Course information

Henderson Campus

3 Smythe Road
Private Bag 93104
Henderson
Auckland 0650
New Zealand

P +64 9 836 7800 or 0800 999 777
E henderson@laidlaw.ac.nz

Christchurch Campus

70 Condell Avenue
Papanui
Christchurch 8053
New Zealand

P +64 3 354 4270 or 0800 999 777
E chch@laidlaw.ac.nz

Distance Learning

3 Smythe Road, Henderson
Private Bag 93104
Henderson
Auckland 0650
New Zealand

P +64 9 836 7836 or 0800 999 777
E distancelearning@laidlaw.ac.nz

Laidlaw Website

0800 999 777

Announcements

Introductions

Student questions and issues

867.615E Course Outline

867.615 Course Assessment and Delivery Outline S2 2025

Timetables and Textbooks (on the Laidlaw website)

Science on TKI

Technology on TKI

Mid-Semester Course Evaluation

End of Semester Course Evaluation

14 July - 20 July

Reading Note Taking Summary

21 July - 27 July

Lecture 1 PPT

Compulsory read for this week. Newbigin - Proper Confidence

Compulsory read for this week. Mark Case: Teaching Science and Religion

Recommended Reading - Introduction to science and religion

Bean Activity

28 July - 3 August

Lecture 2 PPT

Compulsory Reading - Is there conflict between science and religion? (n.d.).

Recommended Reading - Inquiry-Based Learning in Science and Mathematics

IBL for Science - Journal Articles (Read one in preparation for Week 4)

Skamp and Preston Reading 1 of 2

Skamp and Preston Reading 2 of 2

Planning your next STEM Unit with a focus on Computational Thinking

Technology Curriculum

Science Curriculum

Science Progressions

Questions to Encourage Scientific Thinking

Blooms Taxonomy questions

Assignment 1 resources

4 August - 10th August

Lecture 3 PPT

Compulsory Reading: The Third Culture, K. Kelly (1999)

Recommended Reading: Stephen Garner. Co-creating as appropriate technology

IBL - Lift Off Inquiry Model Article

Ministry of Education Technology Readings

Reading: Hallstr⍤m &amp; Gyberg. Technology in the rear-view mirror

Optional Reading: Bolstad, R. (2016). Digital Technologies for Learning 2016 Report

Optional Reading: Bolstad, R. &amp; McDowall, S. (2019). Games, gamification, and game design for learning.

Progression diagram - Characteristics of Technology

Technology on Tahurangi website

Technology Strands explained from Tahurangi website

11 August - 17 August

Lecture 4 PPT

Compulsory Reading: Science in the New Zealand Curriculum: Understanding progress from levels 2-4s

COMPULSORY WATCH Heather Barnett: What humans can learn from semi-intelligent slime

Tāhūrangi - Science Curriculum link

Tāhūrangi - New Zealand Curriculum reading: Practising disciplined enquiry

Reading: Automobiles, Computers &amp; Assault Rifles. by Charles Adams

Reading: Science in Primary Schools ERO Summary report

COMET - Auckland education initiative

COMET - Auckland education initiative

Reading: Science in the Early Years: Early Childhood to Years 1-4 ERO Report

Reading: Growing Curiosity Teaching Strategies to Engage Years 5 to 11 ERO report

S.T.E.A.M on TKI

Claire Amos: STEAM in the NZ Classroom

STREAM 1

STREAM 2

STREAM 3

STREAM-Planning sheet

STREAM Planning Form

Video Worksheet

18 August - 24 August

PPT Lecture 5

Reading: Genealogy as taxonomy by Haami and Roberts

Exploring Mātauranga in the classroom - Science Learning Hub

Highly Recommend Reading: Teaching for Sustainability by Abbiss, Samu and Thrupp (7th Edition)

Te Taumutu Rūnanga Marae South Island Myth

Ministry of Environment Our Land 2021 Report

Reading - Learning to teach science in the secondary school

Experiment 1

Experiment 2

Tāhūrangi - New Zealand Science Curriculum

Assessment 2 Scaffolding

Assignment 2 Unit Plan Template

Digital Technologies – Upskilling and Planning (50%, LO: 2,3,5)

25 August - 31 August

Reading: Hallstr⍤m & Gyberg. Technology in the rear-view mirror

Optional Reading: Bolstad, R. & McDowall, S. (2019). Games, gamification, and game design for learning.

Reading: Automobiles, Computers & Assault Rifles. by Charles Adams

Big 6 Inquiry Model Big 6 (Eisenberg & Berkowitz, 2004)