TEACH111-21B (HAM)

Introduction to Literacies

15 Points

Edit Header Content
Division of Education
Te Kura Toi Tangata School of Education

Staff

Edit Staff Content

Convenor(s)

Lecturer(s)

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(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.
Edit Staff Content

Paper Description

Edit Paper Description Content
This paper introduces students to what it means to be a teacher and learner of literacy in Aotearoa New Zealand. Students will gain an understanding of how children develop oral, written and visual language, and focus on developing the content and pedagogical knowledge to assist children's language and development in ways that are sensitive to their cultural and linguistic backgrounds.
Edit Paper Description Content

Paper Structure

Edit Paper Structure Content

This is a compulsory 100 level curriculum paper for the Bachelor of Teaching degree. The paper runs from Monday 12 July until Friday 15 October and the total time commitment over 12 weeks is 150 hours. Students must attend 2 two-hour tutorials per week on campus.

Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the paper should be able to:

  • Explain how students learn language and become literate in oral, written and visual language and how teachers support learners in these processes;
    Linked to the following assessments:
  • Assess, analyse and critically reflect on the components of children's oral and written language in relation to course reading material and current research;
    1, plan and teach
    Linked to the following assessments:
  • Identify the components of phonemic and phonological awareness and how these enable students to encode and decode oral and written language;
    Linked to the following assessments:
  • Examine and evaluate a range of literacy-related teaching approaches to support diverse learners;
    Linked to the following assessments:
  • Identify specific learning needs for diverse learners;
    Linked to the following assessments:
  • Apply knowledge of the learner and a range of associated teaching strategies and approaches, to plan, teach and evaluate lessons that reflect culturally responsive pedagogies;
    Linked to the following assessments:
  • Demonstrate knowledge of conceptual understanding and pedagogical content knowledge in literacy.
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content
All assessments, including online participation, are compulsory.
Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

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. Assignment one: Presentation - Storytelling (30%)
28 Jul 2021
11:30 PM
30
  • Online: Submit through Moodle
2. Assignment two: Lesson planning (35%)
22 Sep 2021
11:30 PM
35
  • Online: Submit through Moodle
3. Assignment three: Test (two hours 35%)
14 Oct 2021
10:00 AM
35
  • Hand-in: In Lecture
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content

Required readngs

The required readings for the paper are available on Talis. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Te Tāhuhu o te Mātauranga, Learning Media.
https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

Ministry of Education. (2008). Te Marautanga o Aotearoa. Learning Media.
http://www.tmoa.tki.org.nz/TeMarautangaoAotearoa

Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Learning Media.
https://educationcouncil.org.nz/required/Tataiako.pdf

Ministry of Education. (2018). Tapasā: Cultural competencies framework for teachers of Pacific learners. Learning Media.
https://www.educationcouncil.org.nz/sites/default/files/Tapasa%CC%84.pdf

Personal copies of these documents will be distributed in class:

Ministry of Education. (2003). Effective literacy practice in Years 1 to 4. Learning Media.

Ministry of Education. (2006). Effective literacy practice in Years 5 to 8. Learning Media.

Ministry of Education. (2009). Learning through talk: Oral language in years 1 to 3. Learning Media

Ministry of Education. (2009). Learning through talk: Oral language in years 4 to 8. Learning Media

Ministry of Education. (2010; 2015). The literacy learning progressions. Learning Media.
http://www.literacyprogressions.tki.org.nz/

Edit Required Readings Content

Other Resources

Edit Other Resources Content

Supporting Ministry of Education texts:

Ministry of Education. (1992). Dancing with the pen: the learner as a writer. Learning Media.

Ministry of Education. (1996). The Learner as a Reader. Learning Media.
Ministry of Education. (1996). Exploring Language. Learning Media.
Ministry of Education. (1997). Reading and Beyond: Discovering language through Ready to Read. Learning Media.
Ministry of Education. (1999). Non-English-Speaking-Background Students: A handbook for teachers. Learning Media.
Ministry of Education. (2000). Developing Programmes for Teaching Pacific Islands Languages. Learning Media.
Ministry of Education. (2002). Guided Reading: Years 1-4. Learning Media.
Ministry of Education. (2005). Guided Reading: Years 5-8. Learning Media.
Ministry of Education. (2008). English Language Learning Progressions. Learning Media.

Internet websites

Edit Other Resources Content

Online Support

Edit Online Support Content

Across the paper there will be resources and links to webpages located in the Moodle site for this paper. These are designed to support you with your learning. You will also need to carry out your own research using the library website (and actual physical library), and online research.
PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

Edit Online Support Content

Workload

Edit Workload Content
This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 48 hours of face to face classes across the trimester. The remaining hours, accumulated at different times across the whole trimester, are to be used for completing readings, preparing for class/online tasks and assignments.
Edit Workload Content

Linkages to Other Papers

Edit Linkages Content

Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEACH110 and TEACH210

Edit Linkages Content