TEACH200-21D (HAM)

Making Sense of and Exploring the World

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)

: lynda.brahne@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 provides opportunities for students to build pedagogical practices in supporting children to develop critical insights into how they make sense of their worlds. Children's engagement with various learning domains will be explored, and the role of the teacher examined.

The objectives of this paper are to help students to:

(a) recognise children's understandings about the physical and natural world, and how children construct their ideas as they make sense of this world through the lens of play;

(b) critically reflect on the role of the teacher when working with children with diverse learning needs.

This paper provides further opportunities for students to develop the skills, attributes and knowledge of the University of Waikato, Division of Education Graduate Profile, particularly those that relate to: building positive relationships and working collaboratively with children, families/whanau and colleagues; performing confidently in early childhood education settings; and systematically and critically engaging with evidence to reflect on and refine their professional practice of teaching. Students completing this paper also develop:

  • Standards for the Teaching Profession: 1.1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.4, 4.1, 4.2, 4.3, 4.4, 4.6, 5.1, 5.3, 5.4, 6.3, 6.4, 6.5.
  • Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural coompetencies for teachers of Maori learners. Specific competencies addressed in this paper are: W1, W3, W4, WH1, WH2, WH3, WH4, WH5, M2, M3, TW4, A1, A2, A3, A4.
Edit Paper Description Content

Paper Structure

Edit Paper Structure Content

This paper is taught in weeks 9 to 41 of the University of Waikato calendar, between 1 March and 15 October. The paper is a blended delivery and is taught face to face and online for Hamilton and Tauranga students.

This is a 15 credit paper and therefore involves 150 hours of workload in total.

Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the paper should be able to:

  • Have a critical understanding of learning domains including the arts, science, digital technologies, language and mathematics in the context of play.

    Have a critical understanding of learning domains including the arts, science, digital technologies, language and mathematics in the context of play.

    Linked to the following assessments:
  • Critically reflect on the role of the teacher in relation to specific learning domains

    Critically reflect on the role of the teacher [when working with young children, toddlers and infants] in relation to specific learning domains [and their integration]

    Linked to the following assessments:
  • Consider issues of inclusion and diversity in relation to opportunities for children in relation to engaging with specific learning domains

    Consider issues of inclusion and diversity in relation to opportunities for children in relation to engaging with specific learning domains [and their integration]

    Linked to the following assessments:
  • Develop content knowledge and practical skills for implementation
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content
AssignmentWeightingLearning OutcomesStandardsTātaiako

Assignment 1 :

Collaborative workshop: Science learning in ECE

25%1, 2, 3, 41.1, 2.1, 2.4, 3.2, 5.1, 5.3, 6.3, 6.4W4, WH4, WH5, A1, A2

Assignment 2:

Poster: Mathematics marketplace

25%1, 2, 3, 43.1, 3.4, 5.3, 5.4, 2.1, 2.2, 2.3, 2.4W1, W4, WH1, WH2

Assignment 3:

Portfolio: Arts experiences for children

25%1, 2, 3, 42.3, 2.4, 6.3, 6.4W1, W3, A1, A2, A3, A4

Assignment 4:

Digital tool presentation: Supporting bicultural practice
25%1, 2, 3, 43.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1M2, M3, A3, A4W1, W3, A1, A2, A3, A4
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 1: Collaborative workshop: Science learning in ECE
18 Apr 2021
No set time
25
  • In Class: In Tutorial
2. Assignment 2: Poster: Mathematics marketplace
4 Jun 2021
11:30 PM
25
  • Online: Submit through Moodle
3. Assignment 3: Portfolio: Arts experiences for children
22 Aug 2021
11:30 PM
25
  • Online: Submit through Moodle
4. Assignment 4: Digital tool presentation:Supporting bicultural practice
4 Oct 2021
No set time
25
  • Presentation: In Class
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

Readings, some optional and some required, will be made available electronically via the Reading List for TEACH200. You can access these via the Reading List tab on Moodle or via the Reading Lists tab on the library homepage (https://www.waikato.ac.nz/library/ (https://www.waikato.ac.nz/library/)

Trimester A - Kelly-Ware, J. (2019). Beyond Aotearoa New Zealand: Exploring the creative and pedagogical possibilities of STEEAM through play based learning, 'working theories', and the eyes of others. Report from Margaret May Blackwell Travel Fellowship 2019. NZCER. Click on link Travel Fellowship Report (2019) https://www-nzcer-org-nz.ezproxy.waikato.ac.nz/system/files/Blackwell%20Report%20Janette%20Kelly-Ware%20FINAL.pdf

Trimester B - Recommended textbook: Clark, B., Grey, A., & Terreni, L. (Eds.). (2013). Kia tipu te wairua toi : Fostering the creative spirit : Arts in early childhood education. Auckland, NZ: Pearson.

Edit Required Readings Content

Online Support

Edit Online Support Content

This paper is supported by an online Moodle site. Notices will be distributed through this site, and all assignments (except in-class presentations) must be submitted through the site.

Each week the site will be updated with information about the week’s tutorial and any relevant information. You should check the class Moodle site on a regular basis.

Online web address: http://elearn.waikato.ac.nz/ or you can click on the Moodle link on the university home page.

You can use the online web site for general questions, for giving feedback on how things are going, and for contacting your tutor. Any issues can be discussed with your tutor or the paper convenor through the Private Conversation forum on the Moodle site.

Edit Online Support Content

Workload

Edit Workload Content
This is a Level 2 paper worth 15 points towards your degree and University regulations stipulate an expected total workload of 150 hours. Students should engage with weekly tutorials and weekly discussions leaving an average expectation of 8 hours of 'out­-of­-class' work per week (for organisation of notes, additional reading, preparation of assignments, etc). Keep these expectations in mind, and organise your study time effectively.
Edit Workload Content

Linkages to Other Papers

Edit Linkages Content
This paper has links to TEACH100 and TEACH 102
Edit Linkages Content

Prerequisite(s)

Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme.

Corequisite(s)

Equivalent(s)

Restriction(s)

Edit Linkages Content