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This compulsory course provides pre-service teachers with consolidation and further development of the theory and pedagogy of literacy and mathematics education. The course develops the knowledge, skills and attitudes needed to successfully plan, teach and evaluate the English and Mathematics & Statistics learning areas in the New Zealand Curriculum (2007). This course develops an understanding of how to identify all children's literacy needs (with a focus on reading and written language) and builds on understandings of mathematics and statistics developed in a 100 level course. This includes the processes/procedures for planning and implementing effective programmes to meet diverse needs. There is a focus on the Number and Algebra strand with particular emphasis on Levels 3 and 4. The course also aims to prepare students for further study in higher-level courses and will complement learning in other courses in the Bachelor of Teaching and Learning, including Professional Practice.
*Please note this course is only available to initial teacher education students. To enrol in this course you need to be accepted and enrolled in one of our Initial Teacher Education programmes.
On the successful completion of this course, participants will be able to:1. Critically reflect on some theoretical underpinnings, relevant research, and current teaching practices in the teaching and learning of literacy and mathematics and relate these reflections to the idea of best practice.2. Analyse the deeper layers of meaning in texts and develop, through structural analysis, teaching tools to enable children to become critical and productive thinkers about a range of texts as windows into the world.3. Become knowledgeable about the needs of diverse literacy learners through the use of assessment practices, book selection, technologies, and appropriate pedagogies, with the aim for children to become pro-active and engaged readers.4. To further deepen curriculum knowledge, resources and pedagogies in the application of visual, verbal and written forms of communication.5. Articulate an understanding of the philosophy, structure and content of Mathematics and Statistics as outlined in The New Zealand Curriculum (2007).6. Critically examine the philosophy, structure, content and implementation of the Number and Algebra strand with an emphasis on Levels 3 and 4 in particular.
TECP112 and TECP122.
ON-SITE INTENSIVE Students enrolled in TECP212-23S2 (D) are required to attend compulsory face-to-face sessions at an On-Site Intensive (OSI) in Christchurch Any costs, including travel, accommodation, childcare etc. associated with attendance at the On-Site Intensive are met by the student.
Recommended TextsLiteracy:*Ministry of Education (2010). The Literacy Learning Progressions. Wellington, NZ: Learning Media. http://www.literacyprogressions.org.nz*Ministry of Education, (2007). The New Zealand Curriculum. Wellington, NZ: Learning Media.http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/New Zealand-CurriculumMathematics:Averill, R. & Harvey, R. (2010). Teaching Primary School Mathematics and Statistics: Evidence-based practice. Wellington, NZ: NZCER Press.Ministry of Education. (2012). Numeracy Book 5: Teaching Addition, Subtraction, and Place Value. Wellington, NZ: Learning Media. (New-provided free by teaching staff).*Ministry of Education, (2009). The New Zealand Curriculum Standards: Mathematics Standards for Years 1-8. Wellington, NZ. Learning Media.http://nzcurriculum.tki.org.nz/National-Standards/Mathematics-standards.*Ministry of Education, (2007). Numeracy Book 1: The Number Framework. Wellington, NZ. Learning Media.*Ministry of Education, (2007). Numeracy Book 4: Teaching Number Knowledge. Wellington,NZ. Learning Media.*Ministry of Education, (2008). Numeracy Book 8: Teaching Number Sense and Algebraic Thinking: Wellington, NZ. Learning Media.Recommended Readings will be provided by the Lecturers.
Course Attendance and Participation General Requirements: This BTchLn qualification is designed to prepare you for entry into the teaching profession. Attendance enables you to demonstrate key aspects from ‘Our Code, Our Standards’ (Education Council, New Zealand, 2017); specifically, your commitment to the teaching profession and your commitment to learners. The UC General Conditions for Credit Regulations (general-regs-general-conditions-for-credit-regulations.pdf (canterbury.ac.nz) section 3 a) states “A student seeking course credit must engage satisfactorily in all required course-related activity, work and assessment specified in the course outlines.” Subsequently for all students (campus or distance), attendance at all scheduled course sessions, and independent engagement with associated course content (online), is a course requirement. Attendance Distance: To meet the learning outcomes and requirements in this course, distance students must attend and participate in all distance intensive sessions indicated in the timetable. Distance students must also demonstrate regular and sustained engagement with all of the compulsory online course content to be eligible to seek course credit and receive a passing grade for this course. Absences: Students must notify course lecturer prior to their absence (via email) from any scheduled course sessions with an explanation. Extended absences must be accompanied by a medical certificate or similar. Absent students may be required to complete and submit tasks that demonstrate engagement with the content from missed classes to meet the course requirements. Assessment Guidelines Assignments are graded according to the UC assessment policy and common grading scale. All assignments in this course must be submitted and passed. The score for each assessment item will be aggregated for the final grade. Final grades will be calculated and reported using the UC Common Grading Scale. Assessment Submission: Normally, assignments will be submitted and returned via the Learn site. It is the responsibility of the students to check their emails at least twice a week and ensure Internet access and ability to submit their work via the online system is functioning. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. It is a student’s responsibility to uplift marked work and feedback in a timely manner. It is strongly recommended that students retain a back-up copy of all submitted work via UC Office 365 cloud storage. Marks for assignments will be communicated electronically, through Gradebook. Turnitin (plagiarism checking software) may be used to check for plagiarism. Late Work: Work is considered late if it is handed in after an assignment due date, without an extension having been applied for and granted. Late work will be accepted for marking up to 24 hours late, however the assignment grade will be restricted to a minimum passing grade (C- or 52.5%). Work submitted more than 24hr late will normally not be marked unless there are exceptional circumstances. Late work is also automatically excluded from a resubmission opportunity unless there are exceptional circumstances. Extensions: Extensions are reserved for exceptional circumstances only and are not granted automatically. The course coordinator may approve extensions and must be contacted by email a minimum of two working days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). If an extension is granted there will normally be no resubmission opportunity given for that assignment. An extension will normally be for no more than two weeks and the date of the extension will be provided to the student in writing. The extension date will also be recorded in Gradebook. Extensions will not be granted because of pressure of university study, e.g. several pieces of work being due around the same time. Academic and professional integrity: Honesty and integrity are important qualities for teachers. Students need to become familiar with Our Code, our Standards the ethical code for teachers. Also, students need to be familiar with the risks of plagiarism and how to avoid these. Plagiarism is a form of academic dishonesty. The UC Library has useful information on plagiarism and how to avoid it. Academic integrity involves acting honestly, ethically, fairly and respecting others in teaching, learning, research and administration. Academic integrity means producing honest and ethical work and is one of the key foundations to being a good student and is a key principle at UC. While you may be tempted to use AI text generators like ChatGPT, please be aware that using such text in your assignments may amount to academic misconduct, unless your lecturers have stated that this is allowed and you follow their instructions as to how you should do this. It is also important to retain evidence of your document history and revisions as you might be asked to evidence how you developed your assignment. It is also important to use OneDrive as your repository for UC work as this cloud storage system will save version histories of your documents. Please refer to the post in Tūpono | The Insider’s Guide to UC which can be found here: Can I use AI (like ChatGPT) in my UC work? - Tūpono | The Insider's Guide to UC (canterbury.ac.nz) and the Misconduct Procedures - Guide for Students for more information. All forms of cheating and dishonest practice are taken seriously, and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations and the College of Education Assessment Guidelines for Students. Assessed work in Te Reo Māori: Recognising that Māori is an official language of New Zealand, the University provides for students who may wish to use the Māori language in assessment. See Assessment in Te Reo Māori Policy. Please note that if you want to submit work that is written in te reo, you need to advise the course coordinator no later than 10 working days after the start of the course. This is to allow the University sufficient time to make arrangements for translation and marking. Course coordinators will notify the registry of the need for support for assessment of course work in Māori, and the Office of the AVC Māori works with students to support them with the process and ensure fair and appropriate assessment procedures are in place. Resubmissions: The decision to grant a resubmission will be made by the course coordinator and will be subject to the student concerned having demonstrated a regular and sustained level of course engagement. Normally a resubmit will only be considered for assignments which meet most of the pass criteria and the tertiary literacy standards, and which are within the ‘D’ range (40.00 – 49.99%). Assignments which have been resubmitted are restricted to a minimum passing grade (C- or 52.5%) for that assessment. Students may only be granted one resubmission per course. The timeframe for students resubmitting work will normally be no more than two weeks and the date of the resubmission must be provided to the student in writing. Partial Exemption of assessment in a course: A student who has had a previous enrolment in the course can apply for assessment results that received a passing grade to be carried over. Students must email the Course Coordinator within the first two weeks of the course and include the following details in the application: a) their name and student ID number b) the year of the prior enrolment and course delivery method (e.g., Distance) c) the name of the assessment(s) and d) their assessment result(s). The Course Coordinator will convey the outcome of the request to the student via email within two weeks of receiving the application. Changes to course content, course assessments and assessment weightings may impact the ability for assessment results to be carried over. Special Considerations: Special Consideration for assessment is for students who have covered the work of a course but have been prevented from demonstrating their knowledge or skills at the time of the assessment (worth 10% or more) due to unforeseen circumstances, such as illness, bereavement or other critical circumstances outside of their control at the time of the assessment. Students may apply for special consideration if their performance in an assessment is affected by extenuating circumstances beyond their control, where: (a) they have suffered an acute illness, injury, or other reasonably unforeseeable circumstances: i. which has prevented them from completing any major item(s) of work for assessment in a course; or ii. which has impaired their performance (including by interruption of pre-assessment revision) to the extent that the result(s) are likely to underestimate their true and evidenced level of mastery of the material in the course; or (b) i. they have been selected to perform, compete, adjudicate, or officiate as a national sporting representative at national or international competitions; or ii. they are members of a national cultural group on tour nationally or internationally. Further details are available at Special Consideration | University of Canterbury. Please note that applications must be supported by evidence and must be submitted no later than five working days after the assessment due date. Special consideration for late discontinuation: Students prevented by extenuating circumstances from completing the course after the final date for withdrawing, may apply for special consideration for late discontinuation of the course. Further details are available at Special Consideration | University of Canterbury. Please note that applications must be supported by evidence and must be submitted no later than five working days after the assessment due date.
Domestic fee $844.00
International fee $3,950.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see
School of Teacher Education