TEACH111-22B (TGA)

Introduction to Literacies

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Wendy Carss

Wendy Carss
7862
TC.3.32A
See Moodle
wendy.carss@waikato.ac.nz

Lecturer(s)

Kate Rhodes

Kate Rhodes
NON.0.CC01
See Moodle
kate.rhodes@waikato.ac.nz

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
: yilan.chen@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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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.
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Paper Structure

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This is a compulsory 100 level curriculum paper for the Bachelor of Teaching degree. The paper runs from Monday 18 July until Friday 21 October and the total time commitment over 12 weeks is 150 hours. Students must attend one two-hour tutorial on campus and engage with online content each week.

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Learning Outcomes

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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;
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  • Examine and evaluate a range of literacy-related teaching approaches to support diverse learners;
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  • 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;
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  • Demonstrate knowledge of conceptual understanding and pedagogical content knowledge in literacy.
    Linked to the following assessments:
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Assessment

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All assessments are compulsory.
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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. Assignment one: Presentation - Storytelling (30%)
10 Aug 2022
11:30 PM
30
  • Online: Submit through Moodle
✔
2. Assignment two: Lesson planning (35%)
28 Sep 2022
11:30 PM
35
  • Online: Submit through Moodle
✔
3. Assignment three: Test (two hours 35%)
20 Oct 2022
10:00 AM
35
  • 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 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

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/

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Other Resources

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Supporting Ministry of Education texts:
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

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Online Support

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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.

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Workload

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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 48 hours of instruction 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.
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Linkages to Other Papers

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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEACH110 and TEACH210

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