TEAL321-18B (HAM)
School Literacy Programmes
20 Points
Staff
Convenor(s)
Richard Hill
7818
TC.3.32B
To be advised
richard.hill@waikato.ac.nz
|
Lecturer(s)
Marianne Robertson
To be advised
marianne.robertson@waikato.ac.nz
|
Wendy Carss
7862
TC.3.32A
To be advised
wendy.carss@waikato.ac.nz
|
Administrator(s)
Librarian(s)
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
-
Extensions starting with 4, 5 or 9 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.
Paper Description
This paper provides critical examination of school literacy programmes, including curriculum requirements, classroom processes, forms of monitoring and assessment, and partnership with parents.
This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education, BTchg 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 curriculum and assessment development. It is therefore desirable that student teachers have completed a third year practicum. This paper also builds on professional knowledge, practice, values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand.
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
Specifically, given this requirement, if your attendance is not regular and punctual, you will be deemed as not meeting the Graduating Teacher Standards as fit to teach in Aotearoa, New Zealand.
See:
Graduating Teacher Standards: Aotearoa New Zealand
http://www.teacherscouncil.govt.nz/required/gts.stm
Code of Ethics for Registered Teachers
http://www.teacherscouncil.govt.nz/required/ethics/codeofethics.stm
Good character and Fit to be a Teacher Policy
http://www.teacherscouncil.govt.nz/required/goodcharacter2007.stmPaper Structure
Attendance
The nature of curriculum papers requires your full participation. You are therefore expected to attend all required lectures and tutorials. Punctuality is also expected.
If you know in advance that you will be absent from a lecture, or will unavoidably miss a tutorial, the lecturer should be advised. If you are absent it is your responsibility to obtain tutorial content from a classmate not the lecturer.
Paper Attendance by Others
Lecturers and students have a right to expect minimal disruption during teaching. Students are expected to take steps to minimise possible disruptions. If students wish to bring visitors to class (including dependent children) this may occur only with the prior approval of the lecturer.
Learning Outcomes
Students who successfully complete the course should be able to:
Assessment
The assignments for this paper are closely integrated with the content of the paper sessions / modules, and are designed to assist students develop the understandings and competencies outlined in the teaching / learning outcomes.
The paper will be assessed in accordance with the Faculty of Education Regulations for papers in the Graduate Diploma of Teaching and the Bachelor of Teaching Degree.
This paper is internally assessed. All assignments are compulsory. Details are set out below.
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
Hardcopy Book of Readings or access to digital reading list. Readings must be accessible during class.
Recommended Readings
Highly recommended texts (on desk loan at the Library)
Ministry of Education (2003). Effective literacy practice: Years 1-4. Wellington: Learning Media.
Ministry of Education (2006). Effective literacy practice: Years 5-8. Wellington: Learning Media.
Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Te Tāhuhu o te Mātauranga, Wellington: Learning Media.
Ministry of Education (2009). The New Zealand curriculum reading and writing standards for years 1-8. Wellington: Learning Media.
Ministry of Education ( 2010). Literacy learning progressions. Wellington: Learning Media.
Texts for Maori Medium
Supporting Ministry texts
Ministry of Education (1992, 1996). Dancing with the pen. Wellington: Learning Media. [ISBN 0 478 05560 9] (out-of-print but on desk loan)
Ministry of Education (2000). Using running records: A resource for New Zealand classroom teachers. Wellington: Learning Media.
Ministry of Education (2002). Guided reading: Years 1-4. Wellington: Learning Media.
Ministry of Education (2005). Guided reading: Years 5-8. Wellington: Learning Media.
Ministry of Education (2008). The English language learning progressions: A resource for mainstream and ESOL teachers. Wellington: Learning Media.
Ministry of Education (2009a). Learning through talk: Oral language in years 1 to 3. Wellington: Learning Media.
Ministry of Education (2009b). Learning through talk: Oral language in years 4 to 8. Wellington: Learning Media.
Internet Website URLs
http://www.waikato.ac.nz/library/resources/journals-access#journalsurfOnline Support
Workload
100 level paper 150 total hours
200 level paper 200 total hours
300 level paper 200 total hours
Linkages to Other Papers
This paper aims to extend students’ understandings of literacy learning based on components of the first year paper (TEAL120) and second year paper (TEAL220). Students are reminded that a pass in both papers (or equivalent) is the prerequisite for TEAL321 School Literacy Programmes.
Prerequisite(s)
Prerequisite papers: TEAL220, TEDE221, TEDE321 and TEPS222