TEACH202-19A (HAM)

Te Whariki in Action: The Multi-modal Child

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Jeanette Clarkin-Phillips

Jeanette Clarkin-Phillips
4875
TT.2.12B
To be advised
jeanette.clarkin-phillips@waikato.ac.nz

Lecturer(s)

Jeanette Clarkin-Phillips

Jeanette Clarkin-Phillips
4875
TT.2.12B
To be advised
jeanette.clarkin-phillips@waikato.ac.nz

Olivera Kamenarac

Olivera Kamenarac
7959
TT.2.12A
To be advised
olivera.kamenarac@waikato.ac.nz

Administrator(s)

: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement 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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This paper focuses on early language acquisition, literacy development and teaching strategies that provide infants, toddlers and young children with the best learning environment in which to maximise their potential and develop social competence. The paper explores ways to encourage children’s cultural identity through language and stories with an emphasis on tangata whenua.
Standards for the Teaching Profession developed in this paper are: 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.4, 4.1, 4.4, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 6.3, 6.4, 6.5
The cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural competencies for teachers of Maori learners addressed in this paper are: W1, W3, W4, WH1, WH2, WH3, WH4, WH5, M2, M3, TW4, A1, A2, A3, A4

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Paper Structure

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This 15 point paper and therefore involves 150 hours of workload in total. The paper runs from the week commencing Monday 25th February to the week commencing Monday 27th May. It will be taught on campus at the Faculty of Education and online.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • 1. Understand theories of language acquisition, including second and subsequent languages;
    Linked to the following assessments:
  • 2. Consider the implications of, and support for, Te Reo Māori as a first language within Aotearoa/New Zealand;
    Linked to the following assessments:
  • 3. Observe and analyse children’s language and interactions with adults;
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  • 4. Critique verbal and non-verbal interactions between adults and children, considering adults’ responsibilities in providing quality pedagogical experiences with infants, toddlers and young children;
    Linked to the following assessments:
  • 5. Identify a range of strategies in order to provide a language and print rich environment that is conducive to language and literacy development for infants, toddlers and young children.
    Linked to the following assessments:
  • 6. Provide opportunities that support children’s language and communication skills with a diverse range of children
    Linked to the following assessments:
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Assessment

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There are 3 compulsory assignments for this paper.
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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. Developing a resource: Mana whenua resource.
11 Apr 2019
12:00 PM
35
  • Hand-in: In Tutorial
✔
2. Assignment 2: Evaluative report: Analysing adult/child interactions
9 May 2019
11:30 PM
35
  • Online: Submit through Moodle
✔
3. Assignment 3: Essay: Developing children’s social competency.
2 Jun 2019
11:30 PM
30
  • 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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Readings for each week are specified along side the Weekly Topics.

It is imperative that you have completed the reading BEFORE coming to class.

It is also imperative that you read beyond the required readings, the Readings List contains some useful readings but you will need to search for your own readings to inform your assignments.

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Recommended Readings

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See the electronic Readings List
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Online Support

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This paper is supported by Moodle and will require some online tasks. You will find useful information in Moodle. Communication with lecturers will via Moodle announcements so please read these carefully
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Workload

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This is a 15 point paper so the workload over the semester is expected to be 150 hours. You need to be regularly reading and working on assignments when not in class. Remember that taking on extra employment is likely to put your study at serious risk. We recommend no more than 10 hours part-time work per week. Attendance is class is vital as it is only through participating and listening to others that your understanding is deepened. It also demonstrates your commitment to the profession which is a competency that is required for meeting the standards for graduating.
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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 including TEACH100.

Corequisite(s)

Equivalent(s)

Restriction(s)

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