TEAL706-17C (NET)

Secondary Curriculum: English Y11-13

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)

Maggie Harding

Maggie Harding
37 8752
WIND.V119
To be advised

Lecturer(s)

Administrator(s)

: 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 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.
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Paper Description

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The learning and teaching of English for Years 11 to 13.
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Paper Structure

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Whole year course: delivered on campus ( face to face) and online.

Attendance:

The nature of this course requires your full participation. English is a massive curriculum area with a huge variety of professional content knowledge and it takes a good deal of effort to become a proficient beginning teacher. You will be expected to actively participate in a number of tutorials and discussions on campus and online.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Senior Curriculum English

    1. Develop an initial grasp of the theory and practice of teaching English from Years 11-13

    2. Develop a critical understanding of English in relation to The New Zealand Curriculum.

    3. Explore theoretical and pedagogical issues related to a range of aspects of English as a subject

    4. Complement degree content knowledge with content knowledge specific to English as a school subject, including an understanding that rationales for English as a subject continue to change

    5. Understand and practice a range of assessment practices focusing those associated with the NCEA

    6. Gain experience in short-term and long term planning

    7. Develop the habits of a critically reflective English teaching practitioner

    8. Reflect on the implications of ICT for the theory and practice of English as a subject

    9. To understand what it means to say that literacy is a socially constructed practice and to relate this to Aotearoa/New Zealand as a bicultural and multicultural country

    Linked to the following assessments:
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Assessment

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 1:0. 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 1:0 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. TASK ONE: Lesson Planning
23 Apr 2017
11:30 PM
10
  • Online: Submit through Moodle
✔
2. TASK TWO: Sink your teeth into Texts
9 Jul 2017
11:30 PM
20
  • Online: Submit through Moodle
✔
3. TASK THREE: A Unit of work
15 Oct 2017
11:30 PM
30
  • Online: Submit through Moodle
✔
4. ONGOING TASK: Teaching Portfolio
22 Oct 2017
11:30 PM
40
  • Online: EPortfolio System
✔
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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Ministry of Education. (2007). The New Zealand curriculum for English-medium teaching and learning 1-13. Wellington: Learning Media.

Ministry of Education. (1996). Exploring language. Wellington: Learning Media.

English in Aotearoa and English in Australia (The professional journals of NZATE and AATE)

English Teaching: Practice and Critique (http://education.waikato.ac.nz/research/journal/index.php?id=1)

Guidelines for the preparation of assignments. School of Education, University of Waikato.

Terry Locke. (1999) Close-up on literary text. (See http://education.waikato.ac.nz/books/literary/)

Brindley, S. (Ed.). (1994). Teaching English. London: Routledge

You will be directed to readings on Moodle which relate to course topics.

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Online Support

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You will find a more extensive reading list on Moodle. Students needing assistance with assignments may approach Student Learning or the Māori mentors for assistance. Resources will be shared in class.
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Workload

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This paper has a credit value of 15 points. This translates to approximately 150 hours of time, of which 50 hours will be spent in on- campus sessions or online discussions. Planning, preparing for lessons and reading will make up the rest of the 150 hours.
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Linkages to Other Papers

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Prerequisite(s)

students must have completed papers at 300 level in a subject that supports the teaching of English in secondary schools

Corequisite(s)

Equivalent(s)

Restriction(s)

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