2019 Education School of Social Practice - Laidlaw College

2019 Education School of Social Practice - Laidlaw College
  School of
Social Practice

2019 Education School of Social Practice - Laidlaw College
Our Vision
A world shaped by love, compelled and informed by the

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

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.
2019 Education School of Social Practice - Laidlaw College
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 teacher education programmes
                                                             Ki te hunga e tatari ana.
are concerned with personal, community and social
renewal. We are inspired by the Gospel story to ground
our teaching practices richly with the values of faith,            Tu kahikatea
hope and love. Our graduates engage in social systems                 Te iwi e
through education, so that children and young people             Tu Tumanako me
can enjoy the freedom to choose their stories wisely            te Tu Matauranga.
through 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 way
                                                            Tu Aroha noa me te Aroha
that integrates their personal faith with professional
teaching practice.
                                                                      Te Iwi e.

                                                           Kia mau pu ki te kupu o te ora
                                                                   Hai Tuapapa
                                                                    Hai Tuakiri
                                                                    Hai oranga
                                                              Mai te Tama A Te Atua,
                                                                      Te Ariki.

                                                                         E D U C AT I O N 2 0 1 9 — 1
2019 Education School of Social Practice - Laidlaw College
Teacher Education at Laidlaw College consists of a team of inspirational, experienced teacher
educators and a vibrant and proactive student body. The teacher education faculty are committed to
the preparation of graduate teachers who will embody the Christian vision of Laidlaw College as well
as meet the standards of the Education Council Aotearoa New Zealand. The Bachelor of Teaching
(Primary) is an applied degree that invites graduates to a pedagogy and theology of hope, which
inspires their presence in the classroom, the way they encounter children and whānau, their valuing
of teaching, learning and knowledge. The Diploma in Christian Education provides students with a
foundation in educational principles in dialogue with the fundamentals of theology and Christian

                                                                    BACHELOR OF
                                                                 TEACHING (PRIMARY)
                                                                      Year Three

                                                                     BACHELOR OF
                                                                  TEACHING (PRIMARY)
                                                                       Year Two

                                                                   BACHELOR OF
                                                                TEACHING (PRIMARY)
 DIPLOMA IN CHRISTIAN EDUCATION                                       Year One
    (PRIMARY EDUCATION TRACK)                                            or
                                                          DIPLOMA IN CHRISTIAN EDUCATION

E D U C AT I O N 2 0 1 9 — 2
2019 Education School of Social Practice - Laidlaw College

Certificate in Study and Career Preparation                                       4
Diploma in Christian Education		                                                  5
Bachelor of Teaching (Primary)                                                    6

Programme Requirements                                                           13
Courses Offered in 2019                                                          14
Course Descriptions                                                              17
Admissions Requirements                                                          22
Experience it for yourself                                                       27
Key Dates                                                                        29

                                              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

Last updated: 11 February 2019
2019 Education School of Social Practice - Laidlaw College
        (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
2019 Education School of Social Practice - Laidlaw College
Diploma in Christian
Education (DipCEd)
PROGRAMME SUMMARY                                  OUTLINE
NQF 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.
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
                                                   an educational profession, for example teacher
                                                   aiding, student support or tutoring across a
                                                   range of contexts.
                                                   If you have an interest in the role theology
Graduates of the DipCEd are equipped to excel      might have in how we engage in learning, make
as teacher aides, tutors, children’s ministry      sense of some of what educational theory can
workers, home educators or in community            offer, and explore bicultural relational contexts
education programmes, both in New Zealand          then this programme is for you!
and international settings.
                                                   Students may choose to study either the
                                                   Primary Education track which prepares them
                                                   for work in a classroom or home schooling
                                                   setting. Students who complete the DipCEd
KEY CONTACTS                                       (Primary Education track) may apply to enter
                                                   the second year of the Bachelor of Teaching
                       Wendy Fowler
                       Diploma in Christian
                       Studies Coordinator

                                                                               E D U C AT I O N 2 0 1 9 — 5
2019 Education School of Social Practice - Laidlaw College
Bachelor of Teaching
[Primary] (BTeach)
PROGRAMME SUMMARY                                         OUTLINE
 NQF Level              7, 360 credits                    The Bachelor of Teaching (Primar y) is an
                                                          NZQA accredited qualification recognised and
 Duration               Full-time for three years or
                                                          approved by the Education Council Aotearoa
                        part-time for six years
                                                          New Zealand. It involves on-campus and school-
 Starts                 February and July                 based study, supported independent learning,
                                                          and practicum. It is a professional degree that
 Places                 Open – Selection criteria apply
                                                          leads to a career in primary teaching in New
 Campus                 Henderson and Christchurch        Zealand. The Bachelor of Teaching (Primary) is
 Tuition Fee:           $5,856 (per full-time year of    currently offered at the Henderson campus.
                        study) plus Student Services
                                                          The programme is designed to provide full
                                                          professional pre-service teacher education
 Web                    www.laidlaw.ac.nz/                richly integrated with theology. Theology
                        teacher-education                 wrestles not only with who God has revealed
                                                          himself to be, but also with what it means to be
                                                          human in relation to God. Children are unique,
CAREER OPPORTUNITIES                                      relational human beings living and learning in
                                                          the context of a changing society. Children are
 Graduating students of the Bachelor of Teaching          society’s future. Teachers impact communities
 (Primary) are outstanding teachers, qualified to         with hope when they celebrate each child’s
 work in both primary and intermediate, public,           diversity and educate inclusively, from the
 integrated and private schools throughout New            place of a meaningful and hopeful orientation
 Zealand.                                                 towards society and the world.

                                                          Throughout the programme students develop
                                                          and critically engage professional philosophies,
KEY CONTACTS                                              knowledge and practices of teaching. It is
                                                          a dynamic and grounded course of study
                                                          that produces inspiring and creative primary
                                                          school teachers capable of drawing the next
                                                          generation to their potential.

                                                          T he Bachelor of Teaching (Primar y) is
                                                          designed to develop ethical, inspirational
                                                          and professionally reflective teachers. These
Philippa Isom                     Yvonne Burrows          teachers celebrate and educate children in
BTeach-Coordinator                Practicum Coordinator
                                                          wisdom and knowledge, and in responsive
                                                          collaboration with whānau, community and
                                                          other agencies.
E D U C AT I O N 2 0 1 9 — 6
2019 Education School of Social Practice - Laidlaw College
OBJECTIVES                                          Mid-year Intake
                                                    Entry into the Bachelor of Teaching (Primary)
Laidlaw College seeks to prepare students for
                                                    programme at mid-year can be on a full-time or
the teaching profession through a programme
                                                    part-time basis.
that centres on a theological foundation of hope
that meaningfully integrates and orients with
                                                    Academic Year Structure
professional formation, knowledge, practices,
attributes and values that are consistent with      Please refer to the 2019 Key Dates on the
the Graduating Teacher Standards, Code of           inside back cover of this handbook.
Professional Responsibility and the Standards
                                                    Schedule of Courses and Dates
for the Teaching Profession (Education Council
Aotearoa New Zealand, 2017).                        A schedule is provided during orientation
                                                    which includes all the course dates, the
Graduating students will be qualified to register   overnight Marae stay, the BTeach Education
as teachers in New Zealand for primary and          Camp and any other relevant dates. Students
intermediate in public, integrated and private      are responsible for ensuring they are aware of
schools. Our graduates are knowledgeable,           information which applies to their course of
critically reflective practitioners who can         study.
integrate theory and practice in teaching from
                                                    Laidlaw College Orientation
a place of knowledge of the world and an
understanding of the goals, scope and nature of     In the first week of Semester One NEW
education. Our graduates work in public, private    students must attend a one-day Orientation
and integrated schools throughout New Zealand       programme which provides incoming students
and also around the world.                          with an orientation to study at Laidlaw College.

                                                    School of Social Practice (SSP) Orientation
PROGRAMME INFORMATION                               Day
Study Locations                                     In addition to the general Laidlaw Orientation,
The Bachelor of Teaching (Primary) is offered in    the SSP has its own orientation day. Important
Henderson and Christchurch. The programme is        information regarding courses and programme
not available to be studied by distance, however    structure is discussed on this day so it is
there is flexibility to study some courses          imperative that new students attend. You will
part-time before needing to be fully integrated     receive details about Orientation once you are
in the programme. This needs to be discussed        accepted into the programme.
with the Programme Leader before a plan can
                                                    Outdoor Education/Student Camp
be finalised.
                                                    During semester one each year Education
Period of Study – Full-Time/Part-Time               student s at tend a student-led outdoor
This programme is normally completed on a           education experience and camp. Planning and
full-time basis over three years. It can also       running a camp is a regular feature of primary
be under taken on a par t-time basis af ter         and intermediate schools. Final year Teacher
consultation with the Programme Leader, but the     Education students plan and run the camp on
degree must be completed within a timeframe         behalf of the entire programme. All teaching
of six years unless special permission is granted   education students are required to attend.
by the National Academic Committee. In the          Further details including costs will be provided
event of extended absence from the programme,       at Orientation.
returning students may be required to undertake
a supplementary course of study to ensure
currency of practice.

                                                                               E D U C AT I O N 2 0 1 9 — 7
2019 Education School of Social Practice - Laidlaw College
“The Bachelor of Teaching (Primary)
           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
               Bachelor of Teaching (Primary)

             “I love the relational aspect that
              Laidlaw brings to the teaching
               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
               Bachelor of Teaching (Primary)

E D U C AT I O N 2 0 1 9 — 8
Workload and Programme Structure                             In Practicum courses, students are placed in
Full-time study requires a commitment of at                  approved primary and intermediate schools
least 40 hours per week. Part-time work needs                by the Practicum Manager. Students must
to be carefully considered particularly in Years             participate in a variety of teaching and learning
Two and Three with practicum commitments.                    experiences so they should expect placements
Also:                                                        in different kinds of school settings (Christian,
                                                             integrated, special context, public, decile), as
•• School based learning and Prac ticum                      well as an experience in junior primary, senior
   is a requirement and student s spend                      primary and intermediate.
   approximately 25 weeks teaching in schools
   during the programme.                                     While on practicum students are supervised
•• A Marae visit in the 907.515 Bicultural                   by a registered teacher (the Associate Teacher)
   Relationships course is undertaken in Year                and are supported by the Practicum Manager
   One and involves a weekend stay on a                      and Lecturers who will visit, provide weekly
   Marae in the second semester. Dates will be               feedback and further support as needed.
   provided and there is a nominal cost.                     Students use e-portfolio to collate and exhibit
                                                             their practicum learning.
                                                             The practicum programme in the degree
Laidlaw’s policy requires a minimum of 80%
                                                             consists of 5 courses. Each element in a
attendance at all classes. Students who do not
                                                             practicum must be completed successfully in
achieve 80% attendance at on-campus courses
                                                             order to continue to the next. An incomplete
will not progress into school-based learning and
                                                             practicum will require remedial work (this
                                                             involves a further fee) or in some situations the
                                                             course will need to be repeated.
School-Based Learning and Practicum
A well-integrated understanding of teaching                  L iter ac y and Numer ac y Pr ac tices is a
practice and the ability to reflect critically on            practicum course in year two that focus on
it is fundamental to hopeful, responsive and                 English and Mathematics Learning Areas in
transformational teaching. This underpins                    the New Zealand Curriculum. Curriculum
all five courses that form the core teaching                 and Community Practices develops a student
practice development stream within the                       teacher’s ability to teach other curriculum areas
Bachelor of Teaching (Primary) programme.                    as well as contribute in the school community.
There are 25 weeks of school-based learning                  Responsive Practices and Inquiring Teacher
and practicum in the Bachelor of Teaching                    Practices have core focus on demonstrating the
(Primary) degree.                                            Graduating Teacher Standards and particularly
                                                             culturally responsive pedagogy. In the final
I n Ye a r O n e s t u d e n t s p a r t i c i p a t e i n   practicum the student must demonstrate
a p p rox imatel y fo u r we ek s of S c h o o l-            sustainabilit y, evidence-led teaching and
Based Learning in local primar y schools                     inquiry, and leadership of a whole classroom
as par t of 850.515 Reflective Practices,                    across a minimum block of 15 days.
851.515 Innovative Teaching and Learning,
855.515 Inclusive Pedagogies. In Year Two and                The final task of Inquiring Teacher Practices
Three curriculum courses there are further                   is a Viva Voce, or oral examination, by a panel
School-Based learning opportunities where                    made up of teacher education faculty, where
theory is applied in the primary classroom                   graduating teachers will present their learning
setting.                                                     and be examined against the Graduating
                                                             Teacher Standards (Education Council Aotearoa
                                                             New Zealand).

                                                                                         E D U C AT I O N 2 0 1 9 — 9
Missions Practicum/                                  who are not achieving at an expected level. It
Development Education                                may also be used to support students achieving
                                                     marginal pass grades in the hope to provision
In special circumstances, 868.615 Education
                                                     them to achieve at a higher level.
for Community Development may be selected
instead of Curriculum and Community Practices.
                                                     Students may be identified on the basis of
Education and Development is undertaken in
                                                     their grades – C or below – or other factors
a humanitarian or missions setting. This must
                                                     impacting on her/his ability to undertake safe
be approved by both Practicum Manager and
                                                     and effective teaching practice to the level
Head of School. Students undertaking the
                                                     expected in relation to where they are in the
missions practicum overseas will partner with
SIM mission agency.
                                                     Identified students will be invited to a review
Limit on Study Load
                                                     meeting preferably with two Programme
Please refer to the General Information              faculty members. The review meeting aims to
and Regulations document for information             develop a learning plan.
about students’ responsibilities regarding
how their study load affects their eligibility       Staff carrying out review meetings will have
for student loans and allowances.                    the responsibility to ensure student files are
T his d o c u m e nt is av aila b l e o n lin e at   kept up-to-date with notes from meetings and
www.laidlaw.ac.nz/gen-regs                           individual plans and goals agreed upon. They
                                                     also have the responsibility to report back in
Additional Costs                                     Programme faculty meetings where necessary.
All students must be able to attend placement        STUDENT SUPPORT
at their allocated school and are responsible
to organise their own transport. However, the        Along with Laidlaw College’s excellent student
Practicum Manager will prioritise placements at      support services the School of Social Practice
schools local to students if possible.               has a dedicated Tutor. The tutor provides
                                                     weekly workshops and individual sessions at
Textbooks                                            the Henderson, Manukau and Christchurch
                                                     campuses, as needed, and also assists in
•• Students are required to purchase the critical
                                                     videoconferenced courses. All students in the
   key texts.
                                                     programme are welcome to attend the weekly
•• Texts typically cost between $25 and $50.
                                                     study skills and support workshops and to also
•• An approximate cost is $1,000 - $2,000.           book individual appointments for pastoral and
                                                     study support. Any student whose attendance
A full fees schedule c an be found at                or achievement in the programme is identified
www.laidlaw.ac.nz/fees                               as at-risk, or who is on an ILP, will be formally
                                                     added to the Support Register, which enables
                                                     the Tutor to follow up with both pastoral and
Please note that all students must apply             study help. Students on the support register
to graduate. Please refer to the General             will be required to attend weekly workshops
Information and Regulations document for             until their studies get back on track.
further details. This document is available
online at www.laidlaw.ac.nz/gen-regs
                                                     ADMINISTRATIVE SUPPORT
Independent Learning Plan (ILP)                      The School of Social Practice Office is open
The purpose of an independent learning plan          from 8:30 am – 5:00 pm to provide a first port
is to formalise processes to support students        of call for Social Practice students.

E D U C AT I O N 2 0 1 9 — 1 0
COMMUNITY BUILDING                              Modes of Delivery

Many formal and informal opportunities for
                                                Mode 1         weekly morning, afternoon
organic community building exist within the
                                                               or evening lectures over one
programme. The Education camp is one such
                                                               semester. May include blended
occasion, providing an opportunity for third
year education students to demonstrate
outdoor education leadership. Following camp,   Mode 2         weekly morning, afternoon or
students have many opportunities to meet and                   evening lectures plus school-
enjoy social events organised by the college                   based learning. May include
community or the school.                                       blended learning

                                                Mode 3         intensive block of teaching
                                                               with required reading and/
                                                               or assignments prior to and
                                                               following the teaching seminar.

     “There is no change without dream,         Mode 4         transition workshop plus block
     as there is no dream without hope.”                       and/or linear practicum.

                                                Mode 5         distance learning
                Paulo Freire
             Pedagogy of Hope
““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

         Janai Calvert
     New Entrants Teacher at
    Sunnyvale Primary School
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 Children’s/Youth Ministry track.

                                         PRIMARY EDUCATION                CHILDREN’S/YOUTH MINISTRY
                                         TRACK                            TRACK

 215.515 Beginning Theology              850.515 Reflective Practices 401.515 Formation
 851.515 Innovative Teaching             852.515 Developing               460.515 Journeying into Ministry
         and Learning                            Numeracy
 855.515 Inclusiving                     853.515 Developing               500.515 Youth Ministry
         Education                               Literacy                          Introduction OR
                                                                          530.515 Ministry with Children
                                                                                  and Families
 857.515 Human Development
 907.515 Bicultural Relationships
 75 CREDITS                              45 CREDITS                       45 CREDITS
                                              TOTAL 120 CREDITS

Programme Requirements for Students Enrolling in the full BTeach Programme
The Bachelor of Teaching (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 framed throughout by rich
theological foundations. It comprises both taught and practical 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                (or 885.715 Research Education)
 • 907.515 Bicultural Relationships              Community Practices        • 882.715 Tūmanako: Theology &
                                        (or 868.615 Education for                      Education
                                         Community Development)             • 883.715 Ethics and Education
                                      • 867.615 Learning about
                                                 Science and Technology
                                      • 869.615 Mahi Tahi: Relational
                                                 Approches to Learning
                                      • 873.615 Learning about People
                                                 and Places
 8 COURSES @ 15 CREDITS               8 COURSES @ 15 CREDITS                8 COURSES @ 15 CREDITS
* or other Theology course as specified by Head of Programme.                            E D U C AT I O N 2 0 1 9 — 1 3
Laidlaw College believes strongly in the fostering of bicultural understanding as part of its affirmation of the
Treaty of Waitangi. Students involved in undergraduate programmes generally include the Laidlaw-arranged
Marae visit in their programme of study.

In preparation for the Marae visit, students attend a series of classes designed to equip them with a basic
understanding of Te Reo and Tikanga, in order that they can participate in the formal protocols of the marae.
This is a structured part of the 907.515 Bicultural Relationships course.

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.

G ener al Infor mat ion an d reg ulat ions gover ning ac ademic life at L aidlaw C ollege c an
be viewed online at www.laidlaw.ac.nz/gen-regs

 LEVEL 5 – Foundations                    LEVEL 6                                   LEVEL 7

 215.515     Beginning Theology*          861.615    Critical Mathematics           864.615    Learning & the Body
                                                     Education Practices
 850.515     Reflective Practices                                                   876.715    Responsive Practices
                                          862.615    Teaching & Learning
 851.515     Innovative Teaching                                                    877.715    Inquiring Teacher
                                                     English Practices
 852.515     Developing Numeracy                                                               Practices
                                          863.615    Arts Education
 853.515     Developing Literacy                                                    878.715    Mātauranga Māori
                                          864.615    Health & PE
 855.515     Inclusive Education                                                    880.715    Critical Pedagogy
                                          865.615    Literacy and Numeracy
 857.515     Human Development                                                      881.715    Teaching as Inquiry OR
 907.515     Bicultural Relationships                                               885.715    Research Education
                                          866.615    Curriculum and
                                                     Community Practices            882.715    Tūmanako: Education
                                                     OR                                        & Theology
                                          868.615    Education for                  883.715    Ethics & Education
                                          867.615    Learning about Science &

                                          869.615    Mahi Tahi: Relational
                                                     Approaches to Learning

  E D U C AT I O N 2 0 1 9 — 1 4
The College seeks to practice
education in response to the triune
God who is revealed to humanity
through Christ. Encounter with God,
people and ideas is crucial if our lives
are to be formed in faithfulness,
hope and love for the renewal of the
churches and communities in which
           we participate.
“From a framework of a Christian ethics of
   hope, programmes in the School of Social
  Practice engage in the in-between space of
 what is and what could be. In participation
    with divine love, and with attention to
knowledge, relationships and practice, we have
     the potential to make our hope real.”

               Yael Klangwisan
             Head of Education
          School of Social Practice
GRADUATING TEACHER                                        500.515 Youth Ministry Introduction
                                                          This course introduces students to biblical and
STANDARDS                                                 theological foundations for youth ministr y,
                                                          including effective and sustainable youth ministry,
 Standard 1     Graduating teachers know what to          engagement with theory and practical approaches,
                teach                                     and responses to the pastoral needs of young
 Standard 2     Graduating teachers know about
                learners and how they learn               530.515 Ministry with Children and Families
 Standard 3     Graduating teachers understand            This course introduces students to biblical and
                how contextual factors influence          theological foundations for ministry with children,
                teaching and learning                     their caregivers, and wider family units, including
                                                          effective and sustainable ministry, engagement
 Standard 4     Graduating Teachers use                   with theory and practical approaches, and pastoral
                professional knowledge to plan for        responses.
                a safe, high quality teaching and
                learning environment                      850.515 Reflective Practices
                                                          Mode 2
 Standard 5     Graduating Teachers use evidence to       Reflective Practices is a programme of targeted,
                promote learning                          integrated, and creative self-analysis with an
                                                          out ward focus on developing practice. This
 Standard 6     Graduating teachers develop
                                                          transformative tool brings authentic, positive
                positive relationships with learners
                                                          growth evident in the teaching situation.
                and the members of learning
                communities                               This course includes a 2 week formal practicum
 Standard 7     Graduating teachers are committed
                members of the profession                 This course engages with Graduating Teacher
                                                          Standards 5 and 7.

215.515 Beginning Theology                                851.515 Innovative Teaching
This course introduces students to theological            Mode 2
reflection, providing opportunities for students to       This course introduces the student to the
develop basic skills for working with biblical texts      foundational concepts of teaching competencies
and theological ideas and applying those skills in        and understanding the learner, in the context of the
everyday contexts.                                        digital age. Digital technologies are changing the
                                                          way that teachers plan, curate resources, organise
401.515 Formation                                         content delivery and manage classroom behaviour.
This course aims to help students’ spiritual              Digital devices both make new types of learning
formation, through engagement with Scripture and          activities possible, and at the same time highlight
a variety of Christian spiritual traditions, reflection   how learner preferences and competencies for
on their own and others’ foundations experiences,         digital learning vary. This course will explore these
and the development of spiritual practices for life       issues, as well as how to maximise motivation for
and vocation.                                             learning in a digital learning environment. The
                                                          role of assessment of learners’ achievement and
460.515 Journeying into Ministry                          evaluation of effective teaching and learning in
This course introduces students with foundational         digital environments is also explored.
personal management knowledge for their
discipleship journey into ministry to serve the           This course engages with Graduating Teacher
church and the community.                                 Standard 2.

                                                                                       E D U C AT I O N 2 0 1 9 — 1 7
852.515 Developing Numeracy                               teaching and learning of statistics from a critical
Mode 1                                                    pedagogical perspective.
Students will develop a critical understanding of
                                                          This course engages with Graduating Teacher
early years numeracy development in New Zealand
                                                          Standards 1 and 2.
primary schools and mathematics in the New
Zealand Curriculum. Pedagogies and practices for
                                                          862.615 Teaching and Learning English
the teaching of mathematics are introduced and
                                                          Mode 2
the relationship between the mathematics and
                                                          Pre-Requisite: 853
the digital technologies curriculum is introduced.
                                                          The English learning area is structured around the
This course engages with Graduating Teacher               modes of making meaning and creating meaning.
Standards 1 and 2.                                        This course advances understanding of the
                                                          relationship between making meaning and creating
853.515 Developing Literacy                               meaning in Level 3 and 4 of the NZ Curriculum and
Mode 1                                                    across all strands. It also includes a focus on how
Literacy is foundational to citizenship in society.       English might be integrated within other learning
This course introduces early literacy teaching and        areas. Advanced strategies for English as an
learning strategies encompassing oral, written and        Additional Language (EAL/D) teaching and support
visual forms of English. The relationship between         are developed.
making meaning and creating meaning in Primary
                                                          This course engages with Graduating Teacher
English across levels 1 and 2 of the New Zealand
                                                          Standards 1 and 2.
curriculum is clarified. English as an Additional
Language (EAL/D) teaching theory is introduced.
                                                          863.615 Arts Education
                                                          Mode 3
This course engages with Graduating Teacher
                                                          Artistic expression is a way of making meaning of
Standards 1 and 2.
                                                          the world in which we live. In this course, students
                                                          will explore music, drama, dance and visual arts
855.515 Inclusive Education
                                                          teaching and through a range of experiences enrich
Mode 2
                                                          their theological understanding of creativity.
This foundational course explores primar y
education as ako—the flow of teaching and learning,       This course engages with Graduating Teacher
the spiritual nurturing of the child – taha wairua, and   Standards 1 and 2.
whaiwāhitanga – inclusion of all learners. On this
platform, a broad understanding of effective and          864.615 Learning and the Body
relational pedagogies is developed and connected          Mode 3
to inclusive practices, inclusive environments, and       Well-being is bot h a per sonal and social
inclusive management strategies.                          responsibility that requires a deep sense of
                                                          connection between individuals, communities,
This course engages with Graduating Teacher
                                                          environments, the wider society and conceptions of
Standard 2.
                                                          God. Students will reflect on learning and its relation
857.515 Human Development                                 to the body and also develop an understanding
Mode 1                                                    of the broad principles and key concepts that
This course surveys contemporary understandings           underpin the notion of Hauora (spiritual, emotional,
of human development in conversation with                 mental and physical well-being).
Christian theological descriptions of being human.
                                                          This course engages with Graduating Teacher
                                                          Standards 1, 2 and 4.
861.615 Critical Mathematics Education
This course builds upon Developing Numeracy.

It is designed to challenge students to critique a

range of current pedagogical and social issues in

mathematics and statistics education. There is a

specific focus on upper primary and intermediate
mathematics curriculum knowledge, and on the

E D U C AT I O N 2 0 1 9 — 1 8
865.615 Literacy and Numeracy Practices                868.615 Education & Community Development
Pre-Requisite: 852.515                                 Mode 5
Co-requisite: 861.615                                  In this course students will explore theoretical
Mode 4                                                 relationships between education and development,
The emphasis in this course is on developing           and engage in an experience of teaching and
ef fective teaching practices in English and           learning in a missions, humanitarian (NGO) or
Mathematics and Statistics Learning Areas of           development setting.
the New Zealand Curriculum for early primary.
Students will investigate the primar y school          This course engages with Graduate Teaching
Numeracy Programmes and inquire into assessment        Standard 3, 4, 5, 6, and 7.
as an integral aspect of fostering improvement
in students’ learning. Students also have an           869.615 Mahi Tahi: Relational Approaches to
opportunity to explore the contextual complexities     Learning
that impact numeracy teaching including the            This course explores relational approaches to
relationship between teaching and faith.               classroom management including restorative
                                                       practices, Positive Behaviour for Learning (PB4L)
This course engages with Graduating Teacher
                                                       and Huakina Mai. This course is set in a framework
Standards 4, 5, 6 and 7.
                                                       of psychological and theological understandings of
866.615 Curriculum and Community Practices
Pre-Requisite: 840.615 and 841.615                     This course engages with Graduating Teacher
Co-requisite: At least 2 of 863.615, 875.615 or        Standards 4, 5, 6 and 7.
Mode 4                                                 873.615 Learning about People and Place
The goal of this course is for student teachers to     Mode 1
explore effective teaching practices in the Learning   This course explores pedagogies and practices for
Areas of the New Zealand Curriculum. Students          teaching the Social Sciences. Beginning with the
will apply professional knowledge and skill to         history and geography of Aotearoa New Zealand,
unit planning, teaching a unit and evaluating a        the course reflects on interconnections between
unit in a whole class setting. Students will sustain   local and global communities in the areas of culture
and maintain an effective learning environment         and identity, place and environment, continuity
across blocks of time and increasing to full class     and change and the economic world. Conceptual
responsibility for 1-2 days. Students will also        understandings and approaches such as social
participate in the school community.                   inquiry are investigated. The course provides the
                                                       opportunity to design quality learning experiences
This course engages with Graduating Teacher
                                                       in the social sciences for diverse learners.
Standards 4, 5, 6 and 7.
                                                       This course engages with Graduating Teacher
867.615 Science & Technology                           Standards 1 and 3.
Mode 1
This course explores Science and Technology in the     876.715 Responsive Practices
New Zealand Curriculum via inquiry based learning.     Pre-Requisite: 866.615 or 868.615
Students design and undertake a major project          Co-requisite: 878.715
that uses technology to investigate a relevant         Mode 4
and current scientific issue. The learning areas of    This course has two significant foci. Firstly,
Science and Technology are further investigated        participating in the establishment phase of a
for their impact on society and in the context of      classroom, student teachers critically reflect on
theology.                                              school and classroom organisation to understand
                                                       the teacher’s professional role in enabling learning
This course engages with Graduating Teacher
                                                       within a complex environment. Secondly, the
Standard 1 and 2.
                                                       student teacher develops culturally responsive
                                                       pedagogies in the context of diverse classrooms

                                                       and communities. An outcome in this practicum is
                                                       to raise achievement levels in Māori and Pasifika

                                                                                    E D U C AT I O N 2 0 1 9 — 1 9
ākonga. Student teachers will sustain and maintain      880.715 Critical Pedagogy
an effective learning environment with a minimum        Mode 1
of 5 days of full class responsibility. Student         In this course students will explore the interrelation
teachers continue to critically engage with the         of social justice, critical pedagogy and primary
concept of teaching as a social practice.               education in Aotearoa New Zealand. Along with
                                                        developing a critical theological understanding
This course specif ic ally engages with the
                                                        of social justice, students will also engage with
Graduating Teacher Standards 4, 5, 6 and 7.
                                                        and evaluate the social justice legacy of Christian
                                                        education and educators in New Zealand and
877.715 Inquiring Teacher Practices
Pre-Requisite: 876.715 and 880.715
Co-requisite: 881.715 and 882.715                       This course engages with Graduating Teacher
This course is an opportunity for the student           Standard 3.
teacher to demonstrate that over a sustained
period their teaching practice meets all Graduating     881.715 Teaching as Inquiry
Teacher Standards. Drawing on a repertoire of           Mode 2
knowledge, practice, professional attributes and        This course explores the place of research and
a personal philosophy of teaching, the student          particularly action research (teacher-as-learner)
teacher facilitates classroom learning in a full        in teaching in Aotearoa New Zealand. Recent
responsibility capacity over the course of 4 weeks,     research regarding Teacher Learning through
preceded by a week of orientation and preparation,      Inquiry is evaluated. The relationship between The
and including the implementation of a teaching          Teaching as Inquiry Cycle and its impact on teacher
inquiry. Collaboration with their associate teacher     practices and learner achievement is investigated.
is required at all times, with a high standard
of professional practice consistent with the            This course engages with Graduating Teacher
Graduating Teacher Standards and Code of Ethics.        Standard 5.
Using an inquiry model, students will critically
engage with evidence to reflect on and refine their     882.715 Tūmanako: Theology and Education*
practice. Students will also reflect on the relation    Mode 1
between pedagogy, practice and theology of hope.        This course brings together themes of faith, hope
                                                        and love in theology and educational theory.
This course specif ic ally engages with the             Theological conceptions of incarnation, resurrection
Graduating Teacher Standards 4, 5, 6 and 7.             and trinity are explored and connections with
                                                        philosophies of education are developed.
878.715 Mātauranga Māori
Mode 1                                                  This course engages with Graduating Teacher
This course explores the development of Māori           Standard 7.
Education in Aotearoa New Zealand in the                *subject to approval.
framework of a theology of reconciliation. Recent
research is investigated for strategies and practices   885.715 Research Topic (Education)
that support the educational aspirations of ākonga      Mode 5
Māori. Ka Hikitia and Tātaiako are engaged. The         This course provides an opportunity for preparing
course also explores pedagogies and principles          an extended research paper of 6,000 – 8,000
for the teaching and learning of Te Reo. Students       words on a topic not specifically covered elsewhere
participate in reading, writing and conversational Te   in a student’s programme of study in their final
Reo to an elementary level.                             year. It requires the development of research skills
The course engages with Graduating Teacher              and the ability to present a sustained argument
Standard 6.                                             on an educational issue of some complexity. A
                                                        Research Topic may be proposed in any subject

E D U C AT I O N 2 0 1 9 — 2 0
area. Only one Research Topic may be credited to     883.715 Ethics and Education
the Bachelor of Teaching (Primary). Research topic   This course explores ethical theory, Christian ethics
may only be undertaken with the approval of the      and moral development in the context of education.
Programme Leader (Education).                        The history and philosophy of Christian ethics and
                                                     ethics is surveyed including the themes of personal,
907.515 Bicultural Relationships                     social and environmental ethics. The course
Mode 1                                               provides ethical decision-making frameworks and
This course introduces students to personal and      strategies for ethical thinking via case studies.
corporate responsibilities and obligations under     The course explores the role of the educational
the bicultural agreement of Te Tiriti O Waitangi     community in the development of ethical codes
including ministry practices using Tikanga Māori     and collaborative, reflective professional discussion
and Te Reo Māori.                                    in the development of ethical practice.
General Admission Requirements                      Bachelor of Teaching (Primary) applicants

Diploma in Christian Education applicants           Entry to the Laidlaw College Bachelor of
                                                    Teaching (Primary) degree is New Zealand
Entry to the Diploma in Christian Education is      University Entrance.
usually University Entrance.
                                                    NCEA Equivalence:
NCEA Level 3
                                                    Equivalence for students under the age of 20
•• Three subjects at Level 3, made up of 14         applying to the BTeach is sought through an
   credits each, in three approved subjects         application for exceptional academic entry
•• Literacy: 10 credits at Level 2 or above, made   from the Education Council of Aotearoa New
   up of:                                           Zealand.
   • 5 credits in reading
   • 5 credits in writing
                                                    Minimum Age
•• Numeracy – 10 credits at Level 1 or above,
   made up of:                                      Bachelor of Teaching (Primary) applicants
   • Achievement s t andards – spe cif ied          All BTeach applicants must be at least 18 years
     achievement standards available through a      old at the time of entry.
     range of subjects, or
   • Unit s t andards – package of three
     numeracy unit standards (26623, 26626,         Entrance Test Requirements
     26627 – all three required).
                                                    All applicants are required to have a selection
                                                    interview and sit an entrance exam that focuses
  NCEA Equivalence can include:                     on literacy and numeracy skills.
  University Entrance, A or B Bursary.
                                                    Bachelor of Teaching (Primary) applicants
  Overseas equivalent qualifications, including
  IB and CIE, or HSC (Australia).                   Candidates must score step 4 in literacy
                                                    (reading and writing) and step 5 in numeracy
  Other NZQA Level 3 certificates in similar
                                                    for full entry into the course. Lower grades
  disciplines to Laidlaw programmes.
                                                    may receive provisional entry but any candidate
  Other NZQA level 4 certificate in a different     allowed into the programme with a English
  discipline.                                       language competency literacy assessment score
  Evidence of level of academic achievement         lower than 4 and a numeracy assessment score
  or a portfolio of work for homeschooled           lower than 5 must re-sit the test at the end of
  students*                                         their first year to be certain that they meet the
  Reference/support/documentation from              Laidlaw College entry levels (English language
  employer*                                         competency literacy assessment score of at
                                                    least 4 and a numeracy assessment score of
   NB. All equivalences must be documented.
                                                    at least 5) prior to enrolling in year two of the
  *The applicant may need to sit assessment         degree.
  for entry.

Students 20 years or older, or those applying
for the Diploma in Christian Education, 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 — 2 2
Special Admission                                                 •• For those who have studied in NZ for a
                                                                     minimum of two years at secondary school
Possible study options can arise depending on                        and gained either
the assessment result:
                                                                     -- eight, level 2 NCEA University Entrance
Diploma in Christian Education applicants                               literacy credits (4 credits in reading and 4
•• An offer of entry to a level 4 programme                             credits in writing) gained prior to 2014 or
•• An offer of entry into an alternative level 5                     -- ten, level 2 NCEA University Entrance
   programme                                                            Literacy credits (5 credits in reading and 5
                                                                        credits in writing).
Bachelor of Teaching (Primary) applicants                         •• For long-term residents (10+ years) in New
•• An offer of entry to the Diploma in Christian                     Zealand, or another English speaking country,
   Education                                                         who are able to demonstrate English language
•• An offer of entry to the Bachelor of Teaching                     competency appropriate to the desired level
   (Primary).                                                        of study. Competency must be documented.

                                                                  Bachelor of Teaching (Primary) applicants
English Language Requirements
                                                                  English Language Requirements for the
Applicants must meet both the Academic and                        Bachelor of Teaching follows the Education
English language requirements. In addition to                     Council Initial Teacher Education and
the requirements outlined applicants for whom                     Registration policy. As such, one of the
English is not their first language must use                      following types of evidence must be provided
one of the following methods to demonstrate                       to demonstrate English language competency:
that they have the required level of English
proficiency to study in New Zealand:
                                                                  •• The New Zealand University Entrance literacy
Diploma in Christian Education applicants                            credits at either NCEA level 2 or 3 OR
                                                                  •• New Zealand University Entrance OR
•• IELTS (academic) higher than 6.0 with a
   minimum of 6.0 in all bands OR                                 •• New Zealand tertiary entrance qualification
                                                                     gained on completing senior secondar y
•• Pearson Test of English (Academic) score
                                                                     school prior to the introduction of current
   of 50 OR
                                                                     University Entrance OR
•• e q u i v a l e n t ( s e e w w w. n z q a . g o v t . n z /
                                                                  •• International Baccalaureate full diploma in
                                                                     English medium (24 points minimum) OR
                                                                  •• C ambridge International E xaminations
In order to successfully transition from DipCS                       minimum 120 points on the UCAS Tariff plus
into Year Two of the BTeach programme,                               meeting the CIE literacy requirements OR
a student will be required to satisfactorily                      •• All primary schooling and at least three years
fulfil the IELTS requirements for Bachelor of                        secondary schooling completed in the English
Teaching (Primary).                                                  language and while living in New Zealand,
                                                                     Australia, Canada, the Republic of Ireland,
A waiver for the English language test may be                        the United Kingdom, the United States of
granted:                                                             America or South Africa* OR * candidates
                                                                     from South Africa must also provide South
•• if the applicant can provide clear evidence                       African Matriculation Certificate Minimum
   of completion of a tertiary qualification of                      D pass in English (higher grade) OR South
   at least three years’ duration with English as                    African Senior Certificate Minimum D pass in
   the language of instruction in New Zealand,                       English (higher grade)
   Australia, Canada, the Republic of Ireland,
   South Africa, the United Kingdom or the
   United States.

                                                                                             E D U C AT I O N 2 0 1 9 — 2 3
•• Six years of education comprising secondary            as tutorials, presentations, seminars, and
   schooling to at least year 12 and at least             supervisory meetings and was gained while
   two years of successful tertiary education,            living in New Zealand, Australia, Canada, the
   taught in English as the primary language of           Republic of Ireland, the United Kingdom, the
   instruction and through face-to-face learning          United States or South Africa.
   and assessment such as tutorials and labs         •• Awarded Cambridge Certificate in Teaching
   completed in the English language and while          English to Speakers of Other Languages
   living in New Zealand, Australia, Canada, the        (CELTA) OR.
   Republic of Ireland, the United Kingdom, the      •• Awarded Trinity College London Certificate
   United States of America or South Africa OR          in Teaching English to Speakers of Other
•• Awarded a Bachelor’s degree, Bachelor                Languages (CertTESOL) OR
   with Honours degree, Graduate Certificate,        •• Awarded Trinity College London Certificate
   Postgraduate Certificate, Master’s degree at         in Teaching English to Speakers of Other
   NZQF level 7 or up of:                               Languages (CertTESOL) OR
   • Took two or more years of full-time study to    •• Achieved an outcome in one of the following
      complete and                                      approved tests which is equivalent to or better
   • Was taught in English as the primar y              than those specified (see table) within the past
      language of instruction and through               two years:
      face-to-face learning and assessment such

  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)
  International Second Language    4           4            4              4              4
  Proficiency Rating (ISLPR)
  Pearson Test of English (PTE)    65          65           65             65             65
  TOEFL                            24          24           27             23             minimum of
                                   MERIT       MERIT        MERIT          MERIT          MERIT

Submit a Police Clearance
All applicants must complete a Police Vetting Service Request and Consent form as part of their
application. All international applicants for the DipCEd and BTeach must provide a police clearance
certificate from their country of citizenship AND for any country in which they have lived for more

E D U C AT I O N 2 0 1 9 — 2 4
than a 12 month period in the last 10 years. This 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.

Charged with an offence
Any Laidlaw College student teacher charged with an offence must disclose the charge in writing to the
Head of Programme within 3 working days.

Selection Interview
All applicants who have successfully completed the first stage of the application process will provisionally
be accepted into the programme and invited to attend an interview. The interview is conducted by 3
experienced teacher educators and a registered teacher to ascertain Education Council criteria for Fit
to be a Teacher and Good Character as well as the ability to work with children safely.

Entry to the BTeach
In order to apply to enter the Bachelor of Teaching (Primary) after completing the DipCEd (Primary
Education Track) the College must be satisfied the student meets all other requirements for the BTeach
programme. This will include satisfactorily fulfilling the English language requirements for the BTeach
and meeting the required standard on the entrance test. Those who successfully complete the DipCEd
(Children’s or Youth Ministry Track) may apply to enter the BMin Programme.

Having been accepted into the Bachelor of Teaching, we would ask you to agree to participate in the
programme in accordance with the following statements, and to sign this agreement and return it to us
to signify your agreement.
1. DISCLOSURE: Disclose in writing to Laidlaw College School of Social Practice anything that may
   affect suitability to work with children.
2. ETHICAL COMMITMENT: Comply with the Education Council of Aotearoa New Zealand Code of
   Professional Responsibility and Standards for the Teaching Profession (Our Code Our Standards) in
   all college and school settings. This is available online at https://educationcouncil.org.nz/content/
3. REFLECTIVE PRACTICE: Constructively utilise feedback and guidance as a means of growing
   professionally and personally.
4.   ACADEMIC ACHIEVEMENT: Prioritise and participate fully in all learning experiences in the
     programme; commit to excellence in all courses and course work and maintain timely progress
     through the programme.
5. SUPPORT REGISTER: Willingly engage in any required sessions of study support if placed on the
   support register.
6. TECHNOLOGY: Develop digital fluency and capability in college and school-based Innovative
   Learning Environments including Bachelor of Teaching (Primary) requirements to BYOD, and
   interact effectively with Moodle and MyPortfolio platforms.
7.   TREATY OF WAITANGI: Recognise that the Treaty of Waitangi extends equal status and rights to
     Māori and Pakeha alike and that teachers play a critical role in enabling the educational achievement
     of all ākonga.

                                                                                     E D U C AT I O N 2 0 1 9 — 2 5
                                 The world needs leaders who are articulate
                                 and skilful but also people of conviction,
                                 courage, kindness and wisdom. The
                                 transformation of life and the formation
                                 of leaders is integral to our educational
                                 practice and our special character as an
                                 institution. Spiritual formation is integral to
                                       our undergraduate programmes.

E D U C AT I O N 2 0 1 9 — 2 6
Experience it for yourself
There’s no better way to find out what Laidlaw College is like, than to see it for yourself! Come and be a
“Student for a Day” on any of our campuses and experience firsthand what our classes, staff and great
community are like. We’d love to meet you!

To become a “Student for a Day” contact us by calling 0800 999 777 or email info@laidlaw.ac.nz.

The Laidlaw website was designed especially for potential students. You will find some great audio-
visual content and all the information you need about our programmes, staff, campuses and facilities.
You can also visit our Facebook page to find out what’s happening at Laidlaw College on a day-to-day

We frequently host events that are open to the public, so if you live in Auckland or Christchurch, this
is a great way to begin participating in College life. For those who can’t be with us in person, we often
film events or interviews with visiting scholars. Keep an eye on the website and our Facebook page to
find out about upcoming events and recently uploaded videos.

If you’ve decided on a programme of study and you’re ready to apply, you can apply online by visiting

For information about fees, please see the full Fees Schedule online at www.laidlaw.ac.nz/fees

If you still have questions and would like to talk to someone, please contact us by calling 0800 999 777
or email info@laidlaw.ac.nz.

                                                                                    E D U C AT I O N 2 0 1 9 — 2 7
The graduation ceremony is the climax
of our academic year. Together we
give thanks to God, celebrate student
achievement and make an ongoing
commitment to partner with graduates
as, through their work and contribution
to society, they seek to bring renewal
to communities throughout Aotearoa
New Zealand and nations around the
Key Dates 2019
Semester One 2019                             28 Jun 2019      Semester One ends
17 Dec 2018      Semester One International
                 Applications Close           Semester Two 2019
4 Jan 2019       Semester One                 1 May 2019       Semester Two International
                 Early Applications Close                      Applications Close

25 Jan 2019      Counselling and Teaching     31 May 2019      Semester Two
                 Applications Close                            Early Applications Close

1 Feb 2019       Theology Applications        21 Jun 2019      Counselling and Teaching
                 Close                                         Applications Close

6 Feb 2019       Waitangi Day                 28 Jun 2019      Theology Applications Close

15 Feb 2019      Summer Semester              15 Jul 2019      Non-Formal/Interest Only
                 2018-2019 ends                                Applications Close

25 Feb 2019	Semester One Begins              22 Jul 2019      Semester Two Begins

25 Feb 2019      Orientation                  22 Jul 2019      Online Orientation Begins

25 Mar -         Intensives Week              22-26 Jul 2019   Orientation (All Campuses)
29 Mar 2019                                   19-23 Aug 2019   Intensives Week
15-26 Apr 2019   Mid Term Break               16 Sept 2019     Summer Semester
19 Apr 2019      Good Friday                                   Applications Open

22 Apr 2019      Easter Monday                30 Sept -        Mid-Term Break
                                              11 Oct 2019
25 Apr 2019      ANZAC Day
                                              18 Oct 2019      Summer Semester
27 Apr 2019      Graduation Ceremony
                                                               Early Applications Close
                 (Henderson & Manukau)
                                              28 Oct 2019      Labour Day
31 May 2019      Semester Two 2019
                 Early Applications           30 Oct 2019      December Graduation
                 Close                                         Applications Close

31 May 2019      Semester Two 2019            30 Oct 2019      Semester One 2020
                 International Applications                    International Applications
                 Close                                         Close

3 Jun 2019       Queen’s Birthday             8 Nov 2019       Summer School
                                                               Applications Close
                                              15 Nov 2019	Canterbury Anniversary
                                              22 Nov 2019      Semester Two ends

                                                                     E D U C AT I O N 2 0 1 9 — 2 9
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