Qualification Overview
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Qualification Title | Graduate Diploma of Teaching (Secondary): Whai Purapura | |||
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Qualification Type | Graduate Diploma | |||
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Level | 7 | |||
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Credits | 135 | |||
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Subject Area |
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Strategic Purpose Statement |
Pre-service teachers bring their undergraduate degree knowledge into a different context - that of New Zealand Curriculum and Secondary education and develop professional knowledge and practice related to these. Those studying at a graduate level are able to:
· engage in self-directed learning and advanced study · demonstrate intellectual independence, analytic rigor · the ability to understand and evaluate new knowledge and ideas. The programme has 135 credits As such it meets the Teaching Council of Aotearoa New Zealand's requirement (2.1) that the "teaching qualification is at least a Bachelor's degree or a Graduate Diploma, at Level 7 or above on the New Zealand Qualifications Framework (NZQF)" |
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Graduate profile |
This programme seeks to nurture the pre-requisite dispositions, knowledge and capabilities for wise educators who are authentic, accountable and agentic and whose teaching is relational, responsive and transformative.
The overall outcome for this initial teacher education programme is to:nurture wise educators who are authentic, accountable and agentic, and whose teaching is relational, responsive and transformative. |
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Education pathways |
Continued study in BTI's MPPL programme or an NZQA Accredited MEd, PhD or EdD programme.
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Employment pathways |
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Entry Requirements |
Criteria for how decisions will be made on whether a candidate has the ability to study at tertiary level:
The screening process and interview process will determine if the candidate has met the requirements set down by the Education Council for registration as a teacher in New Zealand in terms of Good Character and 'fit to be a teacher'. The candidate will also provide permission for BTI to request a copy of Police Clearance communication (this is also required for enrolment in subsequent years). All applicants are required to complete pre-entry competency tests in numeracy and literacy- reading comprehension and written language. Academic requirements for this programme and criteria for whether a candidate has a sufficient body of knowledge in a relevant teaching subject: An approved qualification at NZQA Level 7 or above [e.g., a Bachelor's degree (Level 7, at least 360 credits); a Graduate Diploma (Level 7, 120 credits); a Bachelor's degree with honours (Level 8, 480 credits); Postgraduate Diploma (Level 8, 120 credits) or a Master's degree (Level 9, 240 credits], with a sufficient body of knowledge from Levels 5 to 7 or higher that is relevant for teaching a particular secondary school subject. Students entering the programme are required to have passed papers in topics appropriate to that subject area; a minimum of three papers at 300 level in their Senior teaching subject and a minimum of three papers across 100 / 200 level in their Junior teaching subject. English Language Competency. Prior to entry, candidates for English medium programmes must demonstrate English language competency by providing one of the Council's approved evidence of English language competency. International English Language Testing System (IELTS) requirement is a score of 7.0 across the Listening, Reading, Writing and Speaking tests. See Appendix 1 Draft Programme Regulations 2022 for full details of the English language competency requirements. Numeracy & Literacy In order to have confidence that applicants will enter the course with the required level of numeracy and literacy required, a literacy test and numeracy test will be undertaken as part of the application process. This test will be done onsite in test conditions before an interview and by distance with an invigilator if the interview is an online one. Both these tests are designed to meet the requirement for University Entrance levels for numeracy (NZC Level 6) and literacy (NZC Level 7). |
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Education Organisation | Bethlehem Tertiary Institute | |||
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Developed By | Bethlehem Tertiary Institute | |||
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Quality Assured By | New Zealand Qualifications Authority | |||
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Number | 4411 | |||
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Status | Current | |||
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Created | 2021-08-23 08:49:43.0 | |||
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Next Review | 2026-11-30 00:00:00.0 | |||
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Content |
Educational theory and practice in and for Aotearoa New Zealand, Tiriti o Waitangi, Te Reo Maori, Biblical worldview, reflective practice, classroom management, NCEA, The New Zealand Curriculum, professionals and ethics, holistic education, student centered learning and inquiry, student voice, classroom planning, pedagogy and practice, adolescent development theories, unique adolescent identities, cultural pedagogical and adolescent approaches, current educational changes, trends and perspectives, developing a personal educational philosophy and worldview, building effective learning relationships, localised curriculum, embodied curriculum, Christian education, past, present and future of Secondary education in Aotearoa New Zealand, Using digital pedagogies, subject & curriculum area knowledge, self-efficacy and resilience, assessment frameworks and processes, Strategies to empower priority learner groups, approaches for differentiated and inclusive education, activating educational data, Professional experience placements (Kura Kāinga, Noho-ā-Kura), Educator as researcher, Educational research methods, future focused learning approaches.
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Qualification Title
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There are different types of qualifications including certificate, diploma, degree and post-graduate certificates and diplomas. Qualification types relate to NZQF levels.
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The NZQF has ten levels. Level one is least complex and is often entry-level, for example foundation certificates. Levels eight to ten are the most complex, and include post-graduate study.
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