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This course is designed to deliver through practical application and first-hand experience in classrooms, the necessary curriculum and pedagogical content required of primary teachers. These experiences enable the student, his/her lecturers and associate teacher to systematically evaluate his/her developing knowledge and skill, identify emergent needs, and to record the student's progress in achieving course learning outcomes.
1. Use a design process to observe, plan for, implement, assess and evaluate whole class teaching in at least seven areas of learning including English and Mathematics. 2. Develop constructive and effective contextually appropriate professional relationships with colleagues, parents and pupils.3. Assume full role of your Associate Teacher in the classroom for at least 12 days with full independence. Days should be as consecutive as possible.4. Use critical reflection skills to identify professional needs and development, including the use of effective Te Reo me ona tikanga.5. Produce Professional Practice documentation set out according to given guidelines for the folder, planner and record book.
TEPP221 TEPI221
Rachel Martin
Desmond Breeze
Lynda Boyd
Clarke, Shirley; Formative assessment in action : weaving the elements together ; Hodder Murray, 2005.
Clarke, Shirley. , Timperley, Helen., Hattie, John; Unlocking formative assessment : practical strategies for enhancing students' learning in the primary and intermediate classroom ; N.Z. ed; Hodder Moa Beckett, 2003.
Fraser, Deborah. , McGee, Clive; The professional practice of teaching ; 4th ed; Cengage Learning, 2012.
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
Alton-Lee, Adrienne. , New Zealand; Quality teaching for diverse students in schooling : best evidence synthesis ; Ministry of Education, 2003.
Cardno, Carol E. M. , New Zealand Council for Educational Research; Action research : a developmental approach ; New Zealand Council for Educational Research, 2003.
Other Required Readings:New Zealand Teachers Council. (2007). Graduating teacher standards. Retrieved from: http://www.teacherscouncil.govt.nz/sites/default/files/gts-poster.pdfRix, G. (2009). Concept based integrated inquiry learning through curriculum mapping and its alignment with the NZC. Retrieved from:http://www.educationalleaders.govt.nz/Leadership-development/Professional-information/Principals-sabbatical-reports/Report-archives-for-2007-2011/Primary-award-recipients-2009/Rix-GraemeNew Zealand Education Review Office: www.ero.govt.nz
Students will be expected to conduct at least one pre-placement visit at their allocated school. Full attendance in school for the duration of the practicum, from at least 8.00am - 4.00pm each day, is a requirement.Students will attend a debriefing interview with their PP lecturer after the placement concludes. This interview wil be conducted at a University of Canterbury campus or via flexible delivery mechanisms.
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; orii. 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; orii. they are members of a national cultural group on tour nationally or internationally.Please note that applications must be supported by evidence. Further details are available at the above link.Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/ within five days of the assessment. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office may not be required. Special consideration is not available for items worth less than 10% of the course and may not be available for some other items of assessment as specified in Course Outlines. (Refer to specific Course Outlines for this information.)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. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester.NB: This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance.
FLO students are to submit hard copy assignments with a cover sheet to the College of Education.By Hand:Deliver to Assignments Room in Ōrakipaoa, accessed from the back doors closest to The Collective (the USCA Cafe), by 5.00pm, or time directed by course lecturer, on or before the due date. Please use the drop boxes placed at the back entrance to Ōrakipaoa.By Mail:Send to, University of CanterburyCollege of EducationAcademic Services Team – AssignmentsP O Box 31-065IlamChristchurch 8444.
Domestic fee $732.00
International fee $2,975.00
* 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 .