advice would also be able to flexibly incorporate rapid changes occurring in the industry that graduates will go on to work in.
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Māori (Domain 5 - How well does the programme demonstrate commitment to the Treaty of Waitangi by including Māori focus in its design, delivery, assessment and evaluation?) Recommendation 10: Develop a strategy with clear targets and goals to recruit Māori students and academics.
The current number of Māori students in the School of Information Management is around 8.5% of the total cohort, while the University-wide percentage of Māori students is 11.4%, and thus much closer to the fraction of Māori among the general population of NZ. The Panel recommends the School of Information Management adopt the ambitious 15% target aspired to in the University’s strategic goals. A possible blueprint for achieving the recommendation of the Panel may be provided by the current framework of the Master of Information Studies. It is a programme having already made significant efforts to recruit, and develop Māori graduates and academic staff. This should be expanded to the other programmes. Other initiatives could include (1) profiling and promoting Māori students doing well in School of Information Management courses, (2) providing incentives and/or scholarships to attract Māori students, and (3) exploration of ways to recruit and develop Māori academics, e.g. as Assistant Lecturers, Adjunct Teaching Fellows, Teaching Fellows. While it may be aspirational at this stage, the Panel suggests that the School of Information Management has the potential to develop into an international centre of excellence dealing with indigenous information management. This could be part of a partnership to be developed with indigenous academics and Schools/Departments nationally and internationally. The School of Information Management is perfectly placed to be a leader in this area if they focus on recruiting staff in this area. Even a slow build up would also help to attract more Māori students. In that context, a partnership or Memorandum of Understanding with Te Rōpū Whakahau – the leading national body that represents Māori engaged in Libraries, Culture, Knowledge, Information, Communication and Systems Technology in Aotearoa New Zealand – would be beneficial.
Pasifika (Domain 6 - How effectively does the programme provide opportunities for Pasifika students to engage in their learning and progress to further study?) Recommendation 11: The programme needs to develop a strategy for increasing recruitment, retention and success of Pasifika students.
The programme should anchor their strategic goals within this recommendation on the university’s goal of 7%. To achieve this ambitious goal the School of Information Management is urged to implement tracking of individual Pasifika students’ success in their courses, and liaise with existing university-wide structures to provide tailored interventions. Beyond this, similar strategies as recommended under recommendation 10 should be pursued.
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Stakeholder Engagement (Domain 7 - How effectively is the Programme linked to and responsive to its relevant academic, social and professional communities? )
Commendation: The administrative staff in the School of Information Management are providing an excellent service for both students and staff.
The Panel was impressed with the dedication and effectiveness of administrative support provided within the School of Information Management. It is hoped that recent staffing changes will not lead to an erosion to the level of service that is needed, in particular, in the context of distance learning delivery. Recommendation 12: The programme should increase its efforts to track and improve relationships with alumni.
It is essential for a professional school to pursue industry and public sector partnerships. This will allow the School of Information Management to obtain hard data informing decisions on curriculum, provide role models for students, and potentially create opportunities for internships (or other work-integrated learning) in the organisations alumni work for. Mechanisms for implementing this recommendation will need to extend the current efforts undertaken by the School administrative team, the Faculty, and the University to be able to cater effectively and comprehensively to School of Information Management needs. Recommendation 13a: The Programme should build closer relationships with government agencies and institutions of higher learning in the Asia-Pacific region.
Such engagement is part of the University’s vision as expressed in the strategic plan. It also is a distinctive advantage for the School of Information Management to be able to pursue such engagements. No other programme in New Zealand has the School’s advantage of location in the capital city. It is therefore well positioned to satisfy the rapidly increasing needs of the public sector for understanding information management, analytics and data technology. Recommendation 13b: Pursue an ongoing fruitful engagement with industry networks.
Industry is ready to engage with the School of Information Management and its programme. The needs for information management, information technology and solutions are increasing exponentially at this point in time. This creates great opportunities for students and staff to support ‘real-world’ projects. The payoff from such engagement will be manifold (e.g. increasing student recruitment, new research collaborations). Facilities at the ICT Graduate School could serve as a catalyst for fostering industry greater alliances and partnerships. The establishment, or reinstatement, of appropriately-represented advisory boards to the school and/or individual qualifications has the potential to appropriately steer this engagement. This would need to be a genuine, effective, working relationship - where changes are made (or explained why not made) in response to advice from industry/public sector/student stakeholders.
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Review of Programmes in the School of Information Management AB20/24a
Issues raised in the Review Processes Undertaking an Academic Programme Review is a great opportunity to engage in strategic planning. The Panel suggests that there is potential for increasing the focus on such activity and provide clearer encouragement towards it in the Terms of Reference. As part of this process, the Dean, Head of School and programme directors, working with their units, should feel empowered to deftly innovate, create change, and remove traditional policies when they are barriers to progress. In the context of the School of Information Management, for example, the perceived limit of the 15% cap on course marking from group activities appears to be such a barrier. More generally, communication, cooperation, self-government, and strategic planning are crucial ingredients for schools like the School of Information Management to be able to attain and maintain excellence in recruiting and educating forward- thinking technologically competent entrepreneurial graduates.
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ACADEMIC PROGRAMME REVIEW IMPLEMENTATION PLAN
Review of Programmes in the School of Information Management
Implementation Plan Date: Recorded by: Development & Approval Head of School 16 March 2020 Janet Toland PVC/Dean 24 March 2020 Brenda Bongiovanni Faculty Board (or equivalent) 24 March 2020 Edward Schofield Provost 8 July 2020 Edward Schofield Academic Board
Recommendations
No. Recommendation Response 1. Revise the undergraduate curriculum in order to: Accepted, except (E)
Provide a course structure enabling clear pathways for linking A. Response to (E): We the INFO major with other programmes in the Faculty, and have incorporated with other Faculties. several practical
elements, including B. Enable students to pursue INFO as major/minor/double projects with industry major component within the normal 3 years of a bachelor’s partners, site visits, degree alongside another major – even after reasonably late and speakers from entry into the programme. industries, in our undergraduate C. Incorporate the teaching of software programming skills into programme. Scaling the programme and/or individual courses. internship to the whole program for D. Pursue harmony and synergy across the entire UG programme more than 600 by removing artificial barriers created by current students requires specialisations, and encourage cross-fertilisation such as the considerable resources combination of LIS topics (e.g. digital curation, records and support. At this management) with the other (IM) parts of the school. The stage, we cannot see a Panel has suggested a possible approach to realising this in feasible way to the body of the report. proceed with this suggestion. The School E. To make an internship an integral part of the programme. will continue to
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No. Recommendation Response contribute to Faculty level discussions with regard to broadening opportunities for internship at the undergraduate level.
2. Carefully consider the naming of current offerings, i.e. courses and Accepted degrees at both undergraduate and postgraduate levels, as well as their descriptions. 3. Rethink the suite of masters-level offerings as a structure upon a Accepted flexible pool of 500-level courses. 4. Harness the opportunity provided by the current or future Not accepted. structure of the ICT Graduate School to offer the Master of Though we support Information Management as part the ICT Graduate School’s suite this proposal the of offerings. decision is beyond the control of the School. 5. Create and enhance structures to support and promote staff Accepted research. 6. Greater support and supervision needs to be available to students Accepted during the research-methods/thesis portion of the Master of Information Studies. 7. Structures for supporting student well-being and pastoral care Accepted should be enhanced.
8. Build on recent strategy development within the School, the Accepted Faculty and the University to develop concrete pathways towards the articulated goals. 9. Provide face-to-face support to students while they are planning Accepted progression through their degrees (including adding the INFO major/minor) and when they need help with academic progress/success in individual courses and programmes.
10. Develop a strategy with clear targets and goals to recruit Māori Accepted students and academics. 11. The programme needs to develop a strategy for increasing Accepted recruitment, retention and success of Pasifika students. 12. The programme should increase its efforts to track and improve Accepted relationships with alumni. 13. A. The Programme should build closer relationships with government agencies and institutions of higher learning in the Asia-Pacific region. Accepted
B. Pursue an ongoing fruitful engagement with industry networks.
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Implementation details
Please note that completion dates have been revised due to the situation with the Covid 19 virus
Recommendation 1 Responsibility: Deputy HoS/ Undergraduate Programme Director
Action(s) Anticipated Actual completion date completion date For Recommendation 1A:
We will consult undergraduate programme directors of other By the start of schools in WSBG and related programmes in other 2021 programmes to devise multiple options for students to choose from. The undergraduate programme across WSBG is being reconsidered and we will incorporate these broader developments into our planning. For Recommendation 1B:
BCom degree has a busy curriculum. After taking 7 BCom
core courses and 8 required courses for the INFO major,
students have only 9 slots left. The second major requires 6
(e.g., Commercial Law and International Business) to 11
courses (e.g., Computer Science and Data Science). The
normal 3-year timeframe doesn’t work well for students who
are pursuing a double major.
a) By the start of a) We plan to promote graduate certificate (60 points) and 2021 graduate diploma (120 points) in Information Systems
by designing pathways for students who hold a BCom
degree and those who have completed another
Bachelor’s degree. We will work with other
schools/faculties, the student advice team, VUW Career
and Employment to design multiple course clusters
(e.g., design of digital platforms, data storytelling and
data visualisation, enterprise governance and security,
design of digital solutions).
b) We will evaluate how INF141 and INFO151 influence b) By the start of students’ pursuit of INFO major and minor, as well as 2021 graduate attributes. Based on the evaluation, we will
decide if either of them (or both) should be redesigned
or be moved to the 200-level.
c) before end of c) Discuss with the Faculty of Engineering the notion of 2020 INFO being a home major in the BSc. For Recommendation 1B:
Students may choose INFO as a minor (60 points from INFO By the start of at 200 level or above. At least 15 of those points must be at 2021 300 level). Completing an INFO minor within three years is
challenging, especially for students who would like to learn subjects related to IT solutions or Data. Interdependencies of multiple courses (e.g., INFO151-INFO226-INFO377) mean that for some students, they need to take 75 points to obtain
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AB20/24b a minor. The goal of a minor is to help students acquire basic skills and competencies for working in Information and Communication Technologies (ICT) and digital transformation of IT, rather than advanced skills and competences. Similar to the previous action, we will work on developing meaningful and more accessible course clusters for this group of students. For Recommendation 1B:
For graduate certificate, graduate diploma, and INFO minor, By the start of students do not have time to assimilate into the INFO 2021 discipline. We are assessing the possibility of creating one or two 200-level course(s), like boot camps, to help students who want to convert into INFO. At the same time we want to use a streamlined approach which uses resources efficiently. For Recommendation 1B:
The capstone courses (INFO320 and INFO395) are only Decision will be offered in T2. For various reasons (mainly resources), made by end of offering INFO320 or INFO395 multiple times per year is less Trimester 2 2020 feasible. We will consider adding alternative capstones (using existing courses or faculty wide capstones) or removing capstones to increase flexibility. For Recommendation 1B: Evaluation will be We will evaluate if the number of courses offered in 200-level done by the end of in each trimester is sufficient for students to progress. 2020 For Recommendation 1C: a) Our curriculum (the 2015 version) is oriented more a) Ongoing toward Business Analysis and pays less attention to the (Evaluation will IT solution and Data. We have added a new course be done by the related to programming in T3 2019 - INFO281 Data start of 2021) Visualisation, which covers R and Shiny for the design of an interactive dashboard. We will offer INFO381 Advanced Web Application Development in T3 2020.
INFO381 is an extension of INFO226 Application Development. We aim to provide a clear pathway for students who want to work toward a front-end designer or a full-stack web developer. b) We are reviewing technology components that we are b) Evaluation will currently cover in each course and plan to incorporate be done by the multiple programming skills into individual courses. end of 2020 c) As curriculum c) It should be noted that the international information becomes systems curriculum is being redeveloped in 2020 available IS2020. Indications are that it will be more technically expected by orientated. We will follow these developments. end of 2020 For Recommendation 1D: a) The design of the specialisation aims to provide a) Ongoing guidelines instead of creating barriers. The current provision contains high flexibility. Students can take different combinations of the courses. From our
observations, when compared with other majors, students like the structure of the specialisations. However, we are aware that students found it
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challenging to find information related to the specialisations online, leading to a misunderstanding of the purpose of specialisations. We have created a new brochure and are working on the redesign of the website
to address this issue. b) We will assess alternative ways to guide students’ b)Evaluation will learning journeys. For instance, we may consider an be done by start informal approach, such as course clusters, instead of a of 2021 formal approach (specialisations). For Recommendation 1D:
a) Ongoing a) To incorporate LIS topics into undergraduate
programmes, we are introducing guest lectures by
colleagues specialising in LIS in our undergraduate
programme courses. We are also reinforcing a co-
teaching model for courses that can benefit from
different perspectives of two domains (e.g., INFO336). b)Evaluation will
be done by start b) In the long run, we may introduce course (e.g. of 2021 information retrieval) that incorporates topics from two domains.
Recommendation 2 Responsibility: HoS/ Programme Directors
Action(s) Anticipated Actual completion date completion date a) Carefully consider the naming of current offerings, i.e. By start of 2021 courses and degrees at both undergraduate and postgraduate levels, as well as their descriptions. Decision will be taken by October b) Changing the name of the school has been discussed 2020 and agreed at the school and faculty level and the approval of Senior Leadership Team is being sought.
c) Programme Directors will instigate discussions on changing the name of programmes. (Note that for Masters in Information Management this is redundant as it will not be offered in 2021). These decisions are related to recommendations 1 and 3
Recommendation 3 Responsibility: HoS/ Programme Directors
Action(s) Anticipated Actual completi completi on date on date a) Programme Directors will assess options to offer Ongoing courses across programmes and to promote these options to students and lecturers. Programme directors will reflect on the experience SIM has had so far in exchanging courses between programmes.
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b) The fully flexible offering of 500-level courses across all SIM’s programmes is limited at the moment due to barriers between programmes such as online vs face-to- face teaching, cohort issues, delivering for different profiles of students, etc. Some postgraduate courses are coordinated at faculty level which also constrains flexibility.
c) We recognise that implementing this recommendation will create efficiencies in terms of delivery and develop synergies between different courses, as well as consolidate the number of courses on offer.
Recommendation 4 Responsibility: N/A
Action(s) Anticipated Actual completion date completion date We cannot implement this recommendation because it is Ongoing beyond our control. Currently the School is responsible for the Masters in Professional Business Analysis that is run out to the ICT Graduate School, we would welcome running our other Masters offerings under the same umbrella, and using the ICT Graduate School branding. However our Masters in Information Management will be replaced by the Masters in Business (Professional). Considering changes that have happened in the MIM programme and the reduced work requirement for the new masters, there is now no offering for more experienced people who previously enrolled in the MIM programme. Therefore, Programme Directors will explore possibilities to reimagine something for experienced people such as short courses in Centre for Lifelong Learning or a specialisation in the EMBA.
Recommendation 5 Responsibility: Research Director, HoS, School Manager
Action(s) Anticipated Actual completion date completion date Create and enhance structures to support and promote staff research.
Of critical importance especially given staffing restrictions in WSBG. a) One Senior Tutor role should be increased from 2 a) Restricted at trimester contract to a 3 trimester contract to provide present due to year round support for academics. hiring freeze
b) Consistent and documented procedures should be b) By end 2020 developed for dealing with common student questions in order to reduce exception handling (note this is related to recommendation 7).
c) Revise administrative structures to give students a more c) By end 2020 consistent experience and support academic staff.
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d) Minimise churn in teaching allocations while at the d) ongoing same time recognising the need for new course development and innovation.
e) Build a pool of teaching fellows/ contractors with strong e) ongoing industry links and professional knowledge who can both share and enhance teaching.
f) Research Director to lead development of a research plan for the school. f) Completed
Recommendation 6 Responsibility: MIS Teaching Team
Action(s) Anticipated Actual completion date completion date a) The course coordinator of INFO580 Research Project Partially and the MIS tutor have developed a plan to support implemented. students as they progress through the course (by timely Continuing (next posting additional content and engaging students in a 6 months). discussion forum).
b) INFO580 course coordinator and the information studies programme director will look into further options for developing more efficient relationships between supervisors and students, such as negotiating expectations to minimise miscommunication and exploring options to offer early contact with future supervisors in INFO528 Research Methods course.
Recommendation 7 Responsibility: Whole School
Action(s) Anticipated Actual completion date completion date a) Information studies programme has developed a new Partially orientation module for its distance students. This implemented. module was designed by a learning designer and offers Continuing an information package in an interactive and engaging (1 year). format. The module includes information about the programme, support structures, and community, and prepares students for online learning and teaching. We will explore possibilities to offer a similar structure in other programmes.
b) Beyond orientation, we are looking at options to enhance student support outside business hours through well-designed information sources but also through the availability of tutors during critical times (e.g. first week of teaching, assessment deadlines, etc.) The MIM programme is not autonomous in supporting its students since the move of the programme to the
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PPO and will need to work with the PPO to implement this recommendation.
c) Peer groups for distance postgraduate students exist to some extent and we will explore opportunities to further encourage the formation, and sustain the existence, of peer groups for distance students based in particular locations (e.g. by giving access to physical and online space for groups to meet).
d) All programmes already have the support of tutors, senior tutors, and programme administrators.
e) Regarding lab facilities, providing lab access until 10 pm is not an option due to security risks and building access restrictions. We will do our best to make the necessary software more accessible to students.
Recommendation 8 Responsibility: HoS, School Manager, School Leadership Team
Action(s) Anticipated Actual completion date completion date a) Build on recent strategy development within the School, a) Ongoing the Faculty and the University to develop concrete pathways towards the articulated goals.
b) Developing a school strategy with measurable targets b) School retreat will be the focus of the 2020 school retreat. Importance planned for end of having a clear school level vision. Develop/ identify of year 2020 skills in using university statistics such as PAMI and Cognos. c) By end of 2020 c) Establish a whole of school advisory board to cover all subject areas and act as a sounding board for new ideas in curriculum development. This will help to build school level synergy. To meet approx. twice a year. Our alumni are good potential members. Membership should be flexible according to agenda (i.e. expertise co- opted as needed). Recommendation 9 Responsibility: Deputy HoS/ Undergraduate PD
Action(s) Anticipated Actual completion date completion date a) Tutors, senior tutors, programme administrators, and 1 year lecturers are already providing face-to-face and online support. Each programme will assess existing formats of support and identify options for improvement and their benefits for students. We will focus on improving the visibility and clarity of the pathways available to students with relevant SIM content. In reviewing these procedures we will work closely with the WSBG student and academic services team to ensure students are given consistent information in a coordinated manner.
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b) Some existing activities are already underway such as changing the school’s name, redesigning information available on SIM’s website and developing more suitable marketing material.
Recommendation 10 Responsibility: Learning, Teaching and Equity committee
Action(s) Anticipated Actual completion date completion date a) Develop a strategy with clear targets and goals to recruit By end 2020 Māori students and academics.
b) Consultation with Awhina and with Māori alumni.
c) Incorporating best practice from MIS programme onto other programmes e.g. mentoring scheme
d) Developing teaching models that emphasise collaboration and reciprocity.
Recommendation 11 Responsibility: Learning, Teaching and Equity committee
Action(s) Anticipated Actual completion date completion date The programme needs to develop a strategy for increasing By end 2020 recruitment, retention and success of Pasifika students. Consultation with Pasfika and with Pasifika alumni.
Recommendation 12 Responsibility: Whole School – Lead Dr Jocelyn Cranefield
Action(s) Anticipated Actual completion date completion date This has already been partially implemented through Ongoing organising meet-up events and creating LinkedIn profiles for postgraduate programmes. We will aim to extend the current efforts undertaken by the School administrative team, the Faculty, and the University in this regard.
Recommendation 13a Responsibility: Whole School – Lead Associate Professor Mary Tate
Action(s) Anticipated Actual completion date completion date
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This recommendation aligns with SIM's strategic goals. We 1 year will analyse the current situation and develop an action plan with identified priorities. The prerequisite for this action will be defining categories and characteristics of desired relationships.
Recommendation 13b Responsibility: Whole School – Lead Dr Mary Ellen Gordon
Action(s) Anticipated Actual completion date completion date We will look for innovative options to engage with industry Ongoing networks, above initiatives that already exist. Establishing a stakeholder engagement role within the SIM is one option.
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Completion of the Implementation Plan
(Normally within 2-3 years of the initial plan being presented to the Academic Board)
Approval Date: Recorded by: Head of School PVC/Dean Senior Leadership Team Academic Board (notification)
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AB20/25
TO ACADEMIC BOARD
FROM Stuart Brock, Vice-Provost (Academic)
AUTHOR Jenny Christie, Senior Academic Policy Advisor - Academic Office
DATE 14 July 2020
SUBJECT Proposed new General Academic Statute and related policy amendments
Executive Summary
This proposal introduces a new high-level General Academic Statute that sets out the overarching requirements in relation to academic matters including the admission and enrolment of students and the offering and conferring of qualifications. The new Statute delegates responsibility for the more detailed provisions to Academic Board (for academic matters) or the Vice-Chancellor (for arrangements relating to payment of fees).
The proposal is focussed on restructuring existing provisions to better align with the Policy Framework and to reflect Council’s focus on governance rather than on more detailed management. It is also consistent with the approach taken by several other New Zealand universities.
The introduction of the new General Academic Statute allows seven existing statutes to be either deleted or converted into regulations / policies / procedures. Content has been amended where required to fit with the new structure of the suite of documents, improve clarity or consistency, and to better reflect recent developments. Where existing policy documents could simply be re-labelled, the current provisions have not been changed. A detailed discussion of the proposed changes is attached. Once the proposed structure is in place there will be a concentrated effort to further consolidate and review academic policy documents. Some of that work is already underway.
The development of the proposal involved considerable preliminary consultation with stakeholders, including Legal Services. External consultants also provided input. SLT saw a preliminary version in November 2019. Since then it has been out for general consultation and this revised version was then endorsed by Academic Committee on 30 June 2020. This revised version was then endorsed by SLT on 14 July 2020.
1 AB20/25
Recommendations
1. That Academic Board endorses the proposed General Academic Statute for forwarding to Council for approval.
2. That Academic Board approve the following new or relabelled policy documents: a) Admission and Enrolment Regulations b) Credit Transfer and Recognition of Prior Learning Regulations c) Fees Policy d) Academic Progress Regulations e) Academic Dress Regulations f) Graduation Procedures.
3. That Academic Board endorses the proposed repeal of: a) Academic Dress Statute b) Academic Quality Statute c) Admission and Enrolment Statute d) Graduation Statute e) Qualifications Statute.
4. That Academic Board endorses the proposed relabelling of the Academic Progress Statute
5. That Academic Board notes the proposed changes to the Fees documents
Enrolment 2021
The proposed Admission and Enrolment Regulations are largely consistent with the current provisions in the Admission and Enrolment Statute and with current practice and, if approved, it is expected that the new Regulations can be used for Enrolment 2021 which opens on 1 October.
The two new provisions are: • The requirement for English language competence (see Admission and Enrolment Regulations section 4) is extended and will apply to domestic as well as international students. The vast majority of domestic students will automatically satisfy the requirement through a New Zealand secondary school qualification such as NCEA. The provision is intended only for domestic students whose secondary schooling was not undertaken in English or te reo Māori but will not be implemented for 2021 so that intending students have time to plan. The VPA has discretion which can be used in the interim. A new “provisional admission” category is introduced (Admission and Enrolment Regulations section 8) for applicants to do not have a university entrance qualification but are judged as being adequately prepared for university study. Unlike discretionary entrance and special admission, this may be used for international students. It is expected that this will allow enrolment of a small number of high-achieving international students currently attending New Zealand secondary schools who want to do some university courses alongside their Year 13 study. Domestic students can already do this under the discretionary entrance provisions..
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Discussion
1. The Policy Framework and the policy context
Section 4 of the Policy Framework (https://www.victoria.ac.nz/documents/policy/policy- framework.pdf) classifies policy documents as follows: • Statutes are approved by Council and concern the matters specified in section 194(1) of the Education Act 1989. Statutes are always University-wide in their application. • Policies set out principles which govern and guide staff and students on specified matters. Policies are always University wide in their application and must be high level and principles-based, expressing the objectives and intentions of the University. • Regulations set out rules that govern the design, delivery, and administration of programmes and courses. • Processes/Procedures describe processes and actions required to implement a Statute, Policy or Regulation or comply with a legal requirement. Processes/Procedures should be appended to the relevant Statute, Policy or Regulation. • Guidelines set out the University’s view of appropriate or best practice on a particular matter. Guidelines are associated with, and give effect to, a Statute, Policy or Regulation
Historically Victoria has a number of statutes dealing with detailed academic matters that are more appropriately managed at a lower level. Several such academic statutes have already been redefined as policy level documents that are approved by Academic Board. The current proposal continues this approach, introducing a single General Academic Statute that sets out the high-level general requirements relating to academic matters. The remaining academic statutes, together with the Fees Statute, are repealed, with the content distributed between the General Academic Statute and a set of new regulations, policies and procedures.
As part of the current work, a diagram (attached as document 1a) has been developed providing an overview of the policy documents that will sit under the proposed General Academic Statute. This may change as other work on academic policies progresses.
Consideration has also been given to rationalising delegations, resulting in some amendments to the Delegations Schedule. These will be collated into a separate document once the policy documents are approved in order to get the Schedule updated.
Legal Services arranged for the full set of earlier draft documents to be sent for external legal review. Further external input was provided by an external policy consultant. Both of these processes resulted in very helpful feedback which has been used to refine the documents
2. Overview of proposed changes
The table below summarises the proposed changes to current statutes/policies. More detailed explanations are provided in the discussion that follows.
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Existing Change Comment Statute/Policy Academic Repeal Replace with new Academic Dress Policy sitting under the General Dress Statute Academic Statute. New approval level: Academic Board. Content updated to align with Delegations Schedule and to improve clarity. Academic Relabel Relabel as “Academic Progress Regulations”. Progress New approval level: Academic Board Statute Current content unchanged. Academic Repeal Replaced by a more general statement in the General Academic Statute Quality Statute delegating responsibility to Academic Board for matters of academic quality. Admission and Repeal High level content moved to General Academic Statute. Detailed Enrolment provisions are moved to new Admission and Enrolment Regulations. Statute New approval level: Academic Board. Content is substantially reworked – see details below. Credit Transfer Relabel Content of the current policy relabel as “Credit Transfer and Recognition and of Prior Learning Regulations” with no changes to the provisions. Recognition of Prior Learning
Policy Fees Statute Repeal Content of the Fees Statute itself is relabelled as “Fees Policy” with no significant changes to provisions. New approval level: Vice-Chancellor. Responsibility for setting fees each year is included in the General Academic Statute: • Tuition fees and compulsory student levies continue to be set by Council. • Other fees will be set by the Vice-Chancellor. • All fees will be published each year in a Fees Schedule. Graduation Repeal High level content moved to General Academic Statute. Statute Details moved to new Graduation Procedures sitting under the General Academic Statute. Qualifications Repeal High level content moved to General Academic Statute. Statute List of current qualifications is maintained in the University Calendar.
The proposed changes involve:
Council being asked to: • approve a new General Academic Statute;
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• repeal seven existing statutes, namely Academic Dress Statute, Academic Progress Statute, Academic Quality Statute, Admission and Enrolment Statute, Fees Statute, Graduation Statute and Qualifications Statute;
The Vice-Chancellor being asked to: • approve a new Fees Policy;
Academic Board being asked to: • approve a new Academic Dress Policy; • approve two new sets of regulations: Admission and Enrolment Regulations, and Academic Progress Regulations; • approve relabelling the existing Credit Transfer and Recognition of Prior Learning Policy as “Credit Transfer and Recognition of Prior Learning Regulations”; • approve new Graduation Procedures.
3. The new General Academic Statute
The proposed new General Academic Statute deals with Council’s responsibilities in relation to academic matters, including its responsibilities under the Education Act 1989. It sets out high-level principles and expectations, and delegates responsibilities to Academic Board or individual staff members as appropriate.
The General Academic Statute incorporates the aspects of existing academic statutes that need to remain as statute-level provisions, allowing the more detailed aspects of those documents to be reworked into lower level policy documents in accordance with the Policy Framework (i.e. policies, regulations, procedures or guidelines).
4. Current Statutes/Policies - how the material is being rearranged
Academic Dress Statute (repeal)
(https://www.victoria.ac.nz/documents/policy/governance/academic-dress-statute.pdf)
The Academic Dress Statute defines the academic dress (including hood and stole colours) for each of the University’s qualifications and requires appropriate academic dress to be worn when a student graduates at a graduation ceremony.
These provisions do not align well with Council’s responsibilities under the Education Act, and it is proposed that they become a “policy” document, sitting under the General Academic Statute and approved by Academic Board. The new Academic Dress Policy contains the same provisions as the Academic Dress Statute except that responsibility for approving new colours explicitly sits with the Vice-Provost (Academic), which aligns with A.08.01.24 in the Delegations Schedule. The provisions have been rewritten to improve clarity. The list of approved hood/stole colours has been moved to a separate document to be published on the web.
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This does not involve any changes to current delegations.
Academic Progress Statute (relabel)
(2020 Calendar p.118)
The Academic Progress Statute provides a framework for identifying and managing students who are not making satisfactory academic progress. In section 8 of the new General Academic Statute, academic progress is included in the list of areas for which Academic Board is given responsibility for making regulations.
The current statute is simply relabelled as “Academic Progress Regulations” with some editorial changes. The existing provisions and delegations are not changed, although it is noted that another project is currently looking at student success and retention and that is likely to result in changes being required. These will be dealt with separately.
Academic Quality Statute (repeal)
(2020 Calendar p.121)
The Academic Quality Statute provides a quality assurance framework for the University’s academic courses and programmes by requiring the processes of approval, design, delivery, assessment and review to be carried out in accordance with the relevant handbooks (Academic Approvals Handbook, Programme and Course Design Handbook, Assessment Handbook and the previous Evaluation and Review Handbook). This requirement is not necessary, as the Policy Framework (section 3.4) explicitly requires compliance with regulations, policies and procedures. Section 8 of the new General Academic Statute gives Academic Board responsibility for setting requirements relating to matters of academic quality.
Section 4.1.2 of the Academic Quality Statute specifies responsibility for approving non-credit- bearing courses and programmes. Recent amendments incorporated this material into the Academic Approvals Handbook.
The Academic Quality Statute can therefore be repealed. There are no changes to current delegations.
Admission and Enrolment Statute (repeal)
(2020 Calendar p.92)
The powers of Council in relation to enrolment (which, in the Education Act 1989, also deals with admission) are set out in section 224 of the Education Act 1989. The proposed amendment delegates these powers to Academic Board.
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Section 3 of the new General Academic Statute deals with admission. It gives Academic Board responsibility for defining admission requirements, taking account of the University Entrance standard set by the New Zealand Qualifications Authority under section 247 of the Education Amendment Act 2011, and the criteria for discretionary entrance and ad eundem admission agreed by Universities New Zealand.
Section 4 of the new General Academic Statute deals with enrolment, essentially stating that a student must be enrolled in order to study. It gives Academic Board responsibility for setting appropriate requirements.
The new Admission and Enrolment Regulations have been developed through extensive consultation with staff in Student Academic Services, Wellington University International, Wellington Faculty of Graduate Research, ITS, faculty Student and Academic Services Offices and the Student Services Project (SSP).
It became clear that there are essentially three steps required for an applicant to become a current student: • Acceptance as being adequately qualified to study at this university (admission) • Enrolment in at least one qualification • Registration in at least one course (or thesis) – which is associated with the requirement to pay fees.
In practice, these steps are combined and undertaken in different ways for domestic and international applicants, and for applicants to undergraduate, postgraduate and doctoral programmes. In addition, admission only applies to applicants who are new to this university, and acceptance into a qualification does not normally apply to students who are continuing in the same qualification. There are currently well-established (but not necessarily ideal) processes for admission and enrolment, although the SSP is looking at this area, so some future changes are likely.
In developing appropriate policy provisions, there has been an attempt to define the criteria for each of the three steps while accommodating the range of current (and likely future) processes that are used to achieve them. It is expected that a new “procedures” document will be developed out of the current SSP work in this area.
Although some new provisions have been introduced, the regulations are largely based on the content of the current Admission and Enrolment Statute which have been reworked to improve clarity and consistency and remove procedural material.
Changes to the structure of the documents: • Work has been done to more clearly structure requirements around:
o admission to the university which occurs once for any student; o enrolment in a qualification, which occurs whenever a student starts a new qualification;
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o registration in individual courses, which occurs each year.
This approach aligns as far as possible with the general direction of work being done through the SSP although, the detailed outcomes of that are not yet clear. • Stake holders initially asked that admission and enrolment provisions be split into two separate documents because the current combined arrangement has always been slightly problematic for international students and it is expected that, in future, admission and enrolment processes will also be separated for domestic students. Two separate documents were prepared and went out for consultation. However, the feedback asked for them to be recombined in a single policy document now that the provisions relating to admission and to enrolment are more clearly articulated. The documents were therefore merged and a single document, Admission and Enrolment Regulations, is now being proposed. • The Admission and Enrolment Statute did not include provisions relating to enrolment into postgraduate programmes, so these have been developed based on current practice.
Changes to admission provisions: • The provisions relating to English Language requirements have been modified so that they are not limited to international students, but instead can apply to domestic students whose first language is not English or te reo Māori. Students whose admission application is based on New Zealand secondary school or tertiary qualifications, or on other approved qualifications taught in English will automatically meet the criteria, but students without evidence of a background involving academic study in English will need to do an English language test such as IELTS or TOEFL. Both the University of Auckland and the University of Waikato have similar provisions. • Decisions on the minimum acceptable levels in the various English language tests are delegated to the Vice-Provost (Academic), and the details of approved tests and approved minimum levels are moved into a separate document to be published on the web. • Information on historical university entrance standards is also moved into a separate document. • A new “Provisional Admission” category is introduced. This provides some more flexibility around admission and allows for occasional students who are clearly academically prepared for university study, but do not meet any of the criteria for full admission to be admitted on a provisional basis subject to specified criteria. Their admission will be revoked if they do not meet those criteria. This provision will be used to allow high-achieving secondary school students to concurrently enrol in a limited number of university courses (known as STAR enrolment), and will also enable the University to accommodate occasional mature international students who are employed in senior roles and supported by their employer, but who do not have a university entrance qualification. Domestic students in such categories can currently be catered for through the existing Discretionary Entrance and Special Admission categories, but these cannot be used for international students. Canterbury already has a “Provisional Admission” category, which is used as the model for the provisions proposed here.
Changes to enrolment:
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• Efforts have been made to distinguish between acceptance into a qualification and registration in courses. This aligns with both the current approach to thesis enrolment and with discussions within the SSP. It provides potential for students to develop (and have approved) a study plan covering several years and then (providing they pass everything and don’t change their mind) being able to simply register (and arrange for fees to be paid) in individual courses each year without needing further approval. • The term “enrolled” is used for a time-limited status (usually one year) when the person is entitled to the rights and benefits of being a student. • A more comprehensive list of the situations in which the university may decline or cancel a student’s enrolment has been incorporated. The provisions themselves are unchanged but are currently not all collated in one place.
General:
Delegations relating to admission and enrolment have been considered, with some changes to make them explicit and more consistent. Attention was also given to ensuring there are appropriate appeal provisions.
Credit Transfer and Recognition of Prior Learning Policy (relabel)
(2020 Calendar p.101)
The current policy is relabelled as “Credit Transfer and Recognition of Prior Learning Regulations” to better reflect the purpose and content but the provisions and delegations are unchanged.
Fees Statute (repeal)
(2020 Calendar p.105)
The Fees Statute sets out the basis on which fees are charged, including arrangements for research students, exchange students, international students, paying by instalments, withdrawals from courses, and fee refunds. It also defines the various components of fees. Currently tuition, administrative and other fees for each year are set by Council and listed in the appendices to the Fees Statute.
It is proposed that the approved fees for each year are instead listed as a separate schedule of fees, published on the web. This arrangement allows the details about the management of fee charging and payment processes to be redefined as a “policy” and separated from the annual Council fee-setting decisions. Because this needs to align closely with the University’s financial framework, responsibility should sit with the Vice-Chancellor rather than Academic Board, so the new Fees Policy would not be categorised as an “academic” policy.
Section 5 of the General Academic Statute states that Council is responsible for setting tuition fees, the Student Services Levy and the Student Assistance Levy for the following year. It gives the Vice- Chancellor responsibility for setting any other fees (such as fees for replacement ID cards, hard copy academic transcripts and other administration fees) and establishing criteria and processes
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associated with the charging of fees. It also requires all fees to be documented in the Fees Schedule.
The content of the proposed Fees Policy differs from the content of the current Fees Statute as follows: • List of approved fees: This is moved to a separate schedule instead of being appendices to the main document. • Deadlines for students to withdraw from courses and get a fees refund: Instead of listing the date for each trimester in an appendix, a new provision defines how withdrawal dates are determined, allowing specific dates for each year to be set as an administrative process. • Minor editorial changes.
Graduation Statute (repeal)
(https://www.victoria.ac.nz/documents/policy/governance/graduation-statute.pdf)
The current Graduation Statute sets out the process and deadlines for applying to graduate once a student has completed their qualification. It is not necessary for such matters to be deliberated upon and decided by Council, and it is proposed that the content of the current Graduation Statute is redefined as a new “Graduation Procedures” sitting under the General Academic Statute.
The content has been amended as follows: • The provision for qualification certificates to be issued in te reo Māori (Graduation Statute section 4(f)) is being moved to the Academic Transcripts and Certificates Policy in a separate amendment. • The provisions relating to deferral of graduation have been reworked to improve clarity. • Section 4(g) of the Graduation Statute allows a qualification that has been granted to be rescinded in certain circumstances. This provision relates to Council responsibilities and has been moved into the General Academic Statute (section 7.2). • A new section has been developed relating to the roll of graduates.
Qualifications Statute (repeal)
(2020 Calendar p.89)
The Qualifications Statute states that Council grants qualifications that have been accredited and approved by the New Zealand Vice-Chancellors’ Committee (delegated to Committee on University Programmes (CUAP)), and that qualifications are granted to students who have met requirements as set out in the relevant qualification regulations. It also lists all current qualifications and gives Council the power to grant discontinued qualifications.
These provisions are dealt with in the new General Academic Statute as follows:
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• Section 6 states that the University offers qualifications that have been accredited and approved by Universities New Zealand, and that the requirements for each are set out in qualification regulations. • Section 7 deals with the granting of qualifications including:
o A list of the types of qualifications (but not individual qualifications) that are granted by Council. o The existing requirement that a student must have completed the qualification requirements in order to be granted the qualification (but with a new provision giving a stronger basis for compassionate granting of a qualification that is not fully complete - as provided for in the current Awarding of Qualifications Posthumously Policy). o The current provision allowing the granting of a discontinued qualification.
New and deleted qualifications are approved by Academic Board and Universities New Zealand, and so changes to the list of qualifications offered by this University should not additionally require Council approval and therefore the list should not be included in the General Academic Statute. All current qualifications are listed each year in the University Calendar.
The Qualifications Statute can therefore be repealed. No changes to delegations are involved.
5. Process – consultation, approval and implementation
The project has been undertaken in consultation with Legal Services. Staff in Student Academic Services (SAS) (Heather Finn, Janet Stanion, Tiffany Chrystall, Cathy Powley, Helen Ashton, Stephanie Hunter), Wellington University International (Kirsty McClure, Mariko Cahn) and Wellington Faculty of Graduate Research (Peter Whiteford, Sue O’Donnell, Neil Dodgson, Barry Lewis, Philippa Race) have had input into relevant aspects. Some staff in the other faculty SAS offices and in SSP have also been involved in discussion of admission and enrolment processes.
Academic Committee considered, and commented on, an initial version of the documents in June 2018 and, after further development, an external legal review was undertaken by Katemaru Legal and Investigation, experts in higher education legal support in Australia. The General Academic Statute, Admission Regulations and Enrolment Regulations were discussed by the Academic Policy Committee in October 2018.
These processes provided very helpful feedback which enabled the documents to be further refined. Academic Committee considered the revised proposal at its 19 October 2019 meeting, and on 5 November SLT endorsed it for going out for consultation. The consultation process closed on 1 May 2020. A summary of the feedback is included as an appendix to this document.
Academic Committee endorsed a revised version on 30 June 2020. SLT then endorsed the revised version on 14 July 2020. Following Academic Board, the proposal will go to Council (31 August 2020 meeting) for approval of the statute changes.
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Planned implementation:
Further work will be undertaken with staff in SAS on transitioning from the current Admission and Enrolment Statute to the new Admission and Enrolment Regulations. However, it is expected that the new regulations will be in place for enrolment 2021.
Otherwise the new documents will come into effect immediately after the Council meeting in August 2020: • General Academic Statute • Fees Policy (content consistent with the 2020 Fees Statute) • Credit Transfer and Recognition of Prior Learning Regulations (content unchanged from current Policy) • Academic Progress Regulations (content unchanged from current Statute) • Academic Dress Policy • Graduation Procedures
The following documents will no longer apply after the August 2020 Council meeting: • Academic Quality Statute (replaced by General Academic Statute) • Qualifications Statute (replaced by General Academic Statute) • Fees Statute 2020 (replaced by Fees Policy and Fees Schedule 2020 with equivalent content) • Credit Transfer and Recognition of Prior Learning Policy (relabelled as “regulations”) • Academic Progress Statute (relabelled as “regulations”) • Academic Dress Statute (replaced by Academic Dress Policy) • Graduation Statute (replaced by Graduation Procedures).
Associated amendments to the Delegations Schedule will be collated and provided separately to the Policy Office.
As a separate (and ongoing) process, a number of the existing academic policies, regulations and handbooks are undergoing review, and proposed amendments will be developed for consideration and approval in due course.
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Appendix: Feedback from consultation
Faculty/CSU Comment Response
Student The Student Assistance Levy should be included in the fees set by Checked with Simon Johnson and accepted. General Academic Finance Council. Statute s5(a)(ii) and (b) reworded to address this.
Admissions The Admission Regulations and the Enrolment Regulations should Accepted. Documents restructured accordingly. and be merged. Enrolments There needs to be a process for admitting international students There is no current provision for this and in the context of SSP, it is under 16 years of age (as there is for domestic students). unclear what would be appropriate. Should be addressed in procedures when they are developed later.
Information General Academic Statute: and Records Management (i) s.3(b)(ii) refers to NZVCC – should also mention UNZ as (i) Accepted. Reworded accordingly. footnote. (ii) s.7.2. What happens if, after a qualification is awarded, an (ii) Checked with Simon Johnson and accepted. New 7.2(iii) error is found, and the student has not met the requirements? added. Does that need mentioned here? (iii) S.9 definition of “Student” should mention all fees paid. (iii) Accepted. Reworded to include all enrolment criteria.
Fees Policy: These provisions are taken from the current Fees Statute. There is more detail in the Student Services Levy Policy. (i) S.6.3 Student Services Levy. Query whether rebate applies to all students who enrol in only one trimester. Amending these provisions is outside the scope of the current project (ii) S.6.6 (a) Courses requiring and overseas travel component. but noted for future review of the Fees Policy. Needs reworded to improve clarity.
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Enrolment Regulations 3.3(b) does not seem to allow people who Non-registered students cannot access material through Blackboard, enrol through CLL to sit in on lectures. and attendance at lectures only (as allowed under the current “Enrolment for interest only” provision) has not been offered for many years.
SSP (i) Enrolment Procedures should be developed in future and Agreed. Although outside the scope of the current project, it is SSP would want to have input into those. intended that Enrolment Procedures will be developed in future. It (ii) Delegated responsibilities in relation to admission and seems likely that SSP will have primary responsibility for developing enrolment could be specified in procedure-level documents these. once these are developed. This would allow the Regulations to be simplified, with the Provost responsibility for allocating responsibilities.
Science Minor edits in the covering document. Accepted. Faculty
Policy Train Rewording suggestions for plain English. Mostly accepted. (external)
Enrolment Regulations:
(i) Suggest gathering the various review rights into a review (i) That approach would need quite a bit of reworking and further section and stating the conditions on which a review request consultation. Instead of delaying the current project further, this can be considered (where the decision was inconsistent with should be looked at in a later review process. the published admission or entry requirements, or there is evidence of a conflict of interest in the decision). (ii) Minor amendments were made to clarify. (ii) Terminology around “programme” and “enrol” was not entirely clear. (iii) Fraudulent documentation: “fraudulent” has specific legal (iii) Simon Johnson agreed and recommended using “false”. meaning that is not consistent with the way is used here. Reworded accordingly.
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Proposed Framework of Academic Policy Documents sitting under the General Academic Statute
General Academic Statute
Student’s Entry Academic programmes Academic programmes Student’s Exit Development, design, approval, quality assurance Delivery (or teaching and learning)
Resourcing and Delivery and Assessment Exit Entry Development Regulations for each Evaluation and Review Scheduling Academic Policies: Schedule of Fees (attached to qualification Handbook: Academic Transcripts and General Academic Statute) Handbooks Academic Policy: Certificates Academic Policy: Assessment Academic Approvals Academic Reviews and Awarding of Qualifications Course Scheduling and Fees Policy (approved by VC) Programme and Course Monitoring Regulations: Posthumously Constraints Design Academic Grievance Master’s Thesis Academic Dress Regulations: Student Feedback on Doctoral Admission and Enrolment Policy Teaching and Learning Procedures: Related documents: Micro‐credentials Academic Policies: Graduation Procedures: Library Statute Class Representative Cancellation or Refusal of TBA: Student pathways Editorial Advice Enrolment Curriculum Framework including Meeting the needs of Students definitions of qualification types Regulations: with Impairments Tba (currently in PCS (bachelors, masters, PGCert, etc. Personal Courses of Study Recording by Students of Regulations): and also majors, minors, Credit Transfer and RPL Lectures and other Teaching Late addition/withdrawal specialisations, etc.). Conjoint Degrees (under Student Workload from courses review) Use of Te Reo Māori for Approval of each student's Academic Progress Assessment course of study Related documents Academic Policies: Procedures: Dean’s List Academic Agreements Doctoral Policy Withholding Theses Equity and Diversity Framework Tba Student Conduct Statute Standards for online delivery Animal Ethics Policy Work integrated learning/ Human Ethics Policy internships
Related documents: Off‐Campus Activities Policy CURRENT POLICY DOCUMENTS RELATING TO ACADEMIC MATTERS
Statutes – approved by Council
Academic Dress Academic Progress Academic Quality Admission and Qualifications Fees Statute Graduation Statute Statute Statute Statute Enrolment Statute Statute
Handbooks, Regulations, Academic Policies ‐ approved by Academic Board
Academic Programme and Assessment Approvals Course Design Handbook Handbook Handbook
Awarding of Academic Reviews Academic Class Course Scheduling Academic Qualifications Credit Transfer and and Monitoring Transcripts and Representative and Constraints Dean’s List Policy Grievance Policy Posthumously RPL Policy Policy Certifictes Policy Policy Policy Policy
Recording by Student Workload Meeting the Needs Student Feedback Use of Te Reo Editorial Advice Micro‐credentials Students of Policy of Students with on Teaching and Māori for Policy Policy Lectures and other (being incorporated Impairments Policy Courses Policy into Assessment Assessment Policy Teaching Handbook)
Individual Personal Courses of Conjoint Degrees Doctoral Master’s Thesis qualification Study Regulations Regulations Regulations Regulations regulations PROPOSED POLICY DOCUMENTS ASSOCIATED WITH GENERAL ACADEMIC STATUTE
Statute – approved by Council Policy approved by Vice‐Chancellor Note: Fees are published each year in Fees Schedule Tuition Fess, Student Services Levy and Student General Academic Assistance Levy set by Council Fees Policy Statute Other fees set by Vice‐Chancellor
Handbooks, Regulations, Academic Policies ‐ approved by Academic Board Note: Further consolidation at this Programme and Academic level will occur as part of ongoing Assessment Course Design Approvals work on academic policies Handbook Handbook (to be Handbook reviewed)
Awarding of Academic Reviews Academic Academic Dress Academic Qualifications Class Course Scheduling and Monitoring Transcripts and Dean’s List Policy Policy Grievance Policy Posthumously Representative and Constraints Policy Certifictes Policy Policy Policy Policy
Recording by Meeting the Needs Student Feedback Use of Te Reo Micro‐credentials Students of Editorial Advice of Students with on Teaching and Māori for Policy Lectures and other Policy Impairments Policy Courses Policy Assessment Policy Teaching Policy
Academic Progress Admission Credit Transfer and Doctoral Enrolment Master’s Thesis Regulations Regulations RPL Regulations Regulations Regulations Regulations
Individual Personal Courses of Conjoint Degrees qualification Study Regulations Regulations regulations
AB20/25a
General Academic Statute
1. Purpose This statute states overarching requirements for academic matters including admission and enrolment of students, and offering and conferring qualifications.
2. Application of statute This statute applies to staff members and students.
Statute Content
3. Admission (a) A person must have been admitted to the University to enrol in a qualification or register in credit-bearing courses at the University. (b) The Academic Board will define the minimum requirements for a person to be admitted to the University, taking account of: (i) the university entrance standard set by the New Zealand Qualifications Authority; (available at https://www.nzqa.govt.nz/qualifications- standards/awards/university-entrance/); (ii) any criteria set by the New Zealand Vice-Chancellors’ Committee (also known as Universities New Zealand – Te Pōkai Tara) through the Committee on University Academic Programmes (CUAP) (see https://www.universitiesnz.ac.nz/); and (iii) the relevant provisions of the Education Act 1989 and any applicable funding conditions.
Note: Refer to the Admission and Enrolment Regulations [link to new document].
4. Enrolment (a) A student must be enrolled in the relevant year to study credit-bearing courses at the University. (b) The Academic Board will set the requirements for enrolment and, where necessary, disenrolment in circumstances other than those provided for in the Student Conduct Statute. (c) The Academic Board may specify criteria (in addition to those required for admission to the University under section 4(b) above) to: (i) ensure students are adequately prepared for the relevant programme of study or course; (ii) limit enrolment in particular programmes of study or courses as required by resource constraints or funding conditions; (iii) meet requirements set by an external professional accreditation agency;
Page 1 AB20/25a General Academic Statute DD month 2020
(iv) enable the University to manage programmes of study and courses involving internships or placements.
Note: Refer to the Admission and Enrolment Regulations [link to new document].
5. Fees (a) Fees may only be set by the Council or the Vice-Chancellor. In setting fees, the Council or Vice-Chancellor must act in accordance with the relevant provisions of the Education Act 1989 and any applicable funding conditions. (b) The Council may set: (i) tuition fees for programmes of study at the University; (ii) fees for the provision of student services (known as the “Student Services Levy”); (iii) fees to assist students suffering exceptional financial hardship (known as the “Student Assistance Levy”); and (iv) any other fees as prescribed by the Council. (c) The Vice-Chancellor may set a fee for anything that is not covered by a fee set by Council under section 5(b) above. (d) All fees set by either the Council or the Vice-Chancellor are stated in the Fees Schedule.
Note: The current Fees Schedule is available at [webpage link]
6. Qualifications offered Qualifications offered by the University must be: (i) approved and accredited by the New Zealand Vice-Chancellors’ Committee under section 241(b) of the Education Act 1989; and (ii) defined by requirements approved by the Academic Board.
7. Granting of qualifications and graduation
7.1. Granting of qualifications (a) The University Council may grant the following qualifications (including as honorary qualifications):
• doctoral degrees
• master’s degrees
• bachelor’s degrees with honours
• postgraduate diplomas
• postgraduate certificates
• graduate diplomas
• graduate certificates
• bachelor’s degrees
• diplomas
• certificates.
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(b) The Council may grant a qualification that the University no longer offers. (c) The Council may grant a qualification to a person who: (i) has completed the requirements in the relevant regulations; or (ii) has not completed the requirements in the relevant regulations where the person:
• died before completing the requirements; or
• has satisfied the Council that the person has a circumstance such as a permanent or terminal medical condition that prevents them from completing the qualification requirements; and the Council is satisfied that granting the qualification is appropriate in the circumstances; or (iii) meets the requirements for an honorary degree stated in the Honorary Degree and Hunter Fellowships Statute.
7.2. Rescinding a qualification The Council may rescind a qualification where: (i) it is credited substantially or in full to a subsequent qualification and the regulations for the subsequent qualification require the student to surrender the prior qualification; (ii) the Council is satisfied that the graduate committed serious academic misconduct in relation to the qualification; or (iii) the Council is satisfied that a mistake occurred in the process leading up to the decision to award the qualification.
8. Requirements set by Academic Board (a) The Academic Board may set requirements relating to academic matters including, but not limited to:
• the matters stated in this statute (including admission, enrolment, qualification requirements, and the granting and rescission of qualifications)
• credit transfer and recognition of prior learning
• design, delivery, administration and quality assurance of courses, programmes of study, and micro-credentials
• assessment
• academic progress
• academic grievances. (b) Any requirements set by the Academic Board must: i) comply with the relevant provisions of the Education Act 1989, any applicable funding conditions, and the requirements of the New Zealand Vice-Chancellors’ Committee; ii) be consistent with this statute; and iii) be approved in accordance with the University’s Policy Framework.
Page 3 AB20/25a General Academic Statute DD month 2020 9. Definitions In this statute, unless the context requires otherwise, terms defined in the Education Act 1989 have the same meaning as the Education Act definition. In addition, the following definitions shall apply:
Academic Board The peak academic governance body of the University. Course An individual unit of study towards a qualification or a thesis. A course is identified by a course code and title and carries a specified points value. Funding condition A condition of government funding of the University. Honorary degree A qualification that the University grants to someone as an honour, in recognition of a high-level of achievement and/or public service, without the person having undertaken the programme of study that normally leads to the qualification. Programme of study A set of courses a student undertakes towards a qualification or a component of a qualification such as a major. The required courses are specified in the relevant qualification regulations. Student A person who has been granted admission and has been registered in one or more courses and has met all other enrolment criteria. Tuition fee A fee that a student must pay for their registration in a course.
Related Documents and Information
10. Related Documents Education Act 1989 Link to an overview of general academic regulations such as in “Proposed Framework of Academic Policy Documents sitting under the General Academic Statute” Graduation Procedures [link]
11. Document Management and Control Approver Council Approval Date Date Effective Date Date Last Modified Review Date Date Sponsor Provost Contact Senior Academic Policy Advisor Person Extension 5191
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Admission and Enrolment Regulations
1. Purpose These regulations state the University’s requirements for the admission and enrolment of students.
2. Application of regulations These regulations apply to staff members, students and prospective students, but not to learners enrolling only in micro-credentials.
Regulations Content
3. Admission (a) Admission to the University makes a person eligible to apply for enrolment in a qualification or a Certificate of Proficiency at the University. (b) Admission is based on the applicant's previous qualifications and other evidence of their academic preparation. It may be granted at entrance level (100-level) or, where an applicant has an appropriate background, above entrance level. (c) Except as provided for in section 8, admission is granted to an applicant only once. (d) Admission does not guarantee the applicant will be able to enrol in a particular programme of study.
4. General admission requirements (a) Admission to the University requires an applicant to be eligible under one of the categories in sections 5–8 below. (b) In addition, an applicant whose first language is not English or te reo Māori must demonstrate their competence in both written and spoken English in one of the following ways: (i) The applicant has satisfied the National Certificate of Educational Achievement (NCEA) university entrance literacy requirement (see secti0n 5); (ii) At the discretion of the relevant admission authority (see section 6.3), if the qualification forming the basis of their application for admission was undertaken in a native English-speaking country or in a curriculum where English is the medium of instruction and assessment; (iii) The qualification that is the basis of their application for admission has been approved by the Vice-Provost (Academic) as meeting the minimum satisfactory requirements; (iv) The applicant has achieved at a satisfactory level in an approved English language test. The Vice-Provost (Academic) approves tests and minimum satisfactory standards in each for students entering at pre-degree, undergraduate or graduate levels; or
Page 1 AB20/25b Admission and Enrolment Regulations DD Month 2019
Note: Approved tests and minimum satisfactory standards are listed at [webpage link] (v) The Vice-Provost (Academic) (or for doctoral students, the Dean of the Faculty of Graduate Research) is satisfied that the applicant demonstrates an equivalent level of English language competence. (c) Admission under any category except university entrance for domestic students (see section 5) is at the discretion of the University. (d) Admission to the University is normally restricted to applicants who are at least 16 years of age by the first day of the trimester in which they wish to enrol. The Director, Student Academic Services, in consultation with the relevant Associate Dean, may approve admission for a younger applicant. An applicant who is declined admission under this provision may appeal to the Vice-Provost (Academic).
Note: The requirements in the Vulnerable Children Act 2014 must be taken into account for students aged under 18 years. (e) The Provost will ensure admission processes are in place (including deadlines and requirements for documentation).
5. University entrance (for domestic or international students) (a) The minimum standard required for entrance to a New Zealand University is established by the New Zealand Qualifications Authority and is defined in terms of specified achievement in NCEA.
Note: Refer to http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/ (b) Applicants who qualified for admission under earlier university entrance qualifications (New Zealand University Entrance, Bursaries and Scholarships examinations or the pre- 2004 National Qualifications Framework) are also eligible to be admitted.
Note: Details of earlier university entrance qualifications are set out in the Admission and Enrolment Statute up until 2020.
6. Admission by qualification assessment (for domestic or international students) Note: Admission by qualification assessment is also known as admission ad eundem statum.
6.1. Admission at entrance level (a) Admission at entrance level allows a student to be considered for enrolment in a bachelor’s degree. (b) An applicant who does not have a university entrance qualification as in section 5 may apply for admission at entrance level by qualification assessment if they have achieved at an equivalent level in any of: (i) a recognised international university entrance qualification, including Cambridge International Examinations (CIE) and International Baccalaureate (IB). Universities New Zealand specifies the required standards;
Note: Refer to the Universities New Zealand website http://www.universitiesnz.ac.nz/new-zealand-students/am-i-eligible/other-equivalent- qualifications.
Page 2 AB20/25b Admission and Enrolment Regulations DD Month 2019
(ii) a qualification awarded by an overseas secondary school, that the relevant authority (see section 6.3) considers to be equivalent to a New Zealand university entrance qualification;
Note: Decisions are made with reference to guidelines provided by Universities New Zealand. (iii) a foundation studies programme that the relevant authority (see section 6.3) has approved as an entrance qualification; or
Note: Approved programmes are listed at [relevant Victoria webpage] (iv) a relevant completed qualification at New Zealand Qualifications Framework (NZQF) level 4 from a New Zealand tertiary institution.
6.2. Students with previous tertiary study (a) A student may be admitted on the basis of qualification assessment (ad eundem statem) if they have completed: (i) courses at NZQF level 5 or above from a New Zealand tertiary institution; or (ii) degree-level courses or qualifications from a recognised overseas university or tertiary institution. (b) Admission may be granted: (i) at entrance level; or (ii) above entrance level.
Note 1: Applications based on previous tertiary study will be subject to the criteria specified in the Academic Progress Regulations.
Note 2: Where admission is based on previous tertiary study, the student may be granted transfer credit under the Credit Transfer and Recognition of Prior Learning Regulations.
6.3. Responsibility (a) Decisions on admission by qualification assessment are made by: (i) the Director, Student Academic Services for non-doctoral domestic students; (ii) the Assistant Vice-Chancellor (International) for non-doctoral international students. (iii) the Dean of the Faculty of Graduate Research for admission to doctoral programmes. (b) The Associate Dean or other relevant faculty or school staff must be consulted before admitting students above entrance level to ensure students can be appropriately placed in a programme of study. (c) Where a person’s application for admission based on qualification assessment is declined, they may ask the Vice-Provost (Academic) to review the decision. If the application is declined on grounds relating to the applicant's educational qualifications, they may appeal to the New Zealand Qualifications Authority.
Page 3 AB20/25b Admission and Enrolment Regulations DD Month 2019 7. Types of admission available only for domestic students
7.1. General requirements (a) A domestic student who neither has a university entrance qualification (see section 5) nor meets the criteria for admission by qualification assessment (see section 6) may be eligible for discretionary entrance (see section 7.2) or special admission (see section 7.3) as set out below. (b) The Associate Director, Student Academic Services (Management and Administration) is responsible for decisions under section 7. (c) Decisions are based on consideration of: (i) the applicant's submission; (ii) the applicant's past academic achievements; and (iii) evidence of the applicant's ability to proceed with the proposed programme of study. (d) Where an applicant’s application for discretionary entrance or special admission is declined, they may ask the Vice-Provost (Academic) to review the decision. If the application for discretionary entrance is declined on grounds relating to the applicant's educational qualifications, they may appeal further to the New Zealand Qualifications Authority.
7.2. Discretionary entrance (under 20) (a) Discretionary entrance is for domestic students who are under 20 years of age and have shown a high level of academic achievement in Year 12 or its equivalent, but who neither have a university entrance qualification (see section 5) nor meet the criteria for admission by qualification assessment (see section 6). (b) To be considered for discretionary entrance, an applicant must normally have: (i) a minimum of 14 credits at NCEA level 2 (or equivalent) in each of four subjects, at least three of which must be approved subjects and include some merit and/or excellence credits;
Note: The New Zealand Qualifications Authority determines a list of approved subjects for the purposes of applying the university entrance standard, see https://www.nzqa.govt.nz/qualifications-standards/awards/university- entrance/approved-subjects/. (ii) met the literacy and numeracy standards for university entrance, or their equivalents; and (iii) not have undertaken Year 13 study beyond 1 June at a New Zealand secondary school.
Note: These criteria are based on the Discretionary Entrance Regulations, Guidelines and Procedures established by the New Zealand Vice-Chancellors' Committee (also known as Universities New Zealand-Te Pōkai Tara) through the Committee on University Academic Programmes (CUAP). (c) For applicants currently at school in New Zealand, evidence of their ability to proceed with the proposed programme of study must include a statement from the school principal (or their nominee). Otherwise a statement must be provided by an adviser appointed by the University.
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(d) An applicant who has undertaken Year 13 study beyond 1 June at a New Zealand secondary school will not normally be admitted under the Discretionary Entrance provisions.
Note: Such students may be eligible for Provisional Admission (see section 8(f)).
7.3. Special admission (20+) (a) Special admission is for domestic students aged 20 years or over by the first day of the trimester for which admission is sought, who neither have a university entrance qualification (see section 5) nor meet the criteria for admission by qualification assessment (see section 6). (b) In exceptional circumstances, the Associate Director, Student Academic Services (Management and Administration) may grant special admission to an applicant below the age of 20 who, in their opinion, is adequately prepared for university study. In such cases the student may be restricted to enrolment in a specified programme of study.
8. Provisional admission (for domestic or international students) (a) An applicant who is not eligible for admission under any of the other categories in sections 5–7 may be granted provisional admission. (b) An applicant granted provisional admission will have conditions placed on their enrolment, and may only enrol: (i) with the approval of the relevant Programme Director, in a pre-degree qualification; (ii) with the approval of the Associate Director, Student Academic Services (Management and Administration), in a Certificate of Proficiency; or (iii) in exceptional circumstances, and with the approval of the Vice-Provost (Academic) in consultation with the relevant Associate Dean, in another qualification. (c) Where an applicant is granted provisional admission, the University will specify the conditions they must meet to gain full admission. (d) Once those conditions are met, the student’s status as fully admitted will be confirmed. (e) If the student fails to meet the conditions, their admission will be revoked, and they must withdraw from the University. In this event, the student may complete courses they are currently registered in, but any courses they pass will not be credited to a qualification until they become eligible for, and are granted, admission. (f) An applicant studying at a New Zealand secondary school may apply for provisional admission in the same year for the purpose of enrolling in courses offered in Trimester 3. (i) To gain full admission, any such student must, in the following January, achieve a university entrance qualification (see section 5) or meet the criteria for admission by qualification assessment (see section 6), and then gain a place in a programme of study. (ii) A student in this category who does not gain full admission will be required to withdraw from the University but may reapply for admission at mid-year.
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(g) Decisions made under section 8(b)(i) or (ii) may be appealed to the Director, Student Academic Services. Decisions made under section 8(b)(iii) may be appealed to the Provost.
9. False documentation (a) If an admission application is based on documentation that the University considers may be false, the applicant may be refused admission, or if already admitted, have their admission revoked and enrolment terminated. Such decisions are made by: (i) the Director, Student Academic Services for non-doctoral domestic students; (ii) the Assistant Vice-Chancellor (International) for non-doctoral international students; or (iii) the Dean of the Faculty of Graduate Research for doctoral students. (b) The applicant or student may appeal a decision under section 9(a) to the Vice-Provost (Academic). Any appeal must be submitted within four weeks of the decision.
10. Enrolment
10.1. General enrolment requirements (a) To study at this University, a student must be fully enrolled for the relevant period. (b) A student’s enrolment and registration must be approved by the authority specified in the relevant regulations or procedure.
Note: Refer to qualification regulations, the Personal Courses of Study Regulations, Master’s Thesis Regulations and Doctoral Regulations: for PhD and other Doctorates with Theses. Enrolment in a doctoral programme must be approved by both the Faculty of Graduate Research (FGR) and the academic faculty in which the student will undertake their study. (c) The Provost will ensure enrolment processes are in place.
Note 1: In enrolling students, the University is bound by the relevant code of practice: Code of Practice for the Pastoral Care of International Students, available at http://www.nzqa.govt.nz/providers-partners/education-code-of-practice/ and the Education (Pastoral Care of Domestic Tertiary Students) Interim Code of Practice available at https://www.nzqa.govt.nz/providers-partners/domestic-code-of-practice/
Note 2: An enrolled student may change the set of courses for which they are registered as set out in the Personal Courses of Study Regulations. (d) The University will not normally accept an application to enrol in a trimester after the beginning of that trimester, unless it is for a thesis programme. The Manager, Admissions and Enrolments may make an exception in consultation with the relevant Associate Dean.
10.2. Enrolment criteria A student becomes fully enrolled for a defined period when the following conditions have been met: (a) The student: (i) has been admitted to the University (refer to sections 3-8); (ii) has been accepted into a qualification;
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(iii) has been offered and accepted registration in one or more courses in the relevant period; (iv) agrees to the enrolment terms and conditions; (v) agrees to be bound by the statutes, policies, regulations and procedures of the University; (vi) pays the required fees and levies (or makes and adheres to payment arrangements) by the relevant deadlines (refer to the Fees Policy); and (vii) has met any conditions specified as part of their offer of enrolment. (b) International students must also present a valid passport and appropriate visa.
10.3. Acceptance into qualifications To be accepted into a qualification, a student must satisfy the following criteria (where they exist): (a) Entry requirements stated in the relevant qualification regulations (unless the relevant authority waives these in accordance with the qualification regulations or the Personal Courses of Study Regulations). (b) Additional criteria set by the Provost to manage entry to qualifications or courses. Such criteria may include provisions to support enrolment of students from identified equity groups.
Note 1: Information on the Guaranteed Entry Score (GES) for entry to undergraduate degrees is published in the current Guide to Undergraduate Study, available at https://www.victoria.ac.nz/study/course-planning/publications.
Note 2: The University may limit the number of students who can enrol in a particular programme of study or course under the Course Scheduling and Constraints Policy. (c) Criteria set by the Dean of the relevant faculty for enrolment in a programme of study where: (i) these are required by an external professional accreditation agency; and/or (ii) the programme of study requires students to undertake a placement or internship.
Note: The requirements for enrolment in a qualification leading to provisional registration as a teacher are set out at [webpage link].
10.4. Registration in courses (a) Within a period of enrolment, a student will be registered for one or more courses or, in the case of a thesis student, registered for supervision.
Note: the requirements for, and constraints on, registration in a course or thesis are set out in the relevant qualification regulations, the Personal Courses of Study Regulations, Master’s Thesis Regulations and Doctoral Regulations: for PhD and other Doctorates with Theses. (b) A student must be registered for a course to attend classes or be assessed in that course.
10.5. Period of enrolment (a) Except for theses, the period of enrolment starts at the beginning of the first trimester for which the student is registered in a course for that academic year and ends immediately before the start of Trimester 1 in the following academic year.
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(b) A thesis student is continuously enrolled from the beginning of their first period of registration until: (i) they submit the completed thesis to the University library; (ii) they withdraw from the degree; (iii) the University terminates their enrolment; or (iv) they fail the qualification.
Note: Refer to the Master’s Thesis Regulations, and the Doctoral Regulations: for PhD and other Doctorates with Theses:
▪ A student starting a master’s thesis is initially registered for a 12-month period beginning on their start date. ▪ A student starting a doctoral thesis is initially registered from their start date until 31 December that year. They are then automatically re-registered for 12 months.
11. Ceasing to be enrolled A student ceases to be enrolled before the end of the relevant enrolment period if: (i) they complete the qualification; (ii) they advise the University in writing that they wish to withdraw from the qualification or from all their courses; or (iii) the University terminates their registration in all courses under any of the conditions in section 12.
12. Refusal to enrol a student
12.1. Circumstances in which enrolment may be declined or terminated (a) The Vice-Provost (Academic) may, in accordance with section 224(12) of the Education Act, decline or terminate a student’s enrolment in a qualification, or their registration in some or all courses, where the student: (i) has made insufficient academic progress at this or another institution (refer to the Academic Progress Regulations [link to new document]); (ii) is enrolled full-time in another institution; or (iii) is not of good character.
Note: In accordance with section 224(12) of the Education Act, a student may also have their enrolment or registration declined or terminated as a result of misconduct. Refer to the Student Conduct Statute. (b) The Vice-Provost (Academic) will decline or terminate an international student’s enrolment if they do not hold an appropriate visa. (c) The Vice-Provost (Academic) may decline or terminate a student’s enrolment or registration if they fail to pay fees (refer to the Fees Policy for more details). (d) The relevant Associate Dean may decline or terminate a student’s enrolment in a qualification or their registration in particular courses where the student fails to satisfy criteria set by the Dean under section 10.3(c).
Note: The Master’s Thesis Regulations, Doctoral Regulations: for PhD and other Doctorates with Theses and some qualification regulations also specify criteria that must be met for ongoing enrolment.
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12.2. Appeals (a) A student may appeal a decision made under section 12.1(a) or (b) by the Vice-Provost (Academic) to the Provost unless the relevant statute, policy or regulations specify otherwise. (b) A student may appeal a decision made by the Associate Dean under section 12.1(d) to the Dean. (c) Appeals must normally be made within four weeks of the decision.
13. Definitions For purposes of these regulations, unless otherwise stated, the following definitions shall apply:
Applicant A person who has applied for admission to the University but is not yet fully enrolled. Certificate of A form of enrolment allowing a student to register in one or Proficiency more courses without being enrolled in an accredited (COP) qualification (see General Academic Statute). Course An individual unit of study towards a qualification or a thesis. A course is identified by a course code and title and carries a specified points value. Domestic A student who: student (a) is a New Zealand citizen; or (b) holds a New Zealand residence class visa granted under the Immigration Act 2009; or (c) is a person in a group that the Minister of Immigration requires universities to treat as if they are domestic students.
Note: New Zealand includes the Cook Islands, Niue and Tokelau (Citizenship Act 1977 s.2(1)).
Note: details are available on the Ministry of Education website http://www.education.govt.nz/ministry-of- education/legislation/definition-of-domestic- student/?utm_source=universitiesnz.ac.nz.
Enrolled A status lasting for a specified period of time defining a person as a student who is accepted into a qualification and within that period, is registered in one or more courses (or registered for supervision in a thesis). Foundation A qualification that prepares students for tertiary study. studies International Any student who is not a domestic student: see Domestic student student. NCEA The National Certificate of Educational Achievement (NCEA) is the main national qualification for secondary school students in New Zealand. NZQF New Zealand Qualifications Framework.
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Programme A set of courses a student undertakes towards a qualification or of study a component of a qualification such as a major. The required courses are specified in the relevant qualification regulations. Qualification A degree, diploma or certificate offered by this University: see the General Academic Statute. For the purposes of enrolment, Certificate of Proficiency (COP) is treated as a qualification.
Page 10 AB20/25b Admission and Enrolment Regulations DD Month 2019 Related Documents and Information
14. Related documents Academic Progress Regulations [link] Cancellation or Refusal of Enrolment Procedure Course Scheduling and Constraints Policy [link] Credit Transfer and Recognition of Prior Learning Regulations [link] Doctoral Regulations: for PhD and other Doctorates with Theses [link] Education Act 1989 Fees Policy [link] General Academic Statute [link] Master’s Thesis Regulations Student Conduct Statute
15. Document management and control Approver Academic Board Approval Date Date Effective Date Date Last Modified Review Date Date Sponsor Provost Contact Manager, Admissions and Enrolments Person Extension 5989; or International Admissions and Conversion Manager Extension 6468
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AB20/25c
Credit Transfer and Recognition of Prior Learning Regulations
1. Purpose These regulationsThis Policy governs the credit awarded towards Victoria University of Wellington (‘Victoria’) programmes from courses taken at other tertiary institutions (‘transfer credit’) and credit awarded for informal or uncertificated prior learning (‘RPL credit’) that has been assessed by Victoria as equivalent to specified Victoria courses. Credit of Victoria courses to more than one Victoria programme (‘cross-credit’) is governed by the statutesregulations for each qualification and the Personal Courses of Study StatuteRegulations.
2. Application of Regulations These Regulations apply to staff members and students.
Regulations Content
3. Principles (a) The award of a qualification must be on the basis that the student has met the full academic requirements of the qualification, irrespective of the extent of any transfer credit or RPL credit. (b) The award of a Victoria qualification requires that a sufficient proportion of the courses for the qualification has been passed at Victoria University, and that the courses passed at Victoria include a sufficient number at advanced levels to establish its distinctive character as a Victoria qualification. (c) Credit should be awarded at the highest level that is consistent with the nature of the previous learning and appropriate for the student's programme of study at Victoria.
4. Responsibilities (a) Decisions on the award of transfer credit are made by the Associate Dean (Students) or equivalent in the relevant faculty. The Associate Dean will consult with the relevant Head of School where specified in section 7. (b) Decisions on RPL credit are made by the Associate Dean on the recommendation of the relevant Head of School. (c) Applicants are responsible for providing acceptable evidence of their prior learning, and any additional materials that may be requested in order to assess its content, level and value. Credit will not be awarded unless satisfactory information is provided.
5. Learning for which credit may be awarded
5.1. Credit must be based on the original learning All assessment of transfer credit and RPL credit must be based on the original learning. Transfer credit can only be awarded on the basis of achievement at the institution where the course was originally taken. The awarding of transfer credit for a course by another institution
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is not sufficient grounds for Victoria University to award transfer credit for the same course. Transfer credit cannot be awarded on the basis of RPL credit awarded by another institution.
5.2. Courses passed at another tertiary institution (a) Transfer credit may be awarded in respect of courses that are: (i) available for degree programmes at other New Zealand universities; or (ii) registered on the New Zealand Qualifications Framework at Level 5 or above and in a subject which could properly be taught at degree level in a university; or (iii) offered by an educational institution and recognised by the Associate Dean as being of equivalent standard to courses in (i) or (ii) of this section. (b) Transfer credit will not be awarded in respect of courses taken elsewhere when the content is substantially similar to courses passed at Victoria. (c) Transfer credit will not be awarded for courses passed more than ten years before the date of application for credit unless the course content is still valid material that could properly be taught as part of a current programme. (d) Credit will not be awarded for courses passed while the student was suspended from Victoria on academic misconduct grounds. (e) Credit will not normally be awarded for courses passed while the student was suspended or excluded from any other tertiary institution on academic misconduct grounds.
6. Types of credit that may be awarded at Victoria University
6.1. Transfer credit (a) Transfer credit may be awarded as: (i) fully specified credit, that is, a Victoria course identified by subject and course code and usually having the normal point value of that course. Subject to section 7, specified credit may be used to satisfy any degree, major or prerequisite requirement that would be satisfied by the relevant Victoria course; or (ii) partially specified credit in a particular subject at a particular level, but not specifying a course code. Subject to section 7, partially specified credit may be used to satisfy degree, major or prerequisite requirements that would be satisfied by courses with the same subject code and level or degree schedule and level; or (iii) unspecified credit at a particular level but which does not specify a subject or course code. Unspecified credit may be used to satisfy degree, major or prerequisite requirements expressed in terms of any points at the same level.
Note: Under the provisions in the Personal Courses of Study StatuteRegulations, the Associate Dean may exempt a student from particular degree, major or prerequisite requirements. Such exemptions may be based on prior learning, and may be in addition to, or instead of, the award of any transfer credit. (b) Unspecified or partially specified transfer credit may be reassessed if the student seeks an alternative qualification.
6.2. RPL credit 6.2.1. Principles for the award of RPL credit
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(a) RPL credit may only be awarded as fully specified credit, normally at 100-level, and is regarded as full Victoria credit in terms of meeting degree, major or prerequisite requirements. (b) Credit may only be awarded in courses that have been approved for RPL credit by the Academic Committee in accordance with section 6.2.2 below. (c) Credit may only be awarded for courses currently listed on the schedule to a Victoria qualification. (d) Credit may only be awarded for prior learning that satisfies the course learning objectives as set out in the relevant course outline. Credit is not awarded purely on the basis of practical experience.
Note: Where a student's prior experience has adequately prepared them for direct entry to an advanced course or graduate programme, but it is not appropriate to grant RPL credit, this can be dealt with using the provisions in the Personal Courses of Study StatuteRegulations, or the entry requirements for individual graduate programmes.
6.2.2. Approval of courses for RPL credit Any school wishing to be able to award RPL credit for a course must submit an RPL proposal for approval by the relevant faculty board and the Academic Committee. The RPL proposal must include: (i) the justification for offering RPL credit for the course, which might include information on how students can obtain appropriate learning independently and why there is a demand for RPL credit; (ii) the criteria under which a candidate is permitted to apply for RPL credit in the course; and (iii) the assessment process to be used, including a statement on how it ensures the student has met the learning outcomes for the course.
6.2.3. Assessment procedures The proposed assessment procedure must be fair, valid and transparent, and must allow determination of whether the applicant's knowledge, experience and skills satisfy the course learning objectives. Typically, assessment involves one or more of: (i) a challenge examination, where the applicant undertakes the same or equivalent assessment to that of students enrolled in the course; or (ii) an oral examination, in which the applicant's knowledge and learning are determined through an interview process. The RPL proposal should include information on the nature of such an interview and the staff who would be involved; or (iii) a portfolio detailing the relevant experiences of the applicant, identifying the learning achieved in those experiences, and providing supporting evidence such as letters or testimonials from employers or supervisors.
7. Amount of transfer and RPL credit to be awarded
7.1. Limits on credit Except where different arrangements are specified in the relevant qualification regulations, transfer and RPL credit may be awarded towards Victoria qualifications based on the assessed points value for eligible prior learning up to the limits set out below.
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7.2. Undergraduate Bachelor's degrees Note: This includes BE(Hons) and LLB(Hons).
7.2.1. Standard provisions for credit transfer Except as provided in sections 7.2.2 - 7.2.3: (i) a maximum of 120 points of transfer credit may be awarded towards a Bachelor's degree; (ii) transfer credit cannot be used to satisfy the 300-level (or above) degree, major or minor requirements.
7.2.2. Special circumstances Further points and/or points at 300-level (or above) towards degree, major or minor requirements may be credited to a Bachelor's degree in the following circumstances: (i) from an approved student exchange programme; and/or (ii) where specified within a formal articulation or twinning arrangement between Victoria and another institution; and/or (iii) in consultation with the Head of School, from one incomplete external qualification that is very similar in structure and content to the Victoria degree; and/or (iv) in consultation with the Head of School, in other exceptional circumstances.
7.2.3. Minimum Victoria University content in undergraduate degrees (a) In all circumstances, irrespective of any transfer credit or RPL credit, at least 120 points for each Victoria Bachelor's degree (including those completed within a conjoint degrees programme) must be passed at Victoria. (b) Except as provided in section 7.2.3(c) the points passed at Victoria must include: (i) at least 40 points, or half the minimum degree requirements at 300-level or above if that is more than 40 points; and (ii) at least half the advanced points (200-level or above) requirements for any major. (c) For undergraduate Bachelor's degrees requiring points at 400-level, the points passed at Victoria must include: (i) any research project; and (ii) at least 60 points at 400 level (or above), or the full 400-level (and above) degree requirement if that is less than 60 points; and (iii) half the minimum 300-level (or above) requirements for any major.
7.3. Graduate certificates, graduate diplomas, postgraduate certificates and postgraduate diplomas Credit may be awarded for up to half the points required for the qualification.
7.4. Postgraduate Honours degrees (a) Normally all courses credited to a postgraduate Honours degree must be undertaken at Victoria.
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(b) In exceptional circumstances and in consultation with the Head of School, the Associate Dean may approve up to 60 points of transfer credit within a postgraduate Honours degree, providing the integrity and cohesiveness of the student's programme is maintained. (c) In all circumstances, any research project within a postgraduate Honours degree must be undertaken and passed at Victoria. (d) RPL credit must not be awarded towards a postgraduate Honours degree.
7.5. Master's degrees (including Master's degrees that can be awarded with Honours) Transfer credit and/or RPL credit may be awarded towards a Master's degree, providing that in all circumstances at least 120 points, including any thesis or research project worth 60 points or more, is passed at Victoria.
8. Appeals Any student dissatisfied with the decision of the Associate Dean may apply to have the decision reviewed by the Convenor of the Academic Committee.
9. Definitions In these Regulations, unless the context otherwise requires, the following definitions shall apply:
Exemption: Exemption from completing a particular degree, major, or prerequisite requirement. An exemption does not imply that credit has been granted for the courses associated with the requirement. Fully specified Awarded credit that is defined as a specific course code (where the credit: previous study is considered to be equivalent or a superset of that particular Victoria course). Partially specified Awarded credit that is defined in terms of a subject or faculty code credit: and level (where the previous study is broadly equivalent to material covered in that discipline or faculty at that level, but not equivalent to a specific course). RPL (recognition of Credit awarded on the basis of prior learning that occurred outside informal prior accredited courses or qualifications. This may include workplace learning) credit: training, marae-based learning or independent learning. RPL credit is always fully specified credit. Transfer credit: Credit awarded towards a Victoria qualification on the basis of courses previously passed at another tertiary institution. Unspecified credit: Awarded credit that is defined at a particular level, but does not specify a subject area (where the previous study is broadly equivalent to material at that level, in a subject area that could properly be taught at degree level in a university). Unspecified credit is identified with the ‘subject’ code UNSP.
Related Documents and Information
Page 5 AB20/25c Credit Transfer and Recognition of Prior Learning Regulations dd month yyyy 10. Related Documents Education Act 1989 General Academic Statute Personal Courses of Study Regulations
11. Document Management and Control Approver Academic Board Approval Date Date Effective Date Date Last Modified Review Date Date Sponsor Provost Contact Senior Academic Policy Adviser Person Ext: 5191
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Academic Progress Regulations
1. Purpose The Victoria University of Wellington (‘the University’) seeks to provide a learning environment designed to help students achieve their fullest academic potential, and to maximise the availability of places for students who actively engage with their studies. Where a student fails to make satisfactory academic progress it is important that provisions are in place to provide appropriate advice and support, and to manage the student’s enrolment. This statuteThese regulations provides a framework for the University to identify students in need of support, and allows the University to restrict the number of courses in which the student may enrol and to require certain conditions to be met for continued enrolment. Where a student completely fails to engage with their studies in a particular trimester, or where there is ongoing unsatisfactory academic performance over a period of time, this statutethese regulations provides a framework for suspension or exclusion from the University.
2. Application of Regulations These Regulations apply to staff members and students.
Regulations Content
3. Non-engagement (a) A student who enrolled in two or more courses in their most recent standard trimester and obtained a grade of E or F in all those courses will not be permitted to enrol until after the following standard trimester and, if already enrolled in any courses, will be disenrolled from them.
Note: A student who is already enrolled in a Trimester Three course that has started, and who can demonstrate that they are engaging with the course material, may appeal the decision to the relevant Associate Dean. (b) Appeals may be made to the relevant Associate Dean, who may permit enrolment with restriction if satisfied that: (i) the student did engage with their courses and submitted at least half the required assessment in their programme of study; or (ii) the student’s performance was affected by exceptional medical or personal circumstances.
Note: A student whose appeal is successful and is permitted to enrol, but who again meets the criteria set out in section 3(a)s4.1(a) will be suspended as set out in section 5(c) s4.3(c). (c) A student disenrolled or prevented from enrolling under s4.1section 3(a) will be restricted in their first trimester back at the University to: (i) a maximum of 45 points if it is a standard trimester, unless a higher number of points is approved by the Associate Dean; or (ii) 20 points if it is Trimester Three.
Page 1 AB20/25d Academic Progress Regulations dd month yyyy 4. Restriction (a) A student whose APG calculated over their two most recent trimesters of study at this or any other university is below 2.0 and/or has passed fewer than half the points undertaken, may have their enrolment restricted for their next two trimesters of study. (i) Concerning Academic Progress: If the student has either an APG below 2.0 or passed fewer than half the points undertaken, they will normally be automatically restricted to a maximum of 60 points in each of their next two trimesters of study. If either of these is Trimester Three, a normal maximum of 40 points will apply, provided the points are spread evenly across the entire trimester. Appeals may be made to the relevant Associate Dean, who, after reviewing the student’s record, may vary the restriction or impose conditions. (ii) Unsatisfactory Academic Progress: If the student has an APG below 2.0 and passed fewer than half the points undertaken, the relevant Associate Dean will normally review the student’s record and impose a restriction and/or conditions, normally a maximum of 45 points in the student’s next standard trimester of study and a maximum of 60 points in the following standard trimester.
Note 1: If the two most recent trimesters of study include a trimester resulting in disenrolment, those two trimesters will both be included in the APG calculation for this section.
Note 2: Associate Deans typically impose conditions that are intended to ensure appropriate support is in place to improve the student’s chances of success. These might include a requirement to attend sessions at Student Learning or regular meetings with an academic mentor. (b) In determining the restrictions and conditions to apply, the relevant Associate Dean will take into account: (i) any provisions relating to academic progress in the relevant qualification statute; and (ii) whether the student was taking courses worth fewer than 60 points over the two trimester period or if their performance was affected by exceptional medical or personal circumstances. (c) In the event of an APG of less than 2.0, or passing fewer than half the points undertaken in the first trimester under restriction, the Associate Dean may further reduce the maximum points in which a student may enrol for the following trimester. (d) No restriction will apply in the following trimester for any student who achieves an APG of 2.0 or above and passes at least half the points attempted across their last two trimesters while restricted under section 3(b) or 3(c) or 4(a)s4.1(b) or (c) or s4.2(a). (e) No restriction under section 3(c) or 4(a) s4.1(c) or 4.2(a) will be applied to a student who is returning to study at the University after a break of at least three years.
5. Suspension (a) On the recommendation of the Associate Dean a student who is restricted under section 3(b) or 3(c) or 4(a)(ii)s4.1(b) or (c) or s4.2(a)(ii) and who again meets the criteria for unsatisfactory academic progress by obtaining an APG of less than 2.0 and passing fewer than half the points undertaken in their next trimester of study, may be suspended by the Convenor of the Academic Committee (or nominee) for a period of three trimesters.
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(b) A student who is disenrolled under section 3(a) s4.1(a) and who, in their first trimester upon returning to study again meets the criteria for disenrolment under section 3(a)s4.1(a), will be suspended for a period of three trimesters. (c) A student who appeals a disenrolment under section 3(b) s4.1(b) and is permitted to enrol but who in their following trimester of study meets the criteria for disenrolment in section 3(a)s4.1(a) may be suspended for a period of three trimesters. (d) Any appeal against a suspension must be submitted in writing to the Provost.
6. Returning to Study after Suspension (a) A student returning to study after suspension under section 5s4.3 will be restricted as set out in section 4(a)(ii)s4.2(a)(ii), and may also be subject to any further conditions imposed by the relevant Associate Dean. (b) A student returning to study after suspension who achieves an APG of 2.0 or above over their next two trimesters of study will not be subject to any further restriction in the following trimester. (c) A student returning to study after suspension, who, in their next two trimesters of study again meets the criteria for unsatisfactory academic progress by obtaining an APG of less than 2.0 and passing fewer than half the points undertaken, will normally be excluded from this University. (d) Any appeal against exclusion should be submitted in writing to the Provost.
7. Re-enrolment in a course A student who has failed the same course on two occasions may not enrol again for that course except with the permission of the relevant Associate Dean. Associate Deans may approve further enrolments where: (i) The student normally performs at a high level; or (ii) The course concerned is a compulsory course for a major or qualification and the student has passed at least half of the other courses for that major or qualification; or (iii) The student’s previous performance in the course was affected by exceptional medical or personal circumstances.
8. Definitions In these Regulations, unless the context otherwise requires, the following definitions shall apply:
Standard trimester: Trimester One or Trimester Two, but not Trimester Three Points undertaken: The total value of all courses in which the student remained enrolled after the withdrawal deadlines set out in section 14 of the Fees Policydates set out in Appendix E of the Fees Statute (normally the first two weeks of the course). Academic Progress A modified version of the GPA calculated as set out in Appendix C Grade (APG): of the Assessment Handbook but including a value of 4 for aegrotat passes, 2 for special passes and 0 for withdrawals after the dates set out in section 14 of the Fees PolicyAppendix E of the Fees
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Statute. The APG is calculated across all courses undertaken in the relevant trimester(s) of study, weighted by points values. Non-engagement: Enrolment in a course of study without engaging with the course content or attempting to satisfy course requirements. For the purposes of this statute, all students who are enrolled in two or more courses in a standard trimester and achieve E or F grades in all will be considered under the non-engagement provisions. Students who attempt at least half the required assessment in their programme of study will not be considered to be non-engaged. Concerning A student whose APG is below 2.0 or who has passed fewer than academic progress: half the points undertaken in their two most recent trimesters of study at this or any other university is considered to have concerning academic progress. Unsatisfactory A student whose APG is below 2.0 and has passed fewer than half Academic Progress: the points undertaken over their two most recent trimesters of study at this or any other university is considered to have unsatisfactory academic performanceprogress. Suspension: A limited period of time, normally three trimesters, when a student is not permitted to enrol at this University. Exclusion: A student who is excluded is not permitted to return to study at this University.
Related Documents and Information
9. Related Documents Admission and Enrolment Regulations [link] Code of Practice for the Pastoral Care of International Students, available on the Ministry of Education website. Education Act 1989 Fees Policy [link] General Academic Statute [link]
10. Document Management and Control Approver Academic Board Approval Date Date Effective Date Date Last Modified Review Date Date Sponsor Provost Contact Senior Academic Policy Advisor Person Extension: 5191
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Academic Dress Policy
1. Purpose This Policy sets out the details of academic dress requirements for Victoria University of Wellington.
2. Application of Policy This Policy applies to staff, graduands and graduates of the University.
Policy Content
3. General (a) Graduands shall appear at all public graduation ceremonies of the University in the academic dress proper to their qualification, except that with the approval of the Manager, Graduation Services, graduands admitted ad eundem may wear the academic dress of their prior qualification. (b) Persons who are to receive a qualification who do not wear official academic dress will not be permitted to process. (c) Graduands may wish to wear garments to honour their cultural tradition, such as korowai or ta'ovala, over their gown and under their hood or stole. Such garments shall be worn in addition to the required academic dress. Modification of academic dress is not permitted.
4. Doctoral Degrees
4.1. Doctor of Philosophy (PhD) Academic dress for the Doctor of Philosophy (PhD) comprises: Gown: as for the Cambridge Master of Arts Stole: aced with red cloth, with curved yoke Cap: John Knox cap
4.2. Professional Doctoral degrees Academic dress for professional Doctoral degrees comprises: Gown: as for the Cambridge Master of Arts Stole: faced with satin in an approved colour, with curved yoke Cap: John Knox cap
4.3. Higher Doctorates and Honorary Doctorates Academic Dress for Higher and Honorary Doctoral degrees comprises: Gown: as for the Cambridge Master of Arts but made of scarlet silk or cloth
Page 1 AB20/25e Academic Dress Policy dd month 2019
Hood: made wholly of satin in an approved colour Trencher: black with tassel.
5. Master's Degrees
5.1. Master’s degrees following an undergraduate degree in the same discipline Academic dress for Master's degrees for which the prerequisite is a Bachelor's degree within the same discipline, and for the Master's degrees of Business Administration, Health Care, Nursing Science and Public Policy comprises: Gown: as for the Cambridge Master of Arts Hood: of the same size and shape as for the Cambridge Master of Arts, and lined in an approved colour Trencher: black with tassel
5.2. Other Master’s degrees Academic dress for all other Master's degrees comprises: Gown: as for the Cambridge Master of Arts Stole: faced in an approved colour, with a 20mm coloured stripe placed on the coloured material at a distance of 20mm from the border Trencher: black with tassel
6. Bachelor's Degrees (a) Academic dress for Bachelor's degrees of Architectural Studies, Building Science and Design Innovation comprises: Gown: as for the Cambridge Bachelor of Arts Hood: as for other Bachelor's degree but with a 15mm coloured stripe placed on the hood lining material at a distance of 30mm from the fur border Trencher: black with tassel (b) Otherwise academic dress for Bachelor's degrees, comprises: Gown: as for the Cambridge Bachelor of Arts Hood: lined in an approved colour, and bordered with white fur Trencher: black with tassel
7. Bachelor’s degrees with Honours Academic dress for Bachelor's degrees with Honours comprises: Gown: as for the Cambridge Bachelor of Arts Hood: lined in an approved colour, and edged with white satin 75mm wide, 15mm being on the coloured lining and the remainder on the outside of the hood Trencher: black with tassel
Page 2 AB20/25e Academic Dress Policy dd month 2019 8. Diplomas and Certificates (a) A diploma or certificate graduand who holds a degree shall wear the academic dress of that degree (whether obtained at this University or elsewhere). (b) Otherwise, academic dress for a diploma or certificate comprises: Gown: as for the Cambridge Bachelor of Arts. Stole: the Victoria University of Wellington stole, which is Tartan Green (BCC26) with an Indian Yellow (BCC6) stripe placed at a distance of 20mm from the border. Cap/trencher: None
9. Colours (a) Hood, stole and stripe colours are defined using the British Colour Council Dictionary of Colour Standards (BCC). (b) Hood colours for each qualification are determined by the Vice-Provost (Academic). For a Master's degree for which the prerequisite is a Bachelor's degree within the same discipline, the hood colour is normally the same as for the associated Bachelor's degree. (c) Except for Doctor of Philosophy, stole and stripe colours are determined by the Vice- Provost (Academic). Normally, the same combination of stole and stripe colour is used for all Master's degrees in section 5.2 that are managed by a particular faculty. (d) Approved colours for current University qualifications are listed on the website (see https://www.victoria.ac.nz/students/graduation-and-beyond/graduation/academic- dress/qualification-colours). (e) Details of colours for discontinued University qualifications are held by the Graduation Office. At the discretion of the Manager, Graduation Services, graduates of discontinued qualifications may be provided with current academic dress equivalent to the degree status of the discontinued qualification.
Note: The Wellington Branch of Graduate Women New Zealand is the official academic dress supplier to the University. Contact the Graduation Office or the Academic Dress Hire office for details.
10. Definitions In this Policy, unless the context otherwise requires, the following definitions shall apply:
Graduand The status of an undergraduate or graduate student who has finished their studies at university, but not yet formally graduated. Graduate Someone who has had a qualification granted either at a graduation ceremony, or in absentia at the University Council Hood A separate hood-like garment worn over an academic gown to indicate the wearer’s degree Stole A long strip of fabric worn over the shoulders and on top of an academic gown Trencher A stiff square academic cap (also known as a mortarboard)
Page 3 AB20/25e Academic Dress Policy dd month 2019 Related Documents and Information
11. Related Documents Education Act 1989 General Academic Statute [link] Graduation Procedures [link] Qualification colours [link - maybe https://www.victoria.ac.nz/students/graduation-and- beyond/graduation/academic-dress/qualification-colours]
12. Document Management and Control Approver Academic Board Approval Date Date Effective Date Date Last Modified Review Date Date Sponsor Provost Contact Manager, Graduation Services Person Extension 5389
Page 4 AB20/25f
Graduation Procedures
1. Purpose These procedures set out the University’s requirements in relation to graduation and give effect to section 7 of the General Academic Statute.
2. Application of these procedures These Procedures apply to staff members, students and graduands.
Procedures Content
3. General (a) The procedures set out in sections 4-7 below apply where a person has completed the qualification requirements and is eligible to graduate in accordance with section 7 of the General Academic Statute. (b) Where the granting of the qualification is approved under section 7.1(c)(ii) of the General Academic Statute, the Manager, Graduation will consult and make appropriate arrangements for the qualification to be granted.
Note: Refer to the Awarding of Qualifications Posthumously Policy. (c) The Council may grant qualifications: (i) at a graduation ceremony; or (ii) at a Council meeting.
Note: see also the Academic Dress Policy [link].
4. Application deadlines (a) Applications for graduation must be submitted to the relevant Faculty Student and Academic Services Office. (b) An eligible person who wishes to have the qualification granted at a graduation ceremony shall apply by the following deadlines: (i) 1 March for the mid-year ceremonies; or (ii) 1 October for the ceremonies at the end of the year. (c) A student who is expecting to become eligible for graduation shortly after these dates may apply for advance graduation. Advance graduation applications must be received by the dates above (Refer to the Graduation website https://www.victoria.ac.nz/students/graduation-and-beyond/graduation/apply). (d) An eligible person who wishes to have their qualification granted in absentia at the next available meeting of Council or under the authority delegated to the Officers of Council, may apply at any time.
Page 1 AB20/25f Graduation Procedures dd month 2020 5. Deferral of graduation (a) A student who has completed a qualification but remains enrolled in another qualification at this University may apply to graduate with the completed qualification, but otherwise graduation will be deferred until after the final qualification is completed. (b) Otherwise qualifications not already granted within 12 months of completion will be granted in absentia at the next August council meeting unless a deferral is approved by the Manager, Graduation Services. (c) Where a person, due to exceptional circumstances, has been unable to attend their designated graduation ceremony they may, with the approval of the Director, Student and Academic Services, attend a subsequent ceremony within the next eight months. The opinion of the Chancellor may be sought before granting such approval.
6. Roll of graduates (a) When a qualification is granted, the graduate’s name and qualification details are added to the roll of graduates. (b) A graduate may have their name removed from the online roll of graduates by a written request to the Manager, Graduation Services. (c) Where a qualification is rescinded, the person’s name will be removed from the roll of graduates.
7. Qualifications already granted Qualifications already granted at a Council meeting may not subsequently be presented at a formal graduation ceremony.
8. Definitions In this these Procedures, unless the context otherwise requires, the following definitions shall apply:
Graduand The status of an undergraduate or graduate student who has finished their studies at university, but not yet formally graduated. Rescind a The award of the qualification is revoked or cancelled. qualification Roll of Graduates The roll of graduates lists the qualification details of graduates from Victoria University of Wellington from 1998 to the present. Prior to 1998 the names of graduates were recorded in the Victoria University of Wellington Calendar.
Related Documents and Information
9. Related Documents Education Act 1989 Academic Dress Policy [new document – provide link] General Academic Statute [new document – provide link]
Page 2 AB20/25f Graduation Procedures dd month 2020 10. Document Management and Control Approver Academic Board Approval Date Date Effective Date Date Last Modified Review Date Date Sponsor Vice-Provost (Academic) Contact Manager, Graduation Services Person Extension 5389
Page 3 AB20/25f Graduation Procedures dd month 2020
Page 4 AB20/26
VICTORIA UNIVERSITY OF WELLINGTON ACADEMIC BOARD
AGENDA ITEM 8
Date 21 July 2020
Proposer Professor Stuart Brock, Vice-Provost (Academic)
DOCUMENT RECORD
Reference AB20/26
Title CUAP Round Two Proposals
Author (memorandum) Claire Williams, Senior Academic Quality Advisor
Date 13 July 2020
The Academic Board is asked to approve:
1. for submission to CUAP, the three proposals 2. the request for access to Student Allowances and the Student Loan Scheme for new programme and associated double-degree programmes; and 3. the consequent amendments to the Qualifications Statute.
AB20/26
AB20/26
MEMORANDUM
TO Academic Board
FROM Claire Williams, Senior Academic Quality Advisor
DATE 13 July 2020
SUBJECT CUAP Round Two Proposals
Executive summary
The CUAP proposals summarised below are submitted for the consideration and approval of the Academic Board. If the Board supports the proposals, they will be submitted for consideration by CUAP in Round Two, which commences on 1 August 2020.
Background
The CUAP proposals have been considered by Academic Committee at the 30 June, 2020 meeting and their academic quality has been endorsed.
1. MTchLrn-1 (Master of Teaching and Learning) In response to the TCANZ changes and new requirements, Te Puna Ako Pai has extensively revised the courses in these qualifications. This proposal seeks to replace the schedule of courses for the Master of Teaching and Learning (Primary and Secondary) with a schedule of 12 new courses - two core courses for both degrees, four courses specifically for the MTchLrn (Primary) and six courses specifically for the MTchLrn (Secondary). The proposal includes deletion of the 10 courses of the current schedule for the MTchLrn (Primary) and the 11 courses of the current schedule for the MTchLrn (Secondary). 2. BEd(Tchg)Ec)-2 (Bachelor of Education (Teaching) Early Childhood) In response to the changes and new requirements of TCANZ, Te Puna Ako Pai has extensively revised the courses in this qualification. This proposal introduces a new schedule of 19 new courses for the BEd(Teaching)EC, all of which must be completed. The proposal deletes 25 courses that are on the current schedule for the BEd(Teaching)EC only and seeks to remove Section 3 of the General Requirements.
3. GradDipTch-1 (Graduate Diploma of Teaching) In response to the TCANZ changes, Te Puna Ako Pai has extensively revised the courses for these qualifications. This proposal introduces a new schedule of courses for the GradDip AB20/26
(ECE, Primary and Secondary) - two core courses for all three diplomas and four specific courses for each of the GradDipTchg (ECE) and (Primary) and six specific courses for the GradDipTchg (Secondary). This proposal includes deletion of the 39 courses from the current schedules. The proposal also includes the requirement to reduce the EFTs value of the diplomas from 155 points to 150 points.
Recommendation
The Academic Board is asked to approve:
1. for submission to CUAP, the three proposals 2. the request for access to Student Allowances and the Student Loan Scheme for new programme and associated double-degree programmes; and 3. the consequent amendments to the Qualifications Statute.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
Programme amendment cover sheet
Proposal name Amend the schedule for Master of Teaching and Learning Proposer Andrea Milligan
Faculty Education
Summary New schedules of courses replace existing schedules
Year 2020 Reference MTchLrn/1 CONSULTATION Person consulted Summary and reference Academic Office Sue Walbran, Director Advised that, after consultation with CUAP this proposal should be a programme amendment Associate Dean Michael Johnston, Associate Advised on wording of documents Dean (Academic) CAD Kwongnui Sim Some suggestions for changes to CLO Course Admin. Faculty Admin. Noeleen Williamson Advice re wording of transitional arrangements and administrative implications for Student and Academic Services Office. Library Marty King Confirmed Library can support amended programme Toihuarewa (Internal to Faculty) Hiria Advised on which Maori academic staff are McRae appropriate to teach in the programme, and also on the role of Maori Education Advisory committee
The A5 statements were great and the Meegan Hall (University) programmes had a really strong reo Māori and Treaty of Waitangi thread running through them. Well done to all involved - they have Toihuarewa’s full support.
School Admin. Stella Watta/Carolyn Tait HOS Implications for school academic and admin staff Students The amendment application describes extensive consultation with Faculty of Education advisory groups; current and recently graduated student teachers sit on
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 these committees. A dedicated consultation hui with course representatives also took place in 2019. Student teachers have contributed to programme and assessment co-design with academic staff and the teaching community, as is further described in the accreditation documentation for the Teaching Council of Aotearoa New Zealand. APPROVAL Authority Date Recorded by Head of School Carolyn Tait 08-04-2020 Liz Jones
Fac. Acad. Cttee. Michael Johnston 08-04-2020 Liz Jones Faculty Board Stephen Dobson 13-04-2020 Liz Jones Acad. Committee Academic Committee 30-06-2020 Pam Green Academic Board CUAP
Add more rows if more than one faculty needs to approve the proposal.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
Programme amendment
Proposal name Amend the schedule for Master of Teaching and Learning Faculty Education
A1 Purpose 1. To replace the schedule of courses for the Master of Teaching and Learning (Primary and Secondary) with a schedule of 12 new courses - two core courses for both degrees, four courses specifically for the MTchLrn (Primary) and six courses specifically for the MTchLrn (Secondary). 2. To delete the 10 courses of the current schedule for the MTchLrn (Primary) and the 11 courses of the current schedule for the MTchLrn (Secondary)
A2 Justification 1. The Teaching Council of Aotearoa New Zealand (TCANZ) is responsible for approving and monitoring Initial Teacher Education (ITE) programmes and for certifying and registering teachers. In 2017, the Education Council of Aotearoa NZ (now the Teaching Council of Aotearoa New Zealand) introduced Standards for the Teaching Profession and a Code of Professional Responsibility (Education Council, 2017). This was followed by new requirements for the approval and monitoring of initial teacher education programmes, published by TCANZ in April 2019. In addition, TCANZ has specified that student teachers must spend at least 80 days on teaching experience during a one-year programme. (The 80 5-hour days are associated for assessment with the two core courses, TCHG 505 and 506. However, as teaching experience is an activity that supports the student teacher learning for all TCHG courses in the trimester in which the TE course occurs, the hours for the TE are distributed among all those courses). In response to the TCANZ changes and new requirements, Te Puna Ako Pai has extensively revised the courses in these qualifications to: a. align with TCANZ (April 2019) requirements for ITE programmes, b. align with Te Puna Ako Pai’s renewed vision and conceptual framework for ITE, and c. ensure that graduates can meet TCANZ's Standards for the Teaching Profession in a supported environment and the expectations of the Code of Professional Responsibility. 2. With the introduction of the new schedules, the following courses will be deleted at the end of the 2020 academic year: • For the MTchLrn (Primary) and (Secondary): TCHG 501-504, • For the MTchLrn (Primary): TCHG 520-525, • For the MTchLrn (Secondary): TCHG 510-516.
The revised programme will consist of two half-years comprising Trimester 3/ Trimester 1 and Trimester 2/ Trimester 3. The programme includes three pathways: primary, secondary with one subject specialisation, and secondary with two subject specialisations.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
• Primary: o In the first half of the year, students complete TCHG 505, 507 and 508 o In the second half of the year, students complete TCHG 506, 509 and 517.
• Secondary with one subject specialisation: o In the first half of the year, students complete TCHG 505, 528 and one of TCHG 526 or 527 o In the second half of the year, students complete TCHG 506, 532, (building on TCHG 528) and 529 (building on TCHG 526) or TCHG 531 (building on TCHG 527).
• Secondary with two subject specialisations: o In the first half of the year, students complete TCHG 505, 526 and 527, o In the second half of the year, students complete TCHG 506, 529 (building on TCHG 526) and 531 (building on TCHG 527).
This amended one calendar year programme was approved by TCANZ in oral feedback provided at the conclusion of an accreditation visit and formal written approval was received on 12 May, 2020.
A3 Proposed amendments For the Master of Teaching and Learning (Primary) replace the Schedule to Master of Teaching and Learning (Primary) Regulations (Calendar 2020 p.302) with the following:
Course Title Pts Prerequisites (P), Corequisites (C) TCHG 505 Te Koruru: Professional Practice 1 30 C (TCHG 507 and 508) or (two of TCHG 526, 527, or 528) TCHG 506 Te Koruru: Professional Practice 2 30 P TCHG 505; C (TCHG 509 and 517), or (two of TCHG 529, 531 or 532) TCHG 507 Ngā Amo: Primary Learning Design 30 C TCHG 505, 508 1 TCHG 508 Ngā Amo: Primary Learning Design 30 C TCHG 505, 507 2 TCHG 509 Ngā Amo: Primary Learning Design 30 P TCHG 505; C TCHG 506, 517 3 TCHG 517 Ngā Amo: Primary Learning Design 30 P TCHG 505; C TCHG 506, 509 4
For the Master of Teaching and Learning (Secondary) replace General Requirements para 2 (Calendar 2020 p.304) with:
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
General Requirements The course of study for the Master of Teaching and Learning (Secondary) shall comprise a minimum of 180 points including: a. TCHG 505, 506; b. Two of TCHG 526, 527, 528; and c. Two of TCHG 529, 531, 532 Replace the Schedule to the Master of Teaching and Learning (Secondary) regulations with:
Course Title Pts Prerequisites (P), Corequisites (C)ä TCHG 505 Te Koruru: Professional Practice 1 30 C (TCHG 507 and 508) or (two of TCHG 526, 527 or 528) TCHG 506 Te Koruru: Professional Practice 2 30 P TCHG 505; C (TCHG 509 and 517), or (two of TCHG 529, 531 or 532) TCHG 526 Ngā Maihi: Secondary Learning 30 C TCHG 505, (527 or 528) Design 1 TCHG 527 Ngā Maihi: Secondary Learning 30 C TCHG 505, (526 or 528) Design 2 TCHG 528 Ngā Raparapa: 30 C TCHG 505, (526 or 527) Secondary learning design for single subject specialists 1 TCHG 529 Ngā Maihi: Secondary Learning 30 P TCHG 505, 526; C TCHG 506, (531 Design 3 or 532) TCHG 531 Ngā Maihi: Secondary Learning 30 P TCHG 505, 527; C TCHG 506, (529 Design 4 or 532) TCHG 532 Ngā Raparapa: 30 P TCHG 505, 528; C TCHG 506, (529 Secondary learning design for or 531) single subject specialists 2
A4 Implications and resources
Academic staff Although there will be content in the 12 new courses in the schedule that is similar to that in the existing courses, academic staff will need to design and teach the new courses such that they will ensure that student teachers are able to meet both the new Standards for the Teaching Profession in a supported environment and the expectations of the Code of Professional Responsibility as
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 determined by TCANZ. Thus, there will need to be new content and differing emphases in both course content and delivery. This will have workload implications for academic staff.
Library The Kairauhi Mātauranga (Education Subject Librarian) supports the amendment to the schedule of courses to the programmes. He notes that the library can sustain student and staff needs but is committed to increased funding if greater demands are made. Furthermore, he encourages academic staff and postgraduate students to be more forthcoming with requesting additional resources for our education collection.
Teaching facilities and support The aims of the programme align well with the University values that underpin the Learning and Teaching Strategy: akoranga, whanaungatanga, whai mātauranga, kaitiakitanga, manaakitanga and rangatiratanga. This alignment will be helpful when tutors and staff engage in training with the Centre for Academic Development. Some staff will require upskilling in te reo Māori proficiency. This will take place during 2020, prior to courses commencing. Specialist teaching facilities will be required for some subjects such as the arts, technology, and science. Currently, an appropriate room is available for science. The University has limited spaces for teaching performing arts, visual arts and technology. These issues are compounded by the non- standard timetable requirements of the teacher education programmes. Therefore, careful work by the School administration staff will be required to ensure appropriate rooms are available at the times required. The School continues to lobby the University for dedicated specialist spaces for teaching these subjects. There are no implications for the School professional staff who provide administrative support for the programmes. There will be a similar workload to the existing programmes and at current staffing levels these programmes can be supported.
Anticipated enrolments These programme amendments are not anticipated to have any impact on enrolments.
Administrative implications Faculty Student and Academic Services advises that with regards to implementing the new programme for 2021, there is a possibility that the programme will not be set up correctly in Banner for the opening of enrolments on 1 October. If this is the case, there will be extra administrative load to change all the courses for the prospective student teachers applying for the first intake. For returning student teachers, once the programme of study is agreed, the correct courses can be loaded and an offer of study sent to the student teacher. Staff in the Student and Academic Services Office will need to be brought up to speed with the changes to the programmes in order to correctly advise prospective student teachers.
Programme or course limitations / selection criteria The Wellington Faculty of Education currently selects prospective student teachers based on academic achievement, competency in English, te reo Māori, literacy and numeracy, values, dispositions and fitness to teach. These selection criteria will continue to be applied for the amended programmes.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Fee implications There are no implications related to these amendments.
Website and publication amendments For 2021, returning student teachers who have not completed the qualification in 2020 will be advised of the transitional arrangements as outlined below. A review of the Teacher Education webpages shows that much of the current information is correct. The updates that will be required are: links to course finder for new courses, course specific information, selection interview advice including te reo Māori expectations, requirements for secondary teaching subjects, English language proficiency and block course information. Other changes, such as details about placement requirements related to Teaching Council accreditation, will also be made. The Faculty Handbook has already been updated for 2021.
Transitional arrangements and other consequential changes Student teachers are required to complete these qualifications within two years of initial enrolment. Student teachers who commenced these qualifications in 2020 will be able to complete their programme of study in 2021 with courses from the 2020 schedule. They will be advised on their course of study by the Associate Dean (Teacher Education). From 2022, any returning student teacher who has not previously completed these qualifications will need to commence the programmes again under the 2021 regulations. These transitional arrangements will need to be in place for the 2021 academic year only, given that from 2022, all student teachers will be required to complete the new programme of study as outlined above. Dependent on academic results and performance on a teacher education placement, the approximate number of student teachers that will need the transitional arrangements is 20. Consultation has been undertaken with the Manager, Student and Academic Services Office and the School of Education Manager.
Internships, field trips and other external arrangements TCANZ has specified an increased number of days (i.e., 80) that student teachers must spend on teaching experience during a one-year programme. The requirement is met by completing approximately one sixth of the required 80 days in each of the six courses undertaken in the programme. Additionally, TCANZ approval and monitoring requirements include a strong focus on strengthening authentic partnerships with the teaching community. Placements in schools are coordinated by the Education Professional Placements and Partnerships (EPPP) Office. The placement requirements of TCANZ have been discussed with placement providers and the timing and length of placements during the academic year have been agreed. There will be an increased workload for the EPPP Office to develop and maintain the new arrangements.
A5 Treaty of Waitangi These programmes are informed by Te Waharoa: the vision, values and conceptual framework for initial teacher education offered by Te Puna Ako Pai. All initial teacher education programmes, including those subject to these amendments: • incorporate Māori worldviews, emphasise criticality and insist on depth of knowledge (mātauranga);
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 • are culturally located and place-based (te mana o te whenua); • build and sustain te reo and tikanga (te reo me ngā tikanga); • foster tangata whenua and tangata Tiriti identities and aspirations, including those of Pacific and migrant communities (tangatarua); • promote inclusion, relationality and collective success (whanaungatanga); and • enhance the spirit of education (wairua), including creative and embodied learning. Te ao me te reo Māori are essential starting points for these programmes in order to ensure all children’s identities are affirmed, their heritage languages and cultures are sustained, and all ākonga of Aotearoa New Zealand are learning and valuing our country’s heritage, values and indigenous language and culture. Increased proficiency in te reo is a programme requirement and student teachers are required to meet the expectations set in Tātaiako: Cultural Competencies for Teachers of Māori Learners (Education Council, 2011). Student teachers will both experience and learn how to teach two key pedagogies that support the commitment of the University to Te Tiriti and ensure that graduates meet the standard of TCANZ to “have a deep engagement with, and critical understanding of, and commitment to Te Tiriti o Waitangi as the constitutional anchor for Aotearoa New Zealand for the teaching profession and their role as teachers”. These are: • culturally and linguistically sustaining pedagogies which require student teachers to understand their own cultural positioning and to learn about and intentionally incorporate in their teaching the cultural understandings and experiences of their students; and • critical pedagogies of place which offer approaches to teaching and learning that are responsive to environmental, cultural and social issues and to addressing injustices.
There are at least two Māori academic staff who will teach in these programmes. There is Māori academic and professional staff representation on Te Puna Ako Pai Māori Education Advisory Committee. The Advisory Committee has been instrumental in shaping the amended programmes. It will play an ongoing, pivotal role in ensuring that the programmes give robust expression to Te Waharoa, are developed in partnership with our Māori communities including teachers, schools and iwi and can create meaningful outcomes for Māori student teachers and their ākonga. These programmes have and will continue to create opportunities for Māori research, particularly as they relate to the outcomes of the programmes.
A6 Consultation During 2018-2019, Te Puna Ako Pai held a series of collaborative co-designed hui with stakeholder groups about the ITE programmes development. The hui were organised through existing Advisory Committees (Māori, Early Childhood, Primary, Normal and Model Schools, and Secondary) that involve student teacher, union, teacher and principal/employer representatives. Separate working parties also included secondary school teaching experience coordinators, teacher mentors in the Master of Teaching and Learning programmes, and student teacher and course representatives. The consultation amounted to over 50 hours of collaboration in 2019, with well over 100 members of the teaching community. The consultation facilitated the co-design of: Te Waharoa; programme structure, delivery and professional placements; key assessment tasks; shared roles and responsibilities between the Faculty and schools; and the design of partnership projects to support programme implementation. Refer to appendix for internal consultation details.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 505 (2020, Non-standard)
Course title Te Koruru: Professional Practice 1 Short title Te Koruru 1 Point value 30 Course coordinator [Course Coordinator] NZQF level 8
Qualification schedule: Master of Teaching and Learning (Primary) and (Secondary)
Prerequisites, corequisites, restrictions C TCHG (507 and 508) or (two of TCHG 526, 527 or 528)
Prescription In this course, student teachers are introduced to Te Waharoa as the programme’s vision for Te Tiriti-led transformative education and to the Teaching Council of Aotearoa New Zealand’s Code and Standards as the expectations for the teaching profession. They are introduced to a range of language learning strategies to support their development of proficiency in te reo Māori. During the teaching experience located in this course, they explore and apply models and frameworks for critical situational analysis of teaching and learning contexts and develop adaptive expertise as a developing teacher. Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 28 Workshops/ seminars This course will be taught through blended approaches including interactive PLC 8 lectures, seminars and workshops supported by online resources and learning Teaching 80 experiences. There will also be a face-to-face block course, Ngā Mihi at the beginning of the programme. Student teachers will participate as members of experience professional learning communities (PLC) consisting of peers, an academic TOTAL 116 staff mentor and teacher mentors. They undertake 25 days of teaching experience during the trimester and will have the equivalent of two days in schools for approximately 12 weeks. In addition, there will be a face-to-face block course at the beginning of the programme.
NOTE: Although the assessment of teaching experience is associated with TCHG 505, teaching experience is an activity that supports student teacher learning for TCHG 505 and: • In MTchLrn (Primary) TCHG 507 and 508. • In MTchLrn (Secondary) Two of TCHG 526, 527, or 528. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teaches who pass this course will be able to: 1 Critically examine how the legacy of colonisation holds significance for the partners of Te Tiriti o Waitangi, education and the student teacher’s own teaching identity and practice 2 Apply a range of language learning strategies to improve proficiency in te reo Māori 3 Critically analyse complex learning and teaching decisions by drawing on theory and evidence
4 Articulate their role as advocates for transformative education for children, young people and whānau
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
Assessment items and workload per item % CLO(s) 1 Written reflection on their own culture and life experiences (3200 words) 40 1, 4
2 Written critical situational analysis (3200 words) 40 3
3 Oral presentation in te reo (15 minutes) and accompanying written self- 20 2 assessment and goal setting (600 words)
Mandatory course In addition to achieving an overall pass mark of 50%, student teachers must: requirements Successfully complete the teaching experience by reaching ‘competence’ level for each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, as evidenced in formal observations and written practicum reports. This requirement enables student teachers to build their teaching expertise to achieve the professional expectations of a graduating teacher by the completion of the programme.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 506 (2021, Non-standard)
Course title Te Koruru: Professional practice 2 Short title Te Koruru 2 Point value 30 Course [Course Coordinator] NZQF level 9 coordinator Qualification Master of Teaching and Learning (Primary) and (Secondary) schedule: Prerequisites, corequisites, restrictions P TCHG 505; C (TCHG 509 and 517), or (two of TCHG 529, 531 or 532)
Prescription Through the perspective of tangata Tiriti, student teachers develop an understanding of their professional responsibilities to education for Pacific peoples. They refine their practice during teaching experience as they develop their independence, adaptive expertise and ability to cope with increasing complexity in learning and teaching situations. They also consider their ongoing professional commitments and roles as advocates in light of Te Waharoa and the Teaching Council of Aotearoa New Zealand’s Code and Standards.
Student 300 Contact Hours workload hours Teaching/learning summary Lectures/ 28 seminars/ workshops This course will be taught through blended approaches including PLC 8 interactive lectures, seminars and workshops supported by online resources and learning experiences. Student teachers will participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and teacher Teaching 95 mentors. They undertake a 40-day teaching experience during the experience trimester and will have the equivalent of two days in schools for TOTAL 131 approximately eight weeks. In addition, there will be a face-to-face block course at the end of the programme.
NOTE: Although the assessment of teaching experience is associated with TCHG 506, teaching experience is an activity that supports student teacher learning for TCHG 506 and: • In MTchLrn (Primary) TCHG 509 and 517 • in MTchLrn (Secondary) Two of TCHG 529, 531 or 532 Therefore, the TE hours are distributed among all three courses. Student teachers who pass this Course learning objectives (CLOs) course will be able to: 1 Critically examine how the needs and aspirations of Pacific peoples hold significance for education and for the student teacher’s own teaching identity and practices
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
2 Communicate in te reo Māori effectively at a minimum of Level 3-4 of the Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools 3 Explain and justify pedagogical decision-making processes within complex contexts 4 Articulate their role as advocates for teachers and the profession
Assessment items and workload per item % CLO(s) 1 Written reflection on own teacher identity and practices (1600 20 1 words)
2 Oral presentation in te reo (15 minutes) and written 20 2 supporting materials (600 words)
3 Oral presentation of culminating integrative assessment (15 60 3, 4 minutes), accompanying written narrative journal (2000 words), and written peer critique (800 words)
Mandatory course requirements In addition to achieving an overall pass mark of 50%, student teachers must: • Successfully complete the teaching experience by reaching ‘competence’ level for each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, as evidenced in formal observations and written practicum reports • Carry out the key teaching tasks developed to demonstrate having met Teaching Council of Aotearoa New Zealand requirements.
• Pass assignments 1 and 3 to demonstrate having met Teaching Council of Aotearoa New Zealand requirements.
These requirements enable student teachers to build their teaching expertise to achieve the professional expectations of a graduating teacher by the completion of the programme.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 507 (2020, Non-standard)
Course title Ngā Amo: Primary Learning Design 1 Short title Ngā Amo 1 Point 30 value Course [Course Coordinator] NZQF 8 coordinator level Qualification Master of Learning and Teaching (Primary) schedule: Prerequisites, corequisites, restrictions C TCHG 505, 508
Prescription In this course, student teachers critically examine the nature and purposes of Mathematics and two additional learning areas of the New Zealand Curriculum. Student teachers explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. They contextualise Mātauranga-a-iwi within these learning areas. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning.
Student 300 Contact Hours workload hours Teaching/learning summary Lectures 31 Seminar s/ worksho ps This course will be taught through blended approaches including Teachin 80 interactive lectures, seminars and workshops supported by online g resources and learning experiences. Student teachers will experien participate as members of professional learning communities ce (PLC) consisting of peers, an academic staff mentor and teacher PLC 5 mentors. TOTAL 116 NOTE: Although the assessment of teaching experience is associated with TCHG 505, teaching experience is an activity that supports student teacher learning for TCHG 505, 507 and 508. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this Course learning objectives (CLOs) course will be able to: 1 Critically assess how they establish and maintain learning focussed cultures and honour difference 2 Implement and justify learning designs in relation to the nature and purposes of curricula, current curricular debates and individual and group learning needs 3 Evaluate the implementation of Mātauranga-a-iwi in local curriculum design Assessment items and workload per item % CLO(s) 1 Written report: comparison and analysis of relational and 30 1, 3 curricular pedagogies (2400 words)
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
2 Written implementation plan, informed by self-reflection and 40 2, 3 school experiences (3200 words)
3 Learning design, responding to situational analysis, and 30 1-3 reflection on the effectiveness of the design (2400 words)
Mandatory course requirements There are no mandatory course requirements
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 508 (2020, Non-standard)
Course title Ngā Amo: Primary learning design 2 Short title Ngā Amo 2 Point 30 value Course [Course Coordinator] NZQF 8 coordinator level Qualification Master of Teaching and Learning (Primary) schedule: Prerequisites, corequisites, restrictions C TCHG 505, 507
Prescription In this course, student teachers critically examine the nature and purposes of English and two additional learning areas of the New Zealand Curriculum not studied in TCHG 507. They explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Student teachers learn how to utilise digital learning environments as they relate to these learning areas. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning.
Student 300 Contact Hours workload hours Teaching/learning summary Lectures 31 / seminar s/ worksho ps
This course will be taught through blended approaches including PLC 5 interactive lectures, seminars and workshops supported by online resources and learning experiences. Student teachers will participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and teacher Teachin 80 mentors. g experien ce NOTE: Although the assessment of teaching experience is associated with TCHG 505, teaching experience is an activity that TOTAL 116 supports student teacher learning for TCHG 505, 507 and 508. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this Course learning objectives (CLOs) course will be able to: 1 Critically assess how they establish and maintain learning focussed cultures and honour difference 2 Implement and justify learning designs in relation to the nature and purposes of curricula, current curricular debates and individual and group learning needs 3 Evaluate learning environments and teaching approaches from the perspective of teaching and learning in a digital age Assessment items and workload per item % CLO(s)
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
1 Written report: comparison and analysis of relational and 30 1, 3 curricular pedagogies (2400 words)
2 Plan and evaluate micro-teaching focussed on digital learning 40 2, 3 (3200 words)
3 Learning design, responding to situational analysis, and 30 1-3 reflection on the effectiveness of the design (2400 words)
Mandatory course requirements There are no mandatory course requirements
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 509 (2021, Non-standard)
Course title Ngā Amo: Primary learning design 3 Short title Ngā Amo 3 Point value 30 Course coordinator [Course Coordinator] NZQF level 9
Qualification schedule: Master of Teaching and Learning (Primary)
Prerequisites, corequisites, P TCHG 505, C TCHG 506, 517 restrictions Prescription In this course, student teachers critically examine the nature and purposes of three learning areas of the New Zealand Curriculum not studied in TCHG 507, 508 or 517 and continue their study of Mathematics. They contextualise principles and practices of inclusive education within these learning areas, with a focus on students with additional learning needs. With a continued focus on design for learning, student teachers deepen their understanding of assessment practices. They draw on their teaching experience to compare learning environments and critically reflect on professional responsibilities and relationships as these relate to curriculum learning and teaching.
Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 31 Seminars/ workshops This course will be taught through blended approaches including interactive PLC 5 lectures, seminars and workshops supported by online resources and learning experiences. Student teachers will participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and teacher mentors. Teaching 95 experience NOTE: Although the assessment of teaching experience is associated with TOTAL 131 TCHG 506, teaching experience is an activity that supports student teacher learning for TCHG 506, 509 and 517. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Illustrate the complexities of collaborative, respectful and professional relationships, responsibilities and practices 2 Critically evaluate learning designs and assessment strategies in relation to differentiation and maximising disciplinary learning 3 Compare and contrast learning designs across different environments 4 Recommend approaches to enhance the learning of students with additional learning needs, based on the principles of inclusive education, research evidence and appropriate resources Assessment items and workload per item % CLO(s) 1 Scenario-based learning sequence and assessment design (3200 words) 40 2 ,4
2 Written responses to behavioural questions, including ethical dilemmas 30 1, 4 (2400 words)
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
3 Written report, including collaborative critique of learning designs (2400 30 2, 3 words) (including 15% group component) Mandatory course There are no mandatory course requirements requirements
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 517 (2021, Non-standard)
Course title Ngā Amo: Primary learning design 4 Short title Ngā Amo 4 Point value 30 Course coordinator [Course Coordinator] NZQF level 9
Qualification schedule: Master of Teaching and Learning (Primary)
Prerequisites, corequisites, restrictions P TCHG 505, C TCHG 506, 509
Prescription In this course, student teachers critically examine the nature and purposes of three learning areas of the New Zealand Curriculum that will not be, or have not been, studied in TCHG 507, 508 or 509 and continue their study of English. They contextualise education for Pacific peoples within these learning areas and explore the contribution of the learning areas to addressing wider social and environmental issues. With a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching. Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 31 seminars/ workshops This course will be taught through blended approaches including interactive PLC 5 lectures, seminars and workshops supported by online resources and learning experiences. Student teachers will participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and teacher mentors. Teaching 95 experience NOTE: Although the assessment of teaching experience is associated with TOTAL 131 TCHG 506, teaching experience is an activity that supports student teacher learning for TCHG 506, 509 and 517. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Illustrate the complexities of collaborative, respectful professional relationships and practices 2 Critically evaluate learning designs and assessment strategies in relation to differentiation and maximising disciplinary learning 3 Critically assess the contribution of learning areas and designs to addressing wider social, cultural and environmental issues 4 Justify their use of culturally sustaining practices in relation to alternative worldviews and diverse Pacific ethnic identities
Assessment items and workload per item % CLO(s) 1 Scenario-based learning and assessment sequence design (3200 words) 40 2, 4
2 Written responses to behavioural questions, including ethical dilemmas 30 1, 4 (2400 words)
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
3 Written report, including collaborative critique of learning designs (2400 30 (including 2, 3 words) 15% group component) Mandatory course There are no mandatory course requirements requirements
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 526 (2020, Non-standard).
Course title Ngā Maihi: Secondary learning design 1 Short title Ngā Maihi 1 Point value 30 Course coordinator [Course Coordinator] NZQF level 8
Qualification schedule: Master of Teaching and Learning (Secondary)
Prerequisites, corequisites, restrictions C TCHG 505, (527 or 528) Prescription In this course, student teachers critically examine the nature and purposes of a specialist subject area. They contextualise Mātauranga-a-iwi within their specialist subject area. They explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning. Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 31 Seminars/ workshops This course will be taught through blended approaches including interactive PLC 5 lectures, seminars and workshops supported by online resources and Teaching 80 learning experiences. Student teachers will participate as members of professional learning communities (PLC) consisting of peers, an academic experience staff mentor and teacher mentors.
TOTAL 116 NOTE: Although the assessment of teaching experience is associated with TCHG 505, teaching experience is an activity that supports student teacher learning for TCHG 505, and two of TCHG 526, 527 or 528. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Critically assess how they establish and maintain learning focussed cultures and honour difference. 2 Implement and justify learning designs in relation to the nature and purposes of curricula, current curricular debates and individual and group learning needs. 3 Evaluate the implementation of Mātauranga-a-iwi in local curriculum design Assessment items and workload per item % CLO(s) 1 Written report: comparison and analysis of relational and curricular pedagogies 30 1, 3 (2400 words)
2 Written implementation plan, informed by self-reflection and school experiences 40 2, 3 (3200 words) 3 Learning design, responding to situational analysis and reflection on the 30 1-3 effectiveness of the design (2400 words) Mandatory course requirements There are no mandatory course requirements.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 527 (2020, Non-standard)
Course title Ngā Maihi: Secondary learning design 2 Short title Ngā Maihi 2 Point 30 value Course [Course Coordinator] NZQF 8 coordinator level Qualification Master of Teaching and Learning (Secondary) schedule: Prerequisites, corequisites, restrictions C TCHG 505, (526 or 528)
Prescription In this course, student teachers critically examine the nature and purposes of a specialist teaching subject. Student teachers develop professional digital competence related to their teaching practice. They explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning. Student 300 Contact Hours workload hours Teaching/learning summary Lectures 31 / Seminar s/ Worksho ps This course will be taught through blended approaches including PLC 5 interactive lectures, seminars and workshops supported by online Teachin 80 resources and learning experiences. Student teachers will g participate as members of professional learning communities experien (PLC) consisting of peers, an academic staff mentor and teacher ce mentors. TOTAL 116 NOTE: Although the assessment of teaching experience is associated with TCHG 505, teaching experience is an activity that supports student teacher learning for TCHG 505, and two of TCHG 526, 527 or 528. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this Course learning objectives (CLOs) course will be able to: 1 Critically assess how they establish and maintain learning focussed cultures and honour difference 2 Implement and justify learning designs in relation to the nature and purposes of curricula, current curricular debates and individual and group learning needs 3 Evaluate learning environments and teaching approaches from the perspective of teaching and learning in a digital age Assessment items and workload per item % CLO(s)
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
1 Written report: comparison and analysis of relational and 30 1-3 curricular pedagogies (2400 words)
2 Written report on professional digital competence (3200 40 3 words) 3 Learning design, responding to situational analysis and 30 1-3 reflection on the effectiveness of the design (2400 words) Mandatory course requirements There are no mandatory course requirements
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 529 (2021, Non-standard)
Course title Ngā Maihi: Secondary learning design 3 Short title Ngā Maihi 3 Point value 30
Course coordinator [Course Coordinator] NZQF level 9
Qualification schedule: Master of Teaching and Learning (Secondary)
Prerequisites, corequisites, restrictions P TCHG 505, 526; C TCHG 506, (531 or 532)
Prescription In this course, student teachers deepen their critical examination of the nature and purposes a specialist subject area. They contextualise principles and practices of inclusive education within this learning area, with a particular focus on students with additional learning needs. With a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching.
Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 31 Seminars/ workshops This course will be taught through blended approaches including interactive PLC 5 lectures, seminars and workshops supported by online resources and learning Teaching 95 experiences. Student teachers will participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and experience teacher mentors. TOTAL 131
NOTE: Although the assessment of teaching experience is associated with TCHG 506, teaching experience is an activity that supports student teacher learning for TCHG 506, and two of TCHG 529, 531 or 532. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Illustrate the complexities of collaborative, respectful and professional relationships, responsibilities and practices 2 Critically evaluate learning designs and assessment strategies in relation to differentiation and maximising disciplinary learning 3 Compare and contrast complex learning design in different environments 4 Recommend approaches to enhance the learning of students with additional learning needs, based on the principles of inclusive education, research evidence and appropriate resources Assessment items and workload per item % CLO(s) 1 Scenario-based learning sequence and assessment design (3200 words) 40 2 ,4
2 Written responses to behavioural questions, including ethical dilemmas 30 1, 4 (2400 words)
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
3 Written report, including collaborative critique of learning designs (2400 30 (including 2, 3 words) 15% group component) Mandatory Course There are no mandatory course requirements. Requirements
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 531 (2021, Non-standard)
Course title Ngā Maihi: Secondary learning design 4 Short title Ngā Maihi 4 Point value 30 Course [Course Coordinator] NZQF level 9 coordinator Qualification Master of Teaching and Learning (Secondary) schedule: Prerequisites, corequisites, restrictions P TCHG 505, 527; C TCHG 506, (529 or 532)
Prescription In this course, student teachers deepen their critical examination of the nature and purposes of specialist teaching subject. They contextualise education for Pacific peoples within their teaching subject/s and explore the contribution of these subjects to addressing wider social and environmental issues. With a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching.
Student workload 300 Contact Hours hours Teaching/learning summary Lectures/ 31 Seminars/ workshops
This course will be taught through blended approaches including PLCs 5 interactive lectures, seminars and workshops supported by online Teaching 95 resources and learning experiences. Student teachers will participate as members of professional learning communities (PLC) consisting of experience peers, an academic staff mentor and teacher mentors. TOTAL 131
NOTE: Although the assessment of teaching experience is associated with TCHG 506, teaching experience is an activity that supports student teacher learning for TCHG 506, and two of TCHG 529, 531 or 532. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this Course learning objectives (CLOs) course will be able to: 1 Illustrate the complexities of collaborative, respectful professional relationships, responsibilities and practices 2 Critically evaluate learning designs and assessment strategies 3 Critically assess the contribution of learning designs to addressing wider social, cultural and environmental issues 4 Justify their use of culturally sustaining practices in relation to alternative worldviews and diverse Pacific identities Assessment items and workload per item % CLO(s) 1 Scenario-based learning and assessment sequence design (3200 40 2 ,4 words)
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
2 Written responses to behavioural questions, including ethical 30 1, 4 dilemmas (2400 words)
3 Written report, including collaborative critique of learning 30 (including 2, 3 designs (2400 words) 15% group
component) Mandatory course requirements There are no mandatory course requirements
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 528 (2020, Non-standard)
Course title Ngā Raparapa 1: Secondary learning design for single subject specialists 1 Short title Ngā Raparapa 1 Point value 30 Course coordinator [Course Coordinator] NZQF level 8
Qualification schedule: Master of Teaching and Learning (Secondary) Prerequisites, corequisites, restrictions C TCHG 505, (526 or 527) Prescription This course is for those who have only one specialist teaching subject. Student teachers focus on current challenges facing the teaching profession. They also explore relational practices, human development and theories of learning as they establish learning- focussed cultures for curriculum learning and teaching. Student teachers contextualise Mātauranga-a-iwi within the specialist subject area and develop professional digital competence as related to their teaching practice. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning. Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 31 Seminars/ Workshops
This course will be taught through blended approaches including interactive PLC 5 lectures, seminars and workshops supported by online resources and Teaching 80 learning experiences. Student teachers will participate as members of experience professional learning communities (PLC) consisting of peers, an academic staff mentor and teacher mentors. TOTAL 11
NOTE: Although the assessment of teaching experience is associated with TCHG 505, teaching experience is an activity that supports student teacher learning for TCHG 505, and two of TCHG 526, 527 or 528. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Critically assess their establishment and maintenance of relationships and learning-focussed cultures in ways that enhance motivation, engagement and leaning outcomes 2 Critically analyse current challenges facing the teaching profession and their impact on learning design 3 Evaluate learning environments and teaching approaches from the perspectives of Mātauranga-a-iwi 4 Evaluate learning environments and teaching approaches from the perspective of teaching and learning in a digital age Assessment items and workload per item % CLO(s) 1 Written report: theory to practice evaluation, including analysis of student voice 30 1 and formative assessment information (2400 words)
2 Presentation (15 minutes) and accompanying written summary (1200 words) 40 2 3 Written report: evaluation of learning environments and teaching approaches 30 3, 4 (2400 words)
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
Mandatory course requirements There are no mandatory course requirements.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59 Course Description: TCHG 532 (2020, Non-standard)
Course title Ngā Raparapa: Secondary learning design for single subject specialists 2 Short title Ngā Raparapa 2 Point value 30 Course [Course Coordinator] NZQF level 9 coordinator Qualification Master of Teaching and Learning (Secondary) schedule: Prerequisites, corequisites, restrictions P TCHG 505, 528; C TCHG 506, (529 or 531) Prescription This course is for student teachers who have only one specialist teaching subject. Student teachers research a current challenge facing the teaching profession. They contextualise principles and practices of inclusive education (with a focus on students with additional learning needs) and education for Pacific peoples within their teaching subject. They explore the contribution of the subject to addressing wider social and environmental issues and, with a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching. Student 300 Contact Hours workload hours Teaching/learning summary Lectures/ 31 seminars/ workshops This course will be taught through blended approaches including PLC 5 interactive lectures, seminars and workshops supported by Teaching 95 online resources and learning experiences. Student teachers will experience participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and teacher TOTAL 131 mentors.
NOTE: Although the assessment of teaching experience is associated with TCHG 506, teaching experience is an activity that supports student teacher learning for TCHG 506, and two of TCHG 529, 531 or 532. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this course Course learning objectives (CLOs) will be able to: 1 Illustrate the complexities of relational and professional practices that support student and teacher wellbeing 2 Research a current challenge facing the teaching profession, to inform approaches to learning design 3 Critically assess the contribution of learning designs to meeting their professional commitment to society 4 Implement and justify inclusive practices for students with additional learning needs 5 Implement and justify cultural competencies for Pacific learners
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
Assessment items and workload per item % CLO(s) 1 Written report based on collaborative comparison of learning 40 (including 15% 3, 4, 5 design and pedagogical practices across subjects and group component) learning areas (3200 words) 2 Written report: ecological analysis of professional 30 1, 4, 5 relationships and practices (2400 words)
3 Written proposal for approaches to learning design based on 30 2 research project (2400 words) Mandatory course requirements There are no mandatory course requirements
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
Appendix: Consultation
Proposal name Amend the schedule for Master of Teaching and Learning
Consultation Response to feedback
Noeleen Williamson, Manager SASO Advice re transitional arrangements. Accepted her proposed wording for the transitional arrangement. Advised of potential workload implications of making new courses available in time for online enrolment. This is included in administrative implications. Also, the need for staff to be briefed of changes so able to provide correct advice to students
Meegan Hall, Iho Mätauranga Mäori Suggested change to title of one set of courses which was accepted by proposers. Otherwise supported Mäori titles.
Kwongnui Sim, CAD Advice re course descriptions especially CLO- some improvements suggested and accepted.
Carolyn Tait, HOS School of Education Advice re academic implications of changes included in proposal
Sally Selwood, Faculty Professional Partnership office Advised that with the increased Teaching Experience days, there will be considerable work for the Professional Placement office to develop and maintain the new arrangements.
Marty King Kairauhi Mātauranga (Education Subject Supports the amendment to the schedule of courses for Librarian) the programmes. Library can sustain student and staff needs but is committed to increased funding if greater demands are made.
AB20/26a [Faculty Ref No.] VUW/20 – MTchLrn/1 AC20/59
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
Programme amendment cover sheet
Proposal name Replacing previous schedule for BEd (Teaching) ECE with a schedule of new courses. Proposer [Proposer]
Faculty Education
Summary Replacing the schedule of courses with a new schedule Year 2020 Reference BEd(Tchg)EC)/2 CONSULTATION Person consulted Summary and reference Academic Office Pam Green Advice re procedures in PEAC Associate Dean Michael Johnson Advice re wording CAD Stephen Marshall Recommendations re wording of CLOs Course Admin. Comments incorporated Faculty Admin. Noeleen Williamson Advice re transitional arrangements, SASO implications Library Marty King Library is able to support amended programme Toihuarewa Hiria McCrae (internal) Support for Tiriti statement Meegan Hall (University) The A5 statements were great and the programmes had a really strong reo Māori and Treaty of Waitangi thread running through them. Well done to all involved - they have Toihuarewa’s full support. School Admin. Carolyn Tait (HoS), Stella Advice re academic and administrative Watta (School Manager) implications for school APPROVAL Authority Date Recorded by Head of School Carolyn Tait 22-05-2020 Liz Jones Fac. Acad. Cttee. Education 22-05-2020 Liz Jones Faculty Board Stephen Dobson 05-06-2020 Liz Jones
Acad. Committee Academic Committee 30-06-2020 Pam Green Academic Board CUAP
Add more rows if more than one faculty needs to approve the proposal.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
Programme amendment
Proposal name Replacing previous schedule for BEd (Teaching) ECE with a schedule of new courses. Faculty Education
A1 Purpose 1. To introduce a new schedule of 19 new courses for the BEd(Teaching)EC, all of which must be completed. 2. To delete 25 courses that are on the current schedule for the BEd(Teaching)EC only. 3. To remove Section 3 of the General Requirements.
A2 Justification 1. The Teaching Council of Aotearoa New Zealand (TCANZ) is responsible for approving and monitoring Initial Teacher Education (ITE) programmes and for certifying and registering teachers. In 2017, the Education Council of Aotearoa NZ (now the Teaching Council of Aotearoa New Zealand) introduced Standards for the Teaching Profession and a Code of Professional Responsibility (Education Council, 2017). This was followed by new requirements for the approval and monitoring of initial teacher education programmes, published by TCANZ in April 2019. In addition, TCANZ has specified that students must spend at least 120 days on teaching experience (TE) during a three-year programme. (The 120 5-hour days are associated for assessment with 4 courses, TCHG 105, 220, 224 and 316. However, as teaching experience is an activity that supports the student teacher learning for all TCHG courses in the trimester in which the TE course occurs, the hours for the TE are distributed among all those courses).
In response to the changes and new requirements of TCANZ, Te Puna Ako Pai has extensively revised the courses in this qualification to: • align with the TCANZ (April 2019) requirements for ITE programmes, • align with Te Puna Ako Pai’s renewed vision and conceptual framework for ITE, and • ensure that graduates can meet the TCANZ's Standards for the Teaching Profession in a supported environment and the expectations of the Code of Professional Responsibility. In order to accommodate important orientation activities and teaching experience the following courses are non-standard: Year 1: T3+T1 – TCHG 102, 103, 104 Year 2: T2+T3 – TCHG 223, 224, 225 Year 3: T2+T3 – TCHG 316, 317
2. With the introduction of the new courses, the existing courses that are on the schedule for the BEd(Tchg)EC will need to be deleted as the new programme is rolled out, as follows: • TCHG 111, 112, 113, 114, 115, 116, 117, 118 to be deleted at the conclusion of 2020 academic year, • TCHG 211, 212, 213, 214, 215, 216, 217, 218 to be deleted at the conclusion of 2021 academic year,
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 • TCHG 360, 361, 362, 363, 364, 365, 366, 367, 368 to be deleted at the conclusion of 2022 academic year, 3. The arrangements in Section 3 (a) and (d) relate to qualifications that have not been offered for many years and are therefore no longer required. As the purposes for which the courses have been revised are very specific for teaching in Aotearoa New Zealand, the arrangements in Section (b) are no longer relevant. As there will be no arrangements, Section 3 (c) is no longer required.
A3 Proposed amendments In the Regulation for the Bachelor of Education (Teaching) Early Childhood, on p.297 of the 2020 Calendar, amend the General Requirements as follows: General requirements 1. Amend section 2(a) as follows: 2(a) Except as provided in section 3 and the Credit Transfer and Recognition of Prior Learning Policy, the personal course of study of a candidate shall consist of the courses from the BEd(Tchg)EC schedule, having a total of 360 points. 2. Replace section 2(b) with the following 2(b) The personal course of study of each candidate shall include (i) EDUC 102 - 104, TCHG 102-105 (ii) TCHG 220 - 225 (iii) EDUC 315, TCHG 308, 309, 315 – 317 3. Section 2(c) remains as is. 4. Remove section 3. 5. Amend Section 6 as follows: The overall course of study for a candidate for a conjoint degree involving the BEd(Tchg)EC and another Victoria degree shall satisfy the requirements of sections 2 and 3. 6. The following changes will be made to the Combined Undergraduate Schedule in 2021.
Course Title Pts Prerequisites Degree (P), schedule corequisites (C) and restrictions (X) EDUC Te Ao Hurihuri 1: Te Tiriti - History and 15 BEd(Tchg)EC 102 transformative education
EDUC Te Ao Hurihuri 2: Ngā Auahatanga - 20 X EDUC 115 BEd(Tchg)EC 103 Innovations in care and education
EDUC Te Ao Hurihuri 3: Ngā Ariā - Theories of 20 X EDUC 116 BEd(Tchg)EC 104 growth and learning in context
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
TCHG Te reo Māori 1: Hei Whaiora 15 X TCHG 118 BEd(Tchg)EC 102 TCHG Ako 1: Ngā Anga - Care and education 15 C TCHG 102, BEd(Tchg)EC 103 frameworks and pedagogies 104, EDUC 102; X TCHG 116
TCHG Tātaimarau 1: Te Whāriki 15 X TCHG 111 BEd(Tchg)EC 104
TCHG Tātaimarau me Te Reo Māori 2: Kia Rere - 20 P TCHG 102, BEd(Tchg)EC 105 The “100” Languages of Children 104
TCHG Te Whāraki 15 X EPOL 111 BEd(Tchg)EC 111 TCHG 112 Notions of Wellbeing and Belonging 15 X EPOL 112 BEd(Tchg)EC
TCHG 114 Working with Infants and Toddlers and 15 X EPSY 111 BEd(Tchg)EC their Families/Whānau TCHG 116 Introduction to the Teaching Profession 15 P TCHG 111; X BEd(Tchg)EC (ECE) EPSY 114 TCHG 117 Building Authentic Relationships with 15 P TCHG 116; X BEd(Tchg)EC Children EPSY 115 TCHG 118 T Ao Māori1: He Ara Whakawhanauga 15 X KURA 111 BEd(Tchg)EC
The following changes will be made to the Combined Undergraduate Schedule in 2022: COURSE Title Pts Prerequisites Degree (P), Schedule corequisites (C) and restrictions (X)
TCHG Ako 2: Te Tirohanga Whānui - 20 P TCHG 103, BEd(Tchg)EC 220 Approaches to curriculum, assessment 104, and planning X TCHG 117
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
TCHG Ako me Te Reo Māori 3: Kia Tika - 20 P TCHG 103, BEd(Tchg)EC 221 Being a kaiako with infants, toddlers 105 EDUC 104; and their whanau X TCHG 114
TCHG Tātaimarau 3: Ngā torohanga - 20 P TCHG 105; X BEd(Tchg)EC 222 Modalities for understanding lifeworlds TCHG 211, 213
TCHG Te Ao Hurihuri 4: Kia Māori - Inclusive 20 P TCHG 221, X BEd(Tchg)EC 223 teaching in diverse communities TCHG 217
TCHG Ako 4: Kia Mataara - Intentional 20 P TCHG 220; BEd(Tchg)EC 224 pedagogies in local contexts C TCHG 223, 225, X TCHG 216
TCHG Tātaimarau 4: Ngā Toi - Exploring modes 20 P TCHG 105; BEd(Tchg)EC 225 of creativity and expression X TCHG 211, 212 TCHG 211 The Multi-Literate Child 15 P TCHG111; X BEd(Tchg)EC EPOL 211 TCHG 212 The Musical and Physical Child 15 P TCHG111; X BEd(Tchg)EC EPOL 212 TCHG 213 The Inquiring Child 15 P TCHG111; X BEd(Tchg)EC EPOL 213 TCHG 214 Developing Professional Relationships in 15 P TCHG111; X BEd(Tchg)EC ECE EPOL 214 TCHG 216 Facilitating Curriculum to Support 20 P TCHG 216, BEd(Tchg)EC Children’s Learning 217; C TCHG 211, 212, 213, 214, 218; X EPSY 211 TCHG 217 Planning for Diversity 15 X EPSY 212 BEd(Tchg)EC TCHG 218 Te Ao Māori II 15 P TCGH 218; X BEd(Tchg)EC KURA 211
The following changes will be made to the Combined Undergraduate Schedule in 2023: Course Title Pts Prerequisites Degree (P), Schedule
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 corequisites (C) and restrictions (X)
EDUC Te Ao Hurihuri 5: Kia hurihia - Advocacy 20 P 40 points at BA (A) 315 with children and communities 200 level BEd(Tchg)EC
TCHG Te Reo Māori 5: Kia Ora 20 P TCHG 223; BEd(Tchg)EC 308 X TCHG 368 TCHG Ako 5: Te Aro - Professional and Inquiry 20 P TCHG 224; BEd(Tchg)EC 309 based ECCE practice X TCHG 361, 362
TCHG Tātaimarau 5: Tuituiā - Integrating the 20 P TCHG 222, BEd(Tchg)EC 315 arts and sciences 225 TCHG Ako me Te Reo Māori 6: Ki te Wheiao 20 P TCHG 308, BEd(Tchg)EC 316 — Bringing it all together 309; C TCHG 317; X TCHG 365 TCHG Tātaimarau 6: Kia Kōkiri — Empowering 20 P TCHG 225 BEd(Tchg)EC 317 Creativity TCHG 360 Early Childhood Curriculum 30 Available only BEd(Tchg)EC to BEd(Tchg)EC upgrade students; X EPOL 315 TCHG 361 Professional Responsibilities in ECE 15 P TCHG 216; X BEd(Tchg)EC EPOL313 TCHG 362 Being a Professional ECE Teachers 15 P TCHG 216; X BEd(Tchg)EC EPSY 313 TCHG 363 Investigating Pedagogical Practices 15 P TCHG 211, BEd(Tchg)EC 212, 213; X EPSY 314 TCHG 364 Learning Together: Young Children and 20 P TCHG 211, BEd(Tchg)EC Adults in Early Childhood Settings 212; X EPSY 315 TCHG 365 ECE Pedagogy 20 P TCHG 211, BEd(Tchg)EC 212, 213, 214, 216, 217, 218; C TCHG 361,
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 362, 364; X EPSY 317 TCHG 366 Professional ECE Teaching Portfolio 60 Available only BEd(Tchg)EC to BEd(Tchg)EC upgrade students; X EPOL 318 TCHG 367 Professional Teaching Experience 30 Available only BEd(Tchg)EC to BEd(Tchg)EC upgrade students; X EPOL 319 TCHG 368 Te Ao Māori III 15 P TCHG 218; X BEd(Tchg)EC KURA 311
A4 Implications and resources
Academic staff The Head of School comments that some staff will require upskilling in their te reo Māori, particularly given the level of integration within all the courses. While we have the specialist knowledge within the School currently to sustain the work required in language proficiency, particular attention will need to be paid to the pinch points around Research and Study Leave. This will become less of an issue once staff have improved their te reo Māori proficiency. Provision has been made to begin this process this year.
Library The Kairauhi Mātauranga (Education Subject Librarian) supports the amendment to the course schedule of the programme. He notes that the library can sustain student and staff needs but is committed to increased funding if greater demands are made. Furthermore, he encourages academic staff and postgraduate students to be more forthcoming with requesting additional resources for our education collection.
Teaching facilities and support The HoS comments that timetabling of Tātaimarau 5: Tuituiā—Integrating the arts and sciences will require specialist art facilities. Currently appropriate facilities are available, but the School will need to consider timetable constraints given the pressure on their use by other programmes. The capacity of the School administrative staff is sufficient to support the needs of the programme.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Anticipated enrolments It is not anticipated that these changes will have any impact on enrolments.
Administrative implications Faculty Student and Academic Services advised that, with regard to implementing the new programmes for 2021, there is a possibility that the programme will not be set up correctly in Banner for the opening of enrolments on 1 October. If this is the case, there will be extra administrative load to change all the courses for the prospective students applying for the first intake. For returning students, once the programme of study is agreed, the correct courses can be loaded, and an offer of study sent to the student.
Programme or course limitations / selection criteria The Wellington Faculty of Education currently selects prospective students based on academic achievement, competency in English, te reo Māori, literacy, numeracy, values, dispositions and fitness to teach. These selection criteria will continue to be applied for the amended programme.
Fee implications Student Finance advises that there are no fees implications for these amendments.
Website and publication amendments For 2021, returning students who have not completed the qualification in 2020 will be advised of the transitional arrangements as outlined below.
A review of the Teacher Education webpages shows that much of the current information is correct. The updates that will be required are: links to course finder for new courses, course specific information, selection interview advice including te reo Māori expectations, requirements for secondary teaching subjects, English language proficiency and block course information. Other changes, such as details about placement requirements related to Teaching Council accreditation, will also be made. The Faculty Handbook has already been updated for 2021.
Transitional arrangements and other consequential changes Students who began this qualification prior to 2021 will be able to complete under the 2020 regulations and schedule of courses with the second and third years of the qualification taught in 2021 and 2022. Returning students who need to complete first year courses will be advised on their programme of study by the Associate Dean (Teacher Education) on a case by case basis. After 2023 students who began in the original programme but who have not completed the qualification will be advised on their programme of study by the Associate Dean (Teacher Education). There are currently about 107 students enrolled in the qualification who will need to complete after the end of 2020. There are about 23 students who have previously withdrawn from the programme but who could return to complete within the six-year limit. These students will be advised individually on their requirements for completion.
Internships, field trips and other external arrangements The TCANZ has specified an increased number of days (i.e., 120) that students must spend on teaching experience during a three-year programme. Additionally, the TCANZ approval and monitoring requirements include a strong focus on strengthening authentic partnerships with the
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 teaching community. Placements in early childhood centres are coordinated by the Education Professional Placements and Partnerships (EPPP) Office. There will be an increased workload for the EPPP Office to develop and maintain the new arrangements.
A5 Treaty of Waitangi This programme is informed by Te Waharoa: the vision, values and conceptual framework for initial teacher education offered by Te Puna Ako Pai. All initial teacher education programmes, including this one: • incorporate Māori worldviews, emphasise criticality and insist on depth of knowledge (mātauranga); • are culturally located and place-based (te mana o te whenua); • build and sustain te reo and tikanga (te reo me ngā tikanga); • foster tangata whenua and tangata Tiriti identities and aspirations, including those of Pacific and migrant communities (tangatarua); • promote inclusion, relationality and collective success(whanaungatanga); and • enhance the spirit of education (wairua), including creative ad embodied learning.
Four strands within the Bachelor of Education (Teaching) Early Childhood contribute to this vision: Te Reo Māori hei Whaiora, Ako, Te Ao Hurihuri, and Tātaimarau. The Living as Treaty Partners Framework develops students’ critical, reflective and strategic capacities regarding the integration of te reo me ōna tikanga as well as relationship building and advocacy with tamariki, whānau and communities throughout their work as a teacher. The knowledge, attributes and skills fostered in these courses will enable students to deliver high quality, inclusive, and culturally responsive programmes as well as contribute to community transformation in line with human rights, sustainability and social justice. Te ao me te reo are essential starting points for this programme in order to ensure all children’s identities are affirmed, their heritage languages and cultures are sustained, and all ākonga of Aotearoa New Zealand are learning and valuing our country’s heritage, values, indigenous language and culture. Increased proficiency in te reo is a programme requirement and students are required to meet the expectations set in Tātaiako: Cultural Competencies for Teachers of Māori Learners (Education Council, 2011). Students will both experience and learn how to teach two key pedagogies that support the commitment of the University to Te Tiriti and ensure that graduates meet the standard of the Teaching Council to “have a deep engagement with, and critical understanding of, and commitment to Te Tiriti o Waitangi as the constitutional anchor for Aotearoa New Zealand for the teaching profession and their role as teachers”. These are: • culturally and linguistically sustaining pedagogies which require students to understand their own cultural positioning and to learn about and intentionally incorporate in their teaching the cultural understandings and experiences of their students; and • critical pedagogies of place which offer approaches to teaching and learning that are responsive to environmental, cultural and social issues and to addressing injustices. At least one Māori academic will teach in this programme. Te Puna Ako Pai Māori Education Advisory Committee will play an ongoing, pivotal role in ensuring that this programme gives robust expression to Te Waharoa, are developed in partnership with our Māori teaching community and can create meaningful outcomes for Māori students and their ākonga. These programmes have and will continue to create opportunities for Māori research, particularly as they relate to the outcomes of the programme.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 A6 Consultation During 2018-2019, Te Puna Ako Pai held a series of collaborative co-designed hui with stakeholder groups about the ITE programmes development. The hui were organised through existing Advisory Committees (Māori, Early Childhood, Primary, Normal and Model Schools, and Secondary) that involve student, union, teacher, and principal/employer representatives. The consultation amounted to over 50 hours of collaboration in 2019, with well over 100 members of the teaching community. The consultation facilitated the co-design of an overarching vision and conceptual framework for all ITE programmes, Te Waharoa, and developed shared understandings about the new TCANZ requirements including key elements of assessment design. Additional consultation has occurred through the Early Childhood Advisory Committee about the programme design outlined in this application.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 102 (2020, Non Standard)
Course title Te Reo Māori 1: Hei Whaiora Short title Te Reo Māori 1 Point value 15
Course coordinator [Course Coordinator] NZQF level 5
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions X TCHG 118
Prescription In this course, student teachers are introduced to te reo Māori me ōna tikanga in relation to the conceptual framework that underpins Te Whāriki, including the place of tākaro, or play, in te ao Māori.
Student workload hours 150 Contact Hours Teaching/learning summary Lectures/ 24 Seminars/ Workshops This course will be taught through blended approaches including interactive Teaching 41.5 lectures, seminars and workshops supported by online resources and experience learning experiences. There will also be a face-to-face block course, Ngā TOTAL 65.5 Mihi at the beginning of the programme.
NOTE: Although the assessment of teaching experience is associated with TCHG 103, the teaching experience is an activity that supports the student teacher learning for all three Trimester 3+1 TCHG courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Use basic grammar/lexicon in te reo Māori 2 Use te reo Māori me ōna tikanga in meaningful contexts 3 Create te reo Māori resources for use in pedagogical settings Assessment items and workload per item % CLO(s) 1 Written test: Te Reo Māori vocabulary and language structures (1 hour) 30 1
2 Māori language resources, and accompanying rationale (500 words) 40 3
3 Oral presentation (5 minutes) and written summary (500 words) 30 2
Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 103 (2020, Non Standard)
Course title Ako 1: Ngā Anga—Care and education frameworks and pedagogies Short title Ako 1: Ngā Anga Point value 15
Course coordinator [Course Coordinator] NZQF level 5 Qualification schedule: BEd(TCHG)EC
Prerequisites, corequisites, restrictions C TCHG 102, 104 EDUC 102; X TCHG 116
Prescription This course introduces student teachers to practice frameworks taught across the programme, including kaupapa Māori, curriculum and pedagogical approaches, and constructs of culture, criticality, professionalism and ethical practice. Student teachers will examine the Teaching Council of Aotearoa New Zealand’s Code and Standards, regulatory frameworks, and professional guidelines such as Tātaiako and Tapasā. Notions of wellbeing, belonging, diversity, cultural responsiveness and sustainability, inclusivity and reflective practice are foci. Student teachers will participate in five weeks of teaching experience.
Student workload hours 150 Contact Hours Teaching/learning summary Lectures/ 24 Seminars Workshops This course will be taught through blended approaches including interactive Teaching 41.5 lectures, seminars and workshops supported by online resources and experience learning experiences. There will also be a face-to-face block course, Ngā Mihi at the beginning of the programme. This course includes five weeks TOTAL 65.5 teaching experience. NOTE: Although the assessment of teaching experience is associated with this course, the teaching experience is an activity that supports the student teacher learning for all three Trimester 3+1 TCHG courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Articulate major frameworks that inform EC kaiako practice 2 Draw on their understandings of relational pedagogy to engage sensitively and responsively with children, whānau and colleagues 3 Use a range of approaches to learn about centre practices, and children’s engagement, perspectives, wellbeing, belonging and learning Assessment items and workload per item % CLO(s) 1 Essay – how frameworks shape children’s lived experiences in EC centres (750 30 1 words) 2 Practicum assignment 1 – reflective assessment focused on student teachers’ use 30 2 of relational pedagogy, including with whānau and colleagues (750 words) 3 Practicum assignment 2 – use of different approaches to identify and reflect on 40 3 practices that support children’s engagement, perspectives, wellbeing and learning (1000 words)
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
Mandatory course requirements In addition to achieving an overall pass mark of 50%, student teachers must: Successfully complete the teaching experience by reaching ‘competence’ level for each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, as evidenced in formal observations and written practicum reports These requirements enable student teachers to build their teaching expertise to achieve the professional expectations of a graduating teacher by the completion of the programme.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: EDUC 102 (2021, T1)
Course title Te Ao Hurihuri 1: Te Tiriti—History and transformative education
Short title Te Ao Hurihuri 1 Point value 15
Course coordinator [Course Coordinator] NZQF level 5 Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions None
Prescription This course introduces the historical context for education in Aotearoa, beginning with pre-colonial Māori tikanga, the early contact period, He Whakaputanga, Te Tiriti o Waitangi and the impacts of colonisation since 1840. It includes examples of Māori resistance to Tiriti breaches and an overview of Waitangi Tribunal findings, with a focus on the implications for transformative education, including ecological justice, in contemporary and local education contexts.
Student workload hours 150 Contact Hours Teaching/learning summary Lectures/ 24 Seminars/ Workshops This course will be taught through blended approaches including TOTAL 24 interactive lectures, seminars and workshops supported by online resources and learning experiences. Course learning objectives (CLOs) Students who pass this course will be able to: 1 Position current educational practice within the historical context of education in Aotearoa 2 Apply an understanding of Te Tiriti o Waitangi to educational issues and responses 3 Consider the educational implications of colonisation on iwi Māori Assessment items and workload per item % CLO(s) 1 Written test (1 hour) 30 1, 2
2 Journal - personal and collective reflection (1000 words) 40 1-3 3 Philosophical commitment statement to Te Tiriti (750 words) 30 1-3 Mandatory There are no mandatory course requirements course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
Course Description: TCHG 104 (2020, Non Standard)
Course title Tātaimarau 1: Te Whāriki
Short title Tātaimarau 1 Point value 15
Course coordinator [Course Coordinator] NZQF level 5 Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions X TCHG 111
Prescription In this course, student teachers critically examine notions of curriculum and pedagogical practices in early childhood care and education settings in Aotearoa New Zealand, focussing on wellbeing, learning and growing through play and exploration. They build understandings of social, cultural, and ecological justice in relation to curriculum, play pedagogies and inclusive education. Māori and Pacific Peoples’ ontologies and theoretical perspectives and children’s diverse life-worlds are a focus.
Student workload hours 150 Contact Hours Teaching/learning summary Lectures/ 24 Seminars/ Workshops This course will be taught through blended approaches including interactive Teaching 41.5 lectures, seminars and workshops supported by online resources and experience learning experiences. There will also be a face-to-face block course, Ngā Mihi at the beginning of the programme. TOTAL 65.5 NOTE: Although the assessment of teaching experience is associated with TCHG 103, the teaching experience is an activity that supports the student teacher learning for all three Trimester 3+1 TCHG courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Articulate the principles and theories underpinning Te Whāriki and how these impact on practice 2 Use Māori and Pacific Peoples’ ontologies and theoretical perspectives to inform curriculum decisions and provision 3 Articulate and advocate for social, cultural, and ecological justice in relation to the early childhood curriculum Assessment items and workload per item % CLO(s) 1 Article reviews (900 words) 30 1
2 Online reflections (1200 words) 40 2 3 Video presentation (5 minutes) and written statement (500 words) 30 3 Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 105 (2021, T2)
Course title Tātaimarau me Te Reo Māori 2: Kia Rere—The “100” Languages of Children Short title Tātaimarau me Te Reo Māori 2 Point value 20
Course coordinator [Course Coordinator] NZQF level 5
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions P TCHG 102, 104
Prescription In this course, student teachers explore introductory notions of creativity from multiple perspectives including Māori, Pacific Peoples and Western conceptualisations. They enhance their own creative skills and attitudes through critically exploring these curriculum domains: languages, literacy, visual art, music, dance, drama, science, maths and technology. They develop enriched understandings of design for programme planning and learning environments, which integrate digital learning, a sustainability focus, and transformative approaches. The course incorporates an intermediate te reo language component, Kia Rere, that builds on earlier te reo learning and uses a corpus of language appropriate to working in these curriculum domains.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops This course will be taught through blended approaches including interactive TOTAL 30 lectures, seminars and workshops supported by online resources and learning experiences. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Discuss conceptions of creativity from a range of perspectives including Māori, Pacific Peoples and Western 2 Outline foundational skills, knowledge and attitudes that are required across curriculum domains, including to support digital learning 3 Articulate principles of programme planning and design relevant to Te Whāriki 4 Use an increasing range of vocabulary, increasingly complex language structures and text types for a range of purposes in these subject domains Assessment items and workload per item % CLO(s) 1 Essay - theoretical and personal analysis of a cultural creativity story (1000 words) 30 1 2 Weekly vlog (video presentation) (20 minutes in total) 40 2, 3 3 Māori language resource - focusing on learning design in relation to one 30 2, 3, 4 curriculum domain - and written rationale (750 words) Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: EDUC 103 (2021, T2)
Course title Te Ao Hurihuri 2: Ngā Auahatanga—Innovations in care and education Short title Te Ao Hurihuri 2 Point value 20
Course coordinator [Course Coordinator] NZQF level 5 Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions X EDUC 115
Prescription This course provides students with an opportunity to interrogate the genealogies of indigenous and Western models of childrearing and the intergenerational transmission of languages, values and knowledges, including view of play and playfulness. Students engage in in-depth exploration, comparison and critique of historical and contemporary contexts for early childhood philosophies and programmes, with a focus on Indigenous models (such as Kōhanga Reo, Aoga Amata, Punanga Reo and Punana Leo) and key Western pedagogical innovations and influences (such as is seen in the work of John Dewey, Frederick Froebel, Rudolph Steiner, Maria Montessori, and the MacMillan sisters).
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops This course will be taught through blended approaches including interactive TOTAL 30 lectures, seminars and workshops supported by online resources and learning experiences. Course learning objectives (CLOs) Students who pass this course will be able to: 1 Describe Indigenous models of enculturation within families and communities 2 Explain how Western theories have influenced early childhood education over time 3 Consider the influences of historical philosophical traditions on contemporary early childhood care and education Assessment items and workload per item % CLO(s) 1 Annotated bibliography (750 words) 30 1, 2 2 Essay (1500 words) 40 3 3 Poster and accompanying oral presentation (5 minutes) 30 1-3 Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: EDUC 104 (2021, T2)
Course title Te Ao Hurihuri 3: Ngā Ariā—Theories of growth and learning in context Short title Te Ao Hurihuri 3 Point value 20 Course coordinator [Course Coordinator] NZQF level 5 Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions X EDUC 116
Prescription This course offers an introduction to, and a critical analysis of, historical and contemporary theories of learning, growth and transformation across the lifespan. In recognising cultural contexts, the course includes an in-depth examination of transformative education focusing on the ontologies and theories of Māori, Pacific and other Indigenous peoples, Southern (e.g., Asian, Latinx, Orientalism) and Western frameworks, including deconstructing developmental psychology and behaviourism.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops This course will be taught through blended approaches including interactive TOTAL 30 lectures, seminars and workshops supported by online resources and learning experiences. Course learning objectives (CLOs) Students who pass this course will be able to: 1 Discuss differing theories of learning, growth and transformation across the lifespan, with particular recognition of Indigenous theories and cultural contexts 2 Describe alternative approaches to dominant Western discourses of developmental psychology and behaviourism 3 Consider ways in which children and whānau are transformative agents of change in their own learning, growth and wellbeing Assessment items and workload per item % CLO(s) 1 Research project on indigenous theorists (1250 words) 40 1 2 Comparative critical essay (750 words) 30 1, 2 3 Presentation (10 minutes) 30 1-3
Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 220 (2022, T1)
Course title Ako 2: Te Tirohanga Whānui—Approaches to EC curriculum, assessment and planning Short title Ako 2 Point 20 value Course [Course Coordinator] NZQF 6 coordinator level Qualification BEd(Tchg)EC schedule: Prerequisites, corequisites, restrictions P TCHG 103, 104, X TCHG 117
Prescription In this course, student teachers examine theories and practices for curriculum, assessment and planning, including kaupapa Māori and Pacific Peoples’ perspectives. They use multiple approaches and tools to gather information and reflect on children’s diverse ways of being, knowing, doing and relating, to plan for individual children. Student teachers examine how interpersonal, temporal and material environments influence children’s curriculum experiences and engagement. Attention is paid to culturally responsive and sustaining pedagogical practices that support kaiako/teachers’ attunement to children and their whānau, hapū and iwi. Student teachers will participate in five weeks of teaching experience.
Student 200 Contact Hours workload hours Teaching/learning summary Lecture 30 s/ Semina rs/ Worksh ops
This course will be taught through blended approaches including Teachin 41.5 interactive lectures, seminars and workshops supported by g online resources and learning experiences. Student teachers will experie participate in five weeks of teaching experience. nce NOTE: Although the assessment of teaching experience is TOTAL 71.5 associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 220, 221and 222. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this course Course learning objectives (CLOs) will be able to: 1 Use theoretical frames and practices to analyse curriculum, assessment and planning, including attention to environmental aspects 2 Apply approaches and tools to engage with children’s perspectives and interests and to assess their learning and development
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
3 Use intentional pedagogies to plan culturally responsive and sustaining practices for individual children Assessment items and workload per item % CLO(s) 1 Group presentation with individual component (15 minutes)- 30 1 examination of theoretical frames for curriculum, planning (includi and assessment ng 10% group compon ent) 2 Practicum assignment 1 – assessment and planning focused 30 2, 3 on one child (1050 words) 3 Practicum assignment 2 – reflections on use of culturally 40 3 responsive and sustaining practices (1400 words) Mandatory course requirements In addition to achieving an overall pass mark of 50%, student teachers must: Successfully complete the teaching experience by reaching ‘competence’ level for each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, as evidenced in formal observations and written practicum reports These requirements enable student teachers to build their teaching expertise to achieve the professional expectations of a graduating teacher by the completion of the programme.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 221 (2022, T1)
Course title Ako me Te Reo Māori 3: Kia Tika - Being a kaiako with infants, toddlers and their whānau Short title Ako me Te Reo Māori 3 Point value 20
Course coordinator [Course Coordinator] NZQF level 6
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions P TCHG 103, 105 EDUC 104, X TCHG 114
Prescription This course supports student teachers to work effectively with infants, toddlers and their whānau in culturally and linguistically responsive ways, using different philosophical and pedagogical approaches, including indigenous Māori and Pacific constructs such as tuakana-teina, manaakitanga, and inati, pakiwaitara and oriori. Student teachers reflect critically on their own identity and culture/s and how these impact on their role as kaiako supporting children’s wellbeing. The interpersonal, temporal, and material environment in relation to play-based/tākaro curriculum experiences and pedagogy with the youngest children is addressed. The course incorporates an intermediate course in te reo Māori me ōna tikanga, Kia Tika.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops This course will be taught through blended approaches including interactive Teaching 41.5 lectures, seminars and workshops supported by online resources and experience learning experiences. TOTAL 71.5 NOTE: Although the assessment of teaching experience is associated with TCHG 220, the teaching experience is an activity that supports the student teacher learning for TCHG 220, 221and 222. Therefore the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Use knowledge about infant and toddler pedagogy, including from kaupapa Māori and Pacific perspectives, for self-reflection as a developing early childhood teacher/kaiako 2 Explain at least one philosophical approach that has impacted infant and toddler care and education contexts in Aotearoa New Zealand 3 Demonstrate competence with te reo Māori in relation to working with infants and toddlers and their whānau Assessment items and workload per item % CLO(s) 1 Personal narrative and reflection (1050 words) 30 1 2 Essay - including a personal collection of te reo phrases/oriori for use with infants 30 2, 3 and toddlers (1050 words) 3 Te reo Māori assessment resource with written rationale (750 words) 40 3 Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 222 (2022, T1)
Course title Tātaimarau 3: Ngā Torohanga—Modalities for understanding lifeworlds Short title Tātaimarau 3 Point value 20
Course coordinator [Course Coordinator] NZQF level 6
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions P TCHG105, X TCHG 211, 213
Prescription In this course, student teachers critically examine effective practices for teaching mathematics, science, technology and languages to infants, toddlers and young children. They intentionally draw on pedagogical practices to enhance infants, toddlers and young children’s creativity, expression, experimentation, thinking and problem-solving as they relate to these learning areas. They consider the social, cultural, and sustainability values that underpin their teaching and professional behaviours in these domains and their understanding of assessment practices. Student teachers also learn domain specific vocabulary in te reo Māori and other Pacific languages. Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops This course will be taught through blended approaches including interactive Teaching 41.5 lectures, seminars and workshops supported by online resources and learning experience experiences. TOTAL 71.5 NOTE: Although the assessment of teaching experience is associated with TCHG 220, the teaching experience is an activity that supports the student teacher learning for TCHG 220, 221and 222. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Intentionally draw on pedagogical practices to enhance infants, toddlers and young children’s creativity, expression, experimentation, thinking and problem-solving, using languages, mathematics, science and technologies in their world/s 2 Analyse the social, cultural, and sustainability values that underpin languages, mathematics, science and technology and how these impact on their pedagogy and assessment practices 3 Discuss contextually nuanced professional behaviours as they relate to domain learning in languages, mathematics, science and technology Assessment items and workload per item % CLO(s) 1 Essay – how to talk with young children about their mathematics, science and 40 1, 3 technology (1400 words) 2 Online practical tasks drawing on Māori and Pacific Peoples knowledges (1050 30 2, 3 words)
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
3 Workshop presentation (15 minutes) plus one-page hand out with key 30 1-3 words/phrases in te reo Māori and Pacific languages
Mandatory course There are no mandatory course requirements requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 223 (2022, Non Standard)
Course title Te Ao Hurihuri 4: Kia Māori—Inclusive teaching in diverse communities Short title Te Ao Hurihuri 4 Point value 20
Course coordinator [Course Coordinator] NZQF level 6
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions P TCHG 221, X TCHG 217 Prescription In this course, student teachers explore specificities and commonalities across cultural communities. They develop a nuanced and critical understanding of their responsibilities, and pedagogical strategies, with regard to delivering programmes that are inclusive of and responsive a wide range of social, cultural and linguistic diversities. This course incorporates an intermediate course in te reo Māori me ōna tikanga, Kia Māori.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops This course will be taught through blended approaches including interactive Teaching 50 lectures, seminars and workshops supported by online resources and experience learning experiences. TOTAL 80 NOTE: Although the assessment of teaching experience is associated with TCHG 224, the teaching experience is an activity that supports the student teacher learning for TCHG 223, 224 and 225. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Develop enhanced competence in Te Reo and increased language corpus drawing on the te reo content relating to this course 2 Critique theoretical models of inclusive practices 3 Critically examine their own cultural contexts, family histories and identities with regard to particular ontological and epistemological assumptions 4 Examine the knowledge, skills, attitudes and strategies required for working inclusively with children and families from diverse communities, in relation to their own teaching practice Assessment items and workload per item % CLO(s) 1 Te Reo Māori resource with written rationale (750 words) 40 1 2 Seminar presentation (15 minutes) related to group centre visit 30 2 ,3, 4 3 Reflective journal (1050 words) 30 1-4 Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 224 (2022, Non Standard)
Course title Ako 4: Kia Mataara—Intentional pedagogies in local contexts Short title Ako 4 Point value 20
Course coordinator [Course Coordinator] NZQF level 6
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions P TCHG 220, X TCHG 216
Prescription In this course, student teachers examine how intentional pedagogical practices can support young children’s social and emotional growth, competence and sense of belonging and wellbeing. Video is used as a reflective tool to support student teachers’ intentional teaching practices. They also examine how cultural, family/whānau and community contexts frame children’s social and emotional wellbeing, teachers’ pedagogy and the development of local curriculum, including for children with additional learning needs. The course includes a six-week teaching experience with a particular focus on student teachers working collaboratively with members of the teaching team, children, parents and whānau to enact local curriculum consistent with Mātauranga a iwi.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops
This course will be taught through blended approaches including interactive Teaching 50 lectures, seminars and workshops supported by online resources and experience learning experiences. Student teachers will participate in six weeks of teaching experience. TOTAL 80 NOTE: Although the assessment of teaching experience is associated with TCHG 224, the teaching experience is an activity that supports the student teacher learning for TCHG 223, 224 and 225. Therefore the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Apply a range of pedagogical strategies to support children’s developing social and emotional competence and sense of belonging and wellbeing 2 Use video as a tool to support reflective practice 3 Contribute to the enactment of local curriculum during practicum Assessment items and workload per item % CLO(s) 1 Article reviews with reflective analyses (1050 words) 30 1 2 Practicum assignment – using video as tool to support reflections (1050 words) 30 2 3 Practicum assignment – assessment and planning to support the local curriculum 40 3 (1400 words) Mandatory course requirements In addition to achieving an overall pass mark of 50%, student teachers must:
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Successfully complete the teaching experience by reaching ‘competence’ level for each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, as evidenced in formal observations and written practicum reports These requirements enable student teachers to build their teaching expertise to achieve the professional expectations of a graduating teacher by the completion of the programme.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 225 (2022, Non Standard)
Course title Tātaimarau 4: Ngā Toi—Exploring modes of creativity and expression Short title Tātaimarau 4 Point value 20
Course coordinator [Course Coordinator] NZQF level 6
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions P TCHG 105, X TCHG 211, 212
Prescription In this course, student teachers critically examine effective practices for teaching oral and written literacy, dance and movement, music, drama and visual arts relevant to the diverse life-worlds of infants, toddlers and young children. They intentionally draw on pedagogical practices to enhance infants, toddlers and young children’s creativity, expression, experimentation, thinking and problem-solving as they relate to these learning areas. They consider the social, cultural, and sustainability values that underpin their teaching, professional behaviours and assessment practices in these domains. Student teachers also learn domain specific vocabulary in te reo Māori and other languages. Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops
This course will be taught through blended approaches including interactive Teaching 50 lectures, seminars and workshops supported by online resources and experience learning experiences. TOTAL 80 NOTE: Although the assessment of teaching experience is associated with TCHG 224, the teaching experience is an activity that supports the student teacher learning for TCHG 223, 224 and 225. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Intentionally draw on pedagogical practices that enhance infants, toddlers and young children’s creativity, expression, experimentation, thinking and problem-solving, using oral and written literacy, dance and movement, music, drama and visual arts in their world/s 2 Reflect on the social, cultural, and sustainability values that underpin oral and written literacies, dance and movement, music, drama and visual arts and how these impact on their pedagogy and assessment practices within digital learning environments 3 Demonstrate contextually relevant professional behaviours as they relate to domain learning in music, dance and visual arts Assessment items and workload per item % CLO(s) 1 Blog – reflection on their practice in relation to each domain (1400) 40 1
2 Shadow puppet video (5 minutes) and mind map (700 words) 30 1-3 3 Reflective presentation (15 minutes) 30 2-3 Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
Course Description: TCHG 308 (2023, T1)
Course title Te Reo Māori 5: Kia Ora Short title Te Reo Māori 5 Point value 20
Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions P TCHG 223, X TCHG 368
Prescription An advanced course in te reo Māori me ōna tikanga. As student teachers progress through this course, they become increasingly more aware of, and able to compare and contrast language use in, a widening range of domains, demonstrating communicative competence, enhancing their capacity to promote children’s thinking, learning and expression in and through te reo Māori in increasingly more challenging contexts.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops This course will be taught through blended approaches including interactive TOTAL 30 lectures, seminars and workshops supported by online resources and learning experiences. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Demonstrate an increasing repertoire, fluency and competency in te reo Māori 2 Use vocabulary and complex language structures to extend young children’s thinking, learning and expression in te reo Māori 3 Develop and implement te reo Māori resources linked to local knowledge/s Assessment items and workload per item % CLO(s) 1 Test (1 hour) 40 1
2 Te reo Māori resources linked to local knowledge/s and written rationale (750 30 1-3 words) 3 Presentation (15 minutes) 30 1, 2 Mandatory course requirements There are no mandatory requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 309 (2023, T1)
Course title Ako 5: Te Aro—Professional and inquiry-based ECCE practice Short title Ako 5 Point value 20
Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: BEd(Tchg)ED
Prerequisites, corequisites, restrictions P TCHG 224, X TCHG 352 Prescription In this course, student teachers critically examine constructs of professionalism, including ethical practice and developing professional relationships with parents and whānau, hapū, iwi, other professionals and community organisations. Student teachers engage with what it means to be an effective member of a teaching team and a professional learning community. They identify and prepare a small-scale teaching inquiry to be undertaken in TCHG 316 that includes attention to kaupapa Māori and Indigenous research and pedagogies.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops
This course will be taught through blended approaches including interactive TOTAL 30 lectures, seminars and workshops supported by online resources and learning experiences. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Plan and prepare for a teaching inquiry project to be undertaken in TCHG 316 2 Demonstrate their capacity to work collaboratively and effectively with adults within PLCs 3 Critically analyse practices of effective, professional and ethical relationships with colleagues, parents/whānau, iwi, other professionals and community organisations Assessment items and workload per item % CLO(s) 1 Preparation of teaching inquiry including: personal reflection on own practice to 50 1, 2 support identification of inquiry question, literature review, ethical considerations, identification of strategies to gather information to support inquiry and possible indicators to use to evaluate progress during inquiry implementation. (2000 words) 2 Reflective assignment drawing on literature and student teachers’ own practices 15 2 working within PLC groups in class. (600 words) 3 Essay – critical analysis of literature (1400 words) 35 3 Mandatory course requirements There are no mandatory course requirements.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 315 (2023, T1) Course title Tātaimarau 5: Tuituiā—Integrating the arts and sciences Short title Tātaimarau 5 Point value 20
Course coordinator [Course Coordinator] NZQF level 7
Qualification BEd(Tchg)EC schedule: Prerequisites, corequisites, restrictions P TCHG 222, 225
Prescription This course focuses on the design of programmes and learning environments to promote social, cultural and linguistic inclusivity and environmental sustainability. Student teachers consider (a) relationships to Papatūānuku and the physical environment and (b) belonging and contribution to communities and societies (including global citizenship) as core curriculum considerations. They critique STEAM (Science, Technology, Engineering, Arts, and Maths) education in relation to societal issues, power and exclusivity.
Student workload 200 Contact Hours hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops
This course will be taught through blended approaches including TOTAL 30 interactive lectures, seminars and workshops supported by online resources and learning experiences.
Student teachers who pass this Course learning objectives (CLOs) course will be able to: 1 Examine STEAM education and its role in early childhood care and education programmes 2 Critique the impact of STEAM learning experiences on the needs of diverse whānau and communities 3 Analyse and critique the contribution of STEAM education to sustainability issues Assessment items and workload per item % CLO(s) 1 Essay - challenging the myth of talent using an example from the 40 1 literature (1600 words) 2 Weaving and written narrative – reflecting on the interconnected 30 1-3 nature of STEAM (1200 words) 3 Group design of a physical learning environment and written 30 (including 1-3 individual critical analysis (700 words) of how the environment 15% group supports inclusive education with regards to STEAM component) Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 317 (2023, Non Standard)
Course title Tātaimarau 6: Kia Kōkiri—Empowering creativity Short title Tātaimarau 6 Point 20 value Course [Course Coordinator] NZQF 7 coordinator level Qualification BEd(Tchg)ED schedule: Prerequisites, corequisites, restrictions P TCHG 225
Prescription This course focuses on teachers as a creative being within collaborative relationships - with other teachers, infants, toddlers and young children, whānau, iwi, hapū and expert others. Student teachers draw on skills and practices developed over the previous two years and explore nuanced and skilful strategies, specifically with digital technologies, for self-expression within communities. The course addresses issues of perfectionism and creative-shame, advanced problem-solving, diverse notions of creativity, the sustainability of creative practices and courage for out-of-the-box thinking.
Student 200 Contact Hours workload hours Teaching/learning summary Lecture 30 s/ Semina rs/ Worksh ops
This course will be taught through blended approaches including Teachin 100 interactive lectures, seminars and workshops supported by g online resources and learning experiences. experie NOTE: Although the assessment of teaching experience is nce associated with TCHG 316, the teaching experience is an activity TOTAL 130 that supports the student teacher learning for TCHG 316 and 317. Therefore the TE hours are distributed between the two courses. Student teachers who pass this course Course learning objectives (CLOs) will be able to: 1 Collaborate and reflect on a significant creative project. 2 Critically reflect on their experiences and identities as a creative being and how these influence their pedagogy
3 Identify principles and pedagogies that protect and enhance their own, infants’, toddlers’ and young children’s creativity. Assessment items and workload per item % CLO(s)
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
1 Written reflection drawing on exerts from their visual diary 30 2 (1200 words) 2 Group project using media art (stop-start animation of 10 40 1 minutes) and written individual critical reflection (700 words) 3 Research project (autoethnographic or photovoice with 30 3 exhibition) (1200 words) Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: EDUC 315 (2023, T2)
Course title Te Ao Hurihuri 6: Kia hurihia—Advocacy with children and communities Short title Te Ao Hurihuri 6 Point value 20
Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: BEd(Tchg)ED Prerequisites, corequisites, restrictions P 40 points at 200 level Prescription This course provides students with the theoretical, contextual and strategic knowledge and skills that will equip them to advocate for the early childhood profession, young children and diverse families and communities. Students critique community, national and international levels of policy, frameworks and practices relevant to advocacy with and for children, families, communities, non-governmental organisations and professions. Te Tiriti o Waitangi provides an underpinning framework for the advocacy models to be developed in the course.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops
This course will be taught through blended approaches including interactive TOTAL 30 lectures, seminars and workshops supported by online resources and learning experiences. Course learning objectives (CLOs) Students who pass this course will be able to: 1 Critique policies and practices at various levels (community, national, and international) with a focus on advocacy with and for children and whānau 2 Critically examine contemporary issues and debates that have bearing on the wellbeing and education of children, whānau and communities 3 Prepare advocacy plans addressing the wellbeing and education of children, their families and/or the wider role of the teaching profession Assessment items and workload per item % CLO(s) 1 Literature review of local and international policies pertaining to children’s 30 1 participation in decision making (1200 words) 2 Report - exploring how policies are applied in a particular context through an 40 2 interview and document analysis (1600 words) 3 Presentation about transformative advocacy plan (15 minutes) 30 1-3 Mandatory course requirements There are no mandatory course requirements
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61 Course Description: TCHG 316 (2023, Non Standard)
Course title Ako me Te Reo Māori 6: Ki te Wheiao—Bringing it all together Short title Ako me Te Reo Māori 6 Point value 20
Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: BEd(Tchg)EC
Prerequisites, corequisites, restrictions P TCHG 308, 309, X TCHG 365
Prescription Building on preparatory work in TCHG 309, student teachers undertake inquiry-based teaching practice and demonstrate they can work with complex theoretical constructs and in contextually attuned ways. In a component of te reo Māori me ōna tikanga, Ki te Wheiao, student teachers become familiar with more complex language structures and text types and use their growing corpus of language for working in early childhood care and education settings. Eight weeks of teaching experience requires student teachers to demonstrate they can assess, plan and engage with groups of children, considering their role as kaiako, the environment and the diverse life-worlds of children and their whānau.
Student workload hours 200 Contact Hours Teaching/learning summary Lectures/ 30 Seminars/ Workshops
This course will be taught through blended approaches including interactive Teaching 100 lectures, seminars and workshops supported by online resources and experience learning experiences. Student teachers will participate in six weeks of TOTAL 130 teaching experience, plus a day in schools for 10 weeks. NOTE: Although the assessment of teaching experience is associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 316 and 317.Therefore the TE hours are distributed between the two courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Undertake a small-scale teaching inquiry 2 Draw on their understandings and assessments to plan for groups of children and the environment, including pedagogical practices they will draw on 3 Use a comprehensive range of Te reo Māori vocabulary and complex language structures in teaching practice 4 Incorporate Māori worldviews when teaching in early childhood contexts Assessment items and workload per item % CLO(s) 1 Inquiry interim reports for culminating integrative assessment (600 words) 15 1 2 Practicum assignment - curriculum, assessment and planning (600 words) 15 2 3 Oral presentation of culminating integrative assessment (15 minutes) and written 50 1-4 peer critique (500 words)
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
4 Oral presentation in te reo Māori and presentation of Te Reo Māori resource 20 3, 4 portfolio (10 minutes) Mandatory course requirements In addition to achieving an overall pass mark of 50%, student teachers must: • Successfully complete the teaching experience by reaching ‘competence’ level for each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, as evidenced in formal observations and written practicum reports • Carry out the key teaching tasks developed to demonstrate having met Teaching Council of Aotearoa New Zealand requirements. • Pass assignments 3and 4 to demonstrate having met Teaching Council of Aotearoa New Zealand requirements.
These requirements enable student teachers to build their teaching expertise to achieve the professional expectations of a graduating teacher by the completion of the programme.
AB20/26b [Faculty Ref No.] VUW/20 – BEd(Tchg)EC)/2 AC20/61
Appendix: Consultation
Proposal name Replacing previous schedule for BEd (Teaching) ECE with a schedule of new courses.
Consultation Response to feedback
Meegan Hall Advice re Maori titles
Stephen Marshall (CAD) Advice re course descriptions including CLOs
Noeleen Williamson SASO Advice on transitional arrangements and administrative implications, website information
Hiria McRae Toihuarewa (internal to Faculty) Support for Tiriti statement and advice re academic staff wording
Marty King Library Confirmation that Library can support revised programme
Stephanie Hunter Student Finance Confirmation that changes have no fees implications
Carolyn Tait HOS Advice re academic staff and teaching support implications
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Programme amendment cover sheet
Proposal name Amending GradDip (ECE, Primary and Secondary) Proposer Andrea Milligan (AD Teacher Education)
Faculty Education
Summary Replacing schedules of courses with new schedules and reducing points value of diplomas
Year 2020 Reference GDipTchg/1 CONSULTATION Person consulted Summary and reference Academic Office Sue Walbran, Director Advised, after consultation with CUAP, that this should be a programme amendment Associate Dean Michael Johnston, Associate Advised on wording of documents Dean (Academic) CAD Kwongnui Sim Suggestions for CLOs Course Admin. Comments incorporated Faculty Admin. Noeleen Williamson Advised re transitional arrangements and academic implications for Student and Academic Services Office Library Marty King Advised that Library is able to support the amended programmes Toihuarewa (Internal to Faculty) Hiria Advised on which Maori academic staff are McCrae appropriate to teach in the programme, and also on the role of Maori Education Advisory committee
The A5 statements were great and the Meegan Hall (University) programmes had a really strong reo Māori and Treaty of Waitangi thread running through them. Well done to all involved - they have Toihuarewa’s full support.
School Admin. Stella Watta, Carolyn Tait HoS Advice re school administrative and academic staff implications and teaching facilities Students Student representatives on The amendment application describes Advisory Committees extensive consultation with Faculty of Course representatives Education advisory groups; current and recently graduated student teachers sit on
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 these committees. A dedicated consultation hui with course representatives also took place in 2019. Student teachers have contributed to programme and assessment co-design with academic staff and the teaching community, as is further described in the accreditation documentation for the Teaching Council of Aotearoa New Zealand. APPROVAL Authority Date Recorded by Head of School Carolyn Tait 08-04-2020 Liz Jones
Fac. Acad. Cttee. Michael Johnston 08-04-2020 Liz Jones Faculty Board Stephen Dobson 13-04-2020 Liz Jones Acad. Committee Academic Committee 30-06-2020 Pam Green Academic Board CUAP
Add more rows if more than one faculty needs to approve the proposal.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Programme amendment
Proposal name Amending GradDip (ECE, Primary and Secondary) Faculty Education
A1 Purpose 1. To introduce a new schedule of courses for the GradDip (ECE, Primary and Secondary) - two core courses for all three diplomas and four specific courses for each of the GradDipTchg (ECE) and (Primary) and six specific courses for the GradDipTchg (Secondary). 2. To delete the 39 courses from the current schedules. 3. To reduce the EFTs value of the diplomas from 155 points to 150 points.
A2 Justification 1. The Teaching Council of Aotearoa New Zealand (TCANZ) is responsible for approving and monitoring Initial Teacher Education (ITE) programmes and for certifying and registering teachers. In 2017, the Education Council of Aotearoa NZ (now the Teaching Council of Aotearoa New Zealand) introduced Standards for the Teaching Profession and a Code of Professional Responsibility (Education Council, 2017). In addition, TCANZ has specified that student teachers must spend at least 80 days on teaching experience during a one-year programme. (The 80 5-hour days are associated for assessment with the two core courses, TCGH 315 and 316. However, as teaching experience is an activity that supports the student teacher learning for all TCHG courses in the trimester in which the TE course occurs, the hours for the TE are distributed among all those courses).
In response to the TCANZ changes, Te Puna Ako Pai has extensively revised the courses for these qualifications to: • align with the Teaching Council of Aotearoa New Zealand (TCANZ) (April 2019) requirements for ITE programmes, • align with Te Puna Ako Pai’s renewed vision for teacher education, and • ensure that graduates can meet TCANZ's Standards for the Teaching Profession in a supported environment and the expectations of the Code of Professional Responsibility.
This programme consists of two half-years comprising Trimester 3/ Trimester 1 and Trimester 2/ Trimester 3. The programme includes four pathways: early childhood, primary, secondary with one subject specialisation, and secondary with two subject specialisations. • Early childhood o In the first half of the year, student complete TCHG 315, 317, 318 o In the second half of the year, students complete TCHG 316, 319, 324. • Primary o In the first half of the year, student complete TCHG 315, 325, 326 o In the second half of the year, students complete TCHG 316, 327, 328. • Secondary with one subject specialisation
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 o In the first half of the year, student complete TCHG 315, 335 and one of 329 or 332 o In the second half of the year, students complete TCHG 316, 381 (building on TCHG 335) and 333 (building on TCHG 329) or 334 (building on TCHG 332) • Secondary with two subject specialisations o In the first half of the year, student complete TCHG 315, 329 and 332 o In the second half of the year, students complete TCHG 316, 333 and 334.
This amended one calendar year programme was approved by TCANZ in oral feedback provided at the conclusion of an accreditation visit, and formal written approval was given on 12 May, 2020.
2. With the introduction of the new schedule of courses, the following courses will be deleted at the conclusion of the 2020 academic year: • TCHG 301-305, 311-314, 320-323, 330, 331, 336-359. 3. The programmes consist of two 15-point core courses, and four 30-point courses specific to each diploma. This course structure has resulted in a small reduction of the points value for the qualifications from 155 points to 150 points.
A3 Proposed amendments For the Graduate Diploma of Teaching (Early Childhood Education): 1. Replace the heading GDipTchg(ECE) (155 points) on p.300 of 2020 calendar with: GDipTchg(ECE) (150 points).
2. Amend the schedule for the GDipTchg(ECE) on pp.218-219 of the Combined Undergraduate Schedule in the 2020 calendar with the following: 3.
Course Title Pts Prerequisites, Degree Schedule corequisites TCHG The Learner in Context 20 X EPSY 301 GDipTcg(ECE), 301 (Pri), (Sec) TCHG The Teacher in Context 15 P TCHG 301; C TCHG GDipTcg(ECE), 302 303(304 04 305) and 80 (Pri), (Sec) approved TCHG points; X EPOL 301 TCHG Mātauranga Māori in 20 P TCHG 304 or 305, 40 GDipTcg(ECE), 303 Education approved TCHG pts: X (Pri), (Sec) KURA 301 TCHG Teaching Models and 20 P TCHG 301; X EPSY 302 GDipTcg(ECE), 304 Strategies (Pri), (Sec) TCHG Early Development and 20 P TCHG 301 (or EPSY GDipTcg(ECE) 305 Relationships 301); EPSY 312
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
TCHG Early Childhood Teaching and 20 P TCHG 310 (or EPSY GDipTcg(ECE) 311 Pedagogy 301); X EPSY 311 TCHG The Multi-literate Child 20 P TCHG 301 (or EPSY GDipTcg(ECE) 312 301); EPSY 312 TCHG Assessment for Learning in 20 P TCHG 305, 311, 312 (or GDipTcg(ECE) 313 the ECE context EPOL 311, 312); X EPOL 313 TCHG Science, Maths and 20 P TCHG 305, 311 (or EPOL GDipTcg(ECE) 314 Technology 311, 312); X EPOL 314 TCHG Akopai: Professional Practice 15 C (TCHG 317 and 318) or GDipTcg(ECE), 315 1 (TCHG 325 and 326) or (Pri), (Sec) (two of TCHG 329, 332, 335) TCHG Akopai: Professional Practice 15 P TCHG 315, GDipTcg(ECE), 316 2 C TCHG (319, 324) or (Pri), (Sec) (TCHG 327 and 328) or (two of TCHG 333, 334, 381) TCHG Ako: Relational curriculum 30 C TCHG 315, 318 GDipTcg(ECE) 317
TCHG Te Puna o te Kī: Exploring the 30 C TCHG 315, 317 GDipTcg(ECE) 318 100 languages of children
TCHG Te Ao Tūroa: Exploring and 30 P TCHG 315; C TCHG 316, GDipTcg(ECE) 319 knowing the world 324
TCHG Te Puna o te Hau: 30 P TCHG 315; C TCHG 316, GDipTcg(ECE) 324 Understanding assessment 319
For the Graduate Diploma of Teaching (Primary): 1. Replace the heading GDipTchg(Primary) (155 points) on p.300 of 2020 calendar with: GDipTchg(Primary) (150 points).
2. Amend the schedule for the GDipTchg (Primary) in the Combined Undergraduate Schedule on pp.218-220 of 2020 calendar with:
Course Title Pts Prerequisites, Degree Schedule corequisites
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
TCHG 320 English, Literacy and EAL 20 P TCHG 301 (or EPSY GDipTchg (Pri) 301); X EPOL 320 TCHG 321 Mathematics and Statistics 20 P TCHG 301; X EPOL GDipTchg (Pri) Education 321 TCHG 322 Science, Social Studies and 20 P TCHG 304, 320, 321; GDipTchg (Pri) Technology X EPOL 322 TCHG 323 The Arts, Health and PE, and 20 P TCHG 304, 320; X GDipTchg (Pri) Learning Languages EPOL 323 TCHG 325 Te kahu o te ao: Primary learning 30 C TCHG 315, 326 GDipTchg (Pri) design 1 TCHG 326 Te kahu o te ao: Primary learning 30 C TCHG 315, 325 GDipTchg (Pri) design 2 TCHG 327 Te kahu o te ao: Primary learning 30 P TCHG 315; C TCHG GDipTchg (Pri) design 3 316, 328 TCHG 328 Te kahu o te ao: Primary learning 30 P TCHG 315; C TCHG GDipTchg (Pri) design 4 316, 327
For the Graduate Diploma of Teaching (Secondary): 1. Replace the heading GDipTchg (Secondary) (155 points) on p.301 of 2020 calendar with: GDipTchg(Secondary) (150 points).
2. Replace Section 2 in the General Requirements with:
The course of study for the GDipTchg (Secondary) shall consist of at least 150 points including:
a. TCHG 315 and 316; and b. Two of TCHG 329, 332 and 335; and two of TCHG 333, 334 and 381. 3. Amend the schedule for the GDipTchg (Secondary) in the Combined Undergraduate Schedule on pp.218-220 of 2020 calendar with:
Course Title Pts Prerequisites, Degree corequisites Schedule TCHG 329 Te puna whakaako: Secondary 30 C TCHG 315, GDipTchg learning design 1 (one of TCHG (Sec) 332, 333, 335) TCHG 330 English Curriculum Study 1 20 P TCHG 302; X GDipTchg EPOL330 (Sec) TCHG 331 English Curriculum Study 2 20 P TCHG 304, GDipTchg 320;X EPOL (Sec) 331
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
TCHG 332 Te puna matahiko: Secondary 30 C TCHG 315, GDipTchg learning design 2 (one of TCHG (Sec) 329, 335) TCHG 333 Te puna whai wāhi ki te ao: 30 P TCHG 315, GDipTchg Secondary learning design 3 329; C TCHG (Sec) 316, (one of TCHG 334, 381) TCHG 334 Te puna Tagata Pasifika: 30 P TCHG 315, GDipTchg Secondary learning design 4 332; C TCHG (Sec) 316, (one of TCHG 333, 381) TCHG 335 Te puna aronui: 30 C TCHG 315, GDipTchg Secondary learning design for (one of TCHG (Sec) single subject specialists 1 329, 332)
TCHG 336 Learning Languages Curriculum 20 P TCHG 301; X GDipTchg Study 1 EPOL 336 (Sec) TCHG 337 Learning Languages Curriculum 20 P TCHG 304, GDipTchg Study 2 336; X EPOL (Sec) 337 TCHG 338 Mathematics and Statistics 20 P TCHG 301; X GDipTchg Curriculum Study 1 EPOL 338 (Sec) TCHG 339 Mathematics and Statistics 20 P TCHG 304, GDipTchg Curriculum Study 2 338; X EPOL (Sec) 338 TCHG 340 Music Curriculum Study 1 20 P TCHG 301; X GDipTchg EPOL 340 (Sec) TCHG 341 Music Curriculum Study 1 20 P TCHG 304, GDipTchg 340; X EPOL (Sec) 341 TCHG 342 Performing Arts Curriculum Study 1 20 P TCHG 301; X GDipTchg EPOL 342 (Sec) TCGH 343 Performing Arts Curriculum Study 1 20 P TCHG 304, GDipTchg 342; X EPOL (Sec) 343 TCHG 344 Science Curriculum Study 1 20 P TCHG 301; X GDipTchg EPOL 344 (Sec) TCHG 345 Science Curriculum Study 2 20 P TCHG 304, GDipTchg 344; X EPOL (Sec) 345
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
TCHG 346 Social Sciences Curriculum Study 1 20 P TCHG 301; X GDipTchg EPOL 346 (Sec) TCHG347 Social Sciences Curriculum Study 2 20 P TCHG 304, GDipTchg 346; X EPOL (Sec) 347 TCHG 348 Technology Curriculum Study 1 20 P TCHG 301; X GDipTchg EPOL 348 (Sec) TCHG 349 Technology Curriculum Study 2 20 P TCHG 304, GDipTchg 348; X EPOL (Sec) 349 TCHG 350 Visual Arts Curriculum Study 1 20 P TCHG 301; X GDipTchg EPOL 350 (Sec) TCHG 351 Visual Arts Curriculum Study 2 20 P TCHG 304, GDipTchg 350; X EPOL (Sec) 351 TCHG 352 Home Economics Curriculum Study 20 P TCHG 301; X GDipTchg 1 EPOL 352 (Sec) TCHG 353 Home Economics Curriculum Study 20 P TCHG 304, GDipTchg 2 352; X EPOL (Sec) 353 TCHG 354 Health Curriculum Study 1 20 P TCHG 301; X GDipTchg EPOL 354 (Sec) TCHG 355 Health Curriculum Study 2 20 P TCHG 304, GDipTchg 354; X EPOL (Sec) 355 TCHG 356 Physical Education Curriculum 20 P TCHG 301; X GDipTchg Study 1 EPOL 356 (Sec) TCHG 357 Physical Education Curriculum 20 P TCHG 304, GDipTchg Study 2 356; X EPOL (Sec) 357 TCHG 358 Enhancing Access in the Secondary 20 P TCHG 301, GDipTchg Curriculum Permission of (Sec) the Associate Dean; X EPOL 358 TCHG 359 Extending Gifted Students in the 20 P TCHG GDipTchg Secondary Curriculum 304,358, (Sec) Permission of the Associate Dean; X EPOL 359,EPSY 330
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
TCHG 381 Te puna aronui: 30 P TCHG 315, GDipTchg Secondary learning design for 335; C TCHG (Sec) single subject specialists 2 316, (one of TCHG 333, 334)
A4 Implications and resources
Academic staff Although there will be content in the new courses similar to that in the existing courses, academic staff will need to design and teach the new courses in a way that will ensure that student teachers are able to meet both the new Standards for the Teaching Profession in a supported environment and the expectations of the Code of Professional Responsibility as determined by TCANZ. Thus, there will need to be new content and differing emphases in both course content and delivery. This will have workload implications for academic staff. Also, there is an increase in the points value of curriculum courses in the secondary programme and these courses will run over three trimesters.
Library The Kairauhi Mātauranga (Education Subject Librarian) supports the amendment to the schedule of courses for the programmes. He notes that the library can sustain student and staff needs but is committed to increased funding if greater demands are made. Furthermore, he encourages academic staff and postgraduate students to be more forthcoming with requesting additional resources for our education collection.
Teaching facilities and support The aims of the programme align well with the University values that underpin the Learning and Teaching Strategy: akoranga, whanaungatanga, whai mātauranga, kaitiakitanga, manaakitanga and rangatiratanga. This alignment will be helpful when tutors and staff engage in training with the Centre for Academic Development. Some staff will require upskilling in te reo Māori proficiency. This will take place during 2020, prior to courses commencing. Specialist teaching facilities will be required for some subjects such as the arts, technology and science. Currently, an appropriate room is available for science. The University has limited spaces for teaching performing arts, visual arts and technology. These issues are compounded by the non- standard timetable requirements of the teacher education programmes. Therefore, careful work by the School administration staff will be required to ensure appropriate rooms are available at the times required. The School continues to lobby the University for dedicated specialist spaces for teaching these subjects. There are no implications for the School professional staff who provide administrative support for the programmes. There will be a similar workload to the existing programmes and at current staffing levels these programmes can be supported.
Anticipated enrolments These programme amendments are not anticipated to have any impact on enrolments.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Administrative implications Faculty Student and Academic Services advised that with regards to implementing the new programmes for 2021, there is a possibility that the programmes will not be set up correctly in Banner for the opening of enrolments on 1 October. If this is the case, there will be extra administrative load to change all the courses for the prospective student teachers applying for the first intake. For returning student teachers, once the programme of study is agreed the correct courses can be loaded and an offer of study sent to the prospective student teacher. Staff in the Student and Academic Services Office will need to be brought up to speed with the changes to the programmes in order to correctly advise prospective student teachers.
Programme or course limitations / selection criteria The Wellington Faculty of Education currently selects prospective student teachers based on academic achievement, competency in English, te reo, literacy, numeracy, values, dispositions and fitness to teach. These selection criteria will continue to be applied for the amended programmes.
Fee implications Manager of Student Finances advised that there are no study link implications for these proposed amendments. She has advised International Office of the reduction in EFTS in case they wish to increase the fee per point for international students.
Website and publication amendments For 2021, returning student teachers who have not completed the qualification in 2020 will be advised of the transitional arrangements as outlined below. A review of the Teacher Education webpages shows that much of the current information is correct. The updates that will be required are: links to course finder for new courses, course specific information, selection interview advice including te reo Māori expectations, requirements for secondary teaching subjects, English language proficiency and block course information. Other changes, such as details about placement requirements, related to Teaching Council accreditation will also be made. The Faculty Handbook has already been updated for 2021.
Transitional arrangements and other consequential changes Student teachers are required to complete these qualifications within two years of initial enrolment. Student teachers who commenced these qualifications in 2020 will be able to complete their programme of study in 2021 with courses from the 2020 schedule. They will be advised on their course of study by the Associate Dean (Teacher Education). From 2022, any returning student teacher who has not previously completed these qualifications will need to commence the programmes again under the 2021 regulations. These transitional arrangements will need to be in place for the 2021 academic year only, given that from 2022, all student teachers will be required to complete the new programme of study as outlined above. Dependent on academic results and performance on a teacher education placement, the approximate number of student teachers that will need the transitional arrangements is 20. Consultation has been undertaken with the Manager, Student and Academic Services Office and the School of Education Manager.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Internships, field trips and other external arrangements Placements in schools are coordinated by the Education Professional Placements and Partnerships (EPPP) Office. The placement requirements of TCANZ have been discussed with placement providers. The timing and length of placements during the academic year have been agreed but there will be considerable work for the EPPP office to develop and maintain the new arrangements.
A5 Treaty of Waitangi These programmes are informed by Te Waharoa: the vision, values and conceptual framework for initial teacher education offered by Te Puna Ako Pai. All initial teacher education programmes, including those subject to these amendments: • incorporate Māori worldviews, emphasise criticality and insist on depth of knowledge (mātauranga); • are culturally located and place-based (te mana o te whenua); • build and sustain te reo and tikanga (te reo me ngā tikanga); • foster tangata whenua and tangata Tiriti identities and aspirations, including those of Pacific and migrant communities(tangatarua); • promote inclusion, relationality and collective success (whanaungatanga); and • enhance the spirit of education (wairua), including creative and embodied learning. Te ao me te reo Māori are essential starting points for these programmes in order to ensure all children’s identities are affirmed, their heritage languages and cultures are sustained, and all ākonga of Aotearoa New Zealand are learning and valuing our country’s heritage, values, and indigenous language and culture. Increased proficiency in te reo is a programme requirement and student teachers are required to meet the expectations set in Tātaiako: Cultural Competencies for Teachers of Māori Learners (Education Council, 2011). Student teachers will both experience and learn how to teach two key pedagogies that support the commitment of the University to Te Tiriti and ensure that graduates meet the standard of the Teaching Council to “have a deep engagement with, and critical understanding of, and commitment to Te Tiriti o Waitangi as the constitutional anchor for Aotearoa New Zealand for the teaching profession and their role as teachers”. These are: • culturally and linguistically sustaining pedagogies which require student teachers to understand their own cultural positioning and to learn about and intentionally incorporate in their teaching the cultural understandings and experiences of their students; and • critical pedagogies of place which offer approaches to teaching and learning that are responsive to environmental, cultural and social issues and to addressing injustice. There are at least four Māori staff who could teach in these programmes. There is also Māori academic and professional staff representation on Te Puna Ako Pai Māori Education Advisory Committee. The Advisory Committee and Māori staff have been instrumental in shaping the amended programmes. It will play an ongoing, pivotal role in ensuring that the programmes give robust expression to Te Waharoa, are developed in partnership with our Māori communities including teachers, schools and iwi and can create meaningful outcomes for Māori student teachers and their ākonga. These programmes have and will continue to create opportunities for Māori research, particularly as they relate to the outcomes of the programmes.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 A6 Consultation During 2018-2019, Te Puna Ako Pai held a series of collaborative co-designed hui with stakeholder groups about the ITE programmes development. The hui were organised through existing Advisory Committees (Māori, Early Childhood, Primary, Normal and Model Schools, and Secondary) that involve student teacher, union, teacher, and principal/employer representatives. Separate working parties also included secondary school teaching experience coordinators, teacher mentors in the Master of Teaching and Learning programmes and student teacher and course representatives. The consultation amounted to over 50 hours of collaboration in 2019, with well over 100 members of the teaching community. The consultation facilitated the co-design of: Te Waharoa; programme structure, delivery and professional placements; key assessment tasks; shared roles and responsibilities between the Faculty and schools; and the design of partnership projects to support programme implementation.
Refer to appendix for internal consultation details.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 315 (2020, Non-standard)
Course title Akopai: Professional Practice 1 Short title Akopai: Professional Practice1 Point value 15
Course [Course Coordinator] NZQF level 7 coordinator Qualification Graduate Diploma of Teaching (ECE), Graduate Diploma of Teaching (Primary), Graduate schedule: Diploma of Teaching (Secondary)
Prerequisites, corequisites, restrictions For GDipTchg(ECE) C TCHG 317, 318 For GDipTchg (Primary) C TCHG 325, 326 For GDipTchg (Secondary) C two of (TCHG 329, 332, 335)
Prescription In this course, student teachers are introduced to Te Waharoa as the programme’s vision for Te Tiriti-led transformative education and to the Teaching Council of Aotearoa New Zealand’s Code and Standards as the expectations for the teaching profession. They are introduced to a range of language learning strategies to support their development of proficiency in te reo Māori. During the teaching experience located in this course, they explore and apply models and frameworks for critical situational analysis of teaching and learning contexts and develop adaptive expertise as developing teachers. Student 150 hours Contact Hours workload hours Teaching/learning summary Lectures/ 24 seminars/ workshops This course will be taught through blended approaches Teaching 65 including interactive lectures, seminars and workshops experience supported by online resources and learning experiences. There will also be a face-to-face block course, Ngā Mihi at the PLC 7 beginning of the programme. Student teachers will also participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor, and associate teachers. They will undertake a one-week initial school/centre placement, and 30-day teaching experience TOTAL 96 towards the end of Trimester 1 that is preceded by three days in schools or four days in centres.
NOTE: Although the assessment of teaching experience is associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 315 and: • in the GDipTchg (ECE) TCHG 317, 318. • in the GDipTchg (Primary) TCHG 325, 326 • In the GDipTchg (Secondary) Two ofTCHG 329, 332,335 Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to:
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
1 Explain how the legacy of colonisation holds significance for partners of Te Tiriti o Waitangi, education and the student teacher’s own teaching identity and practices 2 Apply a range of language learning strategies to improve proficiency in te reo Māori 3 Analyse complex learning and teaching decisions by drawing on theory and evidence 4 Articulate their role as advocates for transformative education for children, young people and whānau
Assessment items and workload per item % CLO(s) 1 Written reflection on their own culture and life experiences 40 1, 4 (1400 words) 2 Written critical situational analysis (1400 words) 40 3 3 Oral presentation in te reo (5 minutes) and accompanying 20 2 written self-assessment and goal setting (400 words) Mandatory course In addition to achieving an overall pass mark of 50%, student teachers requirements must: Successfully complete the teaching experience by reaching ‘competence’ level for each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, as evidenced in formal observations and written practicum reports This requirement enables student teachers to build their teaching expertise to achieve the professional expectations of a graduating teacher by the completion of the programme.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 316 (2021, Non-standard)
Course title Akopai: Professional Practice 2 Short title Akopai: Professional Practice 2 Point value 15
Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: Graduate Diploma of Teaching (ECE), Graduate Diploma of Teaching (Primary), Graduate Diploma of Teaching (Secondary) Prerequisites, corequisites, restrictions For GDipTchg (ECE) P TCHG 315; C TCHG 319, 324 For GDipTchg (Primary) P TCHG 315; C TCHG 327, 328 For GDipTchg (Secondary) P TCHG 315; C Two of (TCHG 333, 334, 381)
Prescription Through the perspective of tangata Tiriti, student teachers develop an understanding of their professional responsibilities to education for Pacific peoples. They refine their practice during teaching experience as they develop their independence, adaptive expertise and ability to cope with increasing complexity in learning and teaching situations. They also consider their ongoing professional commitments and roles as advocates in light of Te Waharoa and the Teaching Council of Aotearoa’s Code and Standards. Student workload hours 150 hours Contact Hours Teaching/learning summary Lectures/ 24 seminars/ workshops This course will be taught through blended approaches including interactive Teaching 70 lectures, seminars and workshops supported by online resources and learning experience experiences. Student teachers will also participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and associate teachers. They will undertake a 40-day teaching experience that is preceded by two days in schools or six days in centres. PLC 7 NOTE: Although the assessment of teaching experience is associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 316 and: TOTAL 101 • in the GDipTchg (ECE) TCHG 319, 324 • in the GDipTchg (Primary) TCHG 327, 328 • In the GDipTchg (Secondary) Two of TCHG 333, 334, 381 Therefore, the TE hours are distributed among all three courses Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Explain how the needs and aspirations of Pacific peoples hold significance for education and the student teacher’s own teaching identity and practices 2 Communicate in te reo Māori effectively at a minimum of Level 3-4 of the Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools 3 Explain and justify pedagogical decision-making processes within complex contexts
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
4 Articulate their role as advocates for teachers and the profession
Assessment items and workload per item % CLO(s) 1 Written reflection on own teaching identity and practices (700 words) 20 1 2 Oral presentation in te reo (5 minutes) and written supporting materials 20 2 (400 words) 3 Oral presentation of culminating integrative assessment (10 minutes), 60 3, 4 accompanying written narrative journal (800 words) and written peer critique (500 words) Mandatory course requirements In addition to achieving an overall pass mark of 50%, student teachers must: • Successfully complete the teaching experience by reaching ‘competence’ level for each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, as evidenced in formal observations and written practicum reports • Carry out the key teaching tasks developed to demonstrate having met Teaching Council of Aotearoa New Zealand requirements. • Pass assignments 1 and 3 to demonstrate having met Teaching Council of Aotearoa New Zealand requirements. These requirements enable student teachers to build their teaching expertise to achieve the professional expectations of a graduating teacher by the completion of the programme.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 317 (2020, Non-standard)
Course title Ako: Relational curriculum Short title Ako: Relational curriculum Point value 30
Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: GDipTchg (ECE) Prerequisites, corequisites, restrictions C TCHG 315, 318
Prescription In this course, student teachers critically examine notions of curriculum, play and pedagogical practices in early childhood education settings along with theories of learning and development and principles of educational observation and how these relate to teaching and learning. Student teachers build understandings of Mātauranga Iwi in relation to curriculum, pedagogy and play, to conceptualise and contribute to learning focused cultures within early childhood education learning and teaching contexts. They demonstrate comprehension of design for learning as they intentionally enact and articulate their use of relational and culturally sustaining pedagogies in their teaching practice.
Student workload hours 300 hours Contact Hours Teaching/learning summary Lectures 40 seminars/ workshops This course will be taught through blended approaches including interactive PLC 7 lectures, seminars and workshops supported by online resources and Teaching 65 learning experiences. Student teachers will also participate as members of experience professional learning communities (PLC) consisting of peers, an academic staff mentor, and associate teachers. TOTAL 112 NOTE: Although the assessment of teaching experience is associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 315 and TCHG 317, 318. Therefore, the TE hours are distributed among all three courses Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Articulate the principles and theories underpinning Te Whāriki and how these impact on practice 2 Intentionally draw on Māori cosmologies to inform curriculum decisions and provision 3 Intentionally enact ethical and relational pedagogies in their practice Assessment items and workload per item % CLO(s) 1 Written article review (2000 words) 30 1
2 Online blog reflections (2000 words) 30 2,3
3 Video presentation (15 minutes) about principles and theories of Te Whāriki and 40 1-3 written statement (1000 words)
Mandatory course requirements There are no mandatory requirements for this course
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 318 (2020, Non-standard)
Course title Te Puna o te Kī: Exploring the 100 languages of children Short title Te Puna o te Kī Point value 30 Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: GDipTchg (ECE)
Prerequisites, corequisites, restrictions C TCHG 315, 317
Prescription In this course, student teachers critically examine how infants, toddlers and young children make meaning and begin to represent their understandings of their world through engagement in visual art, literature, language, literacy, music, movement, dance and drama. Infants, toddlers and young children’s exploration of their cultures, identities and languages, and teachers’ responsibilities in affirming and supporting such exploration, are key considerations in the course. Student teachers consider how to enhance infants, toddlers and young children’s creativity, experimentation and problem- solving across multiple modalities and, for children aged two years and older, in the digital learning environment.
Student workload hours 300 hours Contact Hours Teaching/learning summary Lectures/ 40 seminars/ workshops This course will be taught through blended approaches including interactive PLC 7 lectures, seminars and workshops supported by online resources and Teaching 65 learning experiences. Student teachers will also participate as members of experience professional learning communities (PLC) consisting of peers, an academic staff mentor, and associate teachers. TOTAL 112 NOTE: Although the assessment of teaching experience is associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 315 and TCHG 317, 318. Therefore, the TE hours are distributed among all three courses Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Intentionally use pedagogical practices that enhance infants, toddlers and young children’s creativity, experimentation and problem-solving across multiple modalities 2 Intentionally draw upon knowledge of the histories, heritages and cultures of partners to te Tiriti o Waitangi to enhance infants, toddlers and young children’s thinking and communication 3 Assess a learning environment and their own subject content knowledge to support infants, toddlers and young children’s play and learning Assessment items and workload per item % CLO(s) 1 Mind map (700 words) of intentional teaching possibilities generated by artwork 10 1, 2
2 Using shadow puppets to tell a legend: video (10 mins), mind map (1000 words) 50 1-3 and reflective presentation (10 mins)
3 Blog posts – bi-weekly (2800 words) 40 1, 3
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Mandatory course requirements There are no mandatory course requirements. Course Description: TCHG 319 (2021, Non-standard)
Course title Te Ao Tūroa: Exploring and knowing the world Short title Te Ao Tūroa Point value 30 Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: GDipTchg (ECE)
Prerequisites, corequisites, restrictions P TCHG 315, C TCHG 316, 324
Prescription In this course, student teachers critically examine effective practices for teaching mathematics, sciences and technology to infants, toddlers and young children. They intentionally draw on pedagogical practices to enhance infants, toddlers and young children’s creativity, experimentation, thinking and problem-solving in these learning areas. They critically reflect on their professional relationships with children and whānau, with a focus on Pacific learners in relation to these learning areas. They consider the social, cultural and sustainability values that underpin these learning areas and their teaching and assessment practices.
Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 40 Seminars/ workshops This course will be taught through blended approaches including interactive PLC 7 lectures, seminars and workshops supported by online resources and Teaching 70 learning experiences. Student teachers will also participate as members of professional learning communities (PLC) consisting of peers, an academic experience staff mentor and associate teachers.
NOTE: Although the assessment of teaching experience is associated with TOTAL 117 this course, the teaching experience is an activity that supports the student teacher learning for TCHG 316 and TCHG 319, 324. Therefore, the TE hours are distributed among all three courses Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Intentionally use pedagogical practices to enhance infants, toddlers and young children’s creativity, experimentation, thinking and problem-solving using mathematics, science and technologies in their world/s 2 Explain how social, cultural and sustainability values that underpin mathematics, science and technology impact on their pedagogy and assessment practices 3 Critically reflect on appropriate professional relationships as they relate to domain learning Assessment items and workload per item % CLO(s) 1 Slideshow presentation (5 minutes) and notes pages (500 words) related to 30 1, 2 mathematics, science or technology concept
2 Online reflection task- weekly (1050 words) 30 2, 3
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
3 Practical task and reflection (1400 words) 40 1
Mandatory course requirements There are no mandatory course requirements. Course Description: TCHG 324 (2021, Non-standard)
Course title Te Puna o te Hau: Understanding assessment Short title Te Puna o te Hau Point value 30 Course [Course Coordinator] NZQF level 7 coordinator Qualification GDipTchg (ECE) schedule: Prerequisites, corequisites, restrictions P TCHG 315, C TCHG 316, 319
Prescription In this course, student teachers critically examine the use of educational assessment to enhance infants’, toddlers’ and young children’s wellbeing and learning in early childhood care and education settings, including those children with additional learning needs. They demonstrate increasing confidence in working with parents and whānau and in drawing on research, theory and assessment information to support infants’, toddlers’ and young children’s successful transition into and within early childhood settings and to school.
Student 300 Contact Hours workload hours Teaching/learning summary Lectures/ 40 seminars/ workshops
This course will be taught through blended approaches PLC 7 including interactive lectures, seminars and workshops Teaching 70 supported by online resources and learning experiences. experience Student teachers will also participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and associate teachers. TOTAL 117 NOTE: Although the assessment of teaching experience is associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 316 and TCHG 319, 324. Therefore, the TE hours are distributed among all three courses Student teachers who pass this course will Course learning objectives (CLOs) be able to: 1 Gather, critically analyse and use assessment information from a range of sources to recognise and support infants, toddlers and young children’s diverse ways of being, doing and knowing 2 Intentionally draw on assessment information, research, theory and parents’ perspectives to support successful transitions into, within and beyond early childhood settings
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
3 Recommend principles of inclusive practice, research evidence and resources to enhance learning for children with additional learning needs Assessment items and workload per item % CLO(s) 1 Written self-introduction task (1400 words) 40 1 2 Transition to school presentation (5 minutes, group 15 2,3 assignment)
3 Scenario-focussed assessment- weekly blog (1500 words) 45 1-3
Mandatory course requirements There are no mandatory course requirements.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 325 (2020, Non-standard)
Course title Te Kahu o te Ao: Primary learning design 1 Short title Te Kahu o te Ao 1 Point value 30 Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: GDipTchg (Primary)
Prerequisites, corequisites, restrictions C TCHG 315, 326
Prescription In this course, student teachers critically examine the nature and purposes of Mathematics and two additional learning areas of the New Zealand Curriculum. Student teachers explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. They contextualise Mātauranga-a-iwi within these learning areas. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning. Student workload hours 300 hours Contact Hours Teaching/learning summary Lectures 40 seminars/ workshops This course will be taught through blended approaches including interactive PLC 7 lectures, seminars and workshops supported by online resources and Teaching 65 learning experiences. Student teachers will also participate as members of experience professional learning communities (PLC) consisting of peers, an academic staff mentor and associate teachers.
NOTE: Although the assessment of teaching experience is associated with TOTAL 112 this course, the teaching experience is an activity that supports the student teacher learning for TCHG 315 and TCHG 325, 326. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Build relationships and learning focused cultures in ways that honour difference 2 Design learning experiences that reflect the nature and purposes of learning areas and are contextually responsive to individual and shared learning needs 3 Develop ways to implement Mātauranga-a-iwi within local curriculum design Assessment items and workload per item % CLO(s) 1 Written report: comparison and analysis of relational and curricular pedagogies 30 1, 3 (1050 words) 2 Written implementation plan, informed by self-reflection and school experiences 40 2, 3 (1400 words) 3 Learning design, responding to situational analysis and reflection (1050 words) 30 1-3 Mandatory course requirements There are no mandatory course requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 326 (2020, Non-standard)
Course title Te Kahu o te Ao: Primary learning design 2 Short title Te Kahu o te Ao 2 Point value 30 Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: GDipTchg (Primary) Prerequisites, corequisites, restrictions C TCHG 315, 325 Prescription In this course, student teachers critically examine the nature and purposes of English and two additional curriculum areas not studied in TCHG 326. They explore relational practices, human development and theories of learning as they establish learning- focussed cultures for curriculum learning and teaching. Student teachers learn how to utilise digital learning environments as they relate to these learning areas. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning. Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 40 seminars/ workshops
This course will be taught through blended approaches including interactive PLC 7 lectures, seminars and workshops supported by online resources and Teaching 65 learning experiences. Student teachers will also participate as members of professional learning communities (PLC) consisting of peers, an academic experience staff mentor, and associate teachers.
NOTE: Although the assessment of teaching experience is associated with this course, the teaching experience is an activity that supports the student TOTAL 112 teacher learning for TCHG 315 and TCHG 325, 326. Therefore, the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Build relationships and learning focussed cultures in ways that recognise differences 2 Design learning experiences that reflect the nature and purposes of learning areas and are contextually responsive to individual and shared learning needs 3 Evaluate the use of digital technologies and applications for teaching and learning Assessment items and workload per item % CLO(s) 1 Written report: comparison and analysis of relational and curricular pedagogies 30 1-3 (2100 words)
2 Plan and evaluate micro-teaching focused on digital learning (2800 words) 40 2.3
3 Learning design, responding to situational analysis and reflection on the 30 1-3 effectiveness of the design (2100 words)
Mandatory course requirements There are no mandatory course requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 327 (2021, Non-standard)
Course title Te Kahu o te Ao: Primary learning design 3 Short title Te Kahu o te Ao 3 Point value 30
Course [Course Coordinator] NZQF level 7 coordinator Qualification GDipTchg (Primary) schedule: Prerequisites, corequisites, restrictions P TCHG 315, C TCHG 316, 328
Prescription In this course, student teachers critically examine the nature and purposes of three learning areas not studied in TCHG 326 and 327 and continue their study of Mathematics. They contextualise principles and practices of inclusive education within these learning areas, with a particular focus on students with additional learning needs. With a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They draw on their teaching experiences to compare learning environments and critically reflect on professional relationships, including as they relate to curriculum learning and teaching. Student 300 Contact Hours workload hours Teaching/learning summary Lectures/ 40 seminars/ workshops This course will be taught through blended approaches including PLC 7 interactive lectures, seminars and workshops supported by Teaching 70 online resources and learning experiences. Student teachers will also participate as members of professional learning experience communities (PLC) consisting of peers, an academic staff mentor and associate teachers.
NOTE: Although the assessment of teaching experience is TOTAL 117 associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 316 and TCHG 327, 328. Therefore, the TE hours are distributed among all three courses Student teachers who pass this course Course learning objectives (CLOs) will be able to: 1 Discuss the nuances of collaborative, respectful and professional relationships and practices. 2 Modify designs in response to assessment information to differentiate and maximise disciplinary learning 3 Compare and contrast learning design across different environments 4 Recommend approaches to enhance the learning of students with additional learning needs, based on the principles of inclusive education, research evidence and appropriate resources Assessment items and workload per item % CLO(s)
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
1 Scenario-based learning sequence and assessment design 40 2,4 (2800 words) 2 Written responses to behavioural questions, including ethical 30 1,4 dilemmas (2100 words) 3 Written report, including collaborative critique of learning 30 (including 2,3 designs (2100 words) 15% group component) Mandatory course requirements There are no mandatory course requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Course Description: TCHG 328 (2021, Non-standard)
Course title Te Kahu o te Ao: Primary learning design 4 Short title Te Kahu o te Ao 4 Point value 30
Course [Course Coordinator] NZQF level 7 coordinator Qualification GradDipTchg (Primary) schedule: Prerequisites, corequisites, restrictions PTCHG 315, C TCHG 316, 327
Prescription In this course, student teachers critically examine the nature and purposes of three learning areas not studied in TCHG 325, 326 and 327 and continue their study of English. They contextualise education for Pacific peoples within these learning areas and explore the contribution of these learning areas to addressing wider social and environmental issues. With a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching Student 300 Contact Hours workload hours Teaching/learning summary Lectures/ 40 seminars/ workshops This course will be taught through blended approaches including PLC 7 interactive lectures, seminars and workshops supported by Teaching 70 online resources and learning experiences. Student teachers will also participate as members of professional learning experience communities (PLC) consisting of peers, an academic staff mentor and associate teachers.
NOTE: Although the assessment of teaching experience is TOTAL 117 associated with this course, the teaching experience is an activity that supports the student teacher learning for TCHG 316 and TCHG 327, 328. Therefore, the TE hours are distributed among all three courses Student teachers who pass this course Course learning objectives (CLOs) will be able to: 1 Discuss the nuances of collaborative, respectful and professional relationships and practices 2 Modify designs in response to assessment information to differentiate and maximise disciplinary learning 3 Assess the contribution of learning designs to addressing wider social, cultural and environmental issues 4 Implement culturally sustaining practices in relation to alternative worldviews and diverse Pacific ethnic identities
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Assessment items and workload per item % CLO(s) 1 Scenario-based learning and assessment sequence design 40 2,4 (2800 words) 2 Written responses to behavioural questions, including ethical 30 1,4 dilemmas (2100 words) 3 Written report, including collaborative critique of learning 30 2,3 designs (2100 words) (including 15% group component) Mandatory course requirements There are no mandatory course requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 329 (2020, Non-standard)
Course title Te Puna Whakaako: Secondary learning design 1 Short title Te Puna Whakaako 1 Point value 30 Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: GradDipTchg (Secondary)
Prerequisites, corequisites, restrictions C TCHG 315, and one of (TCHG 332 and 335)
Prescription In this course, student teachers critically examine the nature and purposes of at specialist teaching subject. They contextualise Mātauranga-a-iwi within the specialist subject area. They explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning. Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 40 seminars/ workshops This course will be taught through blended approaches including PLC 7 interactive lectures, seminars and workshops supported by online Teaching 65 resources and learning experiences. Student teachers will also experience participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and associate teachers. TOTAL 112 NOTE: Although the assessment of teaching experience is associated with TCHG 315, teaching experience is an activity that supports student teacher learning for TCHG 315, and two of 329, 332 and 335. Therefore the TE hours are distributed among all three courses. Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Build relationships and learning focussed cultures in ways that honour difference 2 Design learning experiences that reflect the nature and purposes of learning areas and contextually responsive to individual and shared learning needs 3 Develop and describe ways to implement Mātauranga-a-iwi within local curriculum design Assessment items and workload per item % CLO(s) 1 Written report: comparison and analysis of relational and 30 1, 3 curricular pedagogies (2100 words) 2 Written implementation plan, informed by self-reflection and 40 2,3 school experiences (2800 words) 3 Learning design, responding to situational analysis and reflection 30 1-3 (2100 words)
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Mandatory course There are no mandatory course objectives requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 332 (2020, Non-standard)
Course title Te Puna Matahiko: Secondary learning design 2 Short title Te Puna Matahiko 2 Point value 30 Course coordinator [Course Coordinator] NZQF level 7
Qualification schedule: GradDipTchg (Secondary)
Prerequisites, corequisites, restrictions C TCHG 315, and one of (TCHG 329 and 335)
Prescription In this course, student teachers critically examine the nature and purposes of a specialist teaching subject. Student teachers develop professional digital competence related to their teaching practice. They also explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning. Student workload hours 300 Contact Hours Teaching/learning summary Lectures 40 seminars/ workshops This course will be taught through blended approaches including PLC 7 interactive lectures, seminars and workshops supported by online Teaching 65 resources and learning experiences. Student teachers will also experience participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and associate teachers.
NOTE: Although the assessment of teaching experience is associated TOTAL 112 with TCHG 315, teaching experience is an activity that supports student teacher learning for TCHG 315 and two of 329, 332 and 335. Therefore, the TE hours are distributed among all three courses Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Build relationships and learning focussed cultures in ways that recognise differences 2 Design learning experiences that reflect the nature and purposes of learning areas and are contextually responsive to individual and shared learning needs 3 Evaluate the use of digital technologies and applications for teaching and learning
Assessment items and workload per item % CLO(s) 1 Written report: comparison and analysis of relational and curricular 30 1-3 pedagogies (2100 words) 2 Written report on professional digital competence (2800 words) 40 2,3
3 Learning design, responding to situational analysis and reflection on 30 1-3 the effectiveness of the design (2100 words) Mandatory course There are no mandatory course requirements requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 333 (2021, Non-standard)
Course title Te Puna Whai Wāhi ki te Ao: Secondary learning design 3
Short title Te Puna Whai Wāhi ki te Ao 3 Point value 30
Course [Course Coordinator] NZQF level 7 coordinator Qualification GradDipTchg (Secondary) schedule: Prerequisites, corequisites, restrictions P TCHG 315, 329; C TCHG 316, and one of (TCHG 334 and 381)
Prescription In this course, student teachers deepen their critical examination of the nature and purposes of a specialist teaching subject. They contextualise principles and practices of inclusive education within the learning area, with a focus on students with additional learning needs. With a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching. Student 300 Contact Hours workload hours Teaching/learning summary Lectures/ 40 seminars/ workshops This course will be taught through blended approaches including PLC 7 interactive lectures, seminars and workshops supported by Teaching 70 online resources and learning experiences. Student teachers will experience also participate as members of professional learning communities (PLC) consisting of peers, an academic staff mentor and associate teachers.
NOTE: Although the assessment of teaching experience is TOTAL 117 associated with TCHG 316, teaching experience is an activity that supports student teacher learning for TCHG 316, and two of TCHG 333, 334 and 381. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this course Course learning objectives (CLOs) will be able to: 1 Discuss the nuances of collaborative, respectful and professional relationships and responsibilities that underpin effective teaching practice 2 Modify designs in response to assessment information to differentiate and maximise disciplinary learning 3 Compare and contrast learning design in different environments 4 Recommend approaches to enhance the learning of students with additional learning needs, based on the principles of inclusive education, research evidence and appropriate resources
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Assessment items and workload per item % CLO(s) 1 Scenario-based learning sequence and assessment design 40 2, 4 (2800 words) 2 Written responses to behavioural questions, including ethical 30 1, 4 dilemmas (2100 words) 3 Written report, including collaborative critique of learning 30 (including 2, 3 designs (2100 words) 15% group component) Mandatory course requirements There are no mandatory course requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 334 (2021, Non-standard)
Course title Te Puna Tagata Pasifika: Secondary learning design 4
Short title Te Puna Tagata Pasifika 4 Point value 30
Course [Course Coordinator] NZQF level 7 coordinator Qualification GradDipTchg (Secondary) schedule: Prerequisites, corequisites, restrictions P TCHG 315, 332; C TCHG 316, and one of (TCHG 333 and 381)
Prescription In this course, student teachers deepen their critical examination of the nature and purposes of a specialist teaching subject. They contextualise education for Pacific peoples within the teaching subject and explore the contribution of the subject to addressing wider social and environmental issues. With a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching. Student 300 Contact Hours workload hours Teaching/learning summary Lectures/ 40 seminars/ workshops This course will be taught through blended approaches including PLC 7 interactive lectures, seminars and workshops supported by Teaching 70 online resources and learning experiences. Student teachers will also participate as members of professional learning experience communities (PLC) consisting of peers, an academic staff mentor, and associate teachers. TOTAL 117 NOTE: Although the assessment of teaching experience is associated with TCHG 316, teaching experience is an activity that supports student teacher learning for TCHG 316, and two of TCHG 333, 334 and 381. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this course Course learning objectives (CLOs) will be able to: 1 Discuss the nuances of collaborative, respectful and professional relationships, responsibilities and practices 2 Modify designs in response to assessment information to differentiate and maximise disciplinary learning 3 Assess the contribution of learning designs to addressing wider social, cultural and environmental issues 4 Implement culturally sustaining practices in relation to alternative worldviews and diverse Pacific ethnic identities
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Assessment items and workload per item % CLO(s) 1 Scenario-based learning and assessment sequence design 40 2 ,4 (2800 words) 2 Written responses to behavioural questions, including ethical 30 1 ,4 dilemmas (2100 words) 3 Written report, including collaborative critique of learning 30 (including 2, 3 designs (2100 words) 15% group component) Mandatory course requirements There are no mandatory course requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 335 (2020, Non-standard)
Course title Te Puna Aronui: Secondary learning design for single subject specialists 1 Short title Te Puna Aronui 1 Point value 30 Course coordinator [Course Coordinator] NZQF level 7 Qualification schedule: GradDipTchg (Secondary) Prerequisites, corequisites, restrictions C TCHG 315, and one of (TCHG 329 and 332) Prescription This course is for those who have only one specialist teaching subject. Student teachers focus on current challenges facing the teaching profession. They also explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Student teachers contextualise Mātauranga-a-iwi within the specialist subject area and develop professional digital competence as related to their teaching practice. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning. Student workload hours 300 Contact Hours Teaching/learning summary Lectures/ 40 workshops/ seminars This course will be taught through blended approaches including PLC 7 interactive lectures, seminars and workshops supported by online Teaching 65 resources and learning experiences. Student teachers will also participate as members of professional learning communities (PLC) consisting of experience peers, an academic staff mentor and associate teachers.
NOTE: Although the assessment of teaching experience is associated TOTAL 112 with TCHG 315, teaching experience is an activity that supports student teacher learning for TCHG 315, and two of TCHG 329, 332 and 335. Therefore, the TE hours are distributed among all three courses Course learning objectives (CLOs) Student teachers who pass this course will be able to: 1 Build relationships and learning focussed cultures in ways that enhance motivation and engagement 2 Analyse current challenges facing the teaching profession and their impact on learning design 3 Evaluate planning and practices from the perspectives of Mātauranga-a-iwi 4 Evaluate planning and practices from the perspectives of teaching and learning in a digital age Assessment items and workload per item % CLO(s) 1 Written report: theory to practice evaluation, including analysis of 30 1 student voice and formative assessment information (2100 words) 2 Presentation (10 minutes) and accompanying written summary (1200 40 2 words) 3 Written report: evaluation of planning and teaching practices (2100 30 3, 4 words)
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Mandatory course There are no mandatory course requirements requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60 Course Description: TCHG 381 (2021, Non-standard)
Course title Te Puna Aronui 1: Secondary learning design for single subject specialists 2 Short title Te Puna Aronui 1 Point value 30 Course [Course Coordinator] NZQF level 7 coordinator Qualification GradDipTchg (Secondary) schedule: Prerequisites, corequisites, restrictions P TCHG 315, 335; C TCHG 316 and one of (TCHG 333 and 334) Prescription This course is for student teachers who have only one specialist teaching subject. Student teachers research a current challenge facing the teaching profession. They contextualise principles and practices of inclusive education (with a focus on students with additional learning needs) and education for Pacific peoples within their teaching subject. They explore the contribution of the subject to addressing wider social and environmental issues and, with a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching. Student 300 Contact Hours workload hours Teaching/learning summary Lectures 40 workshops/ seminars This course will be taught through blended approaches including PLC 7 interactive lectures, seminars and workshops supported by Teaching 70 online resources and learning experiences. Student teachers will also participate as members of professional learning experience communities (PLC) consisting of peers, an academic staff mentor and associate teachers. TOTAL 117
NOTE: Although the assessment of teaching experience is associated with TCHG 316, teaching experience is an activity that supports student teacher learning for TCHG 316, and two of TCHG 333, 334 and 381. Therefore, the TE hours are distributed among all three courses. Student teachers who pass this course Course learning objectives (CLOs) will be able to: 1 Discuss the nuances of relational and professional practices that support student and teacher wellbeing 2 Research a current challenge facing the teaching profession to inform approaches to learning design 3 Assess the strengths and weaknesses of learning designs considering teachers’ professional commitment to society 4 Assess inclusive practices for students with additional learning needs 5 Assess the implementation of cultural competencies for Pacific learners
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Assessment items and workload per item % CLO(s) 1 Written report based on collaborative comparison of learning 40 (including 3, 4, 5 design and practices across subjects and learning areas (2800 15% group words) component) 2 Written report: ecological analysis of professional 30 1, 4, 5 relationships and practices (2100 words) 3 Written proposal for approaches to learning design based on 30 2 research project (2100 words) Mandatory course requirements There are no mandatory course requirements
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Appendix: Consultation
Proposal name Amending GradDip (ECE, Primary and Secondary)
Consultation Response to feedback
Noeleen Williamson, Manager SASO Advice re transitional arrangements. Accepted her proposed wording for the transitional arrangement. Advised of potential workload implications of making new courses available in time for online enrolment. This is included in administrative implications. Also, the need for staff to be briefed of changes so able to provide correct advice to students
Meegan Hall, Rawinia Higgins Supported titles
Kwongnui Sim, CAD Advice re course descriptions especially CLO- some improvements suggested and accepted.
Carolyn Tait HOS School of Education Advice re academic implications of changes included in proposal
Stephanie Hunter, Manager of Student Finances Advised that there are no study link implications for these proposed amendments. She has advised International office of the reduction in EFTS in case they wish to increase the fee per point for international students.
Sally Selwood, Faculty Professional Partnership office With the increased Teaching Experience days, there will be considerable work for the Professional Placement office to develop and maintain the new arrangements.
Marty King Kairauhi Mātauranga (Education Subject Supports the amendment to the schedule of courses for Librarian) the programmes. He notes that the library can sustain student and staff needs but is committed to increased funding if greater demands are made.
AB20/26c [Faculty Ref No.] VUW/20 – GDipTchg/1 AC20/60
Victoria University of Wellington Academic Board Minutes of the meeting held at 1pm on 23 June 2020 conducted via zoom
This meeting was held via zoom because of a national lockdown during the Covid-19 pandemic.
26.20 Welcome to new members Professor Guilford welcomed newly elected professional staff member Laura Kamau. As the previous co-chair of Te Hauhiku – Māori Professional Staff forum, and as a Learning Advisor, Laura has had extensive network within the VUW community. Laura was elected 10 June. Professor Guilford also welcomed new professorial staff member Patricia (Tricia) Hunt, School of Chemical and Physical Sciences; new Head of School (Education): Dr Mere Skerrett; and Faculty non-professorial academic staff representatives: (Law) Associate Professor Carwyn Jones and Associate Professor Dean Knight. Professor Guilford then said farewells to Professor Rachel Baskerville, School of Commercial Law and Accounting and Professor Graeme Guthrie School of Economics and Finance. 27.20 Part B of the agenda Item 6, the minutes of the last meeting, 21 April, were moved from Part B to Part A of the agenda. It was agreed that alterations to the minutes in Parts A and B would include a disclaimer to note that technical issues prevented some members joining the meeting until the end of discussion point 17.20. There was a request to include the Part C chat to the minutes and a further request to include additional discussion detail in the Part C minutes. Professor Guilford deferred further discussion of this item to Part C as it may have contained sensitive information. Minutes are recorded in Part C. 28.20 Part C of the agenda It was resolved that non-members be excluded from this meeting for consideration of items AB20/21 and AB20/22, for reasons of personal privacy. G.Guilford 29.20 Oral report from the Vice-Chancellor • Enrolments: Professor Guilford noted that domestic enrolments are up by approximately 250 against the same period last year which, if the trend continues and students take up the same amount of workload as they did in 2019, is close to the budgeted domestic EFTS. However, a large proportion of these enrolments are part time students so the exact impact on EFTS is not yet known. The Trimester two fees scholarships scheme has been very successful gaining close to 2,500 expressions of interest. Unfortunately, the full fee enrolments are down 50 from this time last year and the chances of opening the borders for Trimester two are looking unlikely. • Financial impact: The pipeline effect of delayed border openings means the University is currently about $8 million in deficit and about $9.5 million behind budget. Voluntary
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actions discussed at the last meeting are well in train; small numbers of staff have taken up the voluntary retirement, pay cuts, four-day week and staff giving. There has been large participation in reducing annual leave which is likely to have the most impact. At the end of July, the University will be in a position to determine the next steps to reduce the deficit. • International students: The Vice-Chancellor has been meeting weekly with officials from the Ministry of Education and the Tertiary Education Commission and Professor Guilford has been meeting with officials managing the border quarantine, in efforts to progress border openings. Recent challenges with quarantine measures will likely shape processes for returning international students. In response to a query regarding the readiness of an older cohort of students to the University and the potential requirement for additional support services, Professor Guilford noted that there were rigorous enrolment processes and to this point there had been no indications the students would be at risk of not coping at university. Professor Guilford elaborated on the previously proposed University process for international student quarantine noting that the proposal was to fly 100-200 students in by charter where they would then be transported to the old Central Institute of Technology campus for two weeks quarantine. Testing times and food provision would need to be finalised. Students would come from regions where community transmission is low or non-existent such as Singapore, China or Taiwan. Health authorities would make the final determination on all aspects of the process. At the request of a member, the Convenor agreed for a motion to be upheld to enable the chat function in the meeting. A vote was taken which supported the motion and the chat was enabled 29.54 minutes into the meeting. 30.20 Oral report from the Provost Professor Larner acknowledged the work everyone had undertaken since the last meeting under extreme circumstances. • Promotion Applications: As Chair of the PA-1 Committee, Professor Larner reminded staff that the Committee will be recognising the impact COVID-19 has had on staff when reviewing the applications. • Academic Pathways: Professor Larner acknowledged the considerable amount of written and informal feedback from focus groups and sessions. Following on from discussions with the TEU the next phase of work was to respond to the feedback in a Q and A format. A detailed model of the proposed pathways should be available by October for consultation. • Further work looking at Advance HE accreditation has been put on hold and will resume next year. • Student Success Programme: It is expected that in the next few weeks a high-level document will be made available that will enable the University to identify and prioritize processes that will require change and what that change may look like. • Non-degree teaching entity: Work on this programme has been continuing. A meeting was held with SLT this morning to clarify a way forward on this and details will be communicated in due course.
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In response to a question regarding final decisions on the education-intensive pathways, Professor Larner noted that work is continuing to clarify details such as the development of criteria and pay parity. This will take time and will require consultation; therefore, a final model is not expected to be fully implemented until next year. A member asked whether the promotion application deadline could be extended, because it conflicts with the grade entry deadline. Professor Larner acknowledged the question and undertook to consider reviewing the date. 31.20 Oral report from Tumu Ahurei (Deputy Vice-Chancellor, Māori) Professor Higgins began her report by affirming University support of the goals of the Black Lives Matter movement in its commitment to ending systemic racism, injustice and violence. Professor Higgins noted she was conscious of the parallels with the experiences of Māori in Aotearoa New Zealand and why it was important to remind staff of the Strategic Outcomes Framework. The newly refreshed framework aligns with our University Strategic Plan but focuses explicitly on supporting students and staff, encouraging Māori research activity and teaching, engaging with Māori communities and enhancing the university's processes to be more culturally inclusive. • Enrolments: At the June 19 Māori student enrolment numbers were at 1752 EFTs and 11.6% which is ahead of the same period last year. The undergraduate level is at 12.1% and the postgraduate level is at 8.7%. With the exception of Education, Engineering, and Architecture and Design Innovation, all faculty EFTS are ahead of this time last year. • Māori Academic Staff: Staff numbers continue to slowly grow with two new senior lecturers, in Health and the Institute for Modern Letters; and a lecturer in each of the schools of Design Innovation and History about to take up roles. Welcome to Dr Mere Skerrett as the Head of School of Education and congratulations to Associate Professor Meegan Hall who has been appointed to lead the new National Māori Development Programme. • Grants: There has been $109 thousand dollars invested in scholarships since the last Academic Board in April. • Te Herenga Waka Resilience Programme: This project continues to meet its milestones. The student advisory group will be meeting today to develop a Terms of Reference and on June 09 a staff wānanga was held, bringing together all staff who have contributed to the resilience programme. It was noted that Associate Professor Meegan Hall was now a full-time employee with the office of Assistant Vice-Chancellor (Mātauranga Māori) and will receive support whilst undertaking her work with the National Māori Development Programme. In response to a question whether the University should be auditing the names of its buildings, Professor Higgins and Professor Guilford acknowledged it is something the University could look at and they would consider it outside of the meeting. Professor Higgins also announced that the Living Pā had progressed to Round 2 of the Government’s shovel ready projects. In response to a question regarding how much funding the University would still need to provide for the Living Pā project, Professor Guilford explained that whilst the Government had not been clear on the shovel ready terms, the business case always had a philanthropy target enabling it to be a project the Council could possibly support and that Government would go a long way to funding it. Professor Higgins confirmed the
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application was for a grant rather than a loan. The original business case to Council was for total replacement cost and the remainder being $12 million which is what we were expected to fundraise. When the Government funding has come through the project will be reassessed. 32.20 Oral report from the Vice-Provost (Academic) Professor Brock noted the following points: • CUAP Round 1: 20 proposals were submitted to CUAP Round One this year, including three proposals to close or delete programmes. Seven proposals have been approved by the CUAP Chair, four proposals have been signed off by all universities and awaiting Chair approval. Six proposals are still being commented on, but in all cases only one university is left to sign off. • External and internal quality assurance processes The AQA Cycle 6 audit round has been delayed by one year meaning that this university will undertake the self-review stage in 2021 not this year as originally planned. AQA have asked universities to undertake a Good Practice Review of on-line teaching during 2020 which will provide a good opportunity to evaluate and assess this year’s online teaching under the present circumstances. A report is due to AQA at the end of January 2021. • Consultation: Two policy amendments are being released for consultation: amendments to the Credit Transfer Statute and Recognition of Prior Learning policy to include micro credentials; and amendments to the Terms of Reference for Academic Programme Reviews to better cover students undertaking theses. • Te Herenga Waka Resilience Programme: The Learning and Teaching Resilience stream has various components looking at online teaching, assessment, staff workload and course scheduling, pathways, and placements and work is progressing well. • Student Engagement: Campus Connections and the Lecture Series is in the final week this week. This has been a way for students to re-engage with the University in face to face in person activities that are a mix between special interest lectures and academic skills workshops. Engagement has been variable, but feedback indicates it has been well received. • T2 timetable: All rooms have been put back in against original days/times for Trimester two (so this overrode the Level 2 change request spreadsheets the faculties had submitted). 95% of the rooms are the same, some were changed due to room unavailability. Regular change requests are being actioned – these include courses that have been approved to run synchronously or asynchronously or have simply needed a change due to a clash or an alternative room.
Professor Brock commented that whilst courses will all be containing face to face elements, to ensure equity, all pedagogical opportunities will be offered to students who are unable to attend in person. A member highlighted that the necessity for online teaching had also created opportunities, raising a question whether there could be a moderated fee regime for international students who weren’t able to access resources but wanted to enrol in online offerings. Professor Guilford recognised that work is in train on the potential for transnational education programmes particularly with China, Vietnam, Sri Lanka and a few other countries and asked members to direct queries of this nature to Blair McRae.
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In response to a question regarding how the increased emphasis on face-to-face course content in Trimester two is going to be communicated to students, Professor Brock explained that communications had been going out regularly through the student newsletter and would continue to do so. He also noted that he would continue to meet weekly with student representatives in various, different forums. 33.20 Oral report from the Vice-Provost (Research) Professor Hyland began by thanking staff across a range of schools and faculties that have been innovative in their COVID responses through webinars, seminars, podcasts and through the research that that has been done. Professor Hyland then noted the following points: • Grants: The University has had success with funding of two grants in the HRC Covid response funding round and five grants in the MBIE Covid Innovation Fund where we either led applications or were in partnerships. Along those lines MBIE announced its Covid vaccine strategy in May and part of that included investing in research that contributes to the global efforts. This University will be partnering alongside the Malaghan Institute and the University of Otago to co-host a platform that will be used to evaluate potential vaccine candidates. As well as $10 million in total funding for the programme, this gives the University the ability to contribute to national and internationals efforts in the longer term. • University Research Fund: The University Research Committee funded 20 of the 60 applications to a total value of just over $800 thousand dollars. Applications ranged in topic from Covid-19 stress to forbidden music. Funding will now transition to Faculty strategic research funds for the second half of this year. • Research profiles project: The Academic Staff Profiles project was publicly launched last week. Professor Hyland thanked all staff who had made efforts to update their research profiles and particularly, staff in the profiles team. • Postgraduate Researchers: Since the last April Academic Board meeting, postgraduate students had attended a forum hosted by the Faculty of Graduate Research and been surveyed to evaluate the impacts of Covid on their progress. Most students were adversely impacted ranging from a deviation in research plans to the inability to research at all. Masters students were more impacted than Doctoral students. As a result, various initiatives were introduced that included a one-month fees free grace period for Master’s by thesis students and an automatic extension of provisional registration for PhD students. Rules around retrospective suspensions during the lockdown period were relaxed and the conditions and the value of the Doctoral Hardships Grant and the Doctoral Submission Scholarships were extended.
In response to a question regarding the impact on International Masters student visas, Professor Neil Dodgson affirmed that immigration would not be cancelling any student visas and they would be extended until late September. This information is on the University Covid- 19 webpage.
34.20 Provost’s Forum: Te Herenga Waka Resilience Programme – Futures Workstream Seven Update AB20/18 Professor Larner updated the Academic Board on the following points:
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• Two phases: Professor Larner noted that Workstream 7 will be proceeding in two parts. The first, led by Professor Larner with a team of academic and professional staff will be producing a high-level paper that sets out options to guide our deliberations as we move forward towards 2025. This asks the question what we want to be? The second part will take place over the second half of 2020 and will focus on operational sustainability, design and implementation of the changes we will need to make to deliver on our future aspirations. • Process: The process to date has included focus groups that have helped develop visions for the future, a driver survey which has helped with the driver analysis and workshops that have contributed to scenario development. • The Future and now: Current commentaries regarding universities include the rise of learner centric personalized work, integrated learning, differentiated approaches for funding for research and innovation, the growth of interdisciplinary and the new and increasingly visible role of tech companies, and the emphasis on mergers, partnerships and privatizations. The future university may be leaner, cheaper and stripped back to what contributes directly to student learning, but that is not the University we want to create, we need to identify what is important to us. As part of this we need to identify our specific context and to help with this Lincoln North is developing an ecosystem. If anyone can identify missing system elements, please contact him. • Participation: To date, the various exercises undertaken have identified 122 drivers and factors which have been collated and distilled to nine that we consider have the most impact. Nearly 1000 people have participated in the DIY focus groups and there has been a great spread across the university that includes faculties, CSUs, and students. • Themes: The various themes emanating from the focus groups recognize our aspirations of how we want to be “agile” and “less layers of crazy”. As themes are prioritized, we will identify our distinctiveness within our context. • Output: The aim is to have a report by late July or early August for peer review, the early draft version will be available for people to engage with.
Professor Larner announced that a workshop from 2pm-4.30pm on July 08 would be held for staff to test out the visions and scenarios. This will be advertised in University News and an email sent to all who have already contributed.
There was a discussion of the ecosystem, noting that it was generic and needed aspects of the Wellington environment such as Te Papa and Metservice. Professor Larner agreed to pass on the feedback to Lincoln North.
In response to a comment that July 08 may be problematic as it conflicts with other deadlines Professor Larner said she would consider another date. Professor Larner also acknowledged the comment made that focus group work was stimulating but has increased pressure on people during a difficult time.
35.20 Part B of the agenda Items having not been brought forward — 1. 8 non-CUAP proposals summarised in the Academic Committee report were approved; AB20/ 19
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2. the three proposals approved by the Academic Committee at its 02 June meeting were noted. 3. the Architecture programme implementation update report was received AB20/ 20a 4. the Design programme implementation completed report was received AB20/ 20b
G. Guilford At 2.41pm, non-members left the meeting to allow members to discuss confidential items. Part C 36.20 MEMBERS ONLY AB20/ 21 AB20/ 22
Minute held due to reasons of confidentiality.
G. Guilford
Attendance 87 members attended; 16 non-members were in attendance; 8 apologies were received (refer to Appendix 1 for detailed record).
Signed: Professor Grant Guilford, Vice-Chancellor
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Appendix 1: Academic Board attendance 23 June 2020
Members attending Professor Grant Guilford, Convenor
87 Members present Associate Professor Nikki Professor Miriam Meyerhoff Professor Gordon Anderson Hessell Professor Lou Moses Professor Siah Hwee Ang Professor Mark Hickford Professor Nicola Nelson Professor Richard Arnold Professor Rawinia Higgins Professor James Noble Professor Rachel Baskerville Professor Justin Hodgkiss Professor Sally-Jane Norman Professor Brigitte Bönisch- Associate Professor Flaviu Professor David O'Donnell Brednich Hodis Elizabeth Olsen Dr Anita Brady Dr Linda Hogg Dr John Randal Professor Stuart Brock Associate Professor Kathy Professor James Renwick Professor Andre Brown Holloway Geo Robrigado Professor Daniel Brown Dr Michael Homer Associate Professor Kabini Professor Dale Carnegie Associate Professor Val Sanga Professor Gregor Coster Hooper Professor Marc Aurel Professor James Crampton Professor Patricia Hunt Schnabel Associate Professor Urs Professor Kate Hunter Taylah Shuker Daellenbach Professor Margaret Hyland Dr Mere Skerrett Professor Carmen Dalli Julia Innocente-Jones Professor Karen Smith Dr Joost de Bruin Laura Jackson Dr Jan Smitheram Professor Kevin Dew Laura Kamau Geoff Stahl Professor Stephen Dobson Professor Simon Keller Professor Elizabeth Stanley Professor Neil Dodgson Assoc Prof Dean Knight Professor Rupert Sutherland Professor Douglas Easterly Professor Wendy Larner Professor Heidi Thomson Associate Professor Carolyn Professor Sarah Leggott Ms Pam Thorburn Fowler Associate Professor Ivy (I- Dr Janet Toland Professor Susy Frankel Ming) Liu Professor John Townend Associate Professor Nicholas Professor John Macalister Marcus Tuma'i Golledge Professor Michael Macaulay Professor Yiyan Wang Professor Kevin Gould Professor Charlotte Professor Paul Warren Associate Professor Peter Gu Macdonald Professor Ann Weatherall Associate Professor Meegan Professor Simon Mackenzie Professor Ian Williamson Hall Dr Joanna Mackichan Professor Jennifer Windsor Monika Hanson Dr Xavier Marquez Professor Michael Winikoff Professor Dave Harper Dr Stuart Marshall Dr John Haywood Professor Ehsan Mesbahi
Attending under s3.2 of the Standing Orders of the Academic Board: Nil advised Attending under Academic Board Statute s4.1(xvii): Nil advised
Non-members in attendance 16 Non-members present Emily Beausoleil Karen Davis Joseph Habgood Sarah Boyd Morten Gjerde Rebecca Priestley Jane Bryson Jasonne Grabher Linda Roberts Averil Coxhead Pam Green Edward Schofield
8 Dan Sinclair Kathryn Sutherland Dave Strand Sue Walbran Apologies 9 Apologies Janet Fletcher Assoc Prof Carwyn Jones Assoc Prof Dame Hon. Winnie Laban Professor Meredith Marra Professor Jim McAloon Professor Harry Ricketts Kiana Ringrose Perez Dr Jan Smitheram (early departure) Professor Jeffrey Tatum
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AB20/27
VICTORIA UNIVERSITY OF WELLINGTON ACADEMIC BOARD
AGENDA ITEM 10
Date 8 July 2020
Proposer Professor Stuart Brock, Vice-Provost (Academic)
DOCUMENT RECORD
Reference AB20/27
Title Report of the Academic Committee
Author (memorandum) Pam Green, Academic Programmes Coordinator
Date 8 July 2020
The Academic Board is asked to:
To endorse: the 3 CUAP proposals summarised in the report To approve: the 2 non-CUAP proposals To note: the 5 proposals approved by the Committee at its 30 June meeting; and To note: note the other items discussed by the Academic Committee at its 30 June meeting. Note: Items that are included in this report are available from the Academic Office upon request.
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AB20/27
Memorandum To Academic Board
From Pam Green, Academic Programmes Coordinator
Date 8 July 2020
Subject Report of the Academic Committee
This report covers the 30 June 2020 meeting of the Academic Committee (conducted over Zoom).
A. Academic proposals for Academic Board approval (CUAP) The proposals below were endorsed by the Academic Committee for submission to the Academic Board. Refer to Part A agenda item 8 for approval of these proposals.
1. MTchLrn/1 – Amend the schedule of the Master of Teaching and Learning 2. BEd(Tchg)Ec)/2 – Bachelor of Education (Early Childhood)) – replace schedule of courses 3. GradDipTch/1 – Graduate Diploma of Teaching – replace schedule of courses
B. Academic proposals for Academic Board approval (non-CUAP)
1. BA/29, BDI/38 - Introduce new Art History courses To introduce two new courses to the BA schedule: ARTH 101 Art, Creativity and Identity A, ARTH 102 Art, Revolution and Crisis, and one new course to the BDI schedule: ARTH 103 Art, Creativity and Identity B.
2. BA/10 - Convert a Special Topic to a permanent offering CREW 355 To make the special topic CREW 350 World-Building Workshop permanent as CREW 355
C. General Academic Statute and associated policies for Academic Board endorsement and approval. A proposed introduction of a new General Academic Statute and amendments to a suite of associated policies, regulations and procedures was endorsed by the Committee. These have progressed for endorsement by the Senior Leadership Team and approval by Academic Board and Council for the General Academic Statute itself. Refer to Part A agenda item 7.
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AB20/27
D. Academic proposals approved by the Academic Committee (for noting) 1. BE(Hons)/11, BSc/17 – Change ENGR 111 to RESE 111 To change the code of ENGR 111 Introduction to Renewable Energy Systems to RESE 111 Introduction to Renewable Energy Systems 2. BE(Hons)/8, BSc(Hons)/5 - SWEN 423 amendment to prerequisites To amend the prescription and prerequisites of SWEN 423 Design: Patterns, Frameworks and Languages. 3. BE(Hons)/3, BSc(Hons)/4 – SWEN 422 amendment to prerequisites Broaden the prerequisites of SWEN 422 Human Computer Interaction and move to flipped classroom/online delivery. 4. BE(Hons)/6 - ENGR 301 and ENGR 302 amendments to titles & prescriptions To change the title and prescription for ENGR 301 Project Management and ENGR 302 Group Project. 5. BE(Hons)/7, BSc/11 - NWEN 243 amendments to prerequisites, title & prescription To update the title and prescription of NWEN 243 Network Applications, remove the NWEN 241 prerequisite of NWEN 243 and update the course material of NWEN 243 to address cloud computing to reflect the evolution of the field of Networking.
E. Other matters 1. Special Topic & Directed Individual Study Memo Discussion took place to amend the quality assurance processes for Special Topics and Directed Individual Study. An amended process will be considered further at the next meeting.
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AB20/28
MEMORANDUM TO Academic Board
FROM Professor Stuart Brock, Vice-Provost Academic
DATE 10 July 2020
SUBJECT Academic Programme Review – GSNMWH Completion
Executive Summary The Graduate School of Nursing, Midwifery and Health went through an academic programme review in November 2016 and are providing an update to the Academic Board that implementing the recommendations has been completed. The Academic Board received the first implementation plan in August 2017, and received an update to that plan in November 2018.
To receive: A programme review completion report for the Graduate School of Nursing, Midwifery and Health Programme AB20/28
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AB20/28a
ACADEMIC PROGRAMME REVIEW IMPLEMENTATION PROGRESS REPORT
Review of Nursing, Midwifery and Health Date the Implementation Plan was approved by Academic Board: 7 August 2017 This progress (completion) report covers the period: August 2018 to March 2020
Approval Date: Recorded by: Director 9 March 2020 Kathy Holloway Dean 9 March 2020 Gregor Coster
Please send this progress report in electronic form to the Reviews Advisor, Academic Office [email protected]
Progress Report
No. Recommendation Actions update 1. That the School’s mission be revised and Completed in August 2018 aligned to the strategic themes identified in the University Strategic Plan, and in addition takes account of the New Zealand Health Strategy and the District Health Boards (particularly Capital & Coast District Health Board (CCDHB), with the aim of establishing a clearly defined teaching and research nexus. 2. Invest in and realign research activity to the Completed: An overarching Faculty of Health School’s mission. The Panel anticipates a mix Research Strategy has been developed and our of recruitment and realignment of staff may two main research groups (Collaborating Centres be necessary to address this, and suggests that for Safe Health Care and Normal Birth) are the research clusters should be both limited in undergoing further development to enhance number and responsive to industry needs. alignment. 3. Capitalise on the School’s physical location to Completed: A memorandum of Understanding maximise both individual and collective with Capital Coast District Health Board is in place engagement with industry and to advance the and regular meetings are held with senior teaching and research nexus. leadership to advance the research teaching nexus. Research projects are increasingly co- designed with industry partners for maximum impact. 4. Review and rationalise the current Completed in August 2018 programmes offered before developing additional qualifications. 5. Map course content to develop clear Completed in August 2018 pathways that avoid duplication of content
Academic Office, Te Waikura
No. Recommendation Actions update and play to the School’s strengths. This mapping should also: In progress: Development of online material by • address duplication of content (such as in Learning Support Services will be integrated into 521/528), all postgraduate courses particularly those that • increase the diversity of assessment tasks, are taken at the beginning of programmes. • identify material for re-entry to study that could be offered in an induction pack/event or non-credit bearing short course (that is currently part of 501), • rationalise existing courses. 6. Any revision of the existing programmes Completed in August 2018 should, wherever possible, enable courses offered by other faculties at Victoria to be included, and also from other institutions. Such options for broader courses of study should be clearly communicated to students. 7. Continue to offer the research school for Completed in August 2018 postgraduate student research presentations, adapting it to allow for appropriate presentation time, a focus on student work, and appropriate interaction with staff. 8. Ensure that the external advisory committee Completed in August 2018 has representation encompassing the diversity of cultures and communities in the region. 9. Use the recent Fono as a platform to Ongoing: Further work underway within the demonstrate improvement and change, and Faculty to facilitate access to the University establish these as a regular occurrence for support structures for postgraduate Pacific and both Pasifika (Fono) and Māori (Hui) students. Māori students. 10. In consultation with the Faculty, improve the Completed in August 2018 workload tool by including an expectation for research time and outputs
2 Implementation Plan: Review of Nursing, Midwifery and Health