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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.
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.
TECP112 and TECP122.
Students must attend one activity from each section.
ON-SITE INTENSIVE Students enrolled in TECP212-22S2 (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.
Briarne Kirsty Oldham
UC assessment Guidelines
Recommended TextsLiteracy: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-CurriculumMathematics: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 ReadingsAllan, 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
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 MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99
Domestic fee $799.00
International fee $3,600.00
* 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