The Bachelor of Teaching (Early Childhood Education) strongly aligns to the standards for the teaching profession and as such will create work-ready graduates who have a sound knowledge of theory alongside reflective capabilities that will prepare them to be effective teachers in a variety of complex teaching environments. .
Through exposure to design thinking, co-creation and inquiry graduates of this programme will have developed the sought-after skills as defined by sector partners. These include taking initiative, professionalism, growth mindset and being reflective practitioners. Furthermore, by engaging in real world challenges students will become critical thinkers who are solution focussed, creative, courageous and curious.

Graduates of the Bachelor of Teaching (Early Childhood Education) will be Curious, Creative, Critical, Courageous Beginning Teachers. They will be: * Intentional Teachers - who have broad pedagogical knowledge and a deep understanding of subject content and curricula * Dispositional Teachers - who are relational and compassionate practitioners, skilled in communication and collaboration * Mindful Teachers - who live the values of the degree in all interactions with akonga, whānau and hoamahi (colleagues) * Work-ready Teachers - who are reflective life-long learners with sound professional judgement and skills sought after by the profession * Responsive Teachers - who have a deep understanding of their own identity and are respectful of others upholding the mana of the child * Ethical Teachers - who are committed advocates for social justice, empathetic and are politically conscious

Professional practice Masters programmes

The entry requirements are: a) For those under 20 years of age: i) Hold University Entrance (UE) or a recognised equivalent such as International Baccalaureate or Cambridge International, or ii) Be able to demonstrate to the satisfaction of the provider that they have the skills and ability to study at tertiary level. b) For those 20 year of age and over without UE, be able to demonstrate to the satisfaction of the provider that they have the skills and ability to study at tertiary level Values, Disposition and Fitness to Teach: Candidates must arrange for referees to send confidential written referee reports directly to the provider. Candidates must undergo a visual interview or other face to face selection process, to determine: a. their disposition to teach, through judging their ability to meet the values that underpin Our Code Our Standards; b. their ability to meet the Code of Professional Responsibility (in a supported environment); and c. any other relevant matters identified in consultation with key partners Literacy and Numeracy competency: Prior to entry, candidates for the programme must: * pass the literacy competency assessment, as set by the provider; and * pass the numeracy competency assessment, as set by the provider