The proposed Bachelor of Teaching (Early Childhood Education) will prepare future kaiako/teachers for meaningful, values-based careers in the early childhood sector. Graduates will be equipped with the knowledge, capabilities, and dispositions to engage tamariki in high-quality, culturally responsive learning environments. The programme provides a comprehensive ITE pathway that integrates academic study with sustained professional experience, ensuring graduates are well-prepared for provisional certification and classroom practice.
This qualification responds to national priorities: increasing the supply of qualified early childhood teachers, strengthening bicultural and inclusive practice, and improving outcomes for tamariki, whānau, and
communities. It aligns with the Teaching Council of Aotearoa New Zealand's expectations for ITE, supporting the development of graduate teachers who demonstrate the Ngā Paerewa|Standards for the Teaching
Profession (Teaching Council of Aotearoa New Zealand, 2026) and uphold Te Tiriti o Waitangi. The programme contributes to sector sustainability by preparing educators who are reflective, responsive, and confident in diverse learning contexts, while providing a coherent academic foundation for postgraduate study.

This Graduate Profile describes students graduating from the Bachelor of Teaching (Early Childhood Education) as:
1. Valuing Loving, Trusting, Safe Relationships
Graduates demonstrate comprehensive knowledge of relational and attachment theories, including the significant role of play, movement, and emotional wellbeing in human development, and apply effective
communication and collaboration skills within professional practice to share professional knowledge, build trust, and sustain safe, caring early childhood environments across complex and diverse contexts.
2. Confident in Knowledge and Application
Graduates draw on deep knowledge of Te Whāriki, child development, and early learning pedagogies across curriculum domains to teach intentionally, using critical reflection, inquiry-informed practice, and assessment to enrich children's holistic learning and development.
3. Culturally Grounded
Graduates integrate cultural competence in te reo Māori, te ao Māori, Te Tiriti o Waitangi, and diverse cultural worldviews through culturally responsive professional practice, critically reflecting on culture and identity to
embed values that ensure all tamariki and whānau feel safe, respected, and valued in diverse and multicultural contexts.
4. Champions for Inclusion
Graduates apply comprehensive knowledge of inclusive education and equity principles, working in partnership with families, whānau, and communities to build inclusive relationships and support inclusive transitions into, within, and beyond early childhood settings, using critical thinking and compassionate communication to address barriers, develop informed responses, and advocate for equitable and inclusive early childhood environments.
5. Future Focused
Graduates embed in-depth knowledge of sustainability, environmental education, and future-focused pedagogies within diverse and changing early childhood contexts, using critical thinking and professional
collaboration to respond to emerging challenges and foster adaptability, resilience, and collective responsibility in a complex and evolving world.
6. Courageous Teacher-Leaders
Graduates demonstrate specialist knowledge of leadership theory and ethical principles, recognising the criticality of community-connected, authentic relationships, and apply highly developed leadership, critical
thinking, and collaboration skills to inspire others, uphold values and integrity, and model personal wellbeing as essential to a healthy, meaningful professional career of service.

Graduates of the Bachelor of Teaching (Early Childhood Education) may progress to postgraduate study in education, including graduate certificates, postgraduate diplomas, and Master's degrees in areas such as early childhood education, educational leadership, curriculum and pedagogy, inclusive education, or culturally responsive practice.
The degree also provides a vertical pathway from Cavalli College's New Zealand Certificate and Diploma programmes in Early Childhood Education and Care (Levels 4-6), enabling learners to advance their education within applied, community-focused environments.

Admission
Academic entry
- Applicants under 20 years of age must:
- hold UE or a recognised equivalent such as International Baccalaureate or Cambridge International as defined in Appendix D OR
- International high school equivalency according to the table in Appendix C OR
- Equivalent overseas qualification as assessed by an international qualifications assessment.
- Any applicant who will be over the age of 20 years at the commencement of the programme, who does not meet the general academic entry requirements, will be eligible for special admission.
Applicants under this criterion will be required to demonstrate academic ability to complete the programme successfully.
- Any applicant who will be under the age of 20 years at the commencement of the programme, who does not meet the general academic entry requirements, may be eligible for discretionary admission.
Entry will be considered on a case-by-case basis by Cavalli College in consultation with the Teaching Council of Aotearoa New Zealand.
- All applicants must meet the requirements of the Children's Act 2014 and its subsequent amendments, including:
- Providing verified identification.
- Providing evidence of previous education and work history in the selection process.
- Providing at least two written references.
- Succeeding in a personal visual interview.
- Meeting the Teaching Council of Aotearoa New Zealand's criteria for determining good character and fitness to be a teacher.
- Attaining a New Zealand Police vetting report.
- Entry for any applicant with any prior convictions will be considered on a case-by-case basis by Cavalli College.
Note: Cavalli College undertakes a risk assessment in accordance with the Children's Act 2014 including the above information in order to select the applicants for the programme.
English language entry
All applicants
- To meet the Teaching Council of Aotearoa New Zealand's English language proficiency requirements
International Applicants
In addition to meeting the Teaching Council of Aotearoa New Zealand's English language proficiency requirements stated above, international applicants:
- Must provide evidence of meeting English language requirements according to Rule 22 of the NZQA Programme Approval and Accreditation Rules 2026 for a Level 7 programme.