Accounting
MMPA 535 – CA: Audit and Assurance
This course examines the knowledge and skills required for applying professional judgement and professional scepticism in addressing risk in auditing areas where significant professional judgement is required in the context of the audit of general purpose financial statements.
7.5 pts • (P) MMPA 532 (C) MMPA 510; (X) MMPA 523;
Animation and Visual Effects
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Architecture
SARC 384 – Special Topic: Design Thinking Business
This course examines ways that business contributes to architecture and design enterprises. It also reviews a range of ways that creative strategic design-thinking contributes to various business enterprises. The course will look at how this is applied to architecture by looking at essential business concepts, tactics for starting practices and strategies for growing an established enterprise. In business application, it examines design-based concepts around Lean, Agile, Design Thinking and Scrum. The combined learnings will provide graduates with tools to open new business opportunities inside design and architecture, plus a broader set of transferable design-thinking skills to take into other businesses.
15 pts • (P) 60 200-level pts from the BAS and BDI schedules; (X) SARC 484
SARC 484 – Special Topic: Design Thinking Business
This course critically examines ways that business contributes to architecture and design enterprises. It also evaluates a range of ways that creative strategic design-thinking contributes to various business enterprises. The course will look at how this is applied to architecture by looking at essential business concepts, tactics for starting practices and strategies for growing an established enterprise. In business application, it examines design-based concepts around Lean, Agile, Design Thinking and Scrum. The combined learnings will provide graduates with tools to open new business opportunities inside architecture and a broader set of transferable design-thinking skills to take into other businesses.
15 pts • (P) 60 300-level pts from the BAS and BDI schedules; (X) SARC 384
Architecture History and Theory
SARC 384 – Special Topic: Design Thinking Business
This course examines ways that business contributes to architecture and design enterprises. It also reviews a range of ways that creative strategic design-thinking contributes to various business enterprises. The course will look at how this is applied to architecture by looking at essential business concepts, tactics for starting practices and strategies for growing an established enterprise. In business application, it examines design-based concepts around Lean, Agile, Design Thinking and Scrum. The combined learnings will provide graduates with tools to open new business opportunities inside design and architecture, plus a broader set of transferable design-thinking skills to take into other businesses.
15 pts • (P) 60 200-level pts from the BAS and BDI schedules; (X) SARC 484
SARC 484 – Special Topic: Design Thinking Business
This course critically examines ways that business contributes to architecture and design enterprises. It also evaluates a range of ways that creative strategic design-thinking contributes to various business enterprises. The course will look at how this is applied to architecture by looking at essential business concepts, tactics for starting practices and strategies for growing an established enterprise. In business application, it examines design-based concepts around Lean, Agile, Design Thinking and Scrum. The combined learnings will provide graduates with tools to open new business opportunities inside architecture and a broader set of transferable design-thinking skills to take into other businesses.
15 pts • (P) 60 300-level pts from the BAS and BDI schedules; (X) SARC 384
Biological Sciences
See also Cell and Molecular Bioscience, Conservation Biology, Ecological Restoration, Ecology and Biodiversity, Marine Biology and Microbiology
SCIE 105 – The Molecular Science of Life
Explore the molecular basis of human health and everyday life. You will learn about atomic and molecular structure and how this relates to the function of blood. Topics include electrolytes and osmolarity, blood group determinants, gas transport, blood pH, the molecules and chemistry of blood tests, and metabolic imbalances that lead to diseases that are commonly screened for using blood. This course is designed to support students from a range of backgrounds, including the health sciences. No previous chemistry experience needed. This course can be taken fully online, although in-person workshop sessions will be provided to assist with student learning.
15 pts • (X) SCIE 103 in 2022
Not offered in 2026
Biomedical Science
SCIE 105 – The Molecular Science of Life
Explore the molecular basis of human health and everyday life. You will learn about atomic and molecular structure and how this relates to the function of blood. Topics include electrolytes and osmolarity, blood group determinants, gas transport, blood pH, the molecules and chemistry of blood tests, and metabolic imbalances that lead to diseases that are commonly screened for using blood. This course is designed to support students from a range of backgrounds, including the health sciences. No previous chemistry experience needed. This course can be taken fully online, although in-person workshop sessions will be provided to assist with student learning.
15 pts • (X) SCIE 103 in 2022
Not offered in 2026
Building Science
SARC 384 – Special Topic: Design Thinking Business
This course examines ways that business contributes to architecture and design enterprises. It also reviews a range of ways that creative strategic design-thinking contributes to various business enterprises. The course will look at how this is applied to architecture by looking at essential business concepts, tactics for starting practices and strategies for growing an established enterprise. In business application, it examines design-based concepts around Lean, Agile, Design Thinking and Scrum. The combined learnings will provide graduates with tools to open new business opportunities inside design and architecture, plus a broader set of transferable design-thinking skills to take into other businesses.
15 pts • (P) 60 200-level pts from the BAS and BDI schedules; (X) SARC 484
Communication Design
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Courses with a focus on Maori content
MAOR 222 – Te Aukorimiha, Te Auripomiha o te Reo/The Social and Political Development of the Māori Language
MAOR 222 explores the socio-linguistic landscapes related to language revitalisation, planning and policy. The course also probes the current climate of Māori language revitalisation and the impact different initiatives have made on the social and political development of the language.
20 pts • (P) 40 pts
tut tba
PHIL 209 – Special Topic: Metaphysics
What is time? What is causation? What is it for an object to have a property? Do abstract entities exist? Do humans have free will? Metaphysics is the branch of philosophy that for answers to such fundamental questions, exploring some of the deepest and most challenging puzzles about the nature of reality. In this course you will investigate such topics carefully, drawing on both historical and contemporary sources.
20 pts • (P) 20 PHIL points; (X) PHIL325
MAOR 316 – Te Mana me te Rangatiratanga/Māori Politics
This online course examines a range of Māori political structures, movements, ideologies and visions. Students will also explore Māori politics in relation to Pacific and international Indigenous contexts. The themes covered in the course include Tino Rangatiratanga and Sovereignty, nationalism, Liberal democracy, Local governance, Iwi governance, Pacific and Indigenous contexts. This course is also able to be taken towards majors in KAIT, INTP or POLS.
20 pts • (P) MAOR 216 (X) POLS 316
INFO 530 – Mana Mātauranga Māori
A critical examination of how library and information management institutions in Aotearoa New Zealand engage with Māori knowledge sources, and how this contributes to the provision of services and resources that meet the information and cultural needs of Māori clients.
15 pts
Design for Social Innovation
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Design Innovation
See Culture+Context, Industrial Design and Media Design
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Education
EDUC 117 – Motivation and Grit
Why do you do the things you do? Why are some activities more effective than others in trying to achieve goals? What is grit and how does it relate to motivation? This course will address all of these questions and will help students understand what affects peoples’ motivation. This course is taught online.
20 pts
English as a Second Language
See also Linguistics, Applied Linguistics, and TESOL
ELIN 001 – English for Academic Purposes
This course is for ESOL students who wish to improve their skills in academic English as preparation for further studies at a tertiary institution. The course aims to develop skills in listening, speaking, reading and writing. For information about the best CRN (course offering) for you, please view the course content section below.
60 pts
^ Limited entry course
Fashion Design Technology
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Forensic Psychology
FPSY 401 – Forensic Psychology Fieldwork/Internship 1
This course provides students with an opportunity to complete a special project or take part in the day to day operations of a workplace or agency, undertaking forensic psychology-relevant work. The student will be jointly supervised by university staff and field supervisors.
15 pts • (P) permission of Head of School
^ Limited entry course
FPSY 402 – Forensic Psychology Fieldwork/Internship 2
This course provides students with an opportunity to complete a special project or take part in the day to day operations of a workplace or agency, undertaking forensic psychology-relevant work. The student will be jointly supervised by university staff and field supervisors.
15 pts • (P) permission of Head of School
^ Limited entry course
Game Design
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Health
See also Midwifery and Nursing
HLWB 209 – Special Topic: Health Technologies and Innovation
Health technologies will massively increase the ability of health care systems to solve health problems and can improve health and wellbeing in communities. At the same time, they offer major challenges and complexities. This course will introduce health technologies that are and will have a major impact in New Zealand and globally. Students do not need to have prior health technology knowledge.
15 pts • (P) 30 pts from HLWB 101-110; or INFO 101, 151; or COMP 102, 103
HLWB 220 – Nutrition Literacy for the 21st Century
This course introduces students to the fundamentals in human nutrition and nutrition literacy in the 21st century. Students will critically evaluate determinants of sustainable diets thereby generating students’ consciousness as global citizens in a challenging ‘food’ future.
15 pts • (P) 30 points at 100-level (X) HLWB211 from 2019-2022
HLTH 502 – Applied Pathophysiology
Pathophysiology is explored in relation to clinical practice and emerging evidence. This course provides a foundation for clinical decisions related to interventions, management and expected health outcomes across the lifespan.
30 pts
HLTH 517 – Diagnostics and Therapeutics
This course examines the sensitivity, specificity and utility of commonly used diagnostic testing methods (including the FBC, 12 lead ECG and telemetry monitoring, radiological imaging, and cardio-pulmonary diagnostics). In addition, course modules will explore the assessments of nutrition, infection, and anaemia alongside their associated common therapies. Students must be in direct patient contact.
30 pts • (P) HLTH 502, HLTH 514 Students must be in direct patient contact
HLTH 521 – Research Methods
This course prepares students to undertake independent research by developing knowledge and skills in a variety of paradigms and methods, and engaging in higher-level debates on research philosophy and theory, ethics, limitations, data gathering and analysis.
30 pts
HLTH 560 – Directed Individual Study
A supervised programme of study agreed between a student and supervisor and approved by Programme Director/Head of School.
30 pts • (P) permission of Programme Director
HLTH 591 – Master of Health Research - Thesis
120 pts
HLTH 592 – Master of Health Research - Thesis in Nursing
120 pts
HLTH 593 – Master of Health Research - Thesis in Midwifery
120 pts
HLTH 594 – Thesis for Master of Nursing Science
A research project is undertaken. Emphasis is placed on the practice of research and theory development in relation to nursing practice and/or health outcomes. The thesis report demonstrates generation and synthesis of knowledge and makes a contribution to nursing knowledge.
90 pts • (P) At least B in HLTH 521 and an average grade of at least B in Part 1 of the MNS
HLWB 501 – Health Policy and Planning
This course will examine governance, policy, strategy, service-delivery and decision-making in the health sector. It will consider policy and service delivery issues: key institutions, influences and behaviours, and the roles of the public and private sectors in healthcare systems; the efficiency and quality of health services, and policies to reduce inequities in healthcare services and health outcomes for Māori, Pasifika and other disadvantaged groups. Participants will learn health economics and policy concepts and develop knowledge and skills to address policy and service delivery challenges; design and analyse options; advance health policy and service delivery goals and objectives and advise decision-makers.
30 pts
HLWB 502 – Health Economics and Financing
This course introduces key concepts in health economics and applies health economics to health policy and planning issues. This application includes examining and critiquing alternative approaches to financing and organising health care.
30 pts • (X) HLWB 503, HLWB 504
HLWB 507 – Principles of Health and Safety Management
This course will provide advanced knowledge of management systems, organisational culture, and the integration of legal, regulatory and societal factors in the context of health and safety management.
15 pts
HLWB 509 – Identification, Assessment and Control of Hazards and Risks
This course provides advanced knowledge about practice and performance in workplace health and safety risk management.
15 pts
HLWB 510 – Principles of Occupational Health and Hygiene
This course will provide advanced knowledge of the principles and practice of work related health – health protection, health promotion and wellbeing. It provides knowledge and understanding of the main work-related health hazards, and the practices to recognise, assess, control and monitor risks.
15 pts
HLWB 511 – Health and Safety Management and Leadership
This course provides insights into organisational behaviour, structures, functions, roles and responsibilities and accountabilities. The approach to workplace health and safety strategies is discussed. The principles of effective project management and human resource management are also covered.
15 pts
HLWB 512 – Professional Role and Functioning
This course provides advanced knowledge about the role and function of corporate governance and corporate social responsibility. The professional role and ethical framework for the workplace health and safety professional is described. Theories of communication and fostering teamwork are also explored.
15 pts
HLWB 513 – Research Project
In this course students will design, undertake and report on a research project relevant to their subject area and area of professional interest.
60 pts • (P) Part 1 of the MHlth or Part 1 of the MPAH (X) HLTH 520, HLTH 551
^ Limited entry course
HLWB 513 – Research Project
In this course students will design, undertake and report on a research project relevant to their subject area and area of professional interest.
60 pts • (P) Part 1 of the MHlth or Part 1 of the MPAH (X) HLTH 520, HLTH 551
^ Limited entry course
HLWB 591 – Master of Health Research - Thesis
120 pts
HEAL 690 – Health for PhD
For exact school dates, times and venues please refer to the Graduate School’s website - www.vuw.ac.nz/nmh.
120 pts
HLWB 690 – Health and Wellbeing Thesis for PhD
A supervised research project leading to a comprehensive thesis.
120 pts • (P) Approval of the Programme Director
HLWB 691 – Health and Wellbeing Thesis for PhD (Public Health)
A supervised research project leading to a comprehensive thesis in public health.
120 pts
MIDW 691 – Doctor of Midwifery Thesis
.
120 pts • (P) Completion of Part 1, acceptance into Part 2 by Associate Dean
NRSE 691 – Doctor of Nursing Thesis
.
120 pts • (P) Completion of Part 1, acceptance into Part 2 by Associate Dean
Health Informatics
HLWB 209 – Special Topic: Health Technologies and Innovation
Health technologies will massively increase the ability of health care systems to solve health problems and can improve health and wellbeing in communities. At the same time, they offer major challenges and complexities. This course will introduce health technologies that are and will have a major impact in New Zealand and globally. Students do not need to have prior health technology knowledge.
15 pts • (P) 30 pts from HLWB 101-110; or INFO 101, 151; or COMP 102, 103
HLWB 220 – Nutrition Literacy for the 21st Century
This course introduces students to the fundamentals in human nutrition and nutrition literacy in the 21st century. Students will critically evaluate determinants of sustainable diets thereby generating students’ consciousness as global citizens in a challenging ‘food’ future.
15 pts • (P) 30 points at 100-level (X) HLWB211 from 2019-2022
Health Policy and Innovation
HLWB 209 – Special Topic: Health Technologies and Innovation
Health technologies will massively increase the ability of health care systems to solve health problems and can improve health and wellbeing in communities. At the same time, they offer major challenges and complexities. This course will introduce health technologies that are and will have a major impact in New Zealand and globally. Students do not need to have prior health technology knowledge.
15 pts • (P) 30 pts from HLWB 101-110; or INFO 101, 151; or COMP 102, 103
HLWB 220 – Nutrition Literacy for the 21st Century
This course introduces students to the fundamentals in human nutrition and nutrition literacy in the 21st century. Students will critically evaluate determinants of sustainable diets thereby generating students’ consciousness as global citizens in a challenging ‘food’ future.
15 pts • (P) 30 points at 100-level (X) HLWB211 from 2019-2022
Health Promotion
HLWB 209 – Special Topic: Health Technologies and Innovation
Health technologies will massively increase the ability of health care systems to solve health problems and can improve health and wellbeing in communities. At the same time, they offer major challenges and complexities. This course will introduce health technologies that are and will have a major impact in New Zealand and globally. Students do not need to have prior health technology knowledge.
15 pts • (P) 30 pts from HLWB 101-110; or INFO 101, 151; or COMP 102, 103
HLWB 220 – Nutrition Literacy for the 21st Century
This course introduces students to the fundamentals in human nutrition and nutrition literacy in the 21st century. Students will critically evaluate determinants of sustainable diets thereby generating students’ consciousness as global citizens in a challenging ‘food’ future.
15 pts • (P) 30 points at 100-level (X) HLWB211 from 2019-2022
HLTH 521 – Research Methods
This course prepares students to undertake independent research by developing knowledge and skills in a variety of paradigms and methods, and engaging in higher-level debates on research philosophy and theory, ethics, limitations, data gathering and analysis.
30 pts
PAAH 512 – Ngā Mahi Tākaro / Active Play
This course provides students with an understanding of the theoretical frameworks, practical guidelines and mātauranga Māori that underpin effective promotion of active play across the lifespan. The course uses field-based learning to explore the current 'play system including tākarokaro Māori (indigenous play) and how this relates to hauora (wellbeing) in Aotearoa New Zealand and in diverse population groups globally. Students will develop practical skills in assessing play environments and translating evidence into effective play advocacy, policy and practice.
15 pts • (X) PLAY 501
PLAY 501 – Active Play/ Whakatairanga i ngā Mahi Tākaro
This course provides students with an understanding of the theoretical frameworks, practical guidelines and mātauranga Māori that underpin effective promotion of active play across the lifespan. The course uses field-based learning to explore the current ‘play system’ including tākarokaro Māori (indigenous play) and how this relates to hauora (wellbeing) in Aotearoa New Zealand and in diverse population groups globally. Students will develop practical skills in assessing play environments and translating evidence into effective play advocacy, policy and practice.
15 pts
Not offered in 2026
SPOR 501 – Sport-for-Development/ Whakatairanga i ngā Hāki Hākinakina
This course provides students with an understanding of the theoretical frameworks, practical guidelines and mātauranga Māori that underpin effective promotion of sport-for-development initiatives across the lifespan. The course uses field-based learning to explore the current ‘sport system’ including taonga tākaro (traditional games) and how this relates to hauora (wellbeing) in Aotearoa New Zealand and in diverse population groups globally. Students will develop practical skills in assessing local needs for sport-for-development programmes and translating evidence into effective sport-for-development advocacy, policy and practice.
15 pts
Not offered in 2026
Health Psychology
HLWB 209 – Special Topic: Health Technologies and Innovation
Health technologies will massively increase the ability of health care systems to solve health problems and can improve health and wellbeing in communities. At the same time, they offer major challenges and complexities. This course will introduce health technologies that are and will have a major impact in New Zealand and globally. Students do not need to have prior health technology knowledge.
15 pts • (P) 30 pts from HLWB 101-110; or INFO 101, 151; or COMP 102, 103
HLWB 220 – Nutrition Literacy for the 21st Century
This course introduces students to the fundamentals in human nutrition and nutrition literacy in the 21st century. Students will critically evaluate determinants of sustainable diets thereby generating students’ consciousness as global citizens in a challenging ‘food’ future.
15 pts • (P) 30 points at 100-level (X) HLWB211 from 2019-2022
HPSY 512 – Supervised Internship
Students complete 1500 hours of health psychology practice supervised by registered psychologists, in partnership with relevant cultural oversight, developing the core competencies required for professional registration with the NZ Psychologists Board under the relevant Scope of Practice. There will be a focus on working in partnership with mainstream providers that work with Māori and Pasifika communities, Māori service providers and Pasifika service providers to enhance cultural responsivity and skill capacity in their practice.
120 pts • (P) HPSY 503 (C) HPSY 510 and HPSY 511
^ Limited entry course
HPSY 690 – Health Psychology for PhD
A supervised research project leading to a comprehensive thesis.
120 pts
Health Software Development
HLWB 209 – Special Topic: Health Technologies and Innovation
Health technologies will massively increase the ability of health care systems to solve health problems and can improve health and wellbeing in communities. At the same time, they offer major challenges and complexities. This course will introduce health technologies that are and will have a major impact in New Zealand and globally. Students do not need to have prior health technology knowledge.
15 pts • (P) 30 pts from HLWB 101-110; or INFO 101, 151; or COMP 102, 103
HLWB 220 – Nutrition Literacy for the 21st Century
This course introduces students to the fundamentals in human nutrition and nutrition literacy in the 21st century. Students will critically evaluate determinants of sustainable diets thereby generating students’ consciousness as global citizens in a challenging ‘food’ future.
15 pts • (P) 30 points at 100-level (X) HLWB211 from 2019-2022
Industrial Design
See also Design Innovation
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Information Studies
INFO 530 – Mana Mātauranga Māori
A critical examination of how library and information management institutions in Aotearoa New Zealand engage with Māori knowledge sources, and how this contributes to the provision of services and resources that meet the information and cultural needs of Māori clients.
15 pts
INFO 533 – Services to Specific Groups
An examination of information-seeking behaviour in specific subject disciplines, such as law or business, or in specific groups within society, such as children and young adults, and the development and marketing of collections and services for these groups.
15 pts
INFO 538 – Practicum
A period of work experience in an information service for students with little or no prior relevant work experience. The placement will be subject to protocols and managed through a set of learning objectives, and must be approved by the course coordinator before commencement.
15 pts • (P) 60 500-level INFO pts
INFO 551 – Directed Individual Study
To be determined for each individual student.
15 pts • (P) permission of Head of School
INFO 552 – Directed Individual Study
To be determined for each individual student.
15 pts • (P) permission of Head of School
Not offered in 2026
INFO 580 – Research Project
A supervised research project on an information management problem. The student will apply one or more established methodologies to collect and analyse data and communicate the results in a written report.
30 pts • (P) INFO 528; (X) INFO 550
Information Systems
INFO 307 – Designing and Evaluating User-Centered and Value-Driven Applications
Introduces fundamental principles, standards and best practices of designing and evaluating high quality digital products and services from the user perspective. This includes business models, value-driven design, human-computer interaction, usability and user experience and other quality considerations. The course will focus on the user experience of digital products and services within a broader social context.
15 pts • (P) 30 200-level INFO/DATA pts; (X) INFO 246, SWEN 303
Interaction Design
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Interior Architecture
See also Architecture and Landscape Architecture
SARC 384 – Special Topic: Design Thinking Business
This course examines ways that business contributes to architecture and design enterprises. It also reviews a range of ways that creative strategic design-thinking contributes to various business enterprises. The course will look at how this is applied to architecture by looking at essential business concepts, tactics for starting practices and strategies for growing an established enterprise. In business application, it examines design-based concepts around Lean, Agile, Design Thinking and Scrum. The combined learnings will provide graduates with tools to open new business opportunities inside design and architecture, plus a broader set of transferable design-thinking skills to take into other businesses.
15 pts • (P) 60 200-level pts from the BAS and BDI schedules; (X) SARC 484
International Relations
MAOR 316 – Te Mana me te Rangatiratanga/Māori Politics
This online course examines a range of Māori political structures, movements, ideologies and visions. Students will also explore Māori politics in relation to Pacific and international Indigenous contexts. The themes covered in the course include Tino Rangatiratanga and Sovereignty, nationalism, Liberal democracy, Local governance, Iwi governance, Pacific and Indigenous contexts. This course is also able to be taken towards majors in KAIT, INTP or POLS.
20 pts • (P) MAOR 216 (X) POLS 316
Landscape Architecture
See also Architecture and Interior Architecture
SARC 384 – Special Topic: Design Thinking Business
This course examines ways that business contributes to architecture and design enterprises. It also reviews a range of ways that creative strategic design-thinking contributes to various business enterprises. The course will look at how this is applied to architecture by looking at essential business concepts, tactics for starting practices and strategies for growing an established enterprise. In business application, it examines design-based concepts around Lean, Agile, Design Thinking and Scrum. The combined learnings will provide graduates with tools to open new business opportunities inside design and architecture, plus a broader set of transferable design-thinking skills to take into other businesses.
15 pts • (P) 60 200-level pts from the BAS and BDI schedules; (X) SARC 484
Maori Studies
MAOR 222 – Te Aukorimiha, Te Auripomiha o te Reo/The Social and Political Development of the Māori Language
MAOR 222 explores the socio-linguistic landscapes related to language revitalisation, planning and policy. The course also probes the current climate of Māori language revitalisation and the impact different initiatives have made on the social and political development of the language.
20 pts • (P) 40 pts
tut tba
MAOR 316 – Te Mana me te Rangatiratanga/Māori Politics
This online course examines a range of Māori political structures, movements, ideologies and visions. Students will also explore Māori politics in relation to Pacific and international Indigenous contexts. The themes covered in the course include Tino Rangatiratanga and Sovereignty, nationalism, Liberal democracy, Local governance, Iwi governance, Pacific and Indigenous contexts. This course is also able to be taken towards majors in KAIT, INTP or POLS.
20 pts • (P) MAOR 216 (X) POLS 316
Media Design
See also Culture+Context and Industrial Design
DSDN 171 – Design in a Global Context / Hoahoa i te Horopaki o te Ao Whānui
By observing and analysing historical approaches and responses in and between cultures and design, students will explore design from a place-based perspective.
15 pts
Media Studies
MDIA 410 – Special Topic: Science Fiction as Political Communication
Building upon a reading intensive six-week introduction, where students will develop a conceptual/theoretical foundation, students will explore one of the following themes: science fiction as political thought experiment; science fiction as political activism; translated political representations in science fiction; science fiction as political educator; or the politics of utopian fiction.
30 pts
Midwifery
See also Health and Nursing
SCIE 105 – The Molecular Science of Life
Explore the molecular basis of human health and everyday life. You will learn about atomic and molecular structure and how this relates to the function of blood. Topics include electrolytes and osmolarity, blood group determinants, gas transport, blood pH, the molecules and chemistry of blood tests, and metabolic imbalances that lead to diseases that are commonly screened for using blood. This course is designed to support students from a range of backgrounds, including the health sciences. No previous chemistry experience needed. This course can be taken fully online, although in-person workshop sessions will be provided to assist with student learning.
15 pts • (X) SCIE 103 in 2022
Not offered in 2026
HLTH 502 – Applied Pathophysiology
Pathophysiology is explored in relation to clinical practice and emerging evidence. This course provides a foundation for clinical decisions related to interventions, management and expected health outcomes across the lifespan.
30 pts
HLTH 517 – Diagnostics and Therapeutics
This course examines the sensitivity, specificity and utility of commonly used diagnostic testing methods (including the FBC, 12 lead ECG and telemetry monitoring, radiological imaging, and cardio-pulmonary diagnostics). In addition, course modules will explore the assessments of nutrition, infection, and anaemia alongside their associated common therapies. Students must be in direct patient contact.
30 pts • (P) HLTH 502, HLTH 514 Students must be in direct patient contact
HLTH 521 – Research Methods
This course prepares students to undertake independent research by developing knowledge and skills in a variety of paradigms and methods, and engaging in higher-level debates on research philosophy and theory, ethics, limitations, data gathering and analysis.
30 pts
HLTH 560 – Directed Individual Study
A supervised programme of study agreed between a student and supervisor and approved by Programme Director/Head of School.
30 pts • (P) permission of Programme Director
HLTH 591 – Master of Health Research - Thesis
120 pts
HLTH 592 – Master of Health Research - Thesis in Nursing
120 pts
HLTH 593 – Master of Health Research - Thesis in Midwifery
120 pts
HLTH 594 – Thesis for Master of Nursing Science
A research project is undertaken. Emphasis is placed on the practice of research and theory development in relation to nursing practice and/or health outcomes. The thesis report demonstrates generation and synthesis of knowledge and makes a contribution to nursing knowledge.
90 pts • (P) At least B in HLTH 521 and an average grade of at least B in Part 1 of the MNS
MIDW 690 – Midwifery for PhD
For exact school dates, times and venues please refer to the Graduate School's website – www.vuw.ac.nz/nmh.
120 pts
MIDW 691 – Doctor of Midwifery Thesis
.
120 pts • (P) Completion of Part 1, acceptance into Part 2 by Associate Dean
Modern Language Studies
MAOR 222 – Te Aukorimiha, Te Auripomiha o te Reo/The Social and Political Development of the Māori Language
MAOR 222 explores the socio-linguistic landscapes related to language revitalisation, planning and policy. The course also probes the current climate of Māori language revitalisation and the impact different initiatives have made on the social and political development of the language.
20 pts • (P) 40 pts
tut tba
MAOR 316 – Te Mana me te Rangatiratanga/Māori Politics
This online course examines a range of Māori political structures, movements, ideologies and visions. Students will also explore Māori politics in relation to Pacific and international Indigenous contexts. The themes covered in the course include Tino Rangatiratanga and Sovereignty, nationalism, Liberal democracy, Local governance, Iwi governance, Pacific and Indigenous contexts. This course is also able to be taken towards majors in KAIT, INTP or POLS.
20 pts • (P) MAOR 216 (X) POLS 316
Music
MUSC 160 – Introduction to Music Theory and Musicianship
An introduction to fundamental written skills in music and to basic forms used in Western music, including practise in aural perception.
20 pts • (X) MUSC 164, 166
MUSC 343 – Topic in Popular Music Studies: Hip-Hop Music and Culture
Study of a selected interdisciplinary topic within Popular Music Studies considered from a range of historical, cultural, or critical perspectives. 2025 offering: Hip Hop Matters: Hip hop has grown from its roots as live party music in New York City in the 1970s to become a global music phenomenon. In this course, we will explore the deep roots of hip hop to understand how this music has spread and come to be one of the most popular forms of music around the world. We will also discuss how hip hop relates to other styles of music including Jamaican reggae and dancehall, rock, country, metal, EDM, and traditional musics of the world. Issues of race, gender, and sexuality will also be discussed throughout the course.
20 pts • (P) 20 points from (MUSC 220-259, MDIA 205); X MUSC 349 in 2019-2023
Music Studies
MUSC 160 – Introduction to Music Theory and Musicianship
An introduction to fundamental written skills in music and to basic forms used in Western music, including practise in aural perception.
20 pts • (X) MUSC 164, 166
MUSC 343 – Topic in Popular Music Studies: Hip-Hop Music and Culture
Study of a selected interdisciplinary topic within Popular Music Studies considered from a range of historical, cultural, or critical perspectives. 2025 offering: Hip Hop Matters: Hip hop has grown from its roots as live party music in New York City in the 1970s to become a global music phenomenon. In this course, we will explore the deep roots of hip hop to understand how this music has spread and come to be one of the most popular forms of music around the world. We will also discuss how hip hop relates to other styles of music including Jamaican reggae and dancehall, rock, country, metal, EDM, and traditional musics of the world. Issues of race, gender, and sexuality will also be discussed throughout the course.
20 pts • (P) 20 points from (MUSC 220-259, MDIA 205); X MUSC 349 in 2019-2023
Nursing
See also Health and Midwifery
HLTH 502 – Applied Pathophysiology
Pathophysiology is explored in relation to clinical practice and emerging evidence. This course provides a foundation for clinical decisions related to interventions, management and expected health outcomes across the lifespan.
30 pts
HLTH 517 – Diagnostics and Therapeutics
This course examines the sensitivity, specificity and utility of commonly used diagnostic testing methods (including the FBC, 12 lead ECG and telemetry monitoring, radiological imaging, and cardio-pulmonary diagnostics). In addition, course modules will explore the assessments of nutrition, infection, and anaemia alongside their associated common therapies. Students must be in direct patient contact.
30 pts • (P) HLTH 502, HLTH 514 Students must be in direct patient contact
HLTH 521 – Research Methods
This course prepares students to undertake independent research by developing knowledge and skills in a variety of paradigms and methods, and engaging in higher-level debates on research philosophy and theory, ethics, limitations, data gathering and analysis.
30 pts
HLTH 560 – Directed Individual Study
A supervised programme of study agreed between a student and supervisor and approved by Programme Director/Head of School.
30 pts • (P) permission of Programme Director
HLTH 591 – Master of Health Research - Thesis
120 pts
HLTH 592 – Master of Health Research - Thesis in Nursing
120 pts
HLTH 593 – Master of Health Research - Thesis in Midwifery
120 pts
HLTH 594 – Thesis for Master of Nursing Science
A research project is undertaken. Emphasis is placed on the practice of research and theory development in relation to nursing practice and/or health outcomes. The thesis report demonstrates generation and synthesis of knowledge and makes a contribution to nursing knowledge.
90 pts • (P) At least B in HLTH 521 and an average grade of at least B in Part 1 of the MNS
NRSE 691 – Doctor of Nursing Thesis
.
120 pts • (P) Completion of Part 1, acceptance into Part 2 by Associate Dean
NRSE 691 – Doctor of Nursing Thesis
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120 pts • (P) Completion of Part 1, acceptance into Part 2 by Associate Dean
NURS 690 – Nursing for PhD
For exact school dates, times and venues please refer to the Graduate School's website – www.vuw.ac.nz/nmh.
120 pts
Nursing Practice
NRSE 691 – Doctor of Nursing Thesis
.
120 pts • (P) Completion of Part 1, acceptance into Part 2 by Associate Dean
Philosophy
See also Logic and Computation
PHIL 209 – Special Topic: Metaphysics
What is time? What is causation? What is it for an object to have a property? Do abstract entities exist? Do humans have free will? Metaphysics is the branch of philosophy that for answers to such fundamental questions, exploring some of the deepest and most challenging puzzles about the nature of reality. In this course you will investigate such topics carefully, drawing on both historical and contemporary sources.
20 pts • (P) 20 PHIL points; (X) PHIL325
PHIL 325 – Metaphysics
What is time? What is causation? What is it for an object to have a property? Do abstract entities exist? Do humans have free will? Metaphysics is the branch of philosophy that searches for answers to such fundamental questions, exploring some of the deepest and most challenging puzzles about the nature of reality. In this course you will investigate such topics carefully, drawing on both historical and contemporary sources.
20 pts • (P) 40 PHIL points, including 20 pts from PHIL 200–299 (X) PHIL 209 in 2021, 2022, 2023, 2024, 2025
Physical Activity and Wellbeing
PAAH 512 – Ngā Mahi Tākaro / Active Play
This course provides students with an understanding of the theoretical frameworks, practical guidelines and mātauranga Māori that underpin effective promotion of active play across the lifespan. The course uses field-based learning to explore the current 'play system including tākarokaro Māori (indigenous play) and how this relates to hauora (wellbeing) in Aotearoa New Zealand and in diverse population groups globally. Students will develop practical skills in assessing play environments and translating evidence into effective play advocacy, policy and practice.
15 pts • (X) PLAY 501
Political Science
MAOR 316 – Te Mana me te Rangatiratanga/Māori Politics
This online course examines a range of Māori political structures, movements, ideologies and visions. Students will also explore Māori politics in relation to Pacific and international Indigenous contexts. The themes covered in the course include Tino Rangatiratanga and Sovereignty, nationalism, Liberal democracy, Local governance, Iwi governance, Pacific and Indigenous contexts. This course is also able to be taken towards majors in KAIT, INTP or POLS.
20 pts • (P) MAOR 216 (X) POLS 316
Political Science and International Relations
MAOR 316 – Te Mana me te Rangatiratanga/Māori Politics
This online course examines a range of Māori political structures, movements, ideologies and visions. Students will also explore Māori politics in relation to Pacific and international Indigenous contexts. The themes covered in the course include Tino Rangatiratanga and Sovereignty, nationalism, Liberal democracy, Local governance, Iwi governance, Pacific and Indigenous contexts. This course is also able to be taken towards majors in KAIT, INTP or POLS.
20 pts • (P) MAOR 216 (X) POLS 316
Population Health, Policy and Service Delivery
HLWB 209 – Special Topic: Health Technologies and Innovation
Health technologies will massively increase the ability of health care systems to solve health problems and can improve health and wellbeing in communities. At the same time, they offer major challenges and complexities. This course will introduce health technologies that are and will have a major impact in New Zealand and globally. Students do not need to have prior health technology knowledge.
15 pts • (P) 30 pts from HLWB 101-110; or INFO 101, 151; or COMP 102, 103
HLWB 220 – Nutrition Literacy for the 21st Century
This course introduces students to the fundamentals in human nutrition and nutrition literacy in the 21st century. Students will critically evaluate determinants of sustainable diets thereby generating students’ consciousness as global citizens in a challenging ‘food’ future.
15 pts • (P) 30 points at 100-level (X) HLWB211 from 2019-2022
Psychological Science
PSYC 101 – Popular Psychology
In this course, students will be introduced to a broad range of topics in psychology such as the way people cope with crisis, how we regulate our emotions, and the basic understanding of how the brain works. The course is taught entirely online.
15 pts • (X) PSYC 232 or 242
Psychology
PSYC 101 – Popular Psychology
In this course, students will be introduced to a broad range of topics in psychology such as the way people cope with crisis, how we regulate our emotions, and the basic understanding of how the brain works. The course is taught entirely online.
15 pts • (X) PSYC 232 or 242
FPSY 401 – Forensic Psychology Fieldwork/Internship 1
This course provides students with an opportunity to complete a special project or take part in the day to day operations of a workplace or agency, undertaking forensic psychology-relevant work. The student will be jointly supervised by university staff and field supervisors.
15 pts • (P) permission of Head of School
^ Limited entry course
FPSY 402 – Forensic Psychology Fieldwork/Internship 2
This course provides students with an opportunity to complete a special project or take part in the day to day operations of a workplace or agency, undertaking forensic psychology-relevant work. The student will be jointly supervised by university staff and field supervisors.
15 pts • (P) permission of Head of School
^ Limited entry course
Religious Studies
RELI 114 – Religious Troublemakers
From Gandhi to Starhawk to Martin Luther King, radical leaders have been inspired by their faith to challenge social and ethical norms. In doing so, spiritual leaders, activists, and innovators have sparked controversy and ignited movements, at times with extraordinary results. In this course we will explore influential figures whose charisma, teaching, and imagination have changed the world.
20 pts
RELI 226 – Psychology of Religion
This course provides an introduction to the psychology of religion. Many people identify with religious groups or traditions and claim to have religious or spiritual experiences. This course explores how contemporary psychology research sheds light on human religiosity. Topics include: the development of religion in children, the relationship between religion and morality, rituals, altered states of consciousness, and religion and identity.
20 pts • (P) 20 RELI pts or 40 pts from Part A of the BA Schedule or 30 PSYC pts; (X) RELI 312; RELI 310 in 2022-2024
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RELI 253 – Special Topic: Wellbeing, Happiness and Healing
Proponents of religion argue that it fosters hope and fulfilment, while its detractors assert that it limits true happiness. This course examines how religions cultivate human flourishing. Topics include religious healing traditions, spirituality and mental health, visions of the good life, and techniques for achieving vitality.
20 pts • (P) 20 RELI pts or 40 pts from Part A of the BA Schedule or 30 HLWB pts; (X) RELI 345 in 2023-2025
RELI 312 – Psychology of Religion
This course provides an introduction to the psychology of religion. Many people identify with religious groups or traditions and claim to have religious or spiritual experiences. This course explores how course explores how contemporary psychology research sheds light on human religiosity. Topics include: the development of religion in children, the relationship between religion and morality, rituals, altered states of consciousness, and religion and identity.
20 pts • (P) 40 200-level pts from Part A of the BA Schedule or 30 200-level PSYC pts (X) RELI 226; RELI 310 in 2022-2024
RELI 345 – Special Topic: Wellbeing, Happiness and Healing
Proponents of religion argue that it fosters hope and fulfilment, while its detractors assert that it limits true happiness. This course examines how religions cultivate human flourishing. Topics include religious healing traditions, spirituality and mental health, visions of the good life, and techniques for achieving vitality.
20 pts • (P) 40 200-level points from Part A of the BA Schedule or 30 200-level HLWB points; (X) RELI 253 in 2023- 2025
Science
SCIE 105 – The Molecular Science of Life
Explore the molecular basis of human health and everyday life. You will learn about atomic and molecular structure and how this relates to the function of blood. Topics include electrolytes and osmolarity, blood group determinants, gas transport, blood pH, the molecules and chemistry of blood tests, and metabolic imbalances that lead to diseases that are commonly screened for using blood. This course is designed to support students from a range of backgrounds, including the health sciences. No previous chemistry experience needed. This course can be taken fully online, although in-person workshop sessions will be provided to assist with student learning.
15 pts • (X) SCIE 103 in 2022
Not offered in 2026
Social Policy
SOSC 318 – Social Movements and the State
Social movements and collective action drive social and political change, and reduce inequalities in society. This course will consider both historic and contemporary social movements and resistance. Various theoretical approaches to the study of collective action, and the contexts in which it takes place, will also be examined. The focus will be on such key questions as: Under what circumstances do social movements emerge? How do activists choose political tactics and strategies? And, how do movements affect social and political change? This course may also be able to be taken towards a minor in SPOL.
20 pts • (P) (40 pts from SACS 200–299, SOSC 200–299) or GLBL 201 (X) SPOL 318
Not offered in 2026
Sociology
See also Social Policy and Social Science Research
SOSC 318 – Social Movements and the State
Social movements and collective action drive social and political change, and reduce inequalities in society. This course will consider both historic and contemporary social movements and resistance. Various theoretical approaches to the study of collective action, and the contexts in which it takes place, will also be examined. The focus will be on such key questions as: Under what circumstances do social movements emerge? How do activists choose political tactics and strategies? And, how do movements affect social and political change? This course may also be able to be taken towards a minor in SPOL.
20 pts • (P) (40 pts from SACS 200–299, SOSC 200–299) or GLBL 201 (X) SPOL 318
Not offered in 2026
Statistics
STAT 581 – Statistical Practicum
This course enables students to gain professional work experience in the application of statistics. Each student is supervised by a host organisation involved in statistical consulting or statistical applications in the public or private sectors. The placement allows students to develop teamwork and communication skills in the real world.
30 pts • (P) 60 approved OPRE, STAT or STOR pts at 400-level or above
Statistics and Operations Research
See also Statistics and Operations Research
STAT 581 – Statistical Practicum
This course enables students to gain professional work experience in the application of statistics. Each student is supervised by a host organisation involved in statistical consulting or statistical applications in the public or private sectors. The placement allows students to develop teamwork and communication skills in the real world.
30 pts • (P) 60 approved OPRE, STAT or STOR pts at 400-level or above
Study of Religion
RELI 114 – Religious Troublemakers
From Gandhi to Starhawk to Martin Luther King, radical leaders have been inspired by their faith to challenge social and ethical norms. In doing so, spiritual leaders, activists, and innovators have sparked controversy and ignited movements, at times with extraordinary results. In this course we will explore influential figures whose charisma, teaching, and imagination have changed the world.
20 pts
RELI 226 – Psychology of Religion
This course provides an introduction to the psychology of religion. Many people identify with religious groups or traditions and claim to have religious or spiritual experiences. This course explores how contemporary psychology research sheds light on human religiosity. Topics include: the development of religion in children, the relationship between religion and morality, rituals, altered states of consciousness, and religion and identity.
20 pts • (P) 20 RELI pts or 40 pts from Part A of the BA Schedule or 30 PSYC pts; (X) RELI 312; RELI 310 in 2022-2024
tut tba
RELI 253 – Special Topic: Wellbeing, Happiness and Healing
Proponents of religion argue that it fosters hope and fulfilment, while its detractors assert that it limits true happiness. This course examines how religions cultivate human flourishing. Topics include religious healing traditions, spirituality and mental health, visions of the good life, and techniques for achieving vitality.
20 pts • (P) 20 RELI pts or 40 pts from Part A of the BA Schedule or 30 HLWB pts; (X) RELI 345 in 2023-2025
RELI 312 – Psychology of Religion
This course provides an introduction to the psychology of religion. Many people identify with religious groups or traditions and claim to have religious or spiritual experiences. This course explores how course explores how contemporary psychology research sheds light on human religiosity. Topics include: the development of religion in children, the relationship between religion and morality, rituals, altered states of consciousness, and religion and identity.
20 pts • (P) 40 200-level pts from Part A of the BA Schedule or 30 200-level PSYC pts (X) RELI 226; RELI 310 in 2022-2024
RELI 345 – Special Topic: Wellbeing, Happiness and Healing
Proponents of religion argue that it fosters hope and fulfilment, while its detractors assert that it limits true happiness. This course examines how religions cultivate human flourishing. Topics include religious healing traditions, spirituality and mental health, visions of the good life, and techniques for achieving vitality.
20 pts • (P) 40 200-level points from Part A of the BA Schedule or 30 200-level HLWB points; (X) RELI 253 in 2023- 2025
Teaching
TCHG 315 – Akopai: Professional Practice 1
In this course, student teachers are introduced to Te Waharoa as the programme’s vision for Te Tiriti-led transformative education and to the Teaching Council of Aotearoa New Zealand’s Code and Standards as the expectations for the teaching profession. They are introduced to a range of language learning strategies to support their development of proficiency in te reo Māori. During the teaching experience located in this course, they explore and apply models and frameworks for critical situational analysis of teaching and learning contexts and develop adaptive expertise as developing teachers. Corequisite are programme dependent: For GDipTchg(ECE) TCHG 317, 318 For GDipTchg (Primary) TCHG 325, 326 For GDipTchg (Secondary) two of (TCHG 329, 332, 335)
15 pts
TCHG 316 – Akopai: Professional Practice 2
Through the perspective of tangata Tiriti, student teachers develop an understanding of their professional responsibilities to education for Pacific peoples. They refine their practice during teaching experience as they develop their independence, adaptive expertise and ability to cope with increasing complexity in learning and teaching situations. They also consider their ongoing professional commitments and roles as advocates in light of Te Waharoa and the Teaching Council of Aotearoa’s Code and Standards. Prerequisites and Corequisites are programme dependent: For GDipTchg (ECE) P TCHG 315; C TCHG 225, 387, 388 For GDipTchg (Primary) P TCHG 315; C TCHG 327 or 328 For GDip Tchg (Secondary) P TCHG 315; 329 or 332; C TCHG 333, 334 or 381
15 pts
TCHG 325 – Te Kahu o te Ao: Primary learning design 1
In this course, student teachers critically examine the nature and purposes of Mathematics and two additional learning areas of the New Zealand Curriculum. Student teachers explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. They contextualise Mātauranga-a-iwi within these learning areas. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning.
30 pts • (C) TCHG 315, 326
TCHG 326 – Te Kahu o te Ao: Primary learning design 2
In this course, student teachers critically examine the nature and purposes of English and two additional curriculum areas not studied in TCHG 325. They explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Student teachers learn how to utilise digital learning environments as they relate to these learning areas. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning.
30 pts • (C) TCHG 315, 325
TCHG 327 – Te Kahu o te Ao: Primary learning design 3
In this course, student teachers critically examine the nature and purposes of three learning areas not studied in TCHG 325 and 326 and continue their study of Mathematics. They contextualise principles and practices of inclusive education within these learning areas, with a particular focus on students with additional learning needs With a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They draw on their teaching experiences to compare learning environments and critically reflect on professional relationships, including as they relate to curriculum learning and teaching.
30 pts • (P) TCHG 315 (C) TCHG 316, 328
TCHG 328 – Te Kahu o te Ao: Primary learning design 4
In this course, student teachers critically examine the nature and purposes of three learning areas not studied in TCHG 325, 326 and 327 and continue their study of English. They contextualise education for Pacific peoples within these learning areas and explore the contribution of these learning areas to addressing wider social and environmental issues. With a continued focus of design for for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching.
30 pts • (P) TCHG 315 (C) TCHG 316, 327
TCHG 329 – Te Puna Whakaako: Secondary Learning Design - Mātauranga-a-iwi
In this course, student teachers critically examine the nature and purposes of a specialist teaching subject. They contextualise Mātauranga-a-iwi within the specialist subject area. They explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning.
30 pts • (C) TCHG 315, and one of (TCHG 332 and 335)
TCHG 333 – Te Puna Whai Wāhi ki te Ao: Secondary Learning Design - Inclusive Education
In this course, student teachers deepen their critical examination of the nature and purposes of a specialist teaching subject. They contextualise principles and practices of inclusive education within the learning area, with a focus on students with additional learning needs. With a continued focus of design for learning, student teachers deepen their understanding of assessment assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching.
30 pts • (P) TCHG 315, 329
TCHG 335 – Te Puna Aronui: Exploring Teaching Dynamics with a Digital Age Education Focus
In this course student teachers focus on current challenges facing the teaching profession. They also explore relational practices, human development and theories of learning as they establish learning-focussed cultures for curriculum learning and teaching. Student teachers develop professional digital competence as related to their teaching practice. Through the enactment of learning and teaching plans, they demonstrate their understanding of design for learning.
30 pts • (C) TCHG 315, and one of (TCHG 329 and 332)
TCHG 381 – Te Puna Horopaki: Exploring Teaching Dynamics with a Pacific Learners Focus
In this course student teachers research a current challenge facing the teaching profession. They contextualise education for Pacific peoples within their teaching subject. They explore the contribution of the subject to addressing wider social and environmental issues and, with a continued focus of design for learning, student teachers deepen their understanding of assessment practices. They critically reflect on professional relationships, including as they relate to curriculum learning and teaching.
30 pts • (P) TCHG 315, 335 (C) TCHG 316
User Experience Design
UXDN 404 – User-Experience Design Process / Tukanga ā-Hoahoa Wheako ā-Kaiwhakamahi
In this course, students develop skills in core user experience design processes such as problem framing, qualitative research and analysis, visualisation communication techniques, interaction design, and prototyping. Students are also introduced to designing for accessibility and will use industry-standard tools and techniques.
30 pts • (P) Permission of Head of School; (X) MDDN 417
UXDN 406 – He Māramatanga / UX Design Context in Aotearoa
In this course, students will develop an understanding of cultural and ethical considerations for the professional practice of UX design in Aotearoa, New Zealand. Content will explore Mātauranga Māori (Māori knowledge) in the context of UX and communication design. Students will learn how to understand and engage with Māori concepts in their own design practice in ways that are culturally sound and appropriate. We also explore important socio-cultural contexts, including design ethics and values, UX design for sustainability, and the public sector.
30 pts • (P) permission of head of school
UXDN 416 – Advanced User Experience Design Process / Tukanga ā-Hoahoa Wheako ā-Kaiwhakamahi Whatutoto
In this course, students will analyse and conceive user experience design concepts, techniques and strategies. Students will explore a number of different design processes, frameworks, research methods, prototyping techniques, and design outcomes.
30 pts • (P) permission of head of school; (X) MDDN 416
UXDN 423 – Digital Product Design / Hoahoa ā-Huataonga Matihiko
In this course students will explore and implement current digital product design methods for software, complex websites and apps. The course focuses on complex interaction design, developing design systems, the interrelationship between design research and rapid prototyping as well as effective and accurate information design. Students will also be introduced to digital product environments such as Agile development.
30 pts • (P) permission of head of school; (X) MDDN 402
UXDN 504 – User Experience Design Capstone / Whakatinana ā-Hoahoa Wheako āKaiwhakamahi
In this course students apply knowledge and skills developed in the 400–level courses to a supervised project with an external organisation, or a personal project they define. Students will focus on extending all of their abilities, with particular emphasis on designing process, and communicating with stakeholders. Student work is experimental in nature, yet practical and useful. Students apply both analytical and creative approaches to problem-solving alongside a reflective design practice.
60 pts • (P) completion of MUXD Parts 1 and 2 with at least a B+ average, or permission of the head of school; (X) MDDN 502
Workplace Health and Safety
HLWB 507 – Principles of Health and Safety Management
This course will provide advanced knowledge of management systems, organisational culture, and the integration of legal, regulatory and societal factors in the context of health and safety management.
15 pts
HLWB 509 – Identification, Assessment and Control of Hazards and Risks
This course provides advanced knowledge about practice and performance in workplace health and safety risk management.
15 pts
HLWB 510 – Principles of Occupational Health and Hygiene
This course will provide advanced knowledge of the principles and practice of work related health – health protection, health promotion and wellbeing. It provides knowledge and understanding of the main work-related health hazards, and the practices to recognise, assess, control and monitor risks.
15 pts
HLWB 511 – Health and Safety Management and Leadership
This course provides insights into organisational behaviour, structures, functions, roles and responsibilities and accountabilities. The approach to workplace health and safety strategies is discussed. The principles of effective project management and human resource management are also covered.
15 pts
HLWB 512 – Professional Role and Functioning
This course provides advanced knowledge about the role and function of corporate governance and corporate social responsibility. The professional role and ethical framework for the workplace health and safety professional is described. Theories of communication and fostering teamwork are also explored.
15 pts