Qualification Overview
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Qualification Title | Bachelor of Teaching (Primary): Tohu Paetahi Whakaakoranga (Primary) | |||
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Qualification Type | Bachelor Degree | |||
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Level | 7 | |||
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Credits | 360 | |||
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Subject Area |
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Strategic Purpose Statement |
This three-year full-time degree will provide pathways to teaching careers for people who may not be able to access traditional teritary education.
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Graduate profile |
Through successful completion of the Bachelor of Teaching (Primary) a graduate:
* teaches in ways that uphold responsibilities arising from Te Tiriti o Waitangi and uses te reo Māori me ngā tikanga-a-iwi appropriately in teaching contexts. * is confident in own whakapapa/identity (ko au tēnei/tōku tū kaiwhakaako), connecting and resonating with qualities associated with heart/pūmanawa, spirit/wairua, and wisdom/taonga tukuiho. * is reflective and critically aware of personal and cultural values, expectations, beliefs and how these influence their teaching and relationships. * values all tamariki as taonga, builds respectful relationships to ensure their emotional and physical welfare, and is responsive to and inclusive of tamariki interests and ideas. * is appreciative and supportive of the cultural worlds of the tamariki and communities in which they teach. * understands, is articulate and applies knowledge of subject content, curricula, human development and learning, assessment, evaluation, planning, in teaching and learning environments. * advocates for social justice, taking action to care for themselves, others (tamariki, whānau, community), and the environment (kaitiakitanga). * demonstrates understandings of education within bicultural, multicultural, social, political and historical contexts, and engages in critical inquiry and research to enhance teaching and learning. * works cooperatively with others as a competent, contributing member of a teaching team, is encouraging and supportive of others in the learning environment, and collaboratively implements effective policies and practices. * communicates professionally, in inclusive and responsive ways with parents, whānau and families, and communities. * demonstrates commitment to the profession by upholding the New Zealand Teaching Council of Aotearoa Our Code Our Standards: Ngā Tikanga Matatika Ngā Paerewa, the Code of Professional Responsibility and Standards for the Teaching Profession, and * articulates an evolving personal, professional philosophy of teaching and learning |
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Education pathways |
Bachelor of Teaching (Primary) will enable graduates to continue their education pathway into masters qualifications.
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Employment pathways |
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Entry Requirements |
Applicants need to meet certain academic entry requirements and be competent in one of the languages of the national curriculum - English or Māori.
Be at least 17 years old (18 years old if you are an international student). Under 20 years of age will need University Entrance (UE) or equivalent or be able to demonstrate to our satisfaction that they have the skills and ability to study at a tertiary level. If 20 years of age or over, need to demonstrate that they have the ability to study at a tertiary level. |
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Education Organisation | Te Rito Maioha Early Childhood New Zealand Incorporated | |||
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Developed By | Te Rito Maioha Early Childhood New Zealand Incorporated | |||
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Quality Assured By | New Zealand Qualifications Authority | |||
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Number | 4255 | |||
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Status | Current | |||
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Created | 2020-08-03 12:08:54.0 | |||
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Next Review | 2026-02-16 00:00:00.0 | |||
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Content |
The Bachelor of Teaching (Primary) takes an integrated, comparative, cross-cultural approach with a specific emphasis on practice-based teaching. The Bachelor of Teaching (Primary) is developed around a set of learning outcomes which collectively encompass the requisite pedagogical and theoretical knowledge, skills and dispositions for primary school teachers that are expected of an initial teacher education programme, as outlined in the New Zealand Teaching Council of Aotearoa Our Code Our Standards: Ngā Tikanga Matatika Ngā Paerewa, the Code of Professional Responsibility and Standards for the Teaching Profession. The programme:
* embeds the principles and aims of the programme, as well as f the conceptual framework. * reflects an expectation that students will progress towards greater complexity and understanding of the professional role of the teachers and their responsibilities to learners, family, and whānau throughout the programme. * demonstrates progression of content, increasing complexity, and achievement expectations across the three stages. Learning and development theories and content knowledge are integrated with pedagogy and developing respect for diversity and tolerance for others. Particular importance is paid to indigenous rights and students will have opportunities to learn te reo Māori me ona tikanga throughout their studies. The Bachelor of Teaching (Primary) continues to explore diverse cultural perspectives, and how these are reflected in curriculum and pedagogy, providing opportunities for students to explore the framing of curriculum and pedagogy from different viewpoints in relation to their existing practices. As a bicultural programme, emphasis is placed on Māori perspectives, as well as Pasifika views. These cultural perspectives incorporate the examination of underpinning beliefs about the nature of curriculum, teaching and learning, and how these may be shaped to meet the needs of tamariki. Each course enables students to explore the relationship between theory and practice in a blended learning environment, as well as in a primary school setting. The New Zealand Curriculum will form the foundation of the programme and the principles, key competences and learning areas will be woven throughout the courses both theoretically and practically. Students will: * learn about different age groups (from childhood to adolescence) * develop content knowledge across all curriculum areas * learn about different types of primary school settings (single cell classrooms to innovative learning environments including outside the formal classroom environment); and * develop their own philosophy of teaching based on research and comparative analysis of internationally recognised curricula and programmes. |
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Qualification Title
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