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This course provides pre-service teachers with a final compulsory opportunity to extend their learning about the theory, and pedagogy of literacy and mathematics education in the New Zealand primary school context. The course extends previous knowledge about planning, teaching and evaluating programmes for the literacy and mathematics classroom. The English and Mathematics and Statistics learning areas of the New Zealand Curriculum (2007) are studied in congruence with available resources, assessment tools and planning formats to meet the needs of all diverse learners in the New Zealand primary school setting. The course 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 examine the characteristics of an effective teacher of literacy and mathematics for all learners2. Identify and examine effective strategies to support and engage priority learners in literacy and mathematics3. Identify and explore how effective pedagogical practices in literacy and mathematics meet the professional obligations of the Treaty of Waitangi (partnerships, participation and active protection)4. Demonstrate familiarity with assessment practices used by teachers in literacy and mathematics5. Identify and explain how to meet the literacy needs of children who have dyslexia. 6. Critically examine the phonological intervention strategies, particularly for low progress readers and writers7. Demonstrate and articulate knowledge and skills in the use of a range of digital technologies that engage students and advance their learning in literacy and mathematics8. Identify critical factors that enhance home-school partnerships in the literacy and mathematics classroom.
TECP212
TECP310
Students must attend one activity from each section.
COMPULSORY ON-SITE INTENSIVE FOR ALL DISTANCE STUDENTS Students enrolled in TECP313-24YC1(D) are required to attend compulsory face-to-face sessions at an On-site Intensive (OSI) in ChristchurchAny costs, including travel, accommodation, childcare etc. associated with attendance at the OSI are met by the studentThere will also be an OSI day for Nelson and Rotorua students. The dates for these will be advised following negotiation with regional co-coordinators
Jessie Shuker
Briarne Oldham and Susanna Wilson
NB: Students need to pass BOTH assignments to pass this course.
All materials and readings will be made accessible on Learn. MATHEMATICS REQUIRED READINGSRequired readings: these readings are posted on the LEARN site in the section titled ‘Maths readings and discussion’. These need to be read for the mathematics assignment.Abercrombie, C. (2015). Teaching mathematics through a mixed ability approach. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice (pp. 99-115). Wellington, New Zealand: NZCER Press.Anthony, G., & Walshaw, M.(2007). Effective pedagogy in mathematics/pangarau.Best evidence synthesis iteration [BES]. Wellington, NZ: Ministry of Education.pp.113- 120.Askew, M. (2012). Transforming primary mathematics. London: Routledge.pp 128- 145.Averill, A., & Anderson, D.(2010). In R. Averill,& R. Harvey (Eds), Teaching primary school mathematics and statistics: evidence- based practice (pp. 167- 180). Wellington, New Zealand: NZCER press.Drake., M. & Enoka., S. (2015). Orchestrating whole-class discussion in mathematic s.·In R. Averill (Ed. ), Mathematics and statistics in the middle years: Evidence and practice (pp. 99- 115). Wellington, New Zealand: NZCER Press.Hunter,R. & Anthony,G. (2010). Developing mathematical inquiry and argumentation. In R. Averill,& R. Harvey (Eds), Teaching primary school mathematics and statistics: evidence- based practice (pp. 197- 206). Wellington, New Zealand: NZCER press.Sharma, S., Young - Loveridge,J., Taylor, M., & Hawera, N. (2011). The views of Pacifica students in New Zealand about communicating mathematically. Asia Pacific Journal of Education. 31(4),503-519. DOI:10.1080/02188791.2011.621685Walshaw, M., & Anthony, G. (2006). Classroom arrangements that benefit students. In M. Chinnappan,P. Grootenboer, & R. Zevenbergen, (Eds.), Identities, cultures and learning spaces. (Proceedings from the 29th annual conference of the Mathematics Education Research Group of Australasia, Adelaide, pp. 527 - 534). Adelaide: MERGA.You will be given a copy of:Alton-Lee, A., Hunter, R., Sinnema, C. & Pulegatoa-Diggins, C. (2012). BES Exemplar 1. Nga kete raukura - He Taiura. 1. Developing communities of mathematical inquiry. Wellington. Ministry of EducationYou will also need the following texts from previous mathematics education courses:Anthony, G & Walshaw,M. (2009). Effective pedagogy in mathematics. Educational Practices series19. Geneva. The International Academy of Education.Averill, R. & Harvey, R. (2010) (Eds). Teaching primary school mathematics and statistics: evidence based practice. Wellington. Ministry of Education.Numeracy project book 1 - 9Tataiako - Cultural competencies for teachers of Maori learners. You are required to download a copy of this document from www.minedu.govt.mz/the Ministry/Educationlnitiatives/Tataiako.aspxRecommended readingAskew, M; Transforming primary maths; Routledge, 2012.Averill, R (2015) (Eds). Mathematics and statistics in the middle years: Evidence and practice. Wellington. NZCER PressBoaler., J, & Munson., J, & Williams., C. (2018). Mindset mathematics, visualising and investigating big ideas, Grade 3. San Francisco, CA: Jossey-Bass.Boaler., J, & Munson., J, & Williams., C. (2018). Mindset mathematics, visualising and investigating big ideas, Grade 4. San Francisco, CA: Jossey-Bass.Boaler., J, & Munson., J, & Williams., C. (2018). Mindset mathematics, visualising and investigating big ideas, Grade 5. San Francisco, CA: Jossey-Bass.Chapin, S., O'Connor, C. & Anderson, N. (2009). Classroom discussions: using maths talk to help students learn (Grades K-6), 2nd ed. Sausalito, C: Maths Solutions Publication 5.Smith., M. & Stein., M.(2011). 5 practices for orchestrating productive mathematics discussions. Thousand Oaks, CA: NCTM, Corwin.Sullivan, Peter; Challenging maths tasks: unlocking the potential of all students; Oxford University Press. 2018Sullivan, Peter,1948-, Lilburn, Pat; Open-ended maths activities :using 'good' questions to enhance learning; Oxford University Press, 2017.LITERACY REQUIRED READINGSRequired readings: these readings are posted on the LEARN site in the section titled ‘Literacy readings and discussion’. These need to be read for the literacy assignment. Berryman, M., Lawrence, D., & Lamont, R. (2018). Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective. Set: Research Information for Teachers, (1), 3–10. doi:10.18296/set.0096 Buckingham, J., Ferrari, J. & Alegounarias, T. (2014). Why Jaydon Can’t Read: a forum on fixing literacy. (Report No. 144). The Centre for Independent Studies. https://www.cis.org.au/wp-content/uploads/2015/07/ia144.pdf Hempenstall, K. (2016). Read About It: Scientific Evidence for Effective Teaching of Reading. (Report No. 11). MultiLit. https://www.cis.org.au/wp-content/uploads/2016/03/rr11.pdf Keys to Literacy (2021). Culturally responsive literacy instruction: A white paper by Keys to Literacy. Rowley, MA: Keys to Literacy.Mathes, P, & Torgesen, J. (1998). All Children Can Learn to Read: Critical Care for the Prevention of Reading Failure. Peabody Journal of Education, 73(3/4), 317–340. http://www.jstor.org/stable/1493210 Moats, L. (2001). When Older Students Can't Read. Educational Leadership, (58), 36-40. https://keystoliteracy.com/wp-content/pdfs/orc-adolescent/When%20Older%20Kids%20Can't%20Read.pdf Moats, L. (2020). Teaching Reading Is Rocket Science (2020): What Expert Teachers of Reading Should Know and Be Able to Do. Washington, DC: American Federation of Teachers. https:// https://www.readingrockets.org/sites/default/files/guide/teaching-reading-is-rocket-science-2020.pdfNew South Wales Government (2017). Cognitive load theory: Research that teachers really need to understand. Retrieved from https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/literature-reviews/cognitive-load-theory Spear-Swerling, L. (2015). The Power of RTI and Reading Profiles: A Blueprint for Solving Reading Problems. Brookes Publishing. Retrieved from https://brookespublishing.com/wp-content/uploads/2021/06/teacher-effectiveness-in-childrens-reading.pdf Spear-Swerling, L. (2019). Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities. TEACHING Exceptional Children, 51(3), 201-211. https://doi.org/10.1177/0040059917750160Te Tāhuhu o te Mātauranga-Ministry of Education. (2021). National Education and Learning Priorities (NELP). https://assets.education.govt.nz/public/Documents/NELP-TES-documents/FULL-NELP-2020.pdf Victoria State Government. (2020). High Impact Teaching Strategies. Retrieved from https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-teaching-strategies.pdf You will also need the following texts from previous courses:Te Tāhuhu o Te Mātauranga–Ministry of Education & Te Pouherenga Kaiako o Aotearoa-New Zealand Teachers Council. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Ministry of Education. https://teachingcouncil.nz/required/Tataiako.pdfTe Tāhuhu o Te Mātauranga - Ministry of Education. (2018). Tapasā: Cultural competencies framework for teachers of Pacific learners. https://teachingcouncil.nz/assets/Files/Tapasa/Tapasa-Cultural-Competencies-Framework-for-Teachers-of-Pacific-Learners-2019.pdf Te Tāhuhu o te Mātauranga- Ministry of Education. (2007). The New Zealand curriculum. https://nzcurriculum.tki.org.nz/content/download/1108/11989/file/NZ%20Curriculum%20Web.pdfTe Pouherenga Kaiako o Aotearoa-New Zealand Teachers Council. (2018). Standards for the Teaching Profession. https://teachingcouncil.nz/assets/Files/Code-and-Standards/Standards-for-the-Teaching-Profession-English-two-pages.pdf Recommended readingTe Tari Arotake Mātauranga - Education Review Office (2018). Evaluation at a Glance: A Decade of Assessment in New Zealand Primary Schools – Practice and trends. Retrieved from https://ero.govt.nz/sites/default/files/2021-05/Evaluation-at-a-glance-assessment-practice-and-trends-2020.pdf Te Tāhuhu o te Mātauranga-Ministry of Education. (2016). Assessment Online. https://assessment.tki.org.nz/Assessment-for-learning/Principles-of-assessment-for-learning/(tab)/Describing-assessment-for-learning Seamer, J. (2022). Reading Success in the Early Primary Years: A Teacher's Guide to Implementing Systematic Instruction (1st ed.). Routledge. https://doi.org/10.4324/9781003244189 Wheldall, K., Wheldall, R., & Buckingham, J. (Eds.). (2023). Effective Instruction in Reading and Spelling. MRU Press.
http://library.canterbury.ac.nz/ http://learn.canterbury.ac.nz/
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 .