TEACH100-21B (TGA)

Literacy and Mathematics in the Early Years

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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: janene.harris@waikato.ac.nz
: marianne.robertson@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement/WIL 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, 9 or 3 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.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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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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In this paper, teaching will be blended - the lectures will be recorded and available in Moodle, all tutorials are to be attended in person (face-to-face tutorials). Classes will involve interactive sessions, and other coursework in Moodle, the Learning Management System used at the University of Waikato.

A number of texts, required readings and audio visual resources will be used to expand on the issues related to literacy and mathematics in the early years.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Learning outcomes

    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;

    Assess, analyse and reflect on the components of children's oral and written language in relation to course reading material and current research;

    Identify the components of phonological awareness and how these enable children to encode and decode oral and written language;

    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;

    Demonstrate understanding of children’s literature and other resources through effective planning and teaching;

    Evaluate young children’s mathematical thinking in relation to research literature;

    Plan and provide meaningful learning experiences for children based on insights gained from Learning Outcomes 6 and 7 (outlined above);

    Demonstrate conceptual understanding of relevant content knowledge and beginning pedagogical content knowledge in literacy and mathematics in terms of what it means to be an early childhood teacher.

    Linked to the following assessments:
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All assessment tasks must be completed in order to pass this paper.
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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)
6 Aug 2021
11:30 PM
  • Online: Submit through Moodle
2. Assessment 2: Analysing children's mathematical thinking (1800 words)
21 Sep 2021
11:30 PM
  • Online: Submit through Moodle
3. Assessment 3: Reading a maths related story to a child (1800 words)
15 Oct 2021
11:30 PM
  • 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. The Readings are available on the Reading List for the paper - there is a link to the Reading List on Moodle.

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

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Recommended Readings

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Te Whāriki

Talking Together: Te Kōrerorero

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. Chapter 3 Early years mathematics education (pp. 24-49).

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Other Resources

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Other material of a recorded nature will be available on Moodle from week to week
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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 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 50 hours face-to-face classes and related online activities or tasks; 50 hours of course readings and 50 hours of assignment preparation and work across the semester.
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Linkages to Other Papers

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Restricted papers: TEMS120, TEAL120

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