TEACH110-20B (HAM)

Literacy and Mathematics 1

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
: 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

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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 also develop an understanding of how children think mathematically in the early years of their education. 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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This is a 100 level professional development paper. The expected time commitment over 12 weeks is 150 hours.

Taught hours include:
Literacy: 24 hours over six weeks (2 two-hour tutorials per week) - Weeks 1-6.
Mathematics: 24 hours over six weeks (2 two-hour tutorials per week) - Weeks 7-12

2020B Trimester Only: Students who identify themselves as unable to attend in-person classes will be supported by their lecturers to participate in tutorials remotely. The scheduled times should be expected to be the same for remote attendance as they would be for in-person attendance.

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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 a diagnostic interview, observations and conversations to gain insights to children’s mathematical thinking;
    7. evaluate children’s mathematical thinking in relation to research literature;
    8. demonstrate understanding of the progressions of learning in mathematics;
    9. critically reflect on experiences in 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 mathematics and literacy.

    Code of Professional Responsibility and Standards for the Teaching Profession

    The content and learning outcomes of TEACH110 B (HAM) are closely linked to the current research and professional development activities undertaken by language/literacy and mathematics education lecturers. Content is also consistent with current Ministry of Education policies and initiatives in these areas.

    The content of this course links to the following standards:

    Tiriti o Waitangi Partnership
    Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

    Professional Learning
    Use inquiry, collaborative problem- solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

    Professional Relationships
    Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

    Learning-Focused Culture
    Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

    Design for Learning
    Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

    Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

    The indicators below connect your participation in this paper with the above NZTC requirements and are a reflection of your commitment to the profession you have chosen to enter.
    • Attendance is regular and punctual
    • A positive contribution is made to class processes
    • There is evidence of a positive ability to relate to others
    • Preparation and planning is of a professional standard
    • Reliability and trustworthiness in respect of tasks
    • All paper requirements are met

    For more details see Our Code Our Standards
    Linked to the following assessments:
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Assessment Links to Learning Outcomes and the Teacher Standards

AssessmentsNature of the assessment.Learning outcomesStandards for the teaching profession
1 Literacy: Assignment 11, 2, 3, 5Design for learning
Learning focused culture
2Literacy: Assignment 22, 3, 4, 10

Design for learning

Professional learning


3Mathematics: Interview, analyse, & reflect6, 7, 8, 9Professional learning

Learning focused culture

4Test: mathematics8, 9, 10Professional learning
Learning focused culture
Design for learning

Links to Tātaiako

In completing the literacy and mathematics components of this paper, you will be exposed to strategies and content that align to the key principles of Tātaiako, and will assist you to cater to the needs of Māori students so that they may ‘enjoy educational success as Māori’ (Ministry of Education, 2011, p. 4). This paper prioritises the establishment and nurture of close relationships with Māori students and their whānau (Whanaungatanga and Manaakitanga competencies). Satisfying Māori learning potential will be reliant on these aspects and your ability to connect to and uplift student backgrounds (Tangata Whenuatanga). The teaching approaches and strategies developed in this paper will assist you to cater to Maori students’ needs. Finally, you will be involved in classes that demonstrate techniques that will strengthen your ability to make connections with Māori students including arranging pair, group and class discussions (Wānanga competency), and learning from one another reciprocally (Ako competency).

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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. Literacy: Assignment 1
7 Aug 2020
11:30 PM
  • Online: Submit through Moodle
2. Literacy: Assignment 2
28 Aug 2020
11:30 PM
  • Online: Submit through Moodle
3. Mathematics Interview: Analyse and reflect
25 Sep 2020
11:30 PM
  • Online: Submit through Moodle
4. Mathematics Test
14 Oct 2020
8:00 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 literacy

  1. TEACH110 Book of readings for Literacy (online or paper copy)
  2. Ministry of Education. (2010). The Literacy Learning Progressions. Wellington: Learning Media (will be provided in class)
  3. The following Ministry of Education texts, which are free of charge, have been ordered for you and will be distributed in your tutorial group. For future reference and to see other (non-required) texts available, we recommend you visit the Ministry website http://www.thechair.co.nz .
  • Ministry of Education. (2003). Effective literacy practice in years 1-4. Wellington: Learning Media
  • Ministry of Education. (2006) Effective literacy practice in years 5-8. Wellington: Learning Media.
  • Ministry of Education. (2009). Learning through talk: Oral language in years 1 to 3. Wellington: Learning Media

Required reading for mathematics

Students will be required to purchase the set text, which will be used across ALL three compulsory papers in Mathematics (TEACH110, TEACH210 and TEACH310). The text is: Van de Walle, J. A., Karp, K. S., Bay Williams, J. M., & Brass, A. (2019). Primary and Middle Years Mathematics Teaching Developmentally (Australian Edition), Melbourne, Australia: Pearson. This will be available for purchase from Campus Books any time from the start of Trimester A.

TEACH110 Books of readings for Mathematics (online or paper copy)

• Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration [BES]. Wellington, New Zealand: Ministry of Education. (This will be supplied in class)
• Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media. http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
• Ministry of Education, (2008). Te Marautanga o Aotearoa. Wellington, New Zealand: Author.
• Ministry of Education. (2008). Numeracy professional development projects. (series of 10 booklets). Wellington, New Zealand: Learning Media.

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Recommended Readings

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Recommended readings for mathematics. Ko ngā pānui hei tautoko:

  • Averill, R., & Harvey, R. (Eds.). (2010). Teaching primary school mathematics and statistics: Evidence based practice. Wellington, New Zealand: NZCER Press.
  • Fraser, D., & Hill, M. (Eds). (2016). The professional practice of teaching (4th ed.). South Melbourne, Australia: Cengage Learning New Zealand. (Available on course reserve.)
  • Teaching Children Mathematics (journal available online from 1994 on).
  • Jorgensen, R., & Dole, S. (2011). Teaching mathematics in primary schools. Crows Nest, Australia: Allen & Unwin. (Available on course reserve.)
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Other Resources

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Literacy: Internet website URLs

  • English On-line: http://englishonline.tki.org.nz/
  • Literacy online: http://literacyonline.tki.org.nz/ Ministry of Education
  • Te Kete Ipurangi http://www.tki.org.nz
  • Ministry of Education www.minedu.govt.nzhttp://www.minedu.govt.nz
  • ESOL online: esolonline.tki.org.nz

Mathematics: Internet website URLs

  • http://www.nzmaths.co.nz
  • http://www.tki.org.nz/
  • http://www.amathsdictionaryforkids.com

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Online Support

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Teaching for this paper will be conducted face-to-face in small tutorial groups. As noted above, there will be two two-hour tutorials per group each week. While there will not be a weekly primary lecture (PL) during this trimester, students should expect to spend time completing assigned readings and/or online activities in preparation for their in-person tutorials each week, as advised by their lecturers.

In the case that the NZ government, university leadership, or the teaching team decides that face-to-face teaching is not possible or ideal, some or all teaching will be moved online. Our class Moodle site will remain the the main point of online contact. Some resources (e.g. paper outlines, etc.) will be made available through the Moodle site for this paper.

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This is a 15 point paper requiring a total of 150 hours of work, 75 hours in Literacy and 75 hours in Mathematics.
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Linkages to Other Papers

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Prerequisite: Students are reminded that a pass in TEACH110 is the prerequisite for TEACH210 Literacy and Mathematics. Failure to pass TEACH110 may also impact on your participation in practicum.
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Restricted papers: TEMS120, TEAL120

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