TEAL321-20X (NET)

School Literacy Programmes

20 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Wendy Carss

Wendy Carss
7862
TC.3.32A
See Moodle
wendy.carss@waikato.ac.nz

Lecturer(s)

Marilyn Blakeney-Williams

Marilyn Blakeney-Williams
7867
TC.3.26
See Moodle
marilyn.blakeney-williams@waikato.ac.nz

Administrator(s)

: christine.stewart@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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A 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, School of Education Te Kura Toi Tangata, 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. Specific standards are identified in this paper on page two of the outline.



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Paper Structure

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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 engage with and complete compulsory weekly course work in Moodle. (see further detail below).

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Reflect on language/literacy education programmes in New Zealand primary schools, and the theoretical understandings and research findings which inform those programmes
    Linked to the following assessments:
  • Examine a range of material which

    (i) examines current issues, principles, and theoretical understandings in literacy and literacy education

    (ii) evaluates these in light of recent research

    (iii) considers/applies these understandings to the design of an effective literacy programme.

    Linked to the following assessments:
  • Develop and explain supportive literacy practices that

    (i) are based on current understandings and research

    (ii) demonstrate sensitivity to cultural and linguistic backgrounds

    (iii) incorporate constructive forms of monitoring and assessment

    (iv) meet the requirements of English in the New Zealand Curriculum and are consistent with Ministry of Education policies and documents

    (v) have strategies for establishing effective relationships/partnerships with parent and school communities, particularly with respect to cultural diversity and language/literacy education.

    Linked to the following assessments:
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Assessment

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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 School of Education Te Kura Toi Tangata 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.

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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. Analysis and application of a digital tool/paired presentation (30%)
14 Aug 2020
11:30 PM
30
  • Online: Submit through Moodle
✔
2. Running record analysis and programme development (30%)
23 Sep 2020
11:30 PM
30
  • Online: Submit through Moodle
✔
3. Statement about a literacy programme (1500 words) (30%)
21 Oct 2020
11:30 PM
30
  • Online: Submit through Moodle
✔
4. Participation in online discussions (10%)
20 Oct 2020
11:30 PM
10
✔
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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Hardcopy Book of Readings or access to digital reading list. Readings must be accessible during class.

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Recommended Readings

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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.

Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand: Learning Media.
Download available from: https://educationcouncil.org.nz/required/Tataiako.pdf

Ministry of Education. (2018). Tapasā: Cultural competencies framework for teachers of Pacific learners. Wellington, New Zealand: Learning Media.
Download available from: https://www.educationcouncil.org.nz/sites/default/files/Tapasa%CC%84.pdf

Texts for Maori Medium

Te Tāhūhū o Aotearoa. (2008). Te marautanga o Aotearoa. Wellington: Learning Media.

Te Tāhūhū o Aotearoa. (2011). He ara ako i te reo matatini. Wellington: Huia Publishers.

Te Tāhūhū o Aotearoa. (2008). Pānui arahanga. Wellington: Learning Media.

Rau, C. (1998). He mātai āta titiro ki te tūtukitanga mātātupu pānui, tuhi. Ngaruawahia: Kia Ata Mai Educational Trust.

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

School journal surfhttp://www.waikato.ac.nz/library/resources/journals-access#journalsurf
Te Kete Ipurangihttp://www.tki.org.nz
Ready to Read teacher support material
School journal teachers' notes
English online
ESOL onlinehttps://esolonline.tki.org.nz/
Literacy online
Google scholarhttp://scholar.google.co.nz/
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Online Support

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Online support is via Moodle
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Workload

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The following are the minimum expectations for student workload:
100 level paper 150 total hours
200 level paper 200 total hours
300 level paper 200 total hours
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Linkages to Other Papers

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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.

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Prerequisite(s)

Prerequisite papers: TEAL220, TEDE221, TEDE321 and TEPS222

Corequisite(s)

Equivalent(s)

Restriction(s)

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