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EDCR234 English

Theories and research for the analysis of teaching approaches, methodologies and resources for effective teaching and assessment in literacy learning in English.

Paper title English
Paper code EDCR234
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Second Semester, Second Semester
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Prerequisite
EDCR 131 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 198 or EMAT 199)
Limited to
BEd, BEdSt, BTchg
Notes
TESOL, Primary Education Te Pōkai Mātaurange o te Ao Rua (Primary Bicultural Education) students only.
Textbooks
Required Texts:
  • New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2010). Literacy Learning Progressions. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2003). Effective literacy practice in years 1 to 4. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2006). Effective literacy practice in years 5 to 8. Wellington, New Zealand: Learning Media.
Learning Outcomes
By the end of this paper, students will be able to:
  1. Devise, plan and evaluate lessons that reflect the aims and approaches of English in the New Zealand Curriculum;
  2. Describe current teaching and assessment approaches, based on research and theory, which facilitate effective literacy learning for all children;
  3. Critique the English curriculum document from a sociocultural pedagogical perspective;
  4. Use diagnostic and formative assessment strategies to make appropriate, informed teaching decisions;
  5. Demonstrate an understanding of the English (literacy) progressions embedded in the New Zealand Curriculum; and,
  6. Display a high level of personal and professional literacy and ICT proficiency.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Environmental literacy, Information literacy, Research.
View more information about Otago's graduate attributes.
Teaching staff
Paper Co-ordinator: Trish Brooking (Dunedin)
Other staff: Jill Paris (Southland); Dr Susan Sandretto (Dunedin); Trish Wells (Dunedin)
Contact
Trish Brooking, trish.brooking@otago.ac.nz
Paper Structure
Approaches to teaching
  • Teaching speaking and listening
  • Shared and guided approaches in teaching reading and writing
  • Strategies for comprehending fiction and non-fiction texts
  • Critical literacy
  • Use of digital and print media
Theory and research
  • Current debates and issues in English teaching methods
  • Curriculum critique
  • Theories underpinning effective practice within a sociocultural view of learning and teaching (including scaffolding, co-construction and conditions for learning)
Learning progressions in English
  • Acquisition of spelling
  • Progressions in speaking, reading and writing
  • Progressions in text complexity of oral and written texts
Planning for and reflecting on teaching
  • Planning reading and writing lessons to guide children's learning
  • Assessing learning
  • Evaluating teaching
  • Reflection on critical incidents
Assessment
  • Monitoring reading (including running records) and written language
  • Recognition of stages in learners' development
  • Matching children and texts

^ Top of page

Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 11:00-11:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend one stream from
T1 Wednesday 09:00-10:50 28-34, 36-41
T2 Friday 09:00-10:50 28-34, 36-41
T3 Friday 11:00-12:50 28-34, 36-41

Second Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Theories and research for the analysis of teaching approaches, methodologies and resources for effective teaching and assessment in literacy learning in English.

Paper title English
Paper code EDCR234
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Second Semester, Second Semester
Domestic Tuition Fees (NZD) $829.65
International Tuition Fees (NZD) $3,656.70

^ Top of page

Prerequisite
EDCR 131 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 198 or EMAT 199)
Limited to
BEd, BEdSt, BTchg
Notes
TESOL, Primary Education Te Pōkai Mātaurange o te Ao Rua (Primary Bicultural Education) students only.
Contact
Trish Brooking, trish.brooking@otago.ac.nz
Teaching staff
Paper Co-ordinator: Trish Brooking (Dunedin)
Other staff: Jill Paris (Southland); Dr Susan Sandretto (Dunedin); Trish Wells (Dunedin)
Paper Structure
Approaches to teaching
  • Teaching speaking and listening
  • Shared and guided approaches in teaching reading and writing
  • Strategies for comprehending fiction and non-fiction texts
  • Critical literacy
  • Use of digital and print media
Theory and research
  • Current debates and issues in English teaching methods
  • Curriculum critique
  • Theories underpinning effective practice within a sociocultural view of learning and teaching (including scaffolding, co-construction and conditions for learning)
Learning progressions in English
  • Acquisition of spelling
  • Progressions in speaking, reading and writing
  • Progressions in text complexity of oral and written texts
Planning for and reflecting on teaching
  • Planning reading and writing lessons to guide children's learning
  • Assessing learning
  • Evaluating teaching
  • Reflection on critical incidents
Assessment
  • Monitoring reading (including running records) and written language
  • Recognition of stages in learners' development
  • Matching children and texts
Textbooks
Required Texts:
  • New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2010). Literacy Learning Progressions. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2003). Effective literacy practice in years 1 to 4. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2006). Effective literacy practice in years 5 to 8. Wellington, New Zealand: Learning Media.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Environmental literacy, Information literacy, Research.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper, students will be able to:
  1. Devise, plan and evaluate lessons that reflect the aims and approaches of English in the New Zealand Curriculum;
  2. Describe current teaching and assessment approaches, based on research and theory, which facilitate effective literacy learning for all children;
  3. Critique the English curriculum document from a sociocultural pedagogical perspective;
  4. Use diagnostic and formative assessment strategies to make appropriate, informed teaching decisions;
  5. Demonstrate an understanding of the English (literacy) progressions embedded in the New Zealand Curriculum; and,
  6. Display a high level of personal and professional literacy and ICT proficiency.

^ Top of page

Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Monday 11:00-11:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend one stream from
T1 Wednesday 09:00-10:50 28-34, 36-41
T2 Friday 09:00-10:50 28-34, 36-41
T3 Friday 11:00-12:50 28-34, 36-41

Second Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard