Search Course Outline
Showing 25 course outlines from 1456 matches
851
EDUC 121
: How People Learn2021 Semester One (1213)
Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? Examines the nature of intelligence and how to help personal learning or the learning of others.
Restriction: EDUC 111, 117
852
EDUC 121
: How People Learn2020 Semester One (1203)
Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? Examines the nature of intelligence and how to help personal learning or the learning of others.
Restriction: EDUC 111, 117
853
EDUC 121G
: How People Learn2021 Semester One (1213)
Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? Examines the nature of intelligence and how to help personal learning or the learning of others.
Restriction: EDUC 111, 117
854
EDUC 121G
: How People Learn2020 Semester One (1203)
Focuses on learning in formal and informal settings and addresses such questions as: why do some things seem easier to learn than others, why do we forget things we once knew, and why do some people learn faster or better than others? Examines the nature of intelligence and how to help personal learning or the learning of others.
Restriction: EDUC 111, 117
855
EDUC 122
: Learning Sexualities2025 Semester Two (1255)
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
No pre-requisites or restrictions
856
EDUC 122
: Learning Sexualities2024 Semester Two (1245)
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
No pre-requisites or restrictions
857
EDUC 122
: Learning Sexualities2023 Semester Two (1235)
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
No pre-requisites or restrictions
858
EDUC 122
: Learning Sexualities2022 Semester Two (1225)
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
No pre-requisites or restrictions
859
EDUC 122
: Learning Sexualities2021 Semester Two (1215)
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
No pre-requisites or restrictions
860
EDUC 122
: Learning Sexualities2020 Semester Two (1205)
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
No pre-requisites or restrictions
861
EDUC 122G
: Learning Sexualities2021 Semester Two (1215)
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
No pre-requisites or restrictions
862
EDUC 122G
: Learning Sexualities2020 Semester Two (1205)
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
No pre-requisites or restrictions
863
EDUC 200
: Youth Mentoring2025 Semester One (1253)
A theoretical and applied study of youth mentoring. Students will develop an understanding of theories of youth and youth mentoring, examine current issues in youth mentoring such as cultural perspectives, developmental considerations, and contexts of youth mentoring. Students will also engage in a mentoring internship where they will demonstrate their ability to integrate and apply their developed knowledge and skills.
Prerequisite: Any 60 points passed and approval from the Course Director
864
EDUC 200
: Youth Mentoring2024 Semester One (1243)
A theoretical and applied study of youth mentoring. Students will develop an understanding of theories of youth and youth mentoring, examine current issues in youth mentoring such as cultural perspectives, developmental considerations, and contexts of youth mentoring. Students will also engage in a mentoring internship where they will demonstrate their ability to integrate and apply their developed knowledge and skills.
Prerequisite: Any 60 points passed and approval from the Course Director
865
EDUC 200
: Youth Mentoring2023 Semester One (1233)
A theoretical and applied study of youth mentoring. Students will develop an understanding of theories of youth and youth mentoring, examine current issues in youth mentoring such as cultural perspectives, developmental considerations, and contexts of youth mentoring. Students will also engage in a mentoring internship where they will demonstrate their ability to integrate and apply their developed knowledge and skills.
Prerequisite: Any 60 points passed and approval from the Course Director
866
EDUC 200
: Youth Mentoring2022 Semester One (1223)
A theoretical and applied study of youth mentoring. Students will develop an understanding of theories of youth and youth mentoring, examine current issues in youth mentoring such as cultural perspectives, developmental considerations, and contexts of youth mentoring. Students will also engage in a mentoring internship where they will demonstrate their ability to integrate and apply their developed knowledge and skills.
Prerequisite: Any 60 points passed and approval from the Course Director
867
EDUC 200
: Youth Mentoring2021 Semester One (1213)
A theoretical and applied study of youth mentoring. Students will develop an understanding of theories of youth and youth mentoring, examine current issues in youth mentoring such as cultural perspectives, developmental considerations, and contexts of youth mentoring. Students will also engage in a mentoring internship where they will demonstrate their ability to integrate and apply their developed knowledge and skills.
Prerequisite: Any 60 points passed and approval from the Course Director
868
EDUC 200
: Youth Mentoring2020 Semester One (1203)
A theoretical and applied study of youth mentoring. Students will develop an understanding of theories of youth and youth mentoring, examine current issues in youth mentoring such as cultural perspectives, developmental considerations, and contexts of youth mentoring. Students will also engage in a mentoring internship where they will demonstrate their ability to integrate and apply their developed knowledge and skills.
Prerequisite: Any 60 points passed and approval from the Course Director
869
EDUC 201
: History of Education2025 Semester Two (1255)
An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis.
Prerequisite: Any 60 points passed
870
EDUC 201
: History of Education2024 Semester One (1243)
An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis.
Prerequisite: Any 60 points passed
871
EDUC 201
: History of Education2023 Semester Two (1235)
An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis.
Prerequisite: Any 60 points passed
872
EDUC 201
: History of Education2022 Summer School (1220)
An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis.
Prerequisite: Any 60 points passed
873
EDUC 201
: History of Education2020 Semester One (1203)
An examination of the nature of historical inquiry with reference to New Zealand's educational past; questions why education has been analysed largely as something planned rather than something experienced and introduces oral history as methodology. Selected aspects of the educational histories of other countries will be discussed for comparative analysis.
Prerequisite: Any 60 points passed
874
EDUC 203
: Pasifika Education and Diversity2025 Semester Two (1255)
Analyses how experiences and outcomes for learners in contemporary education contexts are shaped by social constructions informed by class, ethnicity, culture, gender, sexuality, and (dis)ability. Examines the role of education policies and socio-historical context on teacher responsiveness to diversity and difference. Explores a range of transformative approaches. Particular attention is given to Pasifika learners.
Prerequisite: EDUC 106
875
EDUC 203
: Pasifika Education and Diversity2024 Semester Two (1245)
Analyses how experiences and outcomes for learners in contemporary education contexts are shaped by social constructions informed by class, ethnicity, culture, gender, sexuality, and (dis)ability. Examines the role of education policies and socio-historical context on teacher responsiveness to diversity and difference. Explores a range of transformative approaches. Particular attention is given to Pasifika learners.
Prerequisite: EDUC 106