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EDCURRIC 237: Recreation and Leisure

Examines the nature of recreation and leisure in contemporary society. Addresses such questions as: How does leisure relate to concepts of lifestyle, work and play? What factors influence participation in recreation and leisure activities? How does one educate for leisure? Involves practical learning experiences.

EDCURRIC 335: Research Study in Health and Physical Education

Examines research philosophy, approaches and methods in education as a basis for informing professional practice in health and physical education. Addresses such questions as: How can teachers use research to inform their teaching? What represents quality research in educational settings? What issues influence the design and conduct of a research project?

EDCURRIC 431: Physical Education Pedagogy

Examines the nature and characteristics of quality teaching in physical education. Addresses such questions as: What legal and ethical issues mediate professional practice? How can a focus on diversity help learners in physical education contexts? What teaching methodologies, management strategies and resources underpin quality practice in physical education?

EDUC 321: Politics, Philosophy and Education

Investigates the relationship between local, national and global politics and education in Aotearoa New Zealand. Explores philosophical perspectives on teaching and the relationship between educational theory and practice.

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EDCURRIC 236: Teaching Outdoor Education

Examines the role of outdoor education as an educational process in physical education contexts. Involves camping and other experiential learning to develop outdoor skills, knowledge, attitudes and behaviours for teaching outdoor education in schools. Addresses such questions as: How does pedagogy and programme design support safe, effective learning in the outdoors? What are the legal responsibilities for teaching outdoor education?

EDCURRIC 333: Advanced Youth Health Education

Critically examines social determinants of adolescent health in New Zealand and analyses their relevance to the Health and Physical Education curriculum. Addresses such questions as: How is the health teacher's role determined by adolescent health issues? What pedagogical practices in health education address adolescent health status?

EDCURRIC 334: Exercise and Physical Education

Critically examines and applies knowledge about exercise practices in physical education contexts. Addresses such questions as: What evidence base supports current exercise principles? How can the diverse exercise needs of students be addressed in physical education contexts? What issues and dilemmas are associated with current exercise practices? What influences how exercise is programmed in a physical education context?

FINEARTS 210G: Understanding Contemporary Visual Arts Practice
How does the contemporary art world work? This course presents perspectives on contemporary artistic practices, milieu, and institutions. The course involves active exploration of the local art scene. This includes visits to galleries, and guest presentations from artists, curators, gallerists and critics. The overarching premise for this paper is there are many contemporary art "worlds" (not just a single "art world"), and we will explore the many practices and spaces that constitute these.

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EDCURRIC 232: Physical Education Practice 4

Broadens the practical knowledge base of physical activities appropriate for inclusion in physical education. Emphasis is placed on practical learning about differing physical activity practices in our diverse society. Addresses such questions as: What is the place and range of possibilities of physical activity in contemporary society? How do different communities engage in physical activity?

EDCURRIC 235: Senior School Health and Physical Education

Examines and critically evaluates Health and Physical Education in the New Zealand Curriculum and contemporary assessment and qualifications for Years 11-13. Addresses such questions as: What knowledge, skills and attitudes are required to teach and assess Year 11-13 students? What are the issues associated with the learning environments, teaching and assessment methods used by teachers at these levels?

EDPRAC 303: Health and Physical Education Practicum 2

Develops the knowledge, skills and attitudes associated with effective pedagogy in diverse health and physical education contexts. Requires demonstration of informed and ethical practice and addresses such questions as: Do I have the subject matter knowledge? Can I teach it effectively? Can I access the required knowledge? How do I assess student learning

EDPROFST 303: Teaching Health and Physical Education 2

Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements?

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EDCURRIC 200: Biophysical Concepts in Physical Education

Develops knowledge and understanding of exercise physiology and motor skill learning in the context of the teaching of Physical Education. Addresses such questions as: What role does physiology play during exercise? What physiological responses occur during, and as a result of exercise? What is the nature of skill learning? What theories inform our understanding of skill acquisition?

EDCURRIC 231: Physical Education Practice 3

Further develops the knowledge, skills and dispositions relating to a practical knowledge base with emphasis being placed on integrating theory and practice. Involves practical learning and addresses such questions as: What knowledge is relevant to: teach physical skills effectively, analyse the learning environment and the diverse needs of learners and provide appropriate feedback to assist learning?

EDPRAC 203: Health and Physical Education Practicum 1

Further develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Requires demonstration of developing pedagogical practice and addresses such questions as: Do I as a teacher practise responsibility and teach purposefully to establish and maintain professional relationships in complex environments?

EDPROST 214: Assessment for Learning and Teaching

Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning.

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EDCURRIC 135: Socio-cultural Foundations of Health and Physical Education

Introduces subject matter knowledge in the socio-cultural foundations of Health and Physical Education. Addresses such questions as: What is the nature of sport and why do people play it? In what ways is the body a cultural construct? What educational and cultural practices influence human movement culture and mediate understanding of human physicality?

EDCURRIC 230: Physical Education Ngā Kākano

Examines ngā tikanga Māori in the physical education context. Addresses such questions as: How can teachers understand what it is to be Māori? What is the cultural significance of Māori movement forms and ngā mahi a rēhia (games and pastimes)? What is a culturally responsive pedagogy? Includes marae based experiences where Māori values, traditions and beliefs are practised.

EDCURRIC 233: Youth Health Education

Develops an understanding of adolescent health priorities in New Zealand and their influences on teaching and learning in schools. Addresses such questions as: Why is this subject important? What is the health status of adolescents in New Zealand? What content knowledge is relevant to teaching and learning in Health?

EDPROFST 203: Teaching Health and Physical Education 1

Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning?

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EDCURRIC 131: Physical Education Practice 2

Develops students' competency and knowledge about the physical foundations of physical education. Emphasis is placed on experiential learning. Addresses such questions as: Do I have the knowledge and competence: to be able to perform selected physical activities, to apply appropriate technical knowledge to specific physical activities, and to analyse selected movements and provide feedback?

EDCURRIC 132: Bio-physical Foundations of Health and Physical Education

Introduces students to the anatomical and physiological foundations of Health and Physical Education with particular reference to the roles of body systems in human movement. Addresses such questions as: What roles do the musculo-skeletal systems play in movement and learning? How do the circulo-respiratory systems work during rest and activity? How do the neuro-muscular systems function to produce movement?

EDCURRIC 134: Expressive Movement and Physical Education

Develops an understanding of purposeful expressive physical activity that embraces aesthetic and inherent cultural values in learning dance and te ao kori. Addresses such questions as: What knowledge do teachers need in a range of aesthetic and bicultural physical education contexts to develop this work in schools? What choreographic skills are needed for devising aesthetic movement compositions?

EDPRAC 103: The Professional Teacher: Health and Physical Education

Develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses such questions as: What does it mean to be a teacher, to be a professional, and to establish professional relationships in complex environments? Requires demonstration of developing pedagogical practice.

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EDCURRIC 130: Physical Education Practice 1
Introduces students to the practical foundations of physical education. Involves experiential learning including residential field-based experiences. Addresses such questions as: How do I perform selected physical activities, improve my technical knowledge of the competencies required in the selected activities, analyse selected movements and provide feedback to others?

EDCURRIC 133: Concepts Underpinning Skilled Movement
Introduces students to the bio-physical foundations of Health and Physical Education including the roles of skill acquisition and bio-mechanics in physical education contexts. Addresses such questions as: How can knowledge of the internal and external mechanics be applied to understand human movement? What is skill and how do people learn motor skills?

EDUC 142: Health and Physical Education in a Diverse Society
Introduces students to thinking critically about Health and Physical Education. Examines discourses about health and physical activity from historical and sociological perspectives. Introduces diversity as it relates to educational opportunity in Health and Physical Education. Addresses such questions as: How are notions about health and physical education and difference constructed and supported?

HISTORY 103: Global History
It has been claimed that it is only since the 15th century that a truly global dimension to history can be identified. In this course you will examine key determinants that have bound the fate of peoples together including the:

Emergence of world trade networks

Growth of world religions

Spread of epidemic diseases

Formation of empires

Migration of peoples across continents