TEACH100-19B (HAM)

Literacy and Mathematics in the Early Years

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy


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: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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This paper introduces students to what it means to be a teacher and learner of literacy and mathematics in Aotearoa New Zealand. Students will gain an understanding of how children develop oral and written language and the importance of talk. The paper includes a focus on the understanding, competence and critical thinking required to assist children's language and development in ways that are sensitive to their cultural and linguistic backgrounds. Students will develop an understanding of how children play and think mathematically. There will be a focus on conceptual understanding and building teacher content knowledge in literacy and mathematics.
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Paper Structure

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The paper is taught face to face with some content online for Hamilton and Tauranga students.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning outcomes
    1. observe children to explain how students learn language and become literate in oral, written and visual language and how teachers support learners in these processes;
    2. assess, analyse ,and critically reflect on the components of students’ oral and written language in relation to course reading material and current research;
    3. identify the components of phonemic and phonological awareness and how these enable students to encode and decode oral and written language;
    4. apply knowledge of the learner and a range of associated teaching strategies and approaches to plan, teach, and evaluate oral and written language use in ways that are sensitive to their cultural and linguistic backgrounds;
    5. demonstrate understanding of children’s literature and other resources through effective planning and teaching;
    6. use observations and conversations or diagnostic interviews to gain insights to young children’s mathematical thinking;
    7. evaluate young children’s mathematical thinking in relation to research literature;
    8. plan and provide meaningful learning experiences for children based on insights gained from Learning Outcomes 6 and 7 (outlined above);
    9. critically reflect on experiences in early childhood settings or schools that focus on building understanding of what it means to be a teacher of mathematics; and
    10. demonstrate conceptual understanding of relevant content knowledge and beginning pedagogical content knowledge in literacy and mathematics.
    Linked to the following assessments:
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assessment 1: Literacy in the early childhood setting (1500 words)
2 Aug 2019
12:00 AM
  • Online: Submit through Moodle
2. Assessment 2: Analysing children's mathematical thinking (1800 words)
13 Sep 2019
12:00 AM
  • Online: Submit through Moodle
3. Assessment 3: Reading a maths related story to a child (1800 words)
11 Oct 2019
12:00 AM
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Required readings for each week are listed alongside the information about weekly sessions. They are also outlined in Moodle with accompanying questions to guide your reading.

It is essential that students complete the readings before the tutorial.

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Recommended Readings

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Australasian Journal of Early Childhood (journal available online)

Teaching Children Mathematics (journal available online)

The Reading Teacher (journal available online)

Ministry of Education. (2010). Effective pedagogy in Mathematics/Pangarau best evidence synthesis. Wellington: Author. Chapter 3 Early years mathematics education, pp. 24-49.

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Online Support

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This paper uses Moodle for online support and for submission of assignments. Course materials may be accessed via Moodle.
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This is a 15 credit paper and therefore involves 150 hours of workload in total.
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Linkages to Other Papers

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Restricted papers: TEMS120, TEAL120

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