TECP212-21S2 (D) Semester Two 2021 (Distance)

Effective Classroom Practices in Literacy and Mathematics

15 points

Start Date: Monday, 19 July 2021
End Date: Sunday, 14 November 2021
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Sunday, 1 August 2021
  • Without academic penalty (including no fee refund): Friday, 1 October 2021


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.

Learning Outcomes

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.



TECP220, TECP210

Timetable 2021

Students must attend one activity from each section.

Intensive Block Course A
Activity Day Time Location Weeks
01 Tuesday 09:00 - 12:00 Jack Mann 101 Lecture Theatre
26 Jul - 1 Aug
Intensive Block Course B
Activity Day Time Location Weeks
01 Tuesday 13:00 - 16:00 Jack Mann 101 Lecture Theatre
26 Jul - 1 Aug

Timetable Note


Students enrolled in TECP212-21S2 (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.

Course Coordinator

Jo Fletcher


Jessie Shuker


Assessment Due Date Percentage 
Literacy and Mathematics Assignment 20 Aug 2021 50%
Literacy Assignment 29 Oct 2021 50%

Textbooks / Resources

Recommended Texts


Clay, M.M.(2000). Running records for classroom teachers. China. Heinemann.

*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-Curriculum


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 2: The Diagnostic Interview. Wellington, NZ. Learning Media.

*Ministry of Education, (2007). Numeracy Book 3: Getting Started. Wellington, NZ. Learning Media.
*Ministry of Education, (2007). Numeracy Book 4: Teaching Number Knowledge. Wellington,NZ. Learning Media.

*Ministry of Education, (2007). Numeracy Book 6: Teaching Multiplication and Division. Wellington, NZ. Learning Media.

*Ministry of Education, (2008). Numeracy Book 7: Teaching Fractions, Decimals, and Percentages. Wellington, NZ: Learning Media.

*Ministry of Education, (2008). Numeracy Book 8: Teaching Number Sense and Algebraic Thinking: Wellington, NZ. Learning Media.

*Ministry of Education, (2008). Numeracy Book 9: Teaching Number through Measurement, Geometry, Algebra & Statistics. Wellington, NZ. Learning Media.

*Ministry of Education, (2007). Enriching the Number Framework with Beginning School Mathematics. Wellington, NZ. Learning Media.

Recommended Readings

Allan, K., MacMackin, M., E. & Spardorcia, A. (2009). Learning to Write with Purpose. Effective Instruction in grades 4-8. (pp204-233) NY, USA: Guildford Press.

Clark, K.F. & Graves, M.F. (2004). Scaffolding Students' Comprehension of Text. International Reading Association. 58 (6), pp. 570-580.

Davis, A. (2007). Teaching Reading Comprehension. Wellington, NZ. Learning Media.

*Dingle, R., Fischer, J. & Neill, A. (2010). Exploring Mathematics Interventions: Exploratory evaluation of the Accelerating Learning in Mathematics pilot study. Report to the Ministry of Education, NZ: New Zealand Council for Educational Research.

Duke, N. & Pearson, P. (2002). Effective Practices for Developing Reading Comprehension. In Farstrup, A. & Samuals, S.J.(Eds). (2002). What research has to say about reading instruction (3rd ed) (pp205-242). International Reading Association Inc: Delaware.

Gehling, K. (2000). A Year In Texts. An explicit Reading Program. Newtown, NSW: Primary English Teachers Association. pp11-22.

Graves, M.F., Juel, C. & Graves, B.B. (2007). Teaching reading in the 21st Century (4th ed). USA: Pearson Education Inc. pp2-12.

Haurewas, L.B. & Walker, J. (2004). What Children's Spelling of Running and Jumped Tell us About Their Need for Spelling Instruction? International Reading Association.

Manzo, U.C., Manzo, A.V. & Thomas, M.M.(2009). Content Area literacy: A framework for reading-based instructions. (5th Ed). Hoboken, NJ: John Wiley & Sons Inc.

*Ministry of Education, (2008). Findings from the New Zealand Numeracy Development Project 2007. Wellington, NZ: Learning Media Limited.

Ministry of Education, (2000). Using Running Records. A Resource for New Zealand Classroom Teachers. Wellington, NZ: Learning Media.

Ministry of Education. (2005). Guided Reading in Years 5 to 8. Wellington, NZ: Learning Media.

*Ministry of Education. (2003). Reading to Read Teacher Support Material. Sound Sense. Wellington, NZ: Learning Media.

*Ministry of Education. (2002). Ready to Read Teacher Support Material. Wellington, NZ. Learning Media.

Morris, D., Bloodgood, J., Lomax, R., & Perney, J. (2003). Developmental Steps in Learning to Read: A Longitudinal Study in Kindergarten and First Grade. Reading Research Quarterly. 38 (3). pp302-328.

Philippot, R. & Graves, M.F. (2009). Fostering Comprehension in English Classes. New York, NY: Guildford Press.

Pritchard, R. & Honeycutt, R. (2007). Best Practices in Implementing a Process Approach to Teaching Writing. In Graham, S., MacArthur, C.A., & Fitzgerald (Eds) Best Practices in Writing Instruction, NY,USA: The Guildford Press.

Zevenbergen, Robyn, Dole, Shelley., Wright, Robert J. (2004). Teaching Mathematics in Primary Schools. Crows Nest, Australia: Allen & Unwin.

* available online

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.

On submitting assignments, students must confirm that the work being handed in is original and their own work.

Assessment and grading system

Final results for this course will be reported using: A+, A, A-, B+, B, B-, C+, C, C-, D and E.

Each of the assignments in this course will be given a numerical grade. At the end of the course the numerical total for both assignments will be converted to a letter grade in accordance with University policy. The conversion will be based on the following table:

Grade    GPA Value        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


Distance students must engage with course materials via videoed lectures, workshops, the LEARN site, and any other digital materials such as DVDs to meet the learning outcomes.  Students must notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions). Unexplained absences will result in an increment grade penalty, ie, an "A+" would become an "A" pass.

Grade moderation

The assignments and overall course grades will be subject to internal and external moderation procedures.

Late submission of work

Lecturers reserve the right not to mark late work, and no work will be accepted after the assignments have been returned to students.

Other specific requirements

All written work will be expected to demonstrate a high standard of literacy (e.g.spelling, punctuation, sentence structure, etc). All reference lists should adhere to APA referencing conventions.

Requests for extensions

Under 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. There is, however, a limit to the length of time that an extension can be granted and this should be negotiated with the relevant lecturer in the first instance. Extensions will not normally be given for longer than one week from the due date, unless exceptional circumstances prevail. Extensions are not granted automatically to students. Requests for extensions should be emailed to the Course Lecturer at least two days prior to the due date for the assignment. Relevant evidence such as a medical certificate or a letter from a counsellor may be required in order for the lecturer to make a decision about whether or not to grant an extension. A copy of the lecturer's email confirming the extension (if granted) and any supporting documentation must be attached to and submitted with the assignment. Extensions will not normally be granted because of pressure of university study, e.g. several pieces of work 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.


Resubmits will only be allowed where the student has scored 40% in the first attempt. The resubmitted assignment will be granted a maximum grade of 50%. Only one assignment in each course will be considered for resubmission.

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.

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

Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available, students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.

It is the responsibility of the students to check their Internet access and ability to submit their work via the online system.  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. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures).

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).

FLO students are to submit hard copy Assignments with a Cover Sheet to the College of Education.

By Hand:
Deliver to, Assignment Room, Level 2, Rehua Building by 5.00pm, or time directed by the course lecturer, on or before the due date.

By Mail:
Send to;
University of Canterbury
College of Education
Academic Services Team - Assignments
P O Box 31-065
Christchurch 8444

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 .

All TECP212 Occurrences

  • TECP212-21S2 (C) Semester Two 2021
  • TECP212-21S2 (D) Semester Two 2021 (Distance)