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

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

Attendance
In addition to the requirements outlined under Professional Standards above, please note that the nature of curriculum papers requires your full participation. You are therefore expected to attend all compulsory on campus sessions in June and August and complete compulsory weekly course work in Moodle. (see further detail below).

Course 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.

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.

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.