TECM101-21YC1 (D) Year C First Half 2021 (Distance)

Te Reo me nga Ahuatanga Maori 1

15 points

Details:
Start Date: Monday, 15 February 2021
End Date: Sunday, 27 June 2021
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Sunday, 28 February 2021
  • Without academic penalty (including no fee refund): Friday, 28 May 2021

Description

This course provides current and aspiring early-childhood and primary teachers an introduction to te reo Maori me ona tikanga appropriate for use in learning contexts and educational settings.

*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.

This course will introduce students to te reo Māori me ngā tikanga-a-iwi as a foundational knowledge and skill for the profession of teaching in Aotearoa New Zealand. Students will be introduced to key research and theory in 1st/2nd language acquisition & development, and related teaching approaches/methods. The course will contribute to an emerging understanding of the importance of a bilingual/bicultural learning context for learners, and how teachers can work effectively within these. Students will develop and strengthen their te reo Māori language proficiency and gather information from relevant sources, including research, to develop the initial knowledge-base and skills for teaching within tiriti based educational programmes. Students will develop and foster collaborative teaching and learning within a bicultural/tiriti based curriculum. Students will develop an understanding of the integration of a Māori perspective into their work with children, whānau and community. This course will require students to think critically about how to give effect to the provisions of te Tiriti o Waitangi as education professionals. This course is designed to develop students’ oral competency and understanding of te reo Māori and tikanga appropriate to a variety of learning contexts.

Learning Outcomes

  • On the successful completion of this course, participants will be able to:
  • Explain key theories of language acquisition, and related teaching approaches and methods that support the teaching and learning of te reo Māori in various learning contexts.
  • Identify and reflect on the use of a range of pedagogical strategies and bicultural/te reo Māori resources within an educational setting.
  • Use a range of te reo Māori words, phrases, sentences, karakia and waiata.
  • Demonstrate an understanding of te reo Māori me ngā tikanga-a-iwi applicable to a variety of learning contexts, and informal contacts with whānau and community.

Timetable 2021

Students must attend one activity from each section.

Intensive Block Course A
Activity Day Time Location Weeks
01 Thursday 09:00 - 16:00 K1 Lecture Theatre
15 Feb - 21 Feb

Timetable Note

Early Childhood


Primary:

Course Coordinator / Lecturer

Toni Torepe

Assessment

Assessment Due Date Percentage  Description
Critical Reflection 14 Apr 2021 40%
Quizzes 60% Quiz 1: 31 March 2021 Quiz 2: 19 May 2021 Final Quiz: 2 June 2021


All procedures for submission of Assessment in te reo Māori must be adhered to as per the Assessing Work Submitted in Māori Policy.

https://www.canterbury.ac.nz/media/uc-policy-library/general/Assessing-Work-in-MÄ%C2%81ori-Policy.pdf

Textbooks / Resources

Required Texts

Moorfield, John C; Te aka : Māori-English, English-Māori dictionary and index; New expanded ed; Pearson, 2011.

Morrison, Scotty; Māori made easy : for everyday learners of the Māori language; Raupo, 2015.

RECOMMENDED READING:

Ellis, R., Professor.(2008). Principles of Instructed Second Language Acquisition. CAL Digest. Retrieved from http://www.cal.org/resources/digest/instructed2ndlang.html

Newton, Jlk & Yates, E. (2010). Intercultural Communicative Language Teaching: Implications for Effective Teaching and Learning. Retrieved from Ministry of Education website: http://www.educationcounts.govt.nz/publications/curriculum/76637/part-1.

Worty, J., & Rodriguez-Galindo, A. (2006). "Mi Hija Vale Dos Personas". Latino Immigrant Parents' Perspectives About Their Children's Bilingualism. Bilingual Research Journal, 30(2). 579-601. doi: 10.1080/15235882.2006.10162891

Additional Course Outline Information

Academic integrity

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. Work submitted may be analysed by the software Turnitin, to check for plagiarism. Where there is evidence that cheating or plagiarism has occurred students will be awarded an X grade and the matter will be referred to the year level coordinator, and/or the Head of the School of Teacher Education.

Assessment and grading system

Assessment procedures will follow the established policies of the UC College of Education Health and Human Development Assessment Guidelines.

Grading Scale
Grade    GPA      Marks
A+          9      90 – 100
A            8      85 – 89.99
A-           7      80 – 84.99
B+          6      75 – 79.99
B            5      70 – 74.99
B-           4      65 – 69.99
C+          3      60 – 64.99
C            2      55 – 59.99
C-           1      50 – 54.99
D            0      40 – 49.99
E           -1       0 – 39.99

The score for each assessment item will be aggregated for the final grade. Assessment procedures will follow the policies of the UC College of Education Health and Human Development Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.

Attendance

A student seeking credit in any course must attend such lectures, and perform satisfactorily such oral, practical, written and other work as the Head of Department/School concerned may require.’
(University of Canterbury Calendar 2014, p.43)

Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities such as Zoom sessions, Adobe connect sessions and any other requirements specified by the course coordinator, in order to meet the learning outcomes of the course. Students are expected to notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).

Attendance evidence
Distance students – attendance and active participation at On-site Intensives and Adobe Connect (webinar) sessions, accessing of ECHO360 lecture recordings, completion of forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.

Evaluation

Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to staff about the relevance and validity of what has been learned as well as the quality of course delivery.

Grade moderation

The courses will be internally moderated in accordance with the processes adopted by the College of Education Health and Human Development. An examiners’ meeting will be held at the end of the course to determine the final grades and to ensure fairness and consistency.

Late submission of work

All assignments must be submitted on or before the due date. If an assignment is late (without a prior arranged extension) then it will normally not be marked. However, if the course coordinator is notified within 24 hours of the due date and there is a genuine issue, for which evidence must be given, it may be considered but the assignment grade is usually restricted to a minimum passing grade (50%) for that assessment.

Other specific requirements

Tertiary literacy standard
Assignments that do not meet a tertiary literacy standard will be marked but that mark will be sanctioned. The student will be given one opportunity to correct the assignment so that it demonstrates tertiary technical writing skills. These skills include the correct use of spelling (including the appropriate use of macrons when spelling Māori words), sentence structure, punctuation, paragraphing and the appropriate use of APA referencing. The corrected work must be resubmitted within seven calendar days.
Once the work is at an appropriate tertiary literacy standard the sanction on the mark will be removed.

Requests for extensions

Extensions are reserved for exceptional circumstances only and are not granted automatically. The course coordinator responsible for the assessment 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). An extension will normally be for no more than two weeks and the date of the extension must be provided to the student in writing.

Extensions will not be granted because of pressure of university study, e.g. several pieces of work being due around the same time. The procedure for extensions is fully outlined in the College of Education Health and Human Development Assessment Guidelines.

Special Considerations

Where for reasons beyond their control, students are prevented from completing an assessment or suffer significant impairment, they may apply for what is known as “special consideration”. University of Canterbury Special Consideration provisions may apply to impaired performance, non-completion of assessment items, and to late discontinuation (withdrawal) from a course.

A detailed description of special consideration and materials to support the applications process are available at: Special Considerations Process.  


Generally speaking, applications for special considerations should be lodged within five working days of the due date of that assessment item. For more details on this, please refer to the Special Considerations Regulations.


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.

Course Website

As well as attending classes, it is essential that all students regularly access the course Learn site. All course information such as the course kaupapa, notices, assessment information, required and recommended readings, audio recordings of some lectures, and other teaching resources etc. will be available on this site

Where to submit and collect work

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.

For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000.  Monday to  Friday, 8am to 5pm (excluding public and university holidays).

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.

Indicative Fees

Domestic fee $785.00

International fee $3,500.00

* 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.

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