TEACH111-23B (HAM)

Introduction to Literacies

15 Points

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The University of Waikato
Academic Divisions
Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: trish.watson@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: anne.ferrier-watson@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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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. The paper runs from Monday 10 July until Friday 13 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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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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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
    plan and teach
    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 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 (30%)
10 Aug 2023
11:30 PM
30
  • Online: Submit through Moodle
2. Assignment two: Lesson planning (35%)
28 Sep 2023
11:30 PM
35
  • Online: Submit through Moodle
3. Assignment three: Test (two hours 35%)
11 Oct 2023
2:00 PM
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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