Use the Tab and Up, Down arrow keys to select menu items.
The course provides pre-service teachers with an introduction to English and Mathematics Education. These are key learning areas of the New Zealand Curriculum/ Te Marautanga o Aotearoa, (2007) and as such are at the forefront of current educational policy and curriculum development. The development of literacy and numeracy skills is essential as a basis for all subject knowledge and the ability to make sense of the world around us. All teachers must have the knowledge and skills to design effective learning experiences in these areas. They must be able to evaluate current English literacy and mathematics practice across all levels of primary education. New technologies for information and increasing change, continue to challenge educators to prepare students appropriately. Every teacher requires the skills and knowledge to make it possible for children to understand, clarify, problem solve, test hypotheses and communicate in appropriate ways. This includes the processes of gathering data, interpreting and critiquing information and creating solutions which can be evaluated against recognised research in the areas. The course will complement learning in other courses in the Graduate Diploma of Teaching and Learning (Primary), including Professional Practice.
Students who successfully complete this course will be able to:1. articulate a working knowledge of the Mathematics and Statistics and English learning areas of The New Zealand Curriculum/Te Marautanga o Aotearoa (2007).2. critically evaluate effective practices including skills-based and holistic approaches that allow for dynamic and progressive learning in literacy and mathematics3. demonstrate an ability to plan, teach, assess and evaluate learning episodes of varying length to meet the requirements of the New Zealand Curriculum achievement objectives in Mathematics and English.4. evaluate the appropriateness of a wide range of Ministry documentation, resources and equipment appropriate to the literacy and mathematics classroom. 5. analyse and synthesise research into current issues pertaining to literacies and mathematics
Admission to the GradDipTchLn(Primary)
Students enrolled in TECP331- 14X(C) are required to attend compulsory face to face lectures and workshops.Any costs including travel, accommodation, childcare, associated with attending at the OS are met by the student.
Karen Nicholas
Faye Parkhill
Anthony, Glenda. , Walshaw, Margaret., New Zealand; Effective pedagogy in mathematics/pāngarau : best evidence synthesis iteration (BES) ; Ministry of Education, 2007.
Duke, N.K. & Pearson; Effective practices for developing reading comprehension ; Newark: International Reading Association, 2002 (In A. E. Farstrup & S.J. Samuels (Eds).What research has to say about reading instruction).
Learning Media; Mathematics standards for years 1 – 8 ; Wellington, NZ, 2009.
Ministry of Education; Effective Literacy Practice Years 1 to 4 ; Wellington: Learning Media, 2003.
Ministry of Education; Effective Literacy Practice Years 5 to 8 ; Wellington: Learning Media, 2006.
Ministry of Education; Getting Started. Book 3 ; Wellington, NZ: Learning Media, 2007.
Ministry of Education; Reading and writing standards for Years 1-8 ; Wellington: Learning Media, 2010.
Ministry of Education; Teaching addition, subtraction and place value. Book 5 ; Wellington, NZ: Learning Media, 2012.
Ministry of Education; Teaching fractions, decimals and percentages: revised edition, 2008: Draft Book 7 ; Wellington, NZ: Learning Media, 2008.
Ministry of Education; Teaching multiplication and Division. Book 6 ; Wellington, NZ: Learning Media, 2008.
Ministry of Education; Teaching Number knowledge. Book 4 ; Wellington, NZ: Learning Media, 2007.
Ministry of Education; Teaching number sense and algebraic thinking.2008,. Book 8 ; Wellington, NZ: Learning Media, 2008.
Ministry of Education; Teaching Number Through Measurement, Geometry, Algebra and Statistics. Book 9 ; Wellington, NZ: Learning Media, 2007.
Ministry of Education; The literacy language progressions ; Wellington: Learning Media, 2010.
Ministry of Education; The Number framework Book 1 ; Wellington, NZ: Learning Media, 2007.
Ministry of Education; The New Zealand Curriculum/Te Marautanga o Aotearoa ; Wellington: Learning Media, 2007.
Pressley M., Roehrig, A., Bogner, K., Raphael, L. M., a& Dolezal, S; Balanced Literacy Instruction In Focus on Exceptional Children ; 2002 (Balanced Literacy Instruction In Focus on Exceptional Children 34, 5: Academic Research Library pp. 1-14).
Wellington, NZ: Learning Media; The Diagnostic Interview. Book 2 ; 2007.
Winch, G., Ross Johnston, R., Holliday, M., Llungdahl., & March, P; Literacy, Reading, Writing and Children’s Literature ; Melbourne: Oxford University Press, 2010 (pp. 42-60).
Anthony, Glenda. , Walshaw, Margaret; Effective pedagogy in mathematics/pa¯ngarau : best evidence synthesis iteration (BES) ; Ministry of Education, 2007.
Anthony,G & Walshaw,M; Effective pedagogy in mathematics ; Educational Practices series 19. Geneva. The International Academy of Education, 2010.
Averill, Robin. , Harvey, Roger; Teaching primary school mathematics and statistics : evidence-based practice ; NZCER Press, 2010.
Averill, Robin. , New Zealand; Findings from the New Zealand Numeracy Development Projects 2007 ; Learning Media, 2008.
Bobis, Janette Maree. , Mulligan, Joanne Therese., Lowrie, Tom; Mathematics for children : challenging children to think mathematically ; 2nd ed; Pearson Education Australia, 2004.
Clay, M. M; Running Records for the classroom ; Auckland; Heinemann, 2001.
Cotton, Tony; Understanding and teaching primary mathematics ; Pearson Education, 2010.
Cremin, T., Mottram, M., Collins, F., Powell, S. & Safford, K; Teachers as readers; building communities of practice ; 2009 (Literacy 43(1), 11-19).
Davis, A; Teaching reading comprehension ; Wellington: Learning Media, 2007.
Duke, N.K. & Pearson, P.D; Effective practices for developing reading comprehension ; Newark: International Reading Association, 2002 (In A. E. Farstrup & S.J. Samuels (Eds)).
Ehri, L; More about phonics ; New York, NY: The Guildford Press, 2006 (In K. Dougherty- Stahl & McKenna M. C. (eds) Reading research at work).
Healy, A., & Honan, E; Text Next: New resources for literacy learning ; NSW, Australia Primary English Teaching Association, 2004.
Higgins, Joanna. , New Zealand; Findings from the New Zealand Numeracy Development Project 2004 ; Ministry of Education, 2005.
Levy, R; You have to understand words but not read them: Young children becoming readers in a digital age ; 2009 (Journal of Research in Reading, 32(1), 75-91).
Manzo, U. C., Manzo, A.V. & Thomas, M .M; Content area literacy; A framework for reading-based instruction ; 2009 ((5th Ed). Hoboken, NJ; John Wiley & Sons, Inc).
Ministry of Education; Guided Reading in Tears 5 to 8 ; Wellington, NZ: Learning Media, 2005.
Ministry of Education; Learning through talk: Oral language in Years 1 to 3 ; Wellington, NZ: Learning Media, 2009.
Ministry of Education; Learning through talk: Oral language in Years 5 to 8 ; Wellington, NZ: Learning Media, 2009.
Siemon, Dianne E; Teaching mathematics : foundations to middle years ; Oxford University Press, 2011.
Townsend, A., Quill, A., & Oostenbroek, P; Text types: A writing guide for students ; . New Plymouth, NZ: Curriculum Concepts, 2007.
Zevenbergen, Robyn , Dole, Shelley., Wright, Robert J; Teaching mathematics in primary schools ; Allen & Unwin, 2004.
This list of books is the same as on the course outline but it specifies the books for Literacy and Numeracy.Note it is the same list of books for the 'C' and 'D' occurrence.Books listed by Literacy and Numeracy (PDF, 52KB)Copies of the Ministry of Education Numeracy books will be sent to you at no charge.Tātaiako - Cultural competencies for teachers of Māori learners. You are required to download a copy of this document from www.minedu.govt.mz/the Ministry/EducationInitiatives/Tātaioki.aspx
On-line course content http://www.canterbury.ac.nz/exams/aegrotats.shtml http://www.library.canterbury.ac.nz/ http://ucstudentweb.canterbury.ac.nz/
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.
Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines, relevant UC Policies and the UC Calendar General Course and Examination Regulations. It is your responsibility to familiarise yourself with this information. There are two assignments in this course. The scores for the two assignments will be aggregated for the final grade. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.Grade GPA MarksA+ 9 90 – 100A 8 85 – 89A- 7 80 – 84B+ 6 75 – 79B 5 70 – 74 B- 4 65 – 69C+ 3 60 – 64C 2 55 – 59C- 1 50 – 54D 0 40 – 49E -1 0 – 39
Attendance at all lectures and workshops is compulsory. The course will require all students to access the internet. Students must engage with course content modules and associated readings/ study guides/video clips/web links in the LEARN site as required.
Students will be given the opportunity to formally evaluate the course via the University course evaluation system. Students will also be encouraged to provide formative feedback throughout the course.
Internal moderation procedures will ensure that lecturers mark work consistently within each of the assessment components. The moderation process will also monitor standards across the two assignments.
Work is late if it is handed in after the due date, without an extension having been granted. Work submitted after the due date will not be marked.
Extensions are reserved for exceptional circumstances only and are not granted automatically. In exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. Extensions will not be granted because of pressure of university study, e.g. several pieces of assessment being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines. A request for an extension should be emailed to the Course Coordinator (karen.nicholas@canterbury.ac.nz) at least two days prior to the due date for the assignment. If you apply for an extension, you will be asked to supply a medical certificate or other relevant evidence of special circumstances (eg a letter from a counsellor). Students who cannot meet these regulations because of extended illness or unusually exceptional circumstances must apply to the Head of School (or their nominee). Students will be notified of the outcome of their extension application via email. Extensions will not normally be given for longer than one week from the due date unless exceptional circumstances prevail. No extensions will be granted after the due date of the assignment.
The option to resubmit assignments is not available in this course.
Students should refer to Regulation H of the General Course and Examination Regulations.Assignments in this course will not be eligible for aegrotat assessments because each of the two assignments relate to different components of the course.
On Campus students’ assignments are to be submitted with a Cover Sheet to the Assignments Room in Ōrakipaoa, accessed from the back doors closest to The Collective (the USCA Cafe), by 5.00pm, or time directed by the course lecturer, on or before the due date. Please use the drop boxes placed at the back entrance to Ōrakipaoa.Pick up Arrangements: It is your responsibility to pick each assignment up from the Academic Services Team. Lecturers will not follow up on resubmits and fails. This is your responsibility.Hours of operation of the Assignments Room for pick-ups are 11am-2pm weekdays.
Domestic fee $670.00
International fee $2,850.00
* 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 .