Postgraduate Diploma in Teaching (Secondary)

Becoming a Professional Teacher supports beginning student teachers in acquiring the foundational knowledge, critical thinking skills, and reflective practices necessary for effective teaching in secondary education settings. The course cultivates a deep understanding of professional values, pedagogical theories, and core documents that guide secondary education in Aotearoa New Zealand. The course emphasises the importance of personal and professional values, critical thinking, and continuous professional development as foundational elements for effective teaching.   Student teachers learn about the importance of Te Tiriti o Waitangi and the unique role of Māori as tangata whenua. They will be supported in developing their knowledge and use of te reo Māori with ākonga in secondary settings. Key Teaching Tasks are introduced, exploring their pivotal role in supporting student readiness to teach.  

The Culturally Responsive Kaiako supports student teachers in understanding concepts related to culture and cultural diversity in the secondary school context. This course introduces student teachers to the bicultural foundation of Aotearoa New Zealand, The Treaty of Waitangi |Te Tiriti o Waitangi and its influence on society and the sector. A particular focus is given to honouring Te Tiriti o Waitangi responsibilities of secondary teachers, including strategies and practices to support Te Tiriti-based approaches to teaching and learning. Student teachers will continue to be supported in developing their te reo Māori. The overall intention of this course is to support student teachers in becoming culturally competent and responsive professionals who are able to genuinely support equitable educational opportunities for all children. 

This course provides student teachers with essential knowledge and theories on human development and how people learn, grounded in the latest research. It explores various critical theoretical perspectives that shape Te Mātaiako and secondary education in Aotearoa New Zealand, including Bronfenbrenner’s bioecological system, Durie’s Te Whare Tapa Whā model, and the Pasifika Fonofale model. The developmental domains of cognitive, physical, language, social and emotional, and spiritual development are considered within the context of secondary education and significant influences on development are identified. Recent research on neuroscience and the science of learning is explored. Through studying human development, student teachers are encouraged to apply conceptual understanding to their practice-based learning and updated research on holistic development and learning. A specific focus on literacy as part of learning design and assessment ensures student teachers consider this in designing learning and assessment experiences for progression, based on learners’ prior knowledge and skills.

This course is designed to enhance the teaching skills and abilities of student teachers. The student teachers teach in senior and junior courses in the school under guidance of the Associate teacher, the classroom teacher and the NZTC lecturer. The course supports student teachers to make essential connections between the theoretical knowledge developed through academic course work to the application of teaching practice and interactions with rangatahi, whānau and kaiako in authentic secondary settings. Underpinned by the Standards for the Teaching Profession, students are supported to enact the key principles and strands of Te Mātaiaho The New Zealand Curriculum through teaching practices that enhance learners’ progress. Student teachers will also begin to demonstrate developing skills in te reo me ngā tikanga Māori and support their practice by the guiding principles of Te Tiriti o Waitangi.   

This course builds on PGS711 enabling student teachers to make essential connections between the theoretical knowledge developed through academic course work and apply this directly to their teaching and interactions with rangatahi, whānau and kaiako in authentic secondary settings. Through developing reflective practice skills and dialogue with Associate Teachers, the classroom teacher and lecturers, student teachers are expected to formulate and articulate their professional philosophy of teaching and learning and provide evidence and examples of how they have applied this in their teaching.

Inclusive Pedagogy for Neurodiversity has been designed to support student teachers in acquiring the foundational knowledge, critical thinking skills, application to practices necessary for effectively teaching a range of neurodiverse learners in secondary education contexts. The course emphasises the implications of planning for neurodiverse learners, including academic, social and emotional factors, and how inclusive practices enhance learning experiences, in their specialist learning area.  Student teachers will deepen their understanding of applying research and adaptive approaches, including technological solutions and differentiated assessments, to support learners’ progress.

This course enables student teachers to progress through the key elements of a professional inquiry into their own teaching practices. Designed to be implemented in secondary schools, the catalyst for the inquiry is a problem or puzzle of practice identified by the student. Student teachers will collect and analyse data to evaluate learning progress and adapt their teaching practices to better enhance learners’ outcomes. Student teachers will evaluate the effectiveness of their changes to teaching and reflect deeply on their own professional learning and growth. The outcome will form the capstone event for the programme, the Culminating Integrative Assessment.