TEACH201-20B (HAM)

Te Whariki in Action: Belonging and Contribution

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Olivera Kamenarac

Olivera Kamenarac
7959
TT.2.12A
See Moodle
olivera.kamenarac@waikato.ac.nz

Lecturer(s)

Olivera Kamenarac

Olivera Kamenarac
7959
TT.2.12A
See Moodle
olivera.kamenarac@waikato.ac.nz

Administrator(s)

: donna.fermanis@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.
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Paper Description

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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.

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Paper Structure

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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. The University is mindful that some students may not be able to attend classes in person in B trimester. Therefore, wherever possible face-to-face contact will be simulated using Zoom for students who are not available to come on campus. Students will also have the option of accessing a recording if they are not able to join in at the scheduled time.

Class interaction will involve 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.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning Outcomes

    Students who successfully complete the paper should be able to:

      1. articulate an understanding of a range of social and pedagogical theories in relation to belonging and contribution in the context of Aotearoa New Zealand;

      2. develop a range of effective strategies for facilitating children's social competence;

      3. critically reflect on their own developing teacher identity;

      4. identify and articulate the impact of their beliefs and practices on children's and families' sense of belonging; and

      5. demonstrate a practical application of planning for and implementing equitable and inclusive environments.

    Linked to the following assessments:
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Assessment

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Students must complete and submit all assessments in the manner specified to achieve a pass grade.

    Assessment


    Assessment TypeWeightingTotal non-contact timeLink to Learning Outcomes

    Essay

    25%

    25

    1,3

    Policy development

    25%

    25

    1,2,4,5

    Group presentation:

    Part A

    30%

    30

    1,2,4,5

    Part B20%201,3,4
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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 1: Personal narrative essay
10 Aug 2020
11:30 PM
25
  • Online: Submit through Moodle
✔
2. Assignment 2: Positive Guidance Policy
7 Sep 2020
11:30 PM
25
  • Online: Submit through Moodle
✔
3. Assignment 3, Part A: Advocacy presentation
8 Oct 2020
No set time
30
  • In Class: In Tutorial
✔
4. Assignment 3, Part B: Self- and peer-assessment
20
  • 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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All readings will be provided during class time and in the course readings list.
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Recommended Readings

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All readings will be provided during class time and in the course readings list.
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Other Resources

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Any additional resources will be provided during class time and in the course readings list.
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Online Support

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This course will be partly taught online through moodle resources, online tasks, and readings list. Adequate support via Zoom will be offered to those who cannot attend face-to-face classes.
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Workload

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Students are expected to spend approximately 150 hours in total on this 15 point paper.
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Linkages to Other Papers

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Prerequisite(s)

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

Corequisite(s)

Equivalent(s)

Restriction(s)

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