Overview
Introduces teaching and learning in English and mathematics and statistics. Examines the ways in which language, literacy and number concepts are acquired and explores knowledge fundamental to English and mathematics and statistics understanding.
About this paper
| Paper title | English and Mathematics 1 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees ( NZD ) | $937.50 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
- Contact
Paper Coordinator: Olivia Wheeler
- Teaching staff
Dunedin campus:
Olivia Wheeler (English & Mathematics)
Susan Sandretto (English)
Trish Wells (English)
Belinda Haig (English & Mathematics)
Southland campus:
Allison McKenzie (Mathematics & Statistics)
Julie Mynes (English)
- Paper Structure
Mathematics and Statistics
Planning for Mathematics learning
- Knowledge of the Number and Algebra strand of Mathematics and Statistics in the New Zealand Curriculum
- Progressions of learning
- Key mathematical ideas
- Suggested learning experiences in response to identified needs of children
Knowledge of mathematics
- Development of children’s conceptual understanding of mathematics
- Students’ relationships with mathematics
- Mathematics as problem solving
Assessing Learning
- Diagnostic interviews to identify the needs of children in relation to learning frameworks.
English
Planning for language learning
- Introduction to the English curriculum – receptive and productive modes of English processes
- Progressions of learning
- Teaching visual language through picture books
- Process drama to explore picture books
Knowledge of language (supported through web-based interactive sites)
- Knowledge of language – structure, morphology, orthography, phonology, conventions, grammar
- Knowledge of how texts work – structure, language and text features, register, style, genre
Children’s literature
- Critical literacy
- Learning through literature
- Textbooks
Required Texts - Mathematics:
- Jorgensen, R., Dole, S. & Larkin, K. (2020). Teaching mathematics in primary schools: Allen & Unwin.
- New Zealand Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.
Recommended Text - Mathematics:
- Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
The following Numeracy Professional Development Project books will be provided to students:
- Ministry of Education. (2008a). Book 1 The Number Framework. Wellington: Ministry of Education.
- Ministry of Education. (2006b). Book 4 Teaching Number Knowledge. Wellington: Ministry of Education.
- Ministry of Education. (2007). Book 5 Teaching Addition, Subtraction, and Place Value. Wellington: Ministry of Education.
- Ministry of Education. (2008b). Book 6 Teaching Multiplication and Division. Wellington: Ministry of Education.
They are also available from the New Zealand Maths website, at www.nzmaths.co.nz
Required Texts - English: These will be provided to students
- New Zealand Ministry of Education. (2007). The New Zealand Curriculum. 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
- Lifelong learning, Scholarship, Communication, Critical thinking, Ethics, Information literacy.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete this paper will:
- Demonstrate an emerging understanding of English and Mathematics in the New Zealand Curriculum
- Engage with and use a range of theoretical and research based approaches for effective teaching and learning
- Use assessment to determine the learning needs of a child
- Demonstrate an emerging understanding of the literacy and mathematical progressions as embedded in the NZ Curriculum
- Demonstrate understanding of te reo Māori and te ao Māori within English and Mathematics learning areas
- Plan learning experiences in English and Mathematics in response to identified needs
Timetable
Overview
Introduces teaching and learning in English and mathematics and statistics. Examines the ways in which language, literacy and number concepts are acquired and explores knowledge fundamental to English and mathematics and statistics understanding.
About this paper
| Paper title | English and Mathematics 1 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2025 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
- Contact
Paper Coordinator: Olivia Wheeler
- Teaching staff
Dunedin campus:
Olivia Wheeler (English & Mathematics)
Susan Sandretto (English)
Trish Wells (English)
Belinda Haig (English & Mathematics)
Southland campus:
Allison McKenzie (Mathematics & Statistics)
Julie Milligan (English)
- Paper Structure
Mathematics and Statistics
Planning for Mathematics learning
- Knowledge of the Number and Algebra strand of Mathematics and Statistics in the New Zealand Curriculum
- Progressions of learning
- Key mathematical ideas
- Suggested learning experiences in response to identified needs of children
Knowledge of mathematics
- Development of children’s conceptual understanding of mathematics
- Students’ relationships with mathematics
- Mathematics as problem solving
Assessing Learning
- Diagnostic interviews to identify the needs of children in relation to learning frameworks.
English
Planning for language learning
- Introduction to the English curriculum – receptive and productive modes of English processes
- Progressions of learning
- Teaching visual language through picture books
- Process drama to explore picture books
Knowledge of language (supported through web-based interactive sites)
- Knowledge of language – structure, morphology, orthography, phonology, conventions, grammar
- Knowledge of how texts work – structure, language and text features, register, style, genre
Children’s literature
- Critical literacy
- Learning through literature
- Textbooks
Required Texts - Mathematics:
- Jorgensen, R., Dole, S. & Larkin, K. (2020). Teaching mathematics in primary schools: Allen & Unwin.
- Graduate Attributes Emphasised
- Lifelong learning, Scholarship, Communication, Critical thinking, Ethics, Information literacy.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete this paper will:
- Demonstrate an emerging understanding of English and Mathematics in the New Zealand Curriculum
- Engage with and use a range of theoretical and research based approaches for effective teaching and learning
- Use assessment to determine the learning needs of a child
- Demonstrate an emerging understanding of the literacy and mathematical progressions as embedded in the NZ Curriculum
- Demonstrate understanding of te reo Māori and te ao Māori within English and Mathematics learning areas
- Plan learning experiences in English and Mathematics in response to identified needs