Students who successfully complete the paper 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 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.
  
  Teaching
  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 for face to face sessions / online tasks are completed on time and to an appropriate standard
  • A positive contribution is made to class processes both face to face and online
  • 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
  https://www.teachingcouncil.nz/content/our-code-our-standards
  Linked to the following assessments: