Aims

The aims of this paper are for students to develop:

• Understandings of how children learn language and become literate.
• lnowledge of some of the major approaches of literacy education used in New Zealand classrooms.
• Understandings, competence and critical thinking required to assist in children’s literacy development, in ways which are constructive and sensitive to children’s cultural and linguistic backgrounds.
• Critical appreciation of some Ministry of Education literacy documents and Course Readings.
• An awareness of some of the resources in literacy/language education including children’s literature that can support the professional development of teachers.

This paper aims to extend students’ understandings of literacy learning that were components of the first year paper (TEAL120). It focuses on the teaching of reading and writing.

Graduating Standards

The content of this course links to the following Graduating standards.

Professional knowledge

• Graduating teachers know what to teach
• Graduating teachers know about learners and how they learn
• Graduating teachers understand how contextual factors influence teaching and learning

Professional practice

• Graduating teachers use professional knowledge to plan for a safe, high quality teaching and learning environment
• Graduating teachers use evidence to promote learning

Professional values and relationships

• Graduating teachers develop positive relationships with learners and the members of the learning communities
• Graduating teachers are committed members of the profession

Professional Standards

As a teacher education paper, this course is contributing to your formation as a teacher. When you graduate from the Faculty of Education here at the University of Waikato, we are required to attest to the New Zealand Teachers Council that you:

• Are of good character
• Are fit to be a teacher and
• Have met the graduating teacher standards.
  
  A student who has not met the above criteria based on evidence collected during their programme cannot graduate from their teacher education programme.

The indicators below connect your participation in this paper with the above NZTC requirements and are a reflection of your commitment to the profession you have chosen to enter. Course teachers will report on these in order to ensure that your contribution to this course is recognised in the attestation process. Concerns will be passed on to the co-ordinator of Primary programmes.

Professional indicators

• Attendance is regular and punctual
• A positive contribution is made to class processes
• There is evidence of a positive ability to relate to others
• Preparation and planning is of a professional standard
• Reliability and trustworthiness in respect of tasks
• All paper requirements are met

See:

Graduating Teacher Standards: Aotearoa New Zealand

https://educationcouncil.org.nz/sites/default/files/gts-poster.pdf

Code of Ethics for Registered Teachers

https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0

Good character and Fit to be a Teacher Policy

https://educationcouncil.org.nz/required/goodcharacter2007.pdf

For semester A, this paper consists of face to face sessions during oncampus week, compulsory weekly course work in Moodle and four sessions teaching in your base school. (See timetable below)

Attendance
In addition to the requirements outlined above under Professional Standards above, please note that the nature of curriculum papers requires your full participation. You are therefore, expected to attend all compulsory oncampus sessions (see further detail below).

Cell Phones, iPads and Laptops (during oncampus sessions)
Unless used for teaching and learning purposes, cell phones must be switched off and stored away. In cases of emergency, prior approval of the lecturer must be obtained.
The use of laptops and iPads must be solely used for TEAL220 purposes and activities, not for completing work from other papers or unrelated tasks.

Practicum Requirements
You will plan and teach a range of literacy approaches during your practicum. You will also be expected to conduct and score running records for students whose Guided Reading you are responsible for.

Minimum expectations for student workload for a 200 level paper requires that participants spend 200 total hours.

Students are reminded that attaining a pass in Learning and Teaching Language and Literacy (TEAL120) is the prerequisite for enrolling in Literacy Education (TEAL220). Furthermore, in most cases, you need to pass this paper to be eligible for the second year Teaching Practicum.

This paper links to the core literacy papers TEAL120 and TEAL321.