TEACH111-23J (NET)

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)

Margaret Egan

Margaret Egan
3558
TCBD.4.03
See Moodle
margaret.egan@waikato.ac.nz

Jay Haydon-Howard

Jay Haydon-Howard
TCBD.4.03D
See Moodle
jay.haydon-howard@waikato.ac.nz

Mere Berryman

Mere Berryman
3567
TCBD.4.03D
See Moodle
mere.berryman@waikato.ac.nz

Lecturer(s)

Administrator(s)

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

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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What this paper is about

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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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How this paper will be taught

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This is a compulsory 100 level curriculum paper for the Bachelor of Teaching degree. This version is taught through face to face sessions during Wānanga 3 (26-28 May), then through online delivery in Moodle, supported by group study sessions.
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Required Readings

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A course readings list is assigned to this paper (access through Moodle link), readings are allocated each week in the Moodle study guides.

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. (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. (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://teachingcouncil.nz/assets/Files/Tapasa/Tapasa-Cultural-Competencies-Framework-for-Teachers-of-Pacific-Learners-2019.pdf

You will be given a copy of this document in class.

Ministry of Education. (2010; 2015). The literacy learning progressions. Learning Media.

http://www.literacyprogressions.tki.org.nz/

Other Resources

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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Learning Outcomes

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Students who successfully complete the course should be able to:

  • 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:
  • Assess, analyse and critically reflect on the components of children's oral and written language in relation to course reading material and current research
    Linked to the following assessments:
  • Demonstrate knowledge of conceptual understanding and pedagogical content knowledge in literacy
    Linked to the following assessments:
  • Examine and evaluate a range of literacy-related teaching approaches to support diverse learners
    Linked to the following assessments:
  • 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:
  • Identify specific learning needs for diverse learners
    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:
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Assessments

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How you will be assessed

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All assessments, including online participation, are compulsory.
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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 (25%)
16 Jun 2023
11:30 PM
25
  • Online: Submit through Moodle
2. Assignment two: Lesson planning (30%)
11 Aug 2023
No set time
30
  • Online: Submit through Moodle
3. Assignment three: Literacy Learning Progressions (35%)
7 Sep 2023
10:00 AM
35
  • Online: Submit through Moodle
✔
4. Hui and Learning conversation study participation participation (10%)
10
  • Other: Awarded by lecturer at the conclusion of the paper
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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