Curriculum & Pedagogy A:
Learning Languages

The Ngā Reo: Learning Languages part of the Curriculum & Pedagogy A course is designed to ensure kaiako pitomata gain an understanding of how the ‘Ngā Reo: Learning Languages’ is embedded in the New Zealand curriculum so that tamariki across Aotearoa are provided with a means of communicating with people from other cultures and exploring their own personal worlds. Kaiako pitomata will learn about the importance of the three strands and how they are connected to intercultural communicative language teaching pedagogies. Students will develop the ability to use the curriculum to plan effective teaching and learning, use effective assessment approaches and locate and utilise a range of resources to support quality second/target language teaching and learning in the primary school classroom context. 

Module one 

This module begins with our kaiako pitomata examining themselves as second language learners. They are introduced to the Ngā Reo:Learning Languages’curriculum document with a specific focus on the three broad learning strands and the achievement objectives at the primary school level. They are also introduced to the array of curriculum guidelines that support the teaching and learning of different languages. We explore the notion of culturally and linguistically sustaining pedagogy and how it might align with the teaching and learning of a target language in the primary classroom setting. 

 Module two 

This module focuses on the core strand of the Ngā Reo:Learning Languages curriculum: Communication. Kaiako pitomata are introduced to the communicative pedagogical approach to second language learning with a focus on the six principles of Intercultural Communicative Language Teaching (ICLT) that they are able to integrate into their classrooms.

 Module three 

This module focuses on the first supporting strand of the Ngā Reo:Learning Languages curriculum: Cultural Knowledge and how it contributes to the goal of developing the cultural competencies of ākonga. The terms ‘culture’, ‘cultural knowledge’, ‘cultural invisibility’ and ‘cultural exoticism’ are explored. Kaiako pitomata are made aware that in language learning, culture is often omitted whereas the linguistic dimension is often prioritized in teaching. They come to an awareness that language shapes culture and culture shapes language.

 Module four 

This module explores the second supporting strand of the Ngā Reo: Learning Languages curriculum: Language Knowledge. We explore the three main pedagogical approaches used across schools in Aotearoa to teaching the Ngā Reo:Learning Languages curriculum – 1) The Oral-Situational Approach; 2) The Notional-Functional Approach; and 3) The Task-Based Approach.

 Module five

This module focuses on planning a Ngā Reo:Learning Language lesson/unit plan. Kaiako pitomata are guided through the process to ensure their planning is aligned to the curriculum achievement objectives. We explore the notion of connected curriculum and how language learning might be connected to other curriculum areas.

 Module six 

This module is a continuation of Module 5. Assessment and aromatawai approaches used in Ngā Reo: Learning Languages are explored to both support the learning of ākonga and to guide future teaching and planning. Kaiako pitomata are provided with a range of prompts to develop their evaluative and reflective capacities as teachers of a target language.

Module seven 

This final module includes a visit from a primary school principal who has developed schoolwide access for all ākonga in the cultural and linguistic worlds of Te Reo Māori and Mandarin. Kaiako pitomata are connected to a range of digital, community and educational resources that can be utilised to support their teaching.