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EDCR331 Primary Curriculum English and Mathematics 3

Implementation and critical appraisal of teaching approaches, assessment strategies, and learning conditions integral to the provision of effective literacy and mathematics practice. Individualising instruction to meet the needs of a diverse range of learners.

Paper title Primary Curriculum English and Mathematics 3
Paper code EDCR331
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Full Year, Full Year
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Prerequisite
EDCR 231
Restriction
EDUP 302, EDUP 304
Limited to
BTchg, GradDipEdTchg
Notes
Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
Learning Outcomes
Students who successfully complete the paper will be able to
  1. Design, plan and critically evaluate inclusive programmes in English and mathematics that cater for the identified needs of all children (including those who have English as an additional language) and linking where appropriate to aspects of te reo me ōna tikanga Māori
  2. Select, justify and make effective use of a range of appropriate diagnostic, formative and summative assessment strategies
  3. Adapt, use and evaluate a range of teaching approaches and resources to support learning of English as a second language in literacy and mathematics contexts
  4. Articulate a philosophy of teaching and learning based on curriculum statements, learning theory, relevant research, practicum experiences and personal belief
  5. Demonstrate reflective teaching in English and mathematics
  6. Critically examine the efficacy of the New Zealand Curriculum in English and Mathematics in relation to international educational trends and research
  7. Display a high level of personal and professional literacy, numeracy and ICT proficiency
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Cultural understanding, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Teaching staff
Paper Co-ordinators: Dr Bilinda Offen (Mathematics - Dunedin) and Raylene Galvin (English - Dunedin)
Other staff: Adair Polson-Genge (Mathematics and English - Southland)
Contact
Dr Bilinda Offen, bilinda.offen@otago.ac.nz
Raylene Galvin, raylene.galvin@otago.ac.nz
Textbooks
English Compulsory Texts:
  • New Zealand Ministry of Education. (2010). Literacy learning progressions: meeting the reading and writing demands of the curriculum Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2009). Reading and writing standards for years 1-8. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education. (2007) The New Zealand Curriculum. Wellington: Learning Media.
  • New Zealand Ministry of Education. (2006). Effective literacy practice in years 5 to 8. 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 (2009). Learning through talk: oral language in years 1-3. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Learning through talk: oral language in years 4-8. Wellington, New Zealand: Learning Media.
Mathematics Compulsory Text(purchase before classes start):
  • Jorgensen, R. & Dole, S. (2011). Teaching Mathematics in Primary Schools 2nd Edition. Crows Nest NSW: Allen & Unwin.
Paper Structure
Individualising the mathematics and literacy programme
  • Development band
  • Underachievement
  • Following interests
  • Grouping
  • ESOL teaching strategies, including vocabulary building
  • Computer assisted teaching
Long-term plans
  • Key mathematical and literacy ideas related to Curriculum strands
  • Topic, theme, cross-curriculum
  • Maintenance
  • Creating a literacy and mathematics learning environment
The reflective teacher of English and Mathematics
  • Methodologies for reflecting on practice
  • Monitoring progress
  • Profiles
  • Reporting
  • Issues
  • Numeracy Interviews
  • Critical appraisal of assessment tools and strategies
  • Principles of assessment
  • Assessment resource banks (web)
  • Using NEMP findings
English and Mathematics Teaching Philosophy
  • The importance of literacy and mathematics
  • Needs of learners
  • Classroom implications
  • English and mathematics through a cultural lens
Curriculum related issues
  • International perspectives on literacy and mathematics learning and teaching
  • School interpretation and adaptation of curriculum to meet community needs
Transition to the teaching profession
  • Establishing programmes in English and mathematics
  • Communicating with parents
  • Working with support personnel - Teacher Aides, Resource Teachers of Literacy, Speech Language Therapists, Reading Recovery teachers, parent helpers, ESOL support teachers
Life-long learners
  • Critically evaluate national and international research, trends and teaching practice

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Timetable

Full Year

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

Lecture

Stream Days Times Weeks
Attend
E1 Wednesday 09:00-09:50 28-32
AND
M1 Wednesday 10:00-10:50 28-32

Tutorial

Stream Days Times Weeks
Attend one stream from
E1 Monday 09:00-10:50 9-15, 18-19
E2 Thursday 10:00-11:50 9-14, 18-19
E3 Thursday 13:00-14:50 9-14, 18-19
AND one stream from
M1 Monday 11:00-12:50 9-15, 18-19
M2 Thursday 13:00-14:50 9-15, 18-19
M3 Friday 11:00-12:50 9-14, 18-19

Full Year

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

Explores practical implementation of the primary mathematics and statistics curriculum, using final year placements as contexts. Requires students to link practice and theory while building on their mathematical content knowledge.

Paper title Advanced Mathematics and Statistics
Paper code EDCR331
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Full Year, Full Year
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Prerequisite
EDCR 231
Restriction
EDUP 302, EDUP 304
Limited to
BTchg, GradDipEdTchg
Notes
TESOL, Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) and Primary Education students only.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Cultural understanding, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete the paper will be able to:
  1. Design, plan and critically evaluate inclusive programmes in Mathematics that cater for the identified needs of all children (including those who have English as an additional language) and linking where appropriate to aspects of te reo me Åna tikanga MÄori
  2. Select, justify and make effective use of a range of appropriate diagnostic, formative and summative assessment strategies
  3. Adapt, use and evaluate a range of teaching approaches and resources to support learning in mathematics contexts
  4. Articulate a philosophy of teaching and learning based on curriculum statements, learning theory, relevant research, practicum experiences and personal belief
  5. Demonstrate reflective teaching in mathematics
  6. Critically examine the efficacy of the New Zealand Curriculum in Mathematics in relation to international educational trends and research
  7. Display a high level of personal and professional literacy, numeracy and ICT proficiency
Contact
Dr Bilinda Offen, bilinda.offen@otago.ac.nz
Teaching staff
Paper Co-ordinator: Dr Bilinda Offen (Mathematics - Dunedin)
Other staff: Adair Polson-Genge (Southland)
Paper Structure
Individualising the mathematics programme
  • Development band
  • Underachievement
  • Following interests
  • Grouping
  • Computer assisted teaching
Long-term plans
  • Key mathematical ideas related to Curriculum strands
  • Topic, theme, cross-curriculum
  • Maintenance
  • Creating a mathematics learning environment
The reflective teacher of Mathematics
  • Methodologies for reflecting on practice
  • Monitoring progress
  • Profiles
  • Reporting
  • Issues
  • Numeracy Interviews
  • Critical appraisal of assessment tools and strategies
  • Principles of assessment
  • Assessment resource banks (web)
  • Using NEMP findings
Mathematics Teaching Philosophy
  • The importance of mathematics
  • Needs of learners
  • Classroom implications
  • Mathematics through a cultural lens
Curriculum related issues
  • International perspectives on mathematics learning and teaching
  • School interpretation and adaptation of curriculum to meet community needs
Transition to the teaching profession
  • Establishing programmes in Mathematics
  • Communicating with parents
Life-long learners
  • Critically evaluate national and international research, trends and teaching practice
Textbooks
Mathematics Compulsory Text(purchase before classes start):
  • Jorgensen, R. & Dole, S. (2011). Teaching Mathematics in Primary Schools 2nd Edition. Crows Nest NSW: Allen & Unwin.

^ Top of page

Timetable

Full Year

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

Lecture

Stream Days Times Weeks
Attend
E1 Thursday 12:00-12:50 9-13, 15-20, 28-31

Tutorial

Stream Days Times Weeks
Attend one stream from
E1 Monday 09:00-10:50 10-13, 15-20, 31-32
E2 Thursday 09:00-10:50 10-13, 15-20, 31-32
E3 Thursday 13:00-14:50 10-13, 15-20, 31-32

Full Year

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