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This course will allow the students to examine the role of the early childhood teacher in helping children develop pre - literacy and numeracy skills. Students will become familiar with the requirements of the New Zealand curriculum in relation to numeracy and literacy. They will use the holistic approach of Te Whariki to ensure that they are able to provide children with the experiences they need as part of their early childhood experience so that they have an excellent foundation in literacy and numeracy with which to begin their formal education. Students will develop an understanding of what children need to know and will develop the skills which will enable them to provide appropriate literacy and numeracy experiences throughout the early childhood programme. Students will also develop skills in presenting information on literacy and numeracy to parents and the ability to assist parents help their own children in these areas.
*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. Critique a range of perspectives on numeracies and literacies including own2. Articulate a plan for improving their own personal and professional knowledge and skills as mathematicians, readers, and writers3. Create resources for use with colleagues and children in an early childhood setting related to numeracy, reading and writing4. Identify and evaluate effective pedagogies for integrating numeracy and literacy into the curriculum of an early childhood centre.
Students must attend one activity from each section.
Section 1 - Weekly contributions - Each contribution is worth less than 10%, as per the guidelines, Special consideration is not available for these contributions.
Dreaver, Kate. et al;
Kei tua o te pae : assessment for learning : early childhood exemplars
Published for the Ministry of Education by Learning Media, 2004.
Ewing, Robyn , Callow, Jon, Rushton, Kathleen;
Language & literacy development in early childhood
Cambridge University Press, 2016.
Adams, Paul , Ryan, Heather A;
Learning to read in Aotearoa New Zealand : a collaboration between early childhood educators, families and schools
Dunmore Press, 2002 ().
Anthony, Glenda. , Walshaw, Margaret., New Zealand;
Effective pedagogy in mathematics/pāngarau : best evidence synthesis iteration (BES)
Ministry of Education, 2007 ().
Clark, Beverley. , Grey, Anne;
Āta kitea te pae = Scanning the horizon : perspectives on early childhood education
Early learning and development : cultural-historical concepts in play
Cambridge University Press, 2010 ().
Hamer, Judy. , Adams, Paul;
The New Zealand early childhood literacy handbook : practical literacy ideas for early childhood centres (with examples for infants, toddlers and young children)
Dunmore Press, 2003 ().
Handsfield, Lara Jean,1969-;
Literacy theory as practice :connecting theory and instruction in K-12 classrooms
Teachers College Press, 2016.
Numeracy in early childhood : shared contexts for teaching & learning
Oxford University Press, 2009 ().
Maguire-Fong, Mary Jane. et al;
Teaching and learning with infants and toddlers where meaning-making begins
Teachers College, Columbia University, 2015.
Literacy in early childhood and primary education : issues, challenges, solutions
Cambridge University Press, 2013 (ISBB: 9781139777070 (eBook access)).
Montague-Smith, A., Price, A., Hansen, A., & Cotton, T. (2018). Mathematics in early years education (4th ed.). London; New York: RoutledgeReadings will be made available on the TEPI206 LEARN site and can be accessed through the UC library.'Kei tua o te pae' is available free electronically.
Students display academic integrity when they submit for assessment work that is their own. When this is not the case, the students are engaging in cheating or dishonest practices. 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. It is unacceptable to submit sections of work completed for one course as part of an assignment for another course.
The assignments are graded against the University scale A+ to E. Satisfactory completion of the course overall to at least a C- grade is required in order to pass the course. All parts of the assignment must be submitted.Calculating the final grade: Final grades for the course will be calculated taking into account the weighting of each part of the assignment. The University of Canterbury grading scale is:Grading ScaleGrade 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 – 39.99A Pass is 50 marks or over An examiner's meeting will be held at the end of the course to confirm final grades and to ensure fairness and consistency.
Distance students must attend and participate in the course sufficiently via LEARN to meet the learning outcomes. Students are responsible for obtaining relevant lecture/course information. This will mean regular engagement with lectures, forum and oourse materials on the LEARN site. Attendance at on-site intensives is compulsory. Insufficient attendance and participation in the course may make students ineligible for professional practice.
Formal and informal evaluation will take place in accordance with the relevant Course Evaluation policy, to provide feedback to teaching staff about the relevance and validity of what has been learned as well as the quality of course delivery.
The College of Education, Health and Human Development undertakes a process of internal and external moderation of assessment. This is to ensure that the assessment system is fair, equitable, consistent and manageable.
Work handed in after the due date with no extension granted is considered late. Late work will be accepted up to one week after the due date. If, for any reason, you are having difficulty in keeping to the deadline for assignments, you must make contact via email the course coordinator so that we can work with you as to what is possible and reasonable. Marks will be deducted for lateness. Lecturers reserve the right not to mark late work, and no work will be accepted after assignments have been returned.
Assignments must be word processed in Times New Roman, 12 point font with a 3cm left hand margin and 1.5 line spacing. APA format is required for references. Keep a copy of all assignments.
Under exceptional circumstances (eg 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 course co-ordinator 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 co-ordinator at least two working 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 course co-ordinator to make a decision about whether or not to grant an extension. A copy of the course co-ordinator'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, eg several pieces of work being due at the same time. Students are encouraged to plan their work in a realistic manner and in advance so they can meet their assessment deadlines.
Resubmissions are restricted to work that is originally submitted on or before the due date. Late assignments are not normally considered for resubmission unless there are exceptional circumstances. If the student’s assignment work meets most of the criteria required to pass, they may be given the opportunity to resubmit the assignment to bring it to a passing standard. Only one resubmission is possible within the course. Students will have one week from the return of an assignment, to resubmit their work. A resubmitted assignment that meets requirements will be awarded a minimum passing grade. A resubmitted assignment that does not meet the passing standard will be awarded a ‘D’.
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.
As well as attending on-site 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.
Distance students should submit their assignment through Turnitin via the course Learn site by 5.00pm on or before the due date. Information regarding the process to follow will be provided. 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. If you require assistance, please email firstname.lastname@example.org or phone 0800 763 676 ext 6060.
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