2020 Education School of Social Practice - Laidlaw College
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2020 Education School of Social Practice www.laidlaw.ac.nz
Our Vision A world shaped by love, compelled and informed by the Gospel. Our Mission To equip students and scholars to renew their communities with a faith as intelligent as it is courageous. Laidlaw College is an evangelical, interdenominational tertiary institution committed to the provision of theological education throughout the whole of New Zealand. Laidlaw College has campuses in Henderson, Manukau and Christchurch – as well as distance learning options, that together offer students a great deal of flexibility in how they structure their study. Laidlaw College is registered by the New Zealand Qualifications Authority (NZQA) under provisions of the 1989 Education Act and its amendments and is accredited to teach programmes listed in this handbook, all of which have been approved by the Authority.
NAU MAI, HAERE MAI
Laidlaw College has been preparing people to serve
the church and the world for over 95 years. The School
of Social Practice draws together this immense legacy E Te Matatuhi
of Christian thought and practice with contemporary o Te Ao me Te Po
counselling and education studies to prepare students o Te Rangi me Te Whenua.
for professional careers in the social practice sector. Whakanakana mai,
We understand Social Practice to represent the myriad
tirotiro haere ake
of ways people work to bring about change in the world. Mai runga ki raro
In the School of Social Practice this is enacted through Ki tau ake orokohanga.
preparing people for work in education and counselling
professions. This training reflects a commitment to Hiihira ana Te Rangi
faith, hope and love through a relational anthropology Haruru ana Te Papa
which values the transformational encounter that can Ki Te Atatu
be experienced in relationship with God, self and other. E whiti ana Te Ra
Kia torohia nga hihi a te Ra
Laidlaw College’s education programmes are concerned
Ki te hunga e tatari ana.
with personal, community and social renewal. We are
inspired by the Gospel story to ground our teaching
practices richly with the values of faith, hope and Tu kahikatea
love. Our graduates engage in social systems through Te iwi e
education, so that children and young people can enjoy Tu Tumanako me
the freedom to choose their stories wisely through te Tu Matauranga.
learning. Te Iwi e
Tu Kaha me te Tu Kotahi
We welcome applicants from all backgrounds who have
Te Iwi e
a desire to work with children and young people in a
Tu Aroha noa me te Aroha
way that integrates their personal faith with innovative
teaching and learning.
Te Iwi e.
Kia mau pu ki te kupu o te ora
Hai Tuapapa
KEY CONTACT Hai Tuakiri
Hai oranga
Mai te Tama A Te Atua,
Yael Klangwisan
Te Ariki.
Head of Education Amine
E D U C AT I O N 2 0 1 9 — 1
STUDY PATHWAYS
The School of Education at Laidlaw College consists of a team of inspirational, experienced teacher
educators, academics, theologians and a vibrant, proactive student body. The faculty is committed to
the preparation of graduate teachers who will embody the Christian vision of Laidlaw College as well
as meet the standards of the Teaching Council Aotearoa New Zealand. The Bachelor of Education
(Primary) is an applied degree that invites students into a pedagogy and theology of hope, which
inspires their presence in learning spaces, the way they encounter children and whānau, their valuing
of teaching, learning, creativity and curiosity. The Graduate Diploma in Education (Secondary) is
an initial teacher education education qualification that similarly offers degree-qualified students
a comprehensive and innovative practice-based pathway into secondary teaching. The Diploma in
Christian Education provides students with a foundation in educational principles in dialogue with the
fundamentals of theology and Christian faith with a focus on the transitionn between early childhood
education and early primary.
MASTER OF THEOLOGY (VOCATIONAL)
(Level 9, 120 credit thesis)
POSTGRADUATE DIPLOMA IN THEOLOGY
(VOCATIONAL)
(Level 8, 120 credits)
BACHELOR OF EDUCATION GRADUATE DIPLOMA IN EDUCATION
(PRIMARY) (SECONDARY)
(Level 7, 360 credits) (Level 7, 135 credits)
DIPLOMA IN CHRISTIAN EDUCATION
(PRIMARY EDUCATION TRACK) APPROVED DEGREE *
or
(*Please see entry requirement criteria on p.16)
(EARLY CHILDHOOD EDUCATION TRACK)
(Level 5, 120 credits)
CERTIFICATE IN STUDY AND CAREER
PREPARATION
(Level 4, 60 credits)
E D U C AT I O N 2 0 1 9 — 2
CONTENTS
PROGRAMMES
Certificate in Study and Career Preparation 4
Diploma in Christian Education 5
Bachelor of Education (Primary) 9
Graduate Diploma in Education (Secondary) 16
GENERAL INFORMATION
Programme Requirements 24
Courses Offered in 2020 26
Course Descriptions 30
Education Faculty 34
Experience it for yourself 36
Key Dates 38
NOTE: All reasonable efforts have been made to
ensure that the information in this handbook is
accurate and current. However, Laidlaw College is not
liable, and makes no guarantee that this information
will not be changed or updated. Accordingly, changes
and updates may be made without prior notice. This
handbook can be downloaded from the Laidlaw
website (www.laidlaw.ac.nz), and the online version
of this handbook will always contain the latest
information.
Last updated: 11 December 2019
CERTIFICATE IN
STUDY AND CAREER
PREPARATION
(Level 4, 60 credits)
Laidlaw College offers the Certificate in Study and Career
Preparation (CertPrep) which assists students with the
development of key skills, capabilities, knowledge and
attributes needed to succeed in tertiary education including
degree level. The programme provides a foundation for
students who want to continue into Laidlaw programmes
in Theology, Teaching or Counselling through a mixture of
academic skills development and reflection on Christian faith
and life. The programme focuses on four key areas: Academic
reading, writing, and communication; Managing your study
and learning; Encountering the Bible or Basics of Christian
Life; and Faith in Action.
E D U C AT I O N 2 0 1 9 — 4
Diploma in Christian
Education (DipCEd)
PROGRAMME SUMMARY OUTLINE
NZQF Level 5, 120 credits This one-year diploma is for people wanting
to work with children, develop instructional
Duration One year full-time, part-time
skills, and gain a deeper understanding of
options may be available
educational pedagogy. The diploma integrates
Starts February, July (part-time) understandings about people drawn from
Places Open – Selection criteria apply theology, education and human development,
and equips people with knowledge and skills to
Campus Henderson, Manukau,
engage with children in educational settings.
Christchurch
Tuition Fee 5,970 plus Student Services
$ This programme is ideal for children’s ministry
Fee workers and volunteers, people involved in
Web www.laidlaw.ac.nz/ home schooling or community education
teacher-education programmes, or those considering a career
in education particularly workers in early
childhood education centres, teacher aides,
and learning support workers or tutors across
CAREER OPPORTUNITIES a range of alternative or special education
contexts.
Graduates of the DipCEd are equipped to excel
as teacher aides, tutors, ECE / kindy workers, If you have an interest in the role theology
children’s ministry workers, home educators or in might have in how we engage in learning, make
community education programmes, both in New sense of some of what educational theory can
Zealand and international settings. offer, and explore bicultural relational contexts
then this programme is for you!
KEY CONTACTS
Wendy Fowler Yvonne Burrows
Diploma in Christian Diploma in Christian
Education Coordinator Education Coordinator
(Primary Track) (ECE Track)
E D U C AT I O N 2 0 1 9 — 5
OBJECTIVES ADMISSIONS
On completion of the Diploma of Christian
Education, graduates will:
REQUIREMENTS
• Be able to apply pedagogies and practices to General Admission Requirements
support teaching and learning in a centre or Diploma in Christian Education applicants
school at a paraprofessional level.
Entry to the Diploma in Christian Education is
• Be able to engage with young learners and usually University Entrance.
their learning stories within a grounded and
integrated Christian philosophy. NCEA Level 3
• Three subjects at Level 3, made up of 14
TRACK credits each, in three approved subjec
• Literacy: 10 credits at Level 2 or above, made
Early Childhood Education Track
up of:
Students in the Diploma of Christian Education • 5 credits in reading
may choose to study within the Early Childhood
• 5 credits in writing
Education track. Students undertake the core
• Numeracy – 10 credits at Level 1 or above,
diploma education papers with all professional
made up of:
learning experiences are set in Early Childhood
• Achievement s t andards – spe cif ied
Ed u c a t i o n C e n t r e s , K i n d e r g a r t e n s o r
achievement standards available through a
Preschools.
range of subjects, or
• Unit s t andards – package of three
Primary Education Track
numeracy unit standards (26623, 26626,
Students in the Diploma of Christian Education 26627 – all three required).
may choose to study within the Primar y
Education track. Students undertake the core
diploma education papers with all professional NCEA Equivalence can include:
learning experiences set in Primary Schools. University Entrance, A or B Bursary.
Overseas equivalent qualifications, including
IB and CIE, or HSC (Australia).
Other NZQA Level 3 certificates in similar
disciplines to Laidlaw programmes.
Other NZQA level 4 certificate in a different
discipline.
Evidence of level of academic achievement
or a portfolio of work for homeschooled
students*
Reference/support/documentation from
employer*
NB. All equivalences must be documented.
*The applicant may need to sit assessment
for entry.
Student s 20 years or older must meet
comparable literacy and numeracy
requirements as those entering with UE. This
will usually be assessed by the entrance test.
E D U C AT I O N 2 0 1 9 — 6
Visual Interview Special Admission
All applicants are required to have a visual For applicants who do not meet the above
interview with two Laidlaw teacher educators. requirements, possible study options can arise
The interview determines: depending on the assessment and interview
result:
• The applicant’s ability to meet the values of
the Code of Professional Responsibility • An offer of entry to a level 4 programme
• The applicant’s fitness to engage with young • An offer of entry into an alternative level 5
learners programme
• Vulnerable Children’s Act risk assessment
(interview component) AND
English Language Requirements
• Other relevant matters
Applicants must meet both the Academic
and English language requirements for this
Our Code Our Standards programme. In addition to the requirements
outlined above, applicants for whom English
Students should read the Code and Standards is not their first language must use one of the
prior to their interview. Our Code Our Standards following methods to demonstrate that they
may be accessed on the Teaching Council of have the required level of English proficiency
Aotearoa website at: https://teachingcouncil. to study in New Zealand:
nz/content/our-code-our-standards
• gained NCEA level 3 and met New Zealand
Prospective students must be committed to the University Entrance requirements OR
following values:
• holds a Bachelor’s degree of at least three
• Whakamana - empowering all learners to years from New Zealand, Australia, Canada,
reach their highest potential by providing the Republic of Ireland, South Africa, the
high-quality teaching and leadership United Kindom or the United States of
• Manaakitanga - creating a welcoming, caring America OR
and creative learning environment that treats • achieved a Certificate in English Language
everyone with respect and dignity Teaching to Adults (CELTA) OR
• Pono - showing integrity by acting in ways • achieved the required score, as indicated
that are fair, honest, ethical and just, and in the following subsections, in one of the
• Whanaungatanga - engaging in positive and following internationally recognised English
collaborative relationships with learners, their proficiency tests, within the preceding two
families and whānau, colleagues, and the years:
wider community • International English Language Testing
System (IELTS)
Numeracy and Literacy Testing • University of Cambridge Certificate in
Advanced English (CAE)
All applicants are required to undergo a literacy • University of Cambridge Certificate of
and numeracy assessment. Proficiency in English (CPE)
• Candidates must score a minimum of step • University of Cambridge First Certificate in
3 in the TEC literacy (reading and writing) English (FCE)
assessment to enter the programme
• International English for Speakers of Other
• Candidates must score a minimum of step 4 Languages qualifications by City and Guilds
in the TEC numeracy assessment to enter the (IESOL)
programme
• Pearson Test of English (Academic) (PToE)
E D U C AT I O N 2 0 1 9 — 7• New Zealand Cer tif ic ate in English who are able to demonstrate English language
Language (NZCEL) competency appropriate to the desired level
• Testing of English as a Foreign Language of study. Competency must be documented
(TOEFL)
The requirement for this programme is: Police Vetting
• IELTS 6.0 with a minimum of 6.0 in writing, It is a condition of enrolment that students
reading, speaking, listening OR complete a Police Vetting Service Request
• Pearson Test of English (Academic) score of and Consent form as part of their application.
58 OR International applicants for the DipCEd must
provide a police clearance certificate from
• equivalent (see http://www.nzqa.govt.nz/
their country of citizenship (if other than New
about-us/our-role/legislation/nzqa-rules/
Zealand) AND for any country in which they
nzqf-related-rules/the-table/)
have lived for more than a 12 month period in
A waiver for the English language test may be the last 10 years. This is a requirement of the
granted: Vulnerable Children Act 2014.
• Fo r t h o s e a p p l i c a nt s w h o h ave a n Charged or convicted with an offence
undergraduate or higher qualification gained Any Diploma of Christian Education student
from New Zealand, Australia, Canada, the charged or convicted with an offence must
Republic of Ireland, South Africa, the United disclose the charge in writing to the Head of
Kingdom or the United States of America Education within 3 working days.
• For those who have studied in New Zealand
for a minimum of two years at secondary Entry into the Bachelor of Education [Primary]
school and gained EITHER
In order to apply to enter the Bachelor of
• Eight, level 2 NCEA University Entrance Education [Primar y] after completing the
literacy credits (4 credits in reading and 4 DipCEd, the College must be satisfied the
credits in writing) gained prior to 2014 OR student meets all the requirements for entry
• Ten, level 2 NCEA University Entrance into the BEd programme including disposition
Literacy credits (5 credits in reading and 5 and fitness to teach, required literacy and
credits in writing) numeracy levels, and satisfactory fulfilling the
English language requirements for the BEd (see
• For long-term residents (10+ years) in New
General Information and Regulations 2020).
Zealand, or another English speaking country,
E D U C AT I O N 2 0 1 9 — 8Bachelor of Education
[Primary] (BEd)
PROGRAMME SUMMARY OUTLINE
NZQF Level 7, 360 credits The Bachelor of Education [Primary] is an
NZQA accredited qualification approved by
Duration Full-time for three years or
the Teaching Council Aotearoa New Zealand.
part-time for six years
It involves on-c ampus s tudy including
Starts February and July collaborative and blended learning and over
120 days of professional learning experiences
Places Open – Selection criteria apply
in schools or centres. It is a professional degree
Campus Henderson and Christchurch that leads to a career in primary teaching in
Tuition Fee: 5,856 (per full-time year of
$ New Zealand. The Bachelor of Education
study) plus Student Services [Primary] is offered at the Henderson and
Fee Christchurch campuses.
Web www.laidlaw.ac.nz/ The programme is designed to provide
teacher-education innovative pre-service teacher education that
meets Code and Standards of the teaching
profession in a supported environment. The
CAREER OPPORTUNITIES programme is richly integrated with Christian
theology. Theology wrestles not only with who
Graduating students of the Bachelor of God has revealed himself to be, but also with
Education [Primary] are outstanding teachers, what it means to be human in relation to God.
qualified to work in both primary and Children are unique, relational human beings
intermediate, public, integrated and private living and learning in the context of a changing
schools throughout New Zealand. society. Children are society’s future. Teachers
impact communities with hope when they
celebrate each child’s diversity and educate
inclusively, within a learner focused culture,
KEY CONTACTS from the place of a meaningful and hopeful
orientation towards the world.
Throughout the programme students develop
and critically engage professional philosophies,
teaching and learning theory and practice.
Students have the opportunity to engage in
practice and inquire in one of three practicum
focii: early primary, primary or middle school/
Eunice Price Yvonne Burrows intermediate. The programme is a dynamic
BEd-Head of Programme Practicum Coordinator and grounded course of study that produces
E D U C AT I O N 2 0 1 9 — 9inspiring, creative and curious primar y Academic Year Structure: 2020
school teachers capable of drawing the next Schedule
generation to their potential. The Bachelor of
A schedule is provided during orientation
Education [Primary] is designed to develop high
which includes all the course dates, Noho
quality, ethical, and inquiring teachers. These
Marae and any other relevant dates. Students
teachers celebrate and engage children and
are responsible for ensuring they are aware of
their learning in responsive collaboration with
information which applies to their course of
whānau, community and other agencies.
study.
OBJECTIVES Laidlaw College Orientation
In the first week of Semester One all students
• Graduating students meet the Code and
should attend the full Orientation programme
Standards of the Teaching Profession and are
which provides incoming students with an
eligible to register with the Teaching Council
orientation to study at Laidlaw College and
of Aotearoa New Zealand
the School of Social Practice, and Education
• Graduating students can integrate faith and Orientation week also contains events for
practice in relational and liberating ways continuing students. Important information
• Graduating students can work as teachers in regarding courses and programme structure is
the primary school sector in state, integrated discussed during orientation so it is imperative
that students attend. You will receive details
and private schools
about Orientation conce you are accepted
into the programme. Students entering the
PROGRAMME INFORMATION programme mid-year will also be involved in a
Study Locations mini orientation programme in the first week of
The Bachelor of Education [Primar y] is Semester Two.
offered in Henderson and Christchurch. The
Education Noho Marae
programme is not available to be studied by
distance, however there is flexibility to study During semester one each year Education
some courses part-time before needing to be students attend a student-led noho marae
fully integrated in the programme. This needs to experience. Noho marae are impor t ant
be discussed with the Programme Coordinator bicultural teaching and learning contexts
before a plan can be finalised. in Aotearoa New Zealand for Te Reo Māori
development. With support from the Rūnanga,
Period of Study – Full-Time/Part-Time final year Bachelor of Education students
This programme is normally completed on a design and lead the three day noho marae on
full-time basis over three years. It can also behalf of the School of Education. All students
be undertaken on a part-time basis after in education are required to attend as part of
consultation with the Programme Coordinator, their commitment to Te Tiriti o Waitangi.
but the degree must be completed within
Workload and Programme Structure
a timeframe of eight years unless special
permission is granted by the National Academic Full-time study requires a commitment of at
Committee. In the event of extended absence least 40 hours per week. Part-time work and
from the programme, returning students may whānau/childcare responsibilities need to be
be required to undertake a supplementary carefully considered particularly in relation to
course of study to ensure currency of practice. practicum commitments.
Mid-year Intake
Entry into the Bachelor of Education [Primary]
programme at mid-year can be on a full-time or
part-time basis.
E D U C AT I O N 2 0 1 9 — 1 0“The programme has not only taught
me how to be a teacher, but has also
allowed me to be nurtured in my
faith, and challenged to see how this
can be outworked in my profession
as a teacher. It has inspired me to not
only go out and teach, but to go out
and make a difference in the lives of
children - to teach with all my heart.”
Jess Schwerzel
Graduate Teacher
“I love the relational aspect that
Laidlaw brings to the education
programme. The lecturers are
passionate and will go out of their
way to help you. The classes are
small, so we have become a family
- helping and supporting each other
through the ups and downs of study,
and towards the final goal of getting
our degree.”
Miah Tagaloa
Graduate Teacher
E D U C AT I O N 2 0 1 9 — 1 1Attendance so they should expect placements in different
L aidlaw’s policy requires a minimum of kinds of school or centre settings (i.e. state,
80% attendance for all on-campus courses. Christian, integrated, special context).
Students who do not achieve 80% attendance
at on-campus courses will be restricted from While on practicum students are supervised
professional learning experience placements by a teacher holding a full practicing certificate
(i.e. practicum). (the Associate Teacher) and are supported
by the mentoring lecturer and the Practicum
Professional Learning Experiences Coordinator. All professional placement
interactions/obser vations are carried out
A well-integrated understanding of teaching
by teacher educators (the Visiting Lecturer)
practice and the ability to reflect critically on
who hold a full practicing certificate and the
it is fundamental to hopeful, responsive and
majority of these visits are carried out by
transformational teaching. This underpins
Laidlaw teacher educators who teach into
all five courses that form the core teaching
the programme. All visiting lecturers are well
practice development stream within the
prepared and supported by the Practicum
Bachelor of Education [Primary] programme.
Coordinator. Visiting Lecturers visit the student
There are over 120 days of professional
on practicum, provide weekly feedback and
learning experiences in schools and centres in
further support as needed. Students use
the Bachelor of Education [Primary] degree.
e-portfolio to collate and exhibit their practicum
A feature of the Bachelor of Education [Primary] learning.
is that students can select one of three streams
The practicum programme in the degree
as a practice and inquiry focus which allows
consists of 5 courses. Each element in a
for transition specialisation supported by our
practicum must be completed successfully in
school partners. The three streams are:
order to continue to the next. An incomplete
• Early Primary: The early primary stream practicum will require remedial work (this
allows students to focus in on ECE transition involves a further fee) or in some situations the
into Primary Education. Students are able course will need to be repeated.
to undertake approximately 40 days of
Reflective Practices is a practicum in year one
practicum in an ECE centre working with
that focuses on the skills of observation, critical
preschool children and 80 days in the early
reflection and offers students introductory
primary window (new entrant to year 2) in a
design for learning, and mediated teaching/
range of contexts.
learning experiences with small groups of
• Primary: This is a standard primary practicum learners and a whole class lesson.
stream where students experience a wide
range of contexts and levels from early Literacy and Numeracy Practices is a practicum
primary through to intermediate. course in year two that focuses on English
and Mathematics Learning Areas in the New
• Late Primary: The late primary stream allows
Zealand Curriculum including design for
students to focus on the transition from
learning, teaching and assessment.
Primary to Secondary. Students undertake 80
days in the late primary window (year 6 - 8)
Curriculum and Community Practices develops
and approximately 40 days in a Middle School
a student teacher’s ability to teach other
or Secondary setting (pre-NCEA).
curriculum areas as well as contribute in the
school or centre community.
In the 5 core practicum courses, students are
placed in approved schools and centres by the
Responsive Practices and Inquiring Teacher
Practicum Coordinator according to the elected
Practices have core focus on high quality
practicum streams. Students must participate in
demonstration of the Code and Standards in
a variety of professional learning experiences
E D U C AT I O N 2 0 1 9 — 1 2a supported environment and application of
culturally responsive inquiry and practice. In the
ADMISSIONS
final practicum the student must demonstrate REQUIREMENTS
sustained practice, evidence-led teaching and
inquiry, and leadership and collaboration in a General Admission Requirements
learning environment.
Bachelor of Education [Primary] applicants
The final task of the final practicum is a Entry to the Laidlaw College Bachelor of
culminating integrative assessment called the Education [Primary] degree is New Zealand
Viva. A viva voce is an oral presentation and University Entrance or a recognised equivalent
examination and in this case with a written (i.e. International Baccalaureate or Cambridge
element. Graduating teachers will present and International) or be able to demonstrate to the
unpack an authentic practice scenario that satisfaction of Laidlaw College that they have
requires complex decision-making and synthesis the skills and ability to study at a tertiary level.
of learning from across the programme with
clear integration of theory and practice and Students under the age of 20 applying to the
alignment with the Code and Standards of the BEd without UE must be able to demonstrate
teaching profession. This event is assessed by to the satisfaction of Laidlaw College that they
a panel of 5 made up of teacher educators, have the ability to study at a tertiary level.
Rūnanga, Pasifika Council, and representative Student s 20 years or older must meet
member of the teaching profession. At the comparable literacy and numeracy
conclusion of the Viva the graduate is assessed requirements as those entering with UE.
by the panel as to have met or not met the This will usually be assessed by the entrance
Standards with suppor t against pass/fail literacy and numeracy testing.
criteria.
Education and Community Development Visual Interview
8 6 8 . 61 5 E d u c a t i o n f o r C o m m u n i t y All applicants for the Bachelor of Education and
Development may be elected instead of Graduate Diploma in Education are required
C ur r iculum an d C ommunit y Pr a c t ice s . to have a visual interview by panel. The panel
Education and Community Development is a consists of a rūnanga delegate, member of the
professional learning experience endorsed by teaching profession, and a Laidlaw teacher
the Teaching Council, and may be undertaken educator. The interview determines:
in a humanitarian or missions setting. This must
• The applicant’s disposition to teach, through
be approved by both Practicum Coordinator
judging their ability to meet the values that
and Programme Coordinator. The SIM mission
underpin Our Code Our Standards
agency partners with the School in the provision
• The applicant’s ability to meet the Code of
of a professional learning experience placement
Professional Responsibility in a supported
in an international development set ting.
environment
Students may also negotiate to be placed in an
alternative education setting or charter school, • Vulnerable Children’s Act risk assessment
or other local community education setting (interview component) AND
such as special youth sports/music/cultural • Other relevant matters
educational development settings.
E D U C AT I O N 2 0 1 9 — 1 3Our Code Our Standards English Language Requirements
Our Code Our Standards is foundational English Language Requirements for the
to teaching practice in Aotearoa New Bachelor of Education [Primary] and the
Zealand. Students should read the Code and Graduate Diploma in Education [Secondary]
Standards prior to their visual interview. Our follows the Teaching Council of Aotearoa
Code Our Standards may be accessed on New Zealand requirements for preservice
the Teaching Council of Aotearoa website teachers. As such, one of the following types
at: https://teachingcouncil.nz/content/ of evidence must be provided to demonstrate
our-code-our-standards English language competency:
• The New Zealand University Entrance literacy
The values of Our Code Our Standards are:
credits at either NCEA level 2 or 3 OR
• Whakamana - empowering all learners to • New Zealand University Entrance OR
reach their highest potential by providing • New Zealand tertiary entrance qualification
high-quality teaching and leadership gained on completing senior secondar y
• Manaakitanga - creating a welcoming, caring school prior to the introduction of current
and creative learning environment that treats University Entrance OR
everyone with respect and dignity • International Baccalaureate full diploma in
English medium (24 points minimum) OR
• Pono - showing integrity by acting in ways
that are fair, honest, ethical and just, and • C ambridge International E xaminations
minimum 120 points on the UCAS Tariff plus
• Whanaungatanga - engaging in positive and meeting the CIE literacy requirements OR
collaborative relationships with learners, their
• All primary schooling and at least three years
families and whānau, colleagues, and the
secondary schooling completed in the English
wider community
language and while living in New Zealand,
Australia, Canada, the Republic of Ireland,
Numeracy and Literacy Testing the United Kingdom, the United States of
America or South Africa* OR * candidates
All applicants for the Bachelor of Education and from South Africa must also provide South
Graduate Diploma in Education are required to African Matriculation Certificate Minimum
undergo a literacy and numeracy assessment. D pass in English (higher grade) OR South
• Candidates must score step 4 in the TEC African Senior Certificate Minimum D pass in
literacy (reading and writing) assessment to English (higher grade)
enter the programme • Six years of education comprising secondary
• C andidates must score step 5 in the schooling to at least year 12 and at least
TEC numeracy assessment to enter the two years of successful tertiary education,
programme taught in English as the primary language of
instruction and through face-to-face learning
and assessment such as tutorials and labs
Special Admission Requirements completed in the English language and while
For applicants who do not meet the above living in New Zealand, Australia, Canada, the
requirements, possible study options can arise Republic of Ireland, the United Kingdom, the
depending on the assessment and interivew United States of America or South Africa OR
result: • Awarded a Bachelor’s degree, Bachelor
with Honours degree, Graduate Certificate,
• An offer of entry to a level 4 programme
Postgraduate Certificate, Master’s degree at
• An offer of entry to Diploma in Christian NZQF level 7 or up which:
Education
• Took two or more years of full-time study to
• An of fer of entr y to another L aidlaw complete and
programme
E D U C AT I O N 2 0 1 9 — 1 4• Was taught in English as the primar y • Awarded Trinity College London Certificate
language of instruction and through in Teaching English to Speakers of Other
face-to-face learning and assessment Languages (CertTESOL) OR
such as tutorials, presentations, seminars, • Awarded Trinity College London Certificate
and supervisory meetings and was gained in Teaching English to Speakers of Other
while living in New Zealand, Australia, Languages (CertTESOL) OR
Canada, the Republic of Ireland, the United • Achieved an outcome in one of the following
Kingdom, the United States or South Africa. approved tests which is equivalent to or
• Awarded Cambridge Certificate in Teaching better than those specified (see table) within
English to Speakers of Other Languages the past two years:
(CELTA) OR.
OVERALL
TEST LISTENING READING WRITING SPEAKING MARK
(in one test)
Minimum of
Cambridge English exams C2 185 185 185 185 185
Proficiency (CPE) or
C1 Advanced (CAE) or
Cambridge English exams
B2 First (FCE)
International English Language 7.0 7.0 7.0 7.0 7.0
Testing System (IELTS)
Academic
International Second Language 4 4 4 4 4
Proficiency Rating (ISLPR)
Pearson Test of English (PTE) 65 65 65 65 65
Academic
TOEFL 24 24 27 23 minimum of
94
TRINITY ISE III (3) PASS WITH PASS WITH PASS WITH PASS WITH PASS WITH
MERIT MERIT MERIT MERIT MERIT
Police Vetting
All education applicants must complete a Police Vetting Service Request and Consent form as part
of their application. All international applicants for the BEd and GradDipEd must provide a police
clearance certificate from their country of citizenship AND for any country in which they have lived
for more than a 12 month period in the last 10 years. This overseas police clearance should be less
than 6 months old and be presented at the time of application. This is to meet the requirements of the
Vulnerable Children Act 2014.
Any education student charged with an offence during their programme of study must disclose the
charge in writing to the Head of Education within 3 working days.
E D U C AT I O N 2 0 1 9 — 1 5Graduate Diploma in
Education [Secondary]
(GradDipEd)
PROGRAMME SUMMARY CAREER OPPORTUNITIES
NZQF Level 7, 135 credits Graduates of the GradDipEd are fully equipped
Duration One year full-time, part-time to enter intermediate, middle school and
options may be available secondary school classrooms as Provisionally
Registered Teachers, qualified to work in public,
Starts January integrated and private schools throughout New
Zealand.
Places Open – Selection criteria apply
Entry Bachelor’s degree or equivalent
Requirement NZQF level 7 qualification in a
relevant subject area
OUTLINE
Campus Henderson
This one-year graduate diploma provides
Tuition Fee: 6,980 plus Student Services
$ a professional qualification in teaching and
Fee learning for people who already have a
Web www.laidlaw.ac.nz/ Bachelor’s degree.
teacher-education
The graduate diploma draws upon a praxis
model integrating theory and practice, with
students spending at least two days a week
KEY CONTACTS in schools on professional practice placement.
This programme develops secondary teachers
with a thorough knowledge of the New Zealand
Curriculum and assessment in Aotearoa, and
a deeper understanding of their role in God’s
plan for redeeming humanity. Teachers play
an important role in reflecting hope and social
justice.
Karen Finn Yvonne Burrows Students should indicate which learning areas of
the New Zealand Curriculum they plan to focus
GradDipEd (Secondary) Practicum Coordinator
on. The learning areas within the New Zealand
- Head of Programme
Curriculum are: English, Te Reo Māori, The
E D U C AT I O N 2 0 1 9 — 1 6arts - art history, dance, drama, music, visual Schedule of Courses and Dates
arts; Health and physical education; Learning A schedule is provided during orientation which
languages - Cook Island Māori, French, German, includes all the course dates, noho Marae, the
Japanese, Korean, Latin, Lea Faka-Tonga, NZ Education Camp and any other relevant dates.
Sign Language, Mandarin, Samoan, Spanish; Students are responsible for ensuring they are
Mathematics and statistics; Science - science, aware of information which applies to their
biology, chemistry, physics; Social sciences course of study.
- accounting, business, classics, economics,
geography, history, legal, media, philosophy, Laidlaw College Orientation
psychology, religious education, social studies, In the first week of Semester One NEW
sustainability; Technology - bio and chemical, s tudent s mus t at tend t he O r ient ation
design and visual communication, digital programme which provides incoming students
(computer science, information, infrastructure, with an orientation to study at Laidlaw College.
media, programming), elec tronics, food,
manufacturing, textiles, resistant materials. Professional Learning Experiences
T h e G r a d u a t e D i p l o m a of Ed u c a t i o n
OBJECTIVES [Secondary] values praxis - the engagement of
Laidlaw College seeks to prepare students for theory with application. Due to this emphasis,
the teaching profession through a programme students spend two days a week in school.
that centres on a theological foundation of hope This allows them to build relationships with
that meaningfully integrates and orients with students and teachers in a community. Each
values, commitments and quality practice that Praxis is associated with modules of theory and
are consistent with Our Code Our Standards reflection, which students use to develop their
(Teaching Council Aotearoa New Zealand) in a skills.
supported environment.
While on practicum students are supervised
Graduating students will be qualified to by a teacher holding a full practicing certificate
register as teachers in New Zealand for (the Associate Teacher) and are supported by
intermediate, middle and secondary teaching the mentoring lecturer and the Programme
in public, integrated and private schools. Our Coordinator. All professional placement
graduates are relational, critically reflective interactions/obser vations are carried out
practitioners who can design high quality by teacher educators (the Visiting Lecturer)
learning experiences from a place of curiousity who hold a full practicing certificate and the
about the learner, the world and a professional majority of these visits are carried out by
understanding of the goals, scope and nature Laidlaw teacher educators who teach into
of education. Our graduates work in public, the programme. All visiting lecturers are well
private and integrated schools throughout New prepared and supported by the Programme
Zealand and also around the world. Coordinator. Visiting Lecturers visit the student
on practicum, provide weekly feedback and
further support as needed. Students use
PROGRAMME INFORMATION e-portfolio to collate and exhibit their practicum
Study Locations learning.
T h e G r a d u a t e D i p l o m a of Ed u c a t i o n
[Secondary] is offered in Henderson. The During Praxis 1 students spend the first three
programme is not available to be studied by weeks of the secondary school year building
distance, however there is flexability to study relationships and obser ving the learning-
some courses part-time before needing to be focused culture that Associate teachers create
fully integrated in the programme. This needs to during the classroom establishment period.
be discussed with the Programme Coordinator Students continue to spend two days a week
before a plan can be finalised. in the school throughout the rest of Term 1
E D U C AT I O N 2 0 1 9 — 1 7and into Term 2, developing their teaching profession. This event is assessed by a panel
skills in selected subjects by teaching single of 5 made up of teacher educators, Rūnanga,
lessons. Towards the end of Term 2, students Pasifika Council, and representative member of
spend four full weeks in school - considering the teaching profession. At the conclusion of
different approaches to teaching and learning in the Viva the graduate is assessed by the panel
subject areas and building towards sequences as to have met or not met the Standards with
of lessons. support against pass/fail criteria.
Praxis 2 links theory to practiec and builds Our Code Our Standards may be accessed
towards student involvement with developing on the Teaching Council of Aotearoa website
and teaching units of learning and assessing at : ht t p s://te a c hin gco u n cil . n z /co ntent /
students in subject areas. Students build from our-code-our-standards
teaching sequences of lessons to teaching the
same amount that would be expected of a
graduating teacher.
The final task of Praxis 2 is a culminating
integrative assessment called the Viva. A viva
voce is an oral presentation and examination
and in this case with a written element. “There is no change without dream,
Graduating teachers will present and unpack as there is no dream without hope.”
an authentic practice scenario that requires
Paulo Freire
complex decision-making and synthesis of
Pedagogy of Hope
learning from across the programme with clear
integration of theory and practice and alignment
with the Code and Standards of the teaching
E D U C AT I O N 2 0 1 9 — 1 8ADMISSIONS REQUIREMENTS
General Admission Requirements previous study, or language fluency.
Graduate Diploma in Education [Secondary] Laidlaw College provides support for applicants
applicants when choosing teaching subjects.
The normal requirement for admission requires
applicants to show evidence they have: Visual Interview
• An appropriate bachelor’s degree at Level All applicants for the Bachelor of Education and
7 on the New Zealand Qualifications Graduate Diploma in Education are required
Framework and/or postgraduate qualification, to have a visual interview by panel. The panel
AND consists of a runanga delegate, member of the
• A body of knowledge from Levels 5 to 7 or teaching profession, and a Laidlaw teacher
higher in support of New Zealand Curriculum educator. The interview determines:
learning areas for at least one Year 7-10 • The applicant’s disposition to teach, through
teaching subject/s and at least one Year judging their ability to meet the values that
11-13 teaching subject/s, OR underpin Our Code Our Standards
• For language teaching: native or fluent • The applicant’s ability to meet the Code of
reading, writing, speaking and listening in the Professional Responsibility in a supported
language environment
The learning areas within the New Zealand • Vulnerable Children’s Act risk assessment
Curriculum are: (interview component) AND
• Other relevant matters
• English
• Te Reo Māori
• The arts - art history, dance, drama, music,
Our Code Our Standards
visual arts Our Code Our Standards is foundational
• Health and physical education to teaching practice in Aotearoa New
• Learning languages - Cook Island Māori, Zealand. Students should read the Code and
French, German, Japanese, Korean, Latin, Lea Standards prior to their visual interview. Our
Faka-Tonga, NZ Sign Language, Mandarin, Code Our Standards may be accessed on
Samoan, Spanish the Teaching Council of Aotearoa website
• Mathematics and statistics at: https://teachingcouncil.nz/content/
• Science - science, biology, chemistry, physics our-code-our-standards
• Social sciences - accounting, business, The values of Our Code Our Standards are:
classics, economics, geography, history, legal,
media, philosophy, psychology, religious • Whakamana - empowering all learners to
education, social studies, sustainability reach their highest potential by providing
• Technology - bio and chemical, design and high-quality teaching and leadership
visual communication, digital (computer • Manaakitanga - creating a welcoming, caring
s c i e n ce , i nf o r m a t i o n , i nf r a s t r u c t u re , and creative learning environment that treats
media, programming), electronics, food, everyone with respect and dignity
manufacturing, textiles, resistant materials
• Pono - showing integrity by acting in ways
It is recommended that applicants wishing that are fair, honest, ethical and just, AND
to teach less common specialist subjects,
• Whanaungatanga - engaging in positive and
such as religious education, philosophy,
collaborative relationships with learners, their
psychology, environmental studies (Education
families and whānau, colleagues, and the
for Sustainability), are capable of teaching in
wider community
another learning area as well, based on their
E D U C AT I O N 2 0 1 9 — 1 9Numeracy and Literacy Testing • All primary schooling and at least three years
secondary schooling completed in the English
All applicants for the Bachelor of Education and language and while living in New Zealand,
Graduate Diploma in Education are required to Australia, Canada, the Republic of Ireland,
undergo a literacy and numeracy assessment. the United Kingdom, the United States of
• Candidates must score step 4 in the TEC America or South Africa* OR * candidates
literacy (reading and writing) assessment to from South Africa must also provide South
enter the programme African Matriculation Certificate Minimum
D pass in English (higher grade) OR South
• C andidates must score step 5 in the
African Senior Certificate Minimum D pass in
TEC numeracy assessment to enter the
English (higher grade)
programme
• Six years of education comprising secondary
schooling to at least year 12 and at least
Special Admission Requirements two years of successful tertiary education,
taught in English as the primary language of
For applicants who do not meet the above
instruction and through face-to-face learning
requirements, possible study options can arise
and assessment such as tutorials and labs
depending on the assessment and interivew
completed in the English language and while
result:
living in New Zealand, Australia, Canada, the
• An offer of entry to a level 4 programme Republic of Ireland, the United Kingdom, the
• An offer of entry to Diploma in Christian United States of America or South Africa OR
Education • Awarded a Bachelor’s degree, Bachelor
• An of fer of entr y to another L aidlaw with Honours degree, Graduate Certificate,
programme Postgraduate Certificate, Master’s degree at
NZQF level 7 or up which:
English Language Requirements • Took two or more years of full-time study to
complete and
English Language Requirements for the • Was taught in English as the primar y
Bachelor of Education [Primary] and the language of instruction and through
Graduate Diploma in Education [Secondary] face-to-face learning and assessment
follows the Teaching Council of Aotearoa such as tutorials, presentations, seminars,
New Zealand requirements for preservice and supervisory meetings and was gained
teachers. As such, one of the following types while living in New Zealand, Australia,
of evidence must be provided to demonstrate Canada, the Republic of Ireland, the United
English language competency: Kingdom, the United States or South Africa.
• The New Zealand University Entrance literacy • Awarded Cambridge Certificate in Teaching
credits at either NCEA level 2 or 3 OR English to Speakers of Other Languages
• New Zealand University Entrance OR (CELTA) OR.
• New Zealand tertiary entrance qualification • Awarded Trinity College London Certificate
gained on completing senior secondar y in Teaching English to Speakers of Other
school prior to the introduction of current Languages (CertTESOL) OR
University Entrance OR • Awarded Trinity College London Certificate
• International Baccalaureate full diploma in in Teaching English to Speakers of Other
English medium (24 points minimum) OR Languages (CertTESOL) OR
• C ambridge International E xaminations • Achieved an outcome in one of the following
minimum 120 points on the UCAS Tariff plus approved tests which is equivalent to or
meeting the CIE literacy requirements OR better than those specified (see table) within
the past two years:
E D U C AT I O N 2 0 1 9 — 2 0OVERALL
TEST LISTENING READING WRITING SPEAKING MARK
(in one test)
Minimum of
Cambridge English exams C2 185 185 185 185 185
Proficiency (CPE) or
C1 Advanced (CAE) or
Cambridge English exams
B2 First (FCE)
International English Language 7.0 7.0 7.0 7.0 7.0
Testing System (IELTS)
Academic
International Second Language 4 4 4 4 4
Proficiency Rating (ISLPR)
Pearson Test of English (PTE) 65 65 65 65 65
Academic
TOEFL 24 24 27 23 minimum of
94
TRINITY ISE III (3) PASS WITH PASS WITH PASS WITH PASS WITH PASS WITH
MERIT MERIT MERIT MERIT MERIT
Police Vetting
All education applicants must complete a Police Vetting Service Request and Consent form as part
of their application. All international applicants for the BEd and GradDipEd must provide a police
clearance certificate from their country of citizenship AND for any country in which they have lived
for more than a 12 month period in the last 10 years. This overseas police clearance should be less
than 6 months old and be presented at the time of application. This is to meet the requirements of the
Vulnerable Children Act 2014.
Any education student charged with an offence during their programme of study must disclose the
charge in writing to the Head of Education within 3 working days.
E D U C AT I O N 2 0 1 9 — 2 1““Education is not the filling of
a pail, but the lighting of a fire”
(William Yeats). This quote formed
the foundation of our learning
as Teacher Education students
at Laidlaw, and is one that has
transformed my teaching practice.
To inspire learning and creativity,
and to authentically engage with
the children in my classroom (in
all their diversity) is the greatest
joy!”
Janai Calvert
New Entrants Teacher at
Sunnyvale Primary School
E D U C AT I O N 2 0 1 9 — 2 2TRANSPORT TO PROFESSIONAL LEARNING
EXPERIENCE PLACEMENTS
All students in the DipCEd, BEd and GradDipEd must be able to travel to attend professional learning
experience placements and are responsible to organise their own transport. However, the Practicum or
Programme Coordinator will prioritise placements at schools and centres local to students if possible.
CULTURAL UNDERSTANDING
TE TIRITI O WAITANGI
Laidlaw College believes strongly in the fostering of bicultural understanding as part of its affirmation
of the Treaty of Waitangi. The Treaty of Waitangi is foundational for the Code and Standards of the
Teaching Profession and for Laidlaw’s education programmes. The college is proud to have strong
leadership from the Rūnanga. The Rūnanga provides guardianship for the college and in particular
the education faculty in relation to the Education Noho Marae, Mātauranga Māori, Te Reo Māori, Te
Ao Māori and maintaining Te Tiriti O Waitangi. The Rūnanga and Māori student support team play a
specific role in supporting Maori education students to success.
Te Reo Māori is a requirement for all student teachers in New Zealand. At Laidlaw College all BEd and
GradDipEd students will engage in Te Reo Māori diagnostic testing soon after entry and be supported
by a Kaiako in Te Reo Māori learning to a minimum of level 3 in Te Aho Arataki Marau (the te reo Māori
Curriculum for English Medium Settings)
The education faculty is committed to the objectives of Ka Hikitia - The Māori Education Strategy and
Tataiako - Cultural Competencies for Teachers of Maori Learners. https://teachingcouncil.nz/required/
Tataiako.pdf
PASIFIKA COUNCIL
The Laidlaw Pasifika Council is a Pasifika Caucus advising on strategic direction, pathways, programmes;
and supporting the development of Laidlaw Pasifika initiatives in the wider community and across
the Pacific region. It was established with the purpose of providing cohesive governance for Pasifika
students, staff and all Pasifika initiatives. It has strategic overview and responsibility of developing a
20-year Laidlaw Pasifika Strategic plan for Laidlaw. The education programmes embrace Tāpasa: see
teaching council link above.
E D U C AT I O N 2 0 1 9 — 2 3MODES OF DELIVERY
Mode 1 weekly morning, afternoon or evening lectures over one semester (blended learning).
Mode 2 weekly morning, afternoon or evening lectures plus professional learning experience (blended
learning).
Mode 3 a series of intensive collaborative teaching and learning seminars (blended learning). May
include professional learning experiences.
Mode 4 Practicum, including introductory workshop and concluding debrief.
“*including content delivered via Moodle, video with screen sharing tutorials, access to Teams discussion groups (student to
student and student to lecturers), forums, selection of various assignment components, and connection with student support
services as needed.”
PROGRAMME GUIDE
Programme Requirements for Students Enrolling in the DipCEd
The diploma consists of a total of 120 credits, comprising foundational courses in theology, teaching
and learning and the option of either the Primary Education track or Early Childhood Education track.
PRIMARY EDUCATION EARLY CHILDHOOD EDUCATION
FOUNDATIONS
TRACK TRACK
215.515 Beginning Theology 850.515 Reflective Practices 850.515 Reflective Practices
[Primary] [ECE]
851.515 Innovative Teaching 852.515 Developing 852.515 Developing
and Learning Numeracy Numeracy
855.515 Inclusive 853.515 Developing 853.515 Developing
Education Literacy Literacy
857.515 Human Development
907.515 Bicultural Relationships
75 CREDITS 45 CREDITS 45 CREDITS
TOTAL 120 CREDITS
Programme Requirements for Students Enrolling in the GradDipEd
The graduate diploma is a prescribed teacher education programme of study. It is made up of a total of
135 credits at NZQF level 7. The programme consists of 6 courses, comprising linked theory and praxis.
SEMESTER ONE SEMESTER TWO
Theory 893.730 Ako 881.715 Teaching as Inquiry
878.715 Mātauranga Māori 883.715 Ethics and Education
Professional Learning Experiences 891.730 Praxis 1 892.730 Praxis 2
75 CREDITS 60 CREDITS
TOTAL 135 CREDITS
E D U C AT I O N 2 0 1 9 — 2 4Programme Requirements for Students Enrolling in the BEd Programme
The Bachelor of Education [Primary] is a prescribed primary teacher education programme of study. It
is made up of 360 credits at levels 5, 6 & 7. It is drawn from three strands (theory, curriculum, practice)
integrated throughout by rich theological conceptions. It comprises both theoretical and practice
components and requires three years of full-time study (part-time is available).
YEAR OF STUDY NUMBER OF COURSES CREDITS NZQA LEVELS
Year One 8 courses 120 5
Year Two 8 courses 120 6
Year Three 8 courses 120 6&7
TOTAL 24 COURSES 360
YEAR 1 YEAR 2 YEAR 3
• 215.515 Beginning Theology* • 861.615 Critical Mathematics • 864.615 Learning and the Body
• 850.515 Reflective Practices Education • 876.715 Responsive Practices
• 851.515 Innovative Teaching • 862.615 Teaching & Learning • 877.715 Inquiring Teacher
• 852.515 Developing English Practices
Numeracy • 863.615 Arts Education • 878.715 Mātauranga Māori
• 853.515 Developing Literacy • 865.615 Literacy and Numeracy • 880.715 Critical Pedagogy
• 855.515 Inclusive Education Practices • 881.715 Teaching as Inquiry
• 857.515 Human Development • 866.615 Curriculum and • 882.715 Tūmanako: Theology &
• 907.515 Bicultural Relationships Community Practices Education
(or 868.615 Education for • 883.715 Ethics and Education
Community Development)
• 867.615 Learning about
Science and Technology
• 869.615 Mahi Tahi: Relational
Approches to Learning
• 873.615 Learning about People
and Place
8 COURSES @ 15 CREDITS 8 COURSES @ 15 CREDITS 8 COURSES @ 15 CREDITS
* or other Theology course as specified by Head of Education.
COURSE NUMBERING AND CREDIT SYSTEM
The Laidlaw course numbering system follows this pattern:
• The first digit indicates the field of study(e.g. 1 = Biblical Studies, 8 = Teacher Education, 9 =
Counselling).
• The second and third digits further define the level and/or subject area (e.g. 120 = Old Testament).
• The first digit after the decimal point indicates the National Qualifications Framework level.
• The second and third digits after the decimal point indicate the credit value of the course
(e.g. 15 = 15 credits, 30 = 30 credits).
• One credit is equivalent to ten hours of learning. A 15 credit course = 150 hours of learning.
E D U C AT I O N 2 0 1 9 — 2 5You can also read
