EDCURRIC 730 : Special Topic: Gender, Sexuality and Education
Education and Social Work
2025 Semester Two (1255) (30 POINTS)
Course Prescription
Course Overview
- Designed for educational professionals working with or in schools to explore policy, curriculum and pedagogical approaches that can support the inclusion, wellbeing and achievement of sex, sexuality and gender diverse youth.
- Link relevant gender and sexuality education theory and current socio-political debates to practice and plan for whole-school approaches to relationships and sexuality education in line with individual school and community needs.
- Critically examine theories and practices of a whole school approach and curriculum models to consider how schools can best support students and create mana-enhancing environments.
- Opportunities to collaborate with others as well as reect on and use research to plan a whole-school approach to relationships and sexuality education that is relevant to your own professional context.
Capabilities Developed in this Course
| Capability 1: | People and Place |
| Capability 2: | Sustainability |
| Capability 3: | Knowledge and Practice |
| Capability 4: | Critical Thinking |
| Capability 6: | Communication |
| Capability 8: | Ethics and Professionalism |
Learning Outcomes
- Demonstrate critical and reflective thinking about sex, gender and sexuality debates, disciplinary knowledge, research, and practices. (Capability 1.1, 3.1 and 4.1)
- Critically analyse theories of gender and sexuality in relation to diverse contexts including education (early-childhood, primary, intermediate and secondary), sport, health and physical activity environments. (Capability 4.1, 4.2 and 6.1)
- Demonstrate knowledge of concepts about sex, gender and sexuality diversity from western and non-western knowledge traditions, including mātauranga Māori and Pacific knowledge systems, and make links between these and culturally-sustaining practices (Capability 1.2, 1.3 and 2.1)
- Consider and critically analyse how educational institutions can respond to sex, gender and sexuality diversity through policy, curriculum and pedagogical approaches that support the inclusion, wellbeing and achievement of rainbow rangatahi (Capability 1.1, 3.2 and 8.3)
Assessments
| Assessment Type | Percentage | Classification |
|---|---|---|
| Interactive posts | 30% | Individual Coursework |
| Assignment | 40% | Individual Coursework |
| Presentation | 30% | Individual Coursework |
| 3 types | 100% |
| Assessment Type | Learning Outcome Addressed | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |||||||
| Interactive posts | ||||||||||
| Assignment | ||||||||||
| Presentation | ||||||||||
To pass this course students must submit all assessments tasks and achieve at least 50% for the overall course.
Exam Mode
- There is no final exam for this course
Further information about exams can be found at https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/about-exams.html
Workload Expectations
This course is a standard 30 point course and students are expected to spend 20 hours per week involved in each 30 point course that they are enrolled in.
For this course, you can expect 240 hours of online engagement, reading, and working on assignments.
Delivery Mode
Online
The course will include live online events including group discussions/tutorials and lectures. Attendance is required at scheduled online activities.
Attendance on campus is not required for any aspects of the course.
Study material will be available at course commencement.
This course runs to the University semester and all the associated completion dates and deadlines will apply.
Learning Resources
Student Feedback
At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.
Your feedback helps teachers to improve the course and its delivery for future students.
Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework, tests and examinations as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. A student's assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review.
Class Representatives
Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz
Special Circumstances
If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.
If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.
This should be done as soon as possible and no later than seven days after the affected test or exam date.
Learning Continuity
In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.
Disclaimer
Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.
In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.