Te Whariki in Action: Belonging and Contribution
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Students in this paper will develop an understanding of the ways in which early childhood teachers can facilitate children's, families' and teachers' sense of belonging and contribution within the social and cultural milieu of the ECE setting and beyond. An overview of theories and research relating to the social and cultural wellbeing of infants, toddlers and young children will prepare students to inform and articulate their understanding. Students' personal and professional cultural identity as a teacher will be examined as an important grounding for working with and across diversity.
This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, Division of Education Bachelor of Teaching graduate profile, and the academic rationale and goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues of the professional educator.
Students in this paper also develop:
- Standards for the teaching profession: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.5, 4.6, 5.2, 5.3, 6.1, 6.2, 6.3, 6.5
- Cultural competencies of wānanga, whānaungatanga, tangata whenuatanga, manaakitanga and ako, as outlined in Tātaiako: Cultural competencies for teachers of Māori learners. Specific competencies addressed in this paper are W1, W2, W3, W4, WH1, WH3, WH4, WH5, T1, T2, T3, T4, M1, M2, M4, M5, A1, A2, A3, and A4.
This paper is taught between July and October (weeks 29-42) and teaching will be blended - with a mix of face-to-face and online classes. Class interaction will include interactive sessions and discussion forums in Moodle, the Learning Management System used at the University of Waikato. A number of texts, required readings and audiovisual resources will be used to expand on the issues related to belonging and contributions in early childhood education settings in this paper.
On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that you are a person:
- of good character
- are fit to be a teacher
- have met the Standards for the teaching profession.
A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher.
These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Code of Professional Responsibility and Standards.
Students who successfully complete the paper should be able to:
Students who successfully complete the paper should be able to:
Linked to the following assessments:
articulate an understanding of a range of social and pedagogical theories in relation to belonging and contribution in the context of Aotearoa New Zealand;
develop a range of effective strategies for facilitating children's social competence;
critically reflect on their own developing teacher identity;
identify and articulate the impact of their beliefs and practices on children's and families' sense of belonging; and
demonstrate a practical application of planning for and implementing equitable and inclusive environments.
Students must complete and submit all assessments in the manner specified to achieve a pass grade.
|Assessment Type||Weighting||Total non-contact time||Link to Learning Outcomes|
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.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Assignment 1: Personal narrative essay||
9 Aug 2021
|2. Assignment 2: Policy development||
6 Sep 2021
|3. Assignment 3, Part A: Advocacy presentation||
5 Oct 2021
No set time
|4. Assignment 3, Part B: Self- assessment||
15 Oct 2021
Required and Recommended Readings*
The required readings for the paper are available on Talis at https://waikato.rl.talis.com/courses/teach201.html. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.
Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper. 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.
This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 36 hours of face to face classes/online learning across the semester. The remaining hours, accumulated at different times across the whole semester, are to be used for completing readings, preparing for class/online tasks and assignments.
Linkages to Other Papers*
Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme.