EDUCATION HANDBOOK 2021 - LAIDLAW E DUC ATION - Laidlaw College
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LAIDLAW
E D U C AT I O N
EDUCATION
HANDBOOK 2021
laidlaw.ac.nz
www.laidlaw.ac.nz
OUR VISION HAERE MAI
TE WAWATA WELCOME
A world shaped by love,
compelled and informed by E Te Matatuhi Laidlaw College has been preparing people to serve the church and the world for
the Gospel. o Te Ao me Te Pō over 95 years. The School of Social Practice draws together this immense legacy of
o Te Rangi me Te Whenua. Christian thought and practice with contemporary counselling and education studies
Whākanakana mai, to prepare students for professional careers in the social practice sector.
tirotiro haere ake
OUR MISSION
Mai runga ki raro We understand Social Practice to represent the myriad of ways people work to bring
Ki tau ake orokohanga. about change in the world. In the School of Social Practice this is enacted through
preparing people for work in education and counselling professions. This training
TE WHAKATAKANGA
Hiihira ana Te Rangi reflects a commitment to faith, hope and love through a relational anthropology which
Haruru ana Te Papa values the transformational encounter that can be experienced in relationship with
Ki Te Atatu God, self and other.
E whiti ana Te Rā
Kia torohia nga hihi a te Rā Laidlaw College’s teacher education programmes are concerned with personal,
To equip students and scholars Ki te hūnga e tātari ana. community and social renewal. We are inspired by the Gospel story to ground our
to renew their communities teaching practices richly with the values of faith, hope and love. Our graduates engage
in social systems through education, so that children and young people can enjoy the
Tū kahikatea
with a faith as intelligent as it is Te iwi e freedom to choose their stories wisely through learning.
courageous. Tū Tumanako me
We welcome applicants from all backgrounds who have a desire to work with children
te Tū Matauranga.
Te Iwi e and young people in a way that integrates their personal faith with professional
Tū Kaha me te Tū Kotahi teaching practice.
Te Iwi e
Tu Aroha noa me te Aroha
Laidlaw College
Te Iwi e. In this Handbook you will find Information about
is an evangelical,
Kia mau pū ki te kupu o te ora · Education Courses Offered in 2021
interdenominational
Hai Tūāpapa
tertiary institution · Admissions Requirements
Hai Tuakiri
committed to the provision
Hai oranga
of theological education
Mai te Tama A Te Atua,
throughout the whole of
Te Ariki.
New Zealand. Laidlaw
Āmine
Contact Details
College has campuses in
Henderson, Manukau and Laidlaw Education School
Christchurch – as well as School of Social Practice, Laidlaw College
distance learning options, T 09 837 9768
that together offer students E SocialPractice@laidlaw.ac.nz NOTE: All reasonable efforts
a great deal of flexibility in W www.laidlaw.ac.nz have been made to ensure
how they structure their that the information in this
study. Henderson Campus handbook is accurate and
80 Central Park Drive, Henderson current. However, Laidlaw
Laidlaw College is registered Auckland 0610 College is not liable, and
by the New Zealand makes no guarantee that
Last updated: 3 March 2021
Qualifications Authority t his infor mation will not
(NZQA) under provisions b e c h a n ge d o r u p d ate d .
Accordingly, changes and
of the 1989 Education
updates may be made without
Act and its amendments
prior notice. This handbook
and is accredited to teach can be downloaded from the
programmes listed in this Laidlaw website (www.laidlaw.
handbook, all of which ac.nz), and the online version
have been approved by the of this handbook will always
Authority. contain the latest information.
EDUCATION HANDBOOK 2021 — 2
TABLE OF CONTENTS Programmes 06 Certificate in Study and Career Preparation 07 Diploma in Christian Education 08 Bachelor of Education (Primary) 12 Graduate Diploma in Education (Secondary) 20 General Information 25 Cultural Understanding 25 Programme Requirements 27 Courses Offered in 2021 28 Course Descriptions 32 Education Faculty 35 Experience it for yourself 36 Key Dates 39
STUDY PATHWAYS
The School of Education at Laidlaw College consists of a team of inspirational, experienced
CERTIFICATE
teacher educators, academics, theologians and a vibrant, proactive student body. The faculty
is committed to the preparation of graduate teachers who will embody the Christian vision
of Laidlaw College as well as meet the standards of the Teaching Council Aotearoa New
IN STUDY
Zealand. The Bachelor of Education (Primary) is an applied degree that invites students into a
pedagogy and theology of hope, which inspires their presence in learning spaces, the way they
encounter children and whānau, their valuing of teaching, learning, creativity and curiosity.
The Graduate Diploma in Education (Secondary) is an initial teacher education education
AND CAREER
qualification that similarly offers degree-qualified students a comprehensive and innovative
practice-based pathway into secondary teaching. The Diploma in Christian Education provides
students with a foundation in educational principles in dialogue with the fundamentals of
PREPARATION
theology and Christian faith with a focus on the transition between early childhood education
and early primary.
MASTER OF THEOLOGY (LEVEL 4, 60 CREDITS)
(VOCATIONAL)
(120 credits thesis, Level 9)
THIS IS NOT OFFERED IN SEMESTER ONE 2021.
Laidlaw College offers the Certificate in Study and Career
POSTGRADUATE DIPLOMA IN
Preparation (CertPrep) which assists students with the
THEOLOGY (VOCATIONAL)
development of key skills, capabilities, knowledge and
(120 credits, Level 8)
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
BACHELOR OF EDUCATION GRADUATE DIPLOMA IN academic skills development and reflection on Christian faith
(PRIMARY) EDUCATION (SECONDARY) and life. The programme focuses on four key areas: Academic
(360 credits, Level 7) (135 credits, Level 7) reading, writing, and communication; Managing your study
and learning; Encountering the Bible and Faith in Action.
For more details and availability of the programme see
DIPLOMA IN CHRISTIAN
APPROVED DEGREE www.laidlaw.ac.nz/foundation-studies
EDUCATION
Please see entry requirement
(PRIMARY EDUCATION TRACK)
criteria on p.16
(120 credits, Level 5)
CERTIFICATE IN STUDY AND
CAREER PREPARATION
(60 credits, Level 4)
EDUCATION HANDBOOK 2021 — 6 EDUCATION HANDBOOK 2021— 7
DIPLOMA IN CHRISTIAN Track Visual Interview
Students in the Diploma in Christian Education may choose to All applicants are required to have a visual interview with two
EDUCATION (DipCEd)
study within the Primary Education track. Students undertake Laidlaw teacher educators. The interview determines:
the core diploma education papers with all professional
learning experiences set in Primary Schools. • The applicant’s ability to meet the values of the Code of
Professional Responsibility
Admission Requirements • The applicant’s fitness to engage with young learners
• Vulnerable Children’s Act risk assessment (interview
Programme Summary Outline General Admission Requirements component) AND
• Other relevant matters
This one-year diploma is for people wanting to work with Entry to the Diploma in Christian Education is usually
NQF Level 5, 120 credits children, develop instructional skills, and gain a deeper University Entrance.
Our Code Our Standards
understanding of educational pedagogy. The diploma
One year full-time, part-time Students 20 years or older must meet comparable literacy
Duration integrates understandings about people drawn from theology, Students should read the Code and Standards prior to
options may be available and numeracy requirements as those entering with UE.
education and human development, and equips people with their interview. Our Code Our Standards may be accessed
Starts February, July (part-time) knowledge and skills to engage with children in educational This will usually be assessed by the entrance literacy and on the Teaching Council of Aotearoa website at: https://
settings. numeracy testing. teachingcouncil.nz/content/our-code-our-standards
Places Open – Selection criteria apply
This programme is ideal for children’s ministry workers and • NCEA Level 3 Prospective students must be committed to the following
Campus Henderson, Manukau, Christchurch
volunteers, people involved in home schooling or community • Three subjects at Level 3, made up of 14 credits each, values:
6,270 (per full-time year of study)
$ education programmes, or those considering a career in in three approved subjects (unless University Entrance
Tuition Fee
plus Student Services Fee education particularly workers in early childhood education was gained in 2020 when only 12 credits each in three • Whakamana - empowering all learners to reach their
centres, teacher aides, and learning support workers or tutors approved subjects applies) highest potential by providing high-quality teaching and
www.laidlaw.ac.nz/ across a range of alternative or special education contexts.
Web leadership
teacher-education • Literacy: 10 credits at Level 2 or above, made up of:
> 5 credits in reading • Manaakitanga - creating a welcoming, caring and creative
If you have an interest in the role theology might have in
> 5 credits in writing learning environment that treats everyone with respect
how we engage in learning, make sense of some of what
and dignity
educational theory can offer, and explore bicultural relational • Numeracy: 10 credits at Level 1 or above, made up of:
Career Opportunities contexts then this programme is for you! > Achievement standards – specified achievement • Pono - showing integrity by acting in ways that are fair,
standards available through a honest, ethical and just, and
Graduates of the DipCEd are equipped to excel The DipCEd programme leads to the New Zealand Diploma in range of subjects, or
as teacher aides, tutors, ECE / kindy workers, • Whanaungatanga - engaging in positive and collaborative
Holistic Education (Level 5). > Unit standards – package of three numeracy unit relationships with learners, their families and whānau,
children’s ministry workers, home educators or standards (26623, 26626, 26627 – all three required). colleagues, and the wider community
in community education programmes, both in Graduate Profile
New Zealand and international settings. NCEA Equivalence can include:
On completion of the Diploma in Christian Education, Literacy and Numeracy Testing
graduates will be able to: University Entrance, A or B Bursary.
All applicants are required to undergo a literacy and numeracy
Overseas equivalent qualifications, including IB and CIE, or
• Select a range of pedagogical processes that are relevant assessment.
HSC (Australia).
Key contacts to chosen philosophy.
• Candidates must score a minimum of step 3 in the TEC
• Apply a range of teaching skills and approaches in the Other NZQA Level 3 certificates in similar disciplines to
literacy (reading and writing) assessment to enter the
classroom as an essential aspect of understanding chosen Laidlaw programmes.
programme
philosophy.
Other NZQA level 4 certificate in a different discipline. • Candidates must score a minimum of step 4 in the TEC
Wendy Fowler • Communicate effectively with learning community
numeracy assessment to enter the programme
DipCEd Programme Lead stakeholders. Evidence of level of academic achievement or a portfolio of
• Respond with awareness of and sensitivity to the diverse work for homeschooled students*
needs of students in accordance with chosen philosophy. Special Admission
Reference/support/documentation from employer*
• Apply innovative, collaborative, creative and principle- For applicants who do not meet the above requirements,
based approaches to learning and teaching. NB. All equivalences must be documented.
*The applicant may need to sit assessment for entry. possible study options can arise depending on the assessment
Yvonne Burrows • Reflect on own practice and critically explore options for and interview result:
Diploma in Christian improvement.
Practicum Coordinator • An offer of entry to a level 4 programme
• An offer of entry into an alternative level 5 programme
EDUCATION HANDBOOK 2021 — 8 EDUCATION HANDBOOK 2021— 9
English Language Requirements
THERE IS NO CHANGE
A waiver for the English language test may be granted:
• For those applicants who have an undergraduate or
higher qualification gained from New Zealand, Australia,
WITHOUT DREAM, AS
Applicants must meet both the Academic and English
language requirements for the programmes. In addition to Canada, the Republic of Ireland, South Africa, the United
the requirements outlined applicants for whom English is not Kingdom or the United States of America
THERE IS NO DREAM
their first language must use one of the following methods • For those who have studied in New Zealand for a
to demonstrate that they have the required level of English minimum of two years at secondary school and gained
proficiency to study in New Zealand: EITHER
WITHOUT HOPE.”
• gained NCEA level 3 and met New Zealand University – Eight, level 2 NCEA University Entrance literacy credits (4
Entrance requirements OR credits in reading and 4 credits in writing) gained prior to
2014 OR
• holds a Bachelor’s degree of at least three years from
– Ten, level 2 NCEA University Entrance Literacy credits (5
New Zealand, Australia, Canada, the Republic of Ireland,
South Africa, the United Kingdom or the United States of
credits in reading and 5 credits in writing) Paulo Freire | Pedagogy of Hope
America OR • For long-term residents (10+ years) in New Zealand,
or another English speaking country, who are able to
• achieved a Certificate in English Language Teaching to demonstrate English language competency appropriate
Adults (CELTA) OR to the desired level of study. Competency must be
• achieved the required score, as indicated in the following documented
subsections, in one of the following internationally
recognised English proficiency tests, within the preceding
two years:
Police Clearance
– International English Language Testing System (IELTS) It is a condition of enrolment that students complete a Police
– U niversity of Cambridge Certificate in Advanced English Vetting Service Request and Consent form as part of their
(CAE) application. International applicants for the DipCEd must
– University of Cambridge Certificate of Proficiency in English provide a police clearance certificate from their country of
(CPE) citizenship (if other than New Zealand) AND for any country
– University of Cambridge First Certificate in English (FCE) in which they have lived for more than a 12 month period
– I nternational English for Speakers of Other Languages in the last 10 years. This is a requirement of the Vulnerable
qualifications by City and Guilds (IESOL) Children Act 2014.
– Pearson Test of English (Academic) (PToE)
– New Zealand Certificate in English Language (NZCEL) Charged or convicted with an offence
– Testing of English as a Foreign Language (TOEFL). Any Diploma of Christian Education student charged or
convicted with an offence must disclose the charge in writing
The requirement for this programme is: to the Head of Education within 3 working days.
• IELTS 6.0 with a minimum of 6.0 in writing, reading,
speaking, listening OR Entry into the Bachelor of Education
• Pearson Test of English (Academic) score of 58 OR [Primary]
• equivalent (see http://www.nzqa.govt.nz/about-us/
our-role/legislation/nzqa-rules/nzqf-related-rules/ In order to apply to enter the Bachelor of Education [Primary]
the-table/) after completing the DipCEd, the College must be satisfied
the student meets all the requirements for entry into the
BEd programme including disposition and fitness to teach,
required literacy and numeracy levels, and satisfactorily
fulfilling the English language requirements for the BEd (see
General Information and Regulations 2021). Photo by Hello I'm Nik on Unsplash
EDUCATION HANDBOOK 2021 — 10 EDUCATION HANDBOOK 2021— 11
BACHELOR OF Objectives
• Graduating students meet the Code and Standards of the
Programme Information
Study Locations
EDUCATION [Primary] (BEd)
Teaching Profession and are eligible to register with the
Teaching Council of Aotearoa New Zealand The Bachelor of Education [Primary] is offered in Henderson
• Graduating students can integrate faith and practice in and Christchurch. The programme is not available to be
relational and liberating ways studied by distance, however there is flexibility to study some
courses part-time before needing to be fully integrated in the
• Graduating students can work as teachers in the primary programme. This needs to be discussed with the Programme
school sector in state, integrated and private schools Lead before a plan can be finalised.
Graduate Profile
Programme Summary Outline Period of Study – Full-Time/Part-Time
On completion of the Bachelor of Education, graduates will
The Bachelor of Education [Primary] is an NZQA accredited
NQF Level 7, 360 credits be able to: This programme is normally completed on a full-time basis
qualification endorsed by the Teaching Council Aotearoa New
over three years. It can also be undertaken on a part-time
Zealand. It involves on-campus study including collaborative
Full-time for three years or part-time • Demonstrate commitment to tangata whenuatanga and basis after consultation with the Programme Lead, but the
Duration and blended learning and over 120 days of professional
for six years Te Tiriti o Waitangi partnership in Aotearoa New Zealand. degree must be completed within a timeframe of eight years
learning experiences in schools or centres. It is a professional
(Te Tiriti o Waitangi Partnership) unless special permission is granted by the National Academic
Starts February and July degree that leads to a career in primary teaching in New
Committee. In the event of extended absence from the
Zealand. The Bachelor of Education [Primary] is offered at • Use inquiry, collaborative problem-solving and
Places Open – Selection criteria apply programme, returning students may be required to undertake
the Henderson and Christchurch campuses. professional learning to improve professional capability
a supplementary course of study to ensure currency of
Campus Henderson and Christchurch to impact on the learning and achievement of all learners.
practice.
The programme is designed to provide innovative pre-service (Profession learning)
6,270 (per full-time year of study)
$ teacher education that meets Code and Standards of the
Tuition Fee
plus Student Services Fee teaching profession in a supported environment. The
• Establish and maintain professional relationships and Mid-year Intake
behaviours focused on the learning and wellbeing of each
programme is richly integrated with Christian theology.
learner. (Professional relationships) Entry into the Bachelor of Education [Primary] programme at
Web www.laidlaw.ac.nz/teacher-education Theology wrestles not only with who God has revealed
himself to be, but also with what it means to be human in • Develop a culture that is focused on learning, and mid-year can be on a full-time or part-time basis.
relation to God. Children are unique, relational human beings is characterised by respect, inclusion, empathy,
living and learning in the context of a changing society. collaboration and safety (Learning-focused culture) Academic Year Structure: 2021
Children are society’s future. Teachers impact communities
Career Opportunities with hope when they celebrate each child’s diversity and
• Design learning based on curriculum and pedagogical
Schedule
knowledge, assessment information and an understanding
educate inclusively, within a learner focused culture, from A schedule is provided during orientation which includes all
Graduating students of the Bachelor of of each learner’s strengths, interests, needs, identities,
the place of a meaningful and hopeful orientation towards the course dates, noho marae and any other relevant dates.
languages and cultures. (Design for learning)
Education [Primary] are outstanding teachers, the world. Students are responsible for ensuring they are aware of
qualified to work in both primary and • Teach and respond to learners in a knowledgeable and information which applies to their course of study.
intermediate, public, integrated and private Throughout the programme, students develop and critically adaptive way to progress their learning at an appropriate
schools throughout New Zealand. engage professional philosophies, teaching and learning depth and pace.
Laidlaw College Orientation
theory and practice. Students have the opportunity to
engage in practice and inquire in one of three practicum In the first week of Semester One NEW students must attend
focii: early primary, primary or middle school/intermediate. the full Orientation programme which provides incoming
Key contacts The programme is a dynamic and grounded course of study
that produces inspiring, creative and curious primary school
students with an orientation to study at Laidlaw College
and the School of Social Practice, and Education Orientation
teachers capable of drawing the next generation to their week also contains events for continuing students. Important
potential. The Bachelor of Education [Primary] is designed to information regarding courses and programme structure is
develop high quality, ethical, and inquiring teachers. These discussed during orientation so it is imperative that students
Dr Eunice Gaerlan-Price teachers celebrate and engage children and their learning in attend. You will receive details about Orientation conce you
BEd Programme Lead responsive collaboration with whānau, community and other are accepted into the programme. Students entering the
agencies. programme mid-year will also be involved in a mini orientation
programme in the first week of Semester Two.
Yvonne Burrows
Practicum Coordinator
EDUCATION HANDBOOK 2021 — 12 EDUCATION HANDBOOK 2021— 13
Education Faculty noho marae Professional Learning Experiences Reflective Practices is a practicum in year one that focuses
on the skills of observation, critical reflection and offers
During semester one each year, Education students attend a A well-integrated understanding of teaching practice and students introductory design for learning, and mediated
student and Rūnanga-led, three-day noho marae where they the ability to reflect critically on it is fundamental to hopeful, teaching/learning experiences with small groups of learners
will develop their Te Reo Māori skills for use in the classroom responsive and transformational teaching. This underpins and a whole class lesson.
and learn more about Te Ao Māori. Final year Bachelor of all five courses that form the core teaching practice
Education and Graduate Diploma students collaborate development stream within the Bachelor of Education Literacy and Numeracy Practices is a practicum course in
with Laidlaw’s Rūnanga to design and lead the noho marae [Primary] programme. There are over 120 days of professional year two that focuses on English and Mathematics Learning
on behalf of the entire programme. All Education students learning experiences in schools and centres in the Bachelor of Areas in the New Zealand Curriculum including design for
are required to attend. Further details will be provided at Education [Primary] degree. learning, teaching and assessment.
Orientation.
A feature of the Bachelor of Education [Primary] is that Curriculum and Community Practices develops a student
teacher’s ability to teach other curriculum areas as well as
Workload and Programme Structure students can select one of three streams as a practice and
contribute to the wider school or centre community.
inquiry focus which allows for transition specialisation
Full-time study requires a commitment of at least 40 hours per supported by our school partners. The three streams are:
Responsive Practices and Inquiring Teacher Practices have
week. Part-time work and whānau/childcare responsibilities
• Early Primary: The early primary stream allows students a core focus on the high quality demonstration of the Code
need to be carefully considered particularly in relation to
to focus on ECE transition into Primary Education. and Standards in a supported environment, and application
practicum commitments.
Students are able to undertake approximately 40 days of culturally responsive inquiry and practice. In the final
of practicum in an ECE centre working with preschool practicum the student must demonstrate sustained practice,
Attendance children and 80 days in the early primary window (new evidence-led teaching and inquiry, and leadership and
entrant to year 2) in a range of contexts. collaboration in a learning environment.
Laidlaw’s policy requires a minimum of 80% attendance for
all on-campus courses. Students who do not achieve 80% • Primary: This is a standard primary practicum stream The final task of the final practicum is a culminating
attendance at on-campus courses will be restricted from where students experience a wide range of contexts and integrative assessment called the Viva. A viva voce is an oral
professional learning experience placements (i.e. practicum). levels from early primary through to intermediate. presentation and examination and, in this case, with a written
• Late Primary: The late primary stream allows students element. Graduating teachers will present and unpack an
to focus on the transition from Primary to Secondary. authentic practice scenario that requires complex decision-
Students undertake 80 days in the late primary window making and synthesis of learning from across the programme
(year 6 - 8) and approximately 40 days in a Middle School with clear integration of theory and practice and alignment
or Secondary setting (pre-NCEA). with the Code and Standards of the teaching profession. This
event is assessed by a panel made up of teacher educators,
In the 5 core practicum courses, students are placed in Rūnanga, Pasifika Council, and representative member of
approved schools and centres by the Practicum Coordinator the teaching profession. At the conclusion of the Viva the
according to the elected practicum streams. Students must graduate is assessed by the panel as to have met or not met
participate in a variety of professional learning experiences the Standards with support against pass/fail criteria.
so they should expect placements in different kinds of school
or centre settings (i.e. state, Christian, integrated, special
context). Education and Community Development
868.615 Education for Community Development may be
While on prac ticum, student s are super vised by a
elected instead of Curriculum and Community Practices.
teacher holding a full practicing certificate (the Associate
Education and Community Development is a professional
Teacher) and are supported by the mentoring lecturer and
learning experience endorsed by the Teaching Council, and
the Practicum Coordinator. All professional placement
may be undertaken in a humanitarian or missions setting.
interactions/obser vations are carried out by teacher
This must be approved by both Practicum Coordinator and
educators (the Visiting Lecturer) who hold a full practicing
Programme Lead. The SIM mission agency partners with the
certificate and the majority of these visits are carried out by
School in the provision of a professional learning experience
Laidlaw teacher educators who teach into the programme.
placement in an international development setting. Students
All visiting lecturers are well prepared and supported by the
may also negotiate to be placed in an alternative education
Practicum Coordinator. Visiting Lecturers visit the student
setting or char ter school, or other local community
on practicum, provide weekly feedback and further support
education setting such as special youth sports/music/cultural
as needed. Students use an online repository to collate and
educational development settings.
exhibit their practicum learning.
The practicum programme in the degree consists of 5 courses.
Each element in a practicum must be completed successfully
in order to continue to the next. An incomplete practicum will
require remedial work (this involves a further fee) or in some
situations the course will need to be repeated.
EDUCATION HANDBOOK 2021 — 14
Admission Requirements References Literacy and Numeracy Testing • All primary schooling and at least three years secondary
schooling completed in the English language and while
living in New Zealand, Australia, Canada, the Republic
General Admission Requirements As part of the application process, all applicants are required All applicants are required to undergo a literacy and numeracy
of Ireland, the United Kingdom, the United States of
to arrange for two confidential written referee reports to be assessment.
sent directly to Laidlaw College. America or South Africa* OR * candidates from South
Entry to the Laidlaw College Bachelor of Education [Primary]
• Candidates must score a minimum of step 4 in the TEC Africa must also provide South African Matriculation
degree is New Zealand University Entrance or a recognised
Certificate Minimum D pass in English (higher grade)
equivalent (i.e. International Baccalaureate or Cambridge Visual Interview literacy (reading and writing) assessment to enter the
OR South African Senior Certificate Minimum D pass in
International) or be able to demonstrate to the satisfaction of programme
English (higher grade)
Laidlaw College that they have the skills and ability to study All applicants for the Bachelor of Education and Graduate • Candidates must score a minimum of step 5 in the TEC
at a tertiary level. Diploma in Education are required to have a visual interview numeracy assessment to enter the programme • Six years of education comprising secondary schooling
by panel. The panel consists of a Rūnanga delegate, member to at least year 12 and at least two years of successful
Students under the age of 20 applying to the BEd without UE of the teaching profession, and a Laidlaw teacher educator. tertiary education, taught in English as the primary
must be able to demonstrate to the satisfaction of Laidlaw The interview determines: Special Admission language of instruction and through face-to-face learning
College that they have the ability to study at a tertiary level. and assessment such as tutorials and labs completed in
• The applicant’s ability to meet the values of the Code of For applicants who do not meet the above requirements, the English language and while living in New Zealand,
Students 20 years or older must meet comparable literacy Professional Responsibility possible study options can arise depending on the assessment Australia, Canada, the Republic of Ireland, the United
and numeracy requirements as those entering with UE. and interview result: Kingdom, the United States of America or South Africa
• The applicant’s fitness to engage with young learners
This will usually be assessed by the entrance literacy and OR
numeracy testing. • Vulnerable Children’s Act risk assessment (interview • An offer of entry to a level 4 programme
• Awarded a Bachelor’s degree, Bachelor with Honours
component) AND
• An offer of entry into an alternative level 5 programme degree, Graduate Certificate, Postgraduate Certificate,
• NCEA Level 3
• Other relevant matters Master’s degree at NZQF level 7 or up which:
• Three subjects at Level 3, made up of 14 credits each,
in three approved subjects (unless University Entrance English Language Requirements – Took two or more years of full-time study to complete and
was gained in 2020 when only 12 credits each in three Our Code Our Standards – Was taught in English as the primary language of instruction
English Language Requirements for the Bachelor of Education and through face-to-face learning and assessment such as
approved subjects applies)
Students should read the Code and Standards prior to [Primary] and the Graduate Diploma in Education [Secondary] tutorials, presentations, seminars, and supervisory meetings
• Literacy: 10 credits at Level 2 or above, made up of: their interview. Our Code Our Standards may be accessed follows the Teaching Council of Aotearoa New Zealand and was gained while living in New Zealand, Australia,
> 5 credits in reading on the Teaching Council of Aotearoa website at: https:// requirements for preservice teachers. As such, one of the Canada, the Republic of Ireland, the United Kingdom, the
> 5 credits in writing teachingcouncil.nz/content/our-code-our-standards following types of evidence must be provided to demonstrate United States or South Africa.
• Numeracy: 10 credits at Level 1 or above, made up of: English language competency:
Prospective students must be committed to the following • Awarded Cambridge Certificate in Teaching English to
> Achievement standards – specified achievement
values: • The New Zealand University Entrance literacy credits at Speakers of Other Languages (CELTA) OR.
standards available through a
range of subjects, or either NCEA level 2 or 3 OR • Awarded Trinity College London Certificate in Teaching
> Unit standards – package of three numeracy unit • Whakamana - empowering all learners to reach their English to Speakers of Other Languages (CertTESOL) OR
• New Zealand University Entrance OR
standards (26623, 26626, 26627 – all three required). highest potential by providing high-quality teaching and
leadership • New Zealand tertiary entrance qualification gained • Awarded Trinity College London Certificate in Teaching
English to Speakers of Other Languages (CertTESOL) OR
NCEA Equivalence can include: • Manaakitanga - creating a welcoming, caring and creative
on completing senior secondary school prior to the
introduction of current University Entrance OR • Achieved an outcome in one of the following approved
learning environment that treats everyone with respect
University Entrance, A or B Bursary. tests which is equivalent to or better than those specified
and dignity • International Baccalaureate full diploma in English
medium (24 points minimum) OR (see table) within the past two years.
Overseas equivalent qualifications, including IB and CIE, or • Pono - showing integrity by acting in ways that are fair,
HSC (Australia). honest, ethical and just, and • Cambridge International Examinations minimum 120
points on the UCAS Tariff plus meeting the CIE literacy
Other NZQA Level 3 certificates in similar disciplines to • Whanaungatanga - engaging in positive and collaborative
requirements OR
Laidlaw programmes. relationships with learners, their families and whānau,
colleagues, and the wider community
Other NZQA level 4 certificate in a different discipline.
Evidence of level of academic achievement or a portfolio of
work for homeschooled students*
Reference/support/documentation from employer*
Portfolio of work evidencing contribution to a relevant field
NB. All equivalences must be documented.
*The applicant may need to sit assessment for entry.
EDUCATION HANDBOOK 2021 — 16 EDUCATION HANDBOOK 2021— 17
Te Reo Māori competency
Candidates selected for entry into Laidlaw College Bachelor
THE PROGRAMME
HAS NOT ONLY TAUGHT
of Education (Primary) will be assessed on their te reo Māori
competency during their first semester of study in order to
provide adequate support.
Police Clearance
ME HOW TO BE A
TEACHER, BUT HAS ALSO
All education applicants must complete a Police Vetting
Service Request and Consent form as part of their application.
All international applicants for the BEd and GradDipEd must
ALLOWED ME TO BE
provide a police clearance certificate from their country of
citizenship AND for any country in which they have lived
for more than a 12 month period in the last 10 years. This
NURTURED IN MY FAITH,
overseas 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 Children’s Act 2014.
and challenged to see how
Any education student charged with an offence during their
programme of study must disclose the charge in writing to
the Head of Education within 3 working days.
this can be outworked in
my profession as a teacher.
It has inspired me to not
Test Listening Reading Writing Speaking
overall Mark only go out and teach,
but to go out and make
(in one test)
a difference in the
Minimum of
lives of children -
Cambridge English exams C2 / Proficiency (CPE) or C1 Advanced 185 185 185 185 185
(CAE) or Cambridge English exams B2 First (FCE)
International English Language / Testing System (IELTS) Academic 7.0 7.0 7.0 7.0 7.0 to teach with all
International Second Language / Proficiency Rating (ISLPR)
Pearson Test of English (PTE)
4
65
4
65
4
65
4
65
4
65
my heart.
Academic
TOEFL 24 24 27 23 94
Jess Schwerzel,
TRINITY ISE III (3) pass with pass with pass with pass with pass with Graduate Teacher
merit merit merit merit merit
EDUCATION HANDBOOK 2021 — 18 EDUCATION HANDBOOK 2021— 19GRADUATE DIPLOMA IN
Graduate Profile Professional Learning Experiences
On completion of the Graduate Diploma in Education, The Graduate Diploma of Education [Secondary] values
EDUCATION [Secondary]
graduates will be able to: praxis - the engagement of theory with application. Due to
this emphasis, students spend two days a week in school.
• Demonstrate commitment to tangata whenuatanga and This allows them to build relationships with students and
(GradDipEd)
Te Tiriti o Waitangi partnership in Aotearoa New Zealand. teachers in a community. Each Praxis Course is associated
(Te Tiriti o Waitangi Partnership) with modules of theory and reflection, which students use to
develop their skills.
• Use inquiry, collaborative problem-solving and
professional learning to improve professional capability
While on practicum students are supervised by a teacher
to impact on the learning and achievement of all learners.
Programme Summary Outline (Profession learning)
holding a full practicing certificate (the Associate Teacher)
and are supported by the mentoring lecturer, Practicum
• Establish and maintain professional relationships and Coordinator, and the Graduate Diploma of Education
This one-year graduate diploma provides a professional
NQF Level 7, 135 credits behaviours focused on the learning and wellbeing of each Programme Lead. All professional placement interactions/
qualification in teaching and learning for people who already
learner. (Professional relationships) observations are carried out by teacher educators (the
have a Bachelor’s degree or equivalent qualification, skills or
One year full-time, part-time options Visiting Lecturer) who hold a full practicing certificate
Duration experience. • Develop a culture that is focused on learning, and
may be available and the majority of these visits are carried out by Laidlaw
is characterised by respect, inclusion, empathy,
The graduate diploma draws upon a praxis model integrating teacher educators who teach into the programme. All visiting
Starts February, July collaboration and safety (Learning-focused culture)
theory and practice, with students spending at least two days lecturers are well prepared and supported by the Programme
Places Open – Selection criteria apply • Design learning based on curriculum and pedagogical Lead. Visiting Lecturers visit the student on practicum,
a week in schools on professional practice placement. This
knowledge, assessment information and an understanding provide weekly feedback and further support as needed.
Bachelor’s degree or equivalent NZQF programme develops secondary teachers with a thorough
of each learner’s strengths, interests, needs, identities, Students use an online repository to collate and exhibit their
Entry Requirement level 7 qualification in a relevant knowledge of the New Zealand Curriculum and assessment
languages and cultures. (Design for learning) practicum learning.
subject area in Aotearoa, and a deeper understanding of their role in God’s
plan for redeeming humanity. Teachers play an important role • Teach and respond to learners in a knowledgeable and
Campus Henderson in reflecting hope and social justice. adaptive way to progress their learning at an appropriate During Praxis 1 students spend the first weeks of the
depth and pace. secondary school year building relationships and observing
7,053.75
$ the learning-focused culture that Associate Teachers create
Tuition Fee Students should indicate which learning areas of the New
plus Student Services Fee during the classroom establishment period. Students
Web www.laidlaw.ac.nz/teacher-education
Zealand Curriculum they plan to focus on. The learning areas
within the New Zealand Curriculum are: English, Te Reo
Programme Information continue to spend two days a week in the school throughout
Māori, The arts - art history, dance, drama, music, visual arts; the rest of Term 1 and into Term 2, developing their teaching
Health and physical education; Learning languages - Cook
Study Locations skills in selected subjects by teaching single lessons. Towards
Island Māori, French, German, Japanese, Korean, Latin, Lea the end of Term 2, students spend four full weeks in school
The Graduate Diploma of Education [Secondary] is offered
Career Opportunities Faka-Tonga, NZ Sign Language, Mandarin, Samoan, Spanish;
in Henderson. The programme is not available to be studied
- considering different approaches to teaching and learning
in subject areas and building towards sequences of lessons.
Mathematics and statistics; Science - science, biology,
by distance, however there is flexibility to study some
Graduates of the GradDipEd are fully equipped chemistry, physics; Social sciences - accounting, business,
courses part-time before needing to be fully integrated in the
classics, economics, geography, histor y, legal, media, Praxis 2 links theory to practice and builds towards student
to enter intermediate, middle school and programme. This needs to be discussed with the Programme
philosophy, psychology, religious education, social studies, involvement with developing and teaching units of learning
secondary school classrooms, qualified to Lead before a plan can be finalised. and assessing students in subject areas. Students build from
work in public, integrated and private schools sustainability; Technology - bio and chemical, design and
visual communication, digital (computer science, information, teaching sequences of lessons to teaching the same amount
throughout New Zealand. Schedule of Courses and Dates that would be expected of a graduating teacher.
infrastructure, media, programming), electronics, food,
manufacturing, textiles, resistant materials.
The Graduate Diploma of Education starts mid-January. The final task of Praxis 2 is a culminating integrative
A schedule is provided which includes all the course dates, assessment called the Viva. A viva voce is an oral presentation
Key contacts Objectives noho marae and any other relevant dates. Students are and examination and in this case with a written element.
Graduating teachers will present and unpack an authentic
responsible for ensuring they are aware of information which
Laidlaw College seeks to prepare students for the teaching applies to their course of study. practice scenario that requires complex decision-making
profession through a programme that centres on a theological and synthesis of learning from across the programme with
Karen Finn
foundation of hope that meaningfully integrates and orients Laidlaw College Orientation clear integration of theory and practice and alignment with
with values, commitments and quality practice that are the Code and Standards of the teaching profession. This
GradDipEd
consistent with the Teaching Council Aotearoa New Zealand’s In the first week of Semester One NEW students must event is assessed by a panel made up of teacher educators,
Programme Lead
‘Our Code, Our Standards’ in a supported environment. attend the Orientation programme which provides incoming Rūnanga, Pasifika Council, and representative member of
students with an orientation to study at Laidlaw College. the teaching profession. At the conclusion of the Viva the
Graduating students will be qualified to register as teachers in graduate is assessed by the panel as to have met or not met
New Zealand for intermediate, middle and secondary teaching the Standards with support against pass/fail criteria.
in public, integrated and private schools. Our graduates are
relational, critically reflective practitioners who can design Our Code Our Standards may be accessed on the Teaching
Yvonne Burrows
high quality learning experiences from a place of curiosity Council of Aotearoa website at: https://teachingcouncil.nz/
Practicum Coordinator
about the learner, the world and a professional understanding content/our-code-our-standards
of the goals, scope and nature of education. Our graduates
work in public, private and integrated schools throughout
New Zealand and also around the world.
EDUCATION HANDBOOK 2021 — 20 EDUCATION HANDBOOK 2021— 21Admission Requirements by panel. The panel consists of a Runanga delegate, member
of the teaching profession, and a Laidlaw teacher educator.
English Language Requirements • Awarded a Bachelor’s degree, Bachelor with Honours
degree, Graduate Certificate, Postgraduate Certificate,
The interview determines: English Language Requirements for the Bachelor of Education Master’s degree at NZQF level 7 or up which:
General Admission Requirements • The applicant’s disposition to teach, through judging their [Primary] and the Graduate Diploma in Education [Secondary] – Took two or more years of full-time study to complete and
ability to meet the values that underpin Our Code Our follows the Teaching Council of Aotearoa New Zealand – Was taught in English as the primary language of instruction
The normal requirement for admission requires applicants to Standards requirements for preservice teachers. As such, one of the and through face-to-face learning and assessment such as
show evidence they have: following types of evidence must be provided to demonstrate
• The applicant’s ability to meet the Code of Professional tutorials, presentations, seminars, and supervisory meetings
• An appropriate bachelor’s degree at Level 7 on the New English language competency:
Responsibility in a supported environment and was gained while living in New Zealand, Australia,
Zealand Qualifications Framework and/or postgraduate • The New Zealand University Entrance literacy credits at Canada, the Republic of Ireland, the United Kingdom, the
qualification, AND • Vulnerable Children’s Act risk assessment (interview either NCEA level 2 or 3 OR United States or South Africa.
component) AND
• A body of knowledge from Levels 5 to 7 or higher in • New Zealand University Entrance OR
support of New Zealand Curriculum learning areas for at • Other relevant matters • Awarded Cambridge Certificate in Teaching English to
least one Year 7-10 teaching subject/s and at least one • New Zealand tertiary entrance qualification gained Speakers of Other Languages (CELTA) OR.
Year 11-13 teaching subject/s, OR on completing senior secondary school prior to the
Our Code Our Standards introduction of current University Entrance OR • Awarded Trinity College London Certificate in Teaching
• For language teaching: native or fluent reading, writing, English to Speakers of Other Languages (CertTESOL) OR
speaking and listening in the language • International Baccalaureate full diploma in English
Students should read the Code and Standards prior to • Awarded Trinity College London Certificate in Teaching
medium (24 points minimum) OR
their interview. Our Code Our Standards may be accessed English to Speakers of Other Languages (CertTESOL) OR
The learning areas within the New Zealand Curriculum are: on the Teaching Council of Aotearoa website at: https:// • Cambridge International Examinations minimum 120
teachingcouncil.nz/content/our-code-our-standards points on the UCAS Tariff plus meeting the CIE literacy • Achieved an outcome in one of the following approved
• English
requirements OR tests which is equivalent to or better than those specified
• Te Reo Māori Prospective students must be committed to the following (see table) within the past two years.
• All primary schooling and at least three years secondary
• The arts - art history, dance, drama, music, visual arts values:
schooling completed in the English language and while
• Whakamana - empowering all learners to reach their
• Health and physical education highest potential by providing high-quality teaching and
living in New Zealand, Australia, Canada, the Republic Police Clearance
of Ireland, the United Kingdom, the United States of
• Learning languages - Cook Island Māori, French, German, leadership
America or South Africa* OR * candidates from South All education applicants must complete a Police Vetting
Japanese, Korean, Latin, Lea Faka-Tonga, NZ Sign • Manaakitanga - creating a welcoming, caring and creative Africa must also provide South African Matriculation Service Request and Consent form as part of their application.
Language, Mandarin, Samoan, Spanish learning environment that treats everyone with respect Certificate Minimum D pass in English (higher grade) All international applicants for the BEd and GradDipEd must
• Mathematics and statistics and dignity OR South African Senior Certificate Minimum D pass in provide a police clearance certificate from their country of
English (higher grade) citizenship AND for any country in which they have lived
• Science - science, biology, chemistry, physics • Pono - showing integrity by acting in ways that are fair,
for more than a 12 month period in the last 10 years. This
honest, ethical and just, AND • Six years of education comprising secondary schooling
• Social sciences - accounting, business, classics, overseas police clearance should be less than 6 months old
to at least year 12 and at least two years of successful
economics, geography, history, legal, media, philosophy, • Whanaungatanga - engaging in positive and collaborative and be presented at the time of application. This is to meet
tertiary education, taught in English as the primary
psychology, religious education, social studies, relationships with learners, their families and whānau, the requirements of the Vulnerable Children Act 2014.
language of instruction and through face-to-face learning
sustainability colleagues, and the wider community
and assessment such as tutorials and labs completed in
Any education student charged with an offence during their
• Technology - bio and chemical, design and visual the English language and while living in New Zealand,
programme of study must disclose the charge in writing to
communication, digital (computer science, information, Literacy and Numeracy Testing Australia, Canada, the Republic of Ireland, the United
the Head of Education within 3 working days.
infrastructure, media, programming), electronics, food, Kingdom, the United States of America or South Africa
manufacturing, textiles, resistant materials All applicants for the Bachelor of Education and Graduate OR
It is recommended that applicants wishing to teach less Diploma in Education are required to undergo a literacy and
common specialist subjects, such as religious education, numeracy assessment.
philosophy, psychology, environmental studies (Education OVERALL
• Candidates must score step 4 in the TEC literacy (reading TEST LISTENING READING WRITING SPEAKING MARK
for Sustainability), are capable of teaching in another
and writing) assessment to enter the programme (in one test)
learning area as well, based on their previous study, or
language fluency. For language teaching: near-native or • Candidates must score step 5 in the TEC numeracy Minimum of
fluent proficiency in reading, writing, speaking and listening assessment to enter the programme Cambridge English exams C2 185 185 185 185 185
in the language must be evidenced. Laidlaw College provides Proficiency (CPE) or C1 Advanced (CAE) or
support for applicants when choosing teaching subjects. Cambridge English exams B2 First (FCE)
Special Admission
International English Language 7.0 7.0 7.0 7.0 7.0
References Testing System (IELTS) Academic
For applicants who do not meet the above requirements,
As part of the application process, all applicants are required possible study options can arise depending on the assessment International Second Language 4 4 4 4 4
to arrange for two confidential written referee reports to be and interview result: Proficiency Rating (ISLPR)
sent directly to Laidlaw College. Pearson Test of English (PTE) 65 65 65 65 65
• An offer of entry to a level 4 programme Academic
Visual Interview • An offer of entry to Diploma in Christian Education TOEFL 24 24 27 23 94
• An offer of entry to another Laidlaw programme TRINITY ISE III (3) pass with pass with pass with pass with pass with
All applicants for the Bachelor of Education and Graduate merit merit merit merit merit
Diploma in Education are required to have a visual interview
EDUCATION HANDBOOK 2021 — 22 EDUCATION HANDBOOK 2021— 23Transport to Professional Learning
EDUCATION IS Experience Placements
NOT THE FILLING
All students in the DipCEd, BEd and GradDipEd must be able to travel to attend professional
learning experience placements and are responsible to organise their own transport. However,
the Practicum Coordinator or Programme Lead will prioritise placements at schools and
OF A PAIL, BUT THE
centres local to students if possible.
Cultural Understanding
LIGHTING OF A FIRE.” Te Tiriti o Waitangi
This quote (by William Yeats) Laidlaw College believes strongly in the fostering of bicultural understanding as part of its
affirmation of the Treaty of Waitangi. The Treaty of Waitangi is foundational for the Code and
formed the foundation of our Standards of the Teaching Profession and for Laidlaw’s education programmes. The college is
learning as Teacher Education
proud to have strong leadership from the Rūnanga. The Rūnanga provides guardianship for the
college and in particular the education faculty in relation to Matauranga Māori, Te Reo Māori,
students at Laidlaw, and is one Te Ao Māori and maintaining Te Tiriti O Waitangi. The Rūnanga and Māori student support
team play a specific role in supporting Māori education students to success.
that has transformed my teaching
practice. To inspire learning and With the guidance of the lead Bicultural Advisor/Kaumātua, education students engage in a
variety of bicultural experiences, learning and reflection. All education students attend noho
creativity, and to authentically marae during their programme of study. In preparation for noho marae, students attend a
engage with the children in my
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. For DipCEd and BEd
classroom (in all their diversity) is students in Education, this is a structural part of the 907.515 Bicultural Relationships course.
For GradDipEd students, this introduction to Te Reo and Tikanga is integrated in the 890.730
the greatest joy!” Ako course.
Janai Calvert Te Reo Māori is a requirement for all student teachers in New Zealand. At Laidlaw College all
BEd and GradDipEd students will engage in Te Reo Māori diagnostic testing soon after entry
New Entrants Teacher at and be supported by a Kaiako in Te Reo Māori learning to a minimum of level 3 in Te Aho
Arataki Marau (the te reo Māori Curriculum for English Medium Settings) https://tereomaori.
Sunnyvale Primary School tiki.org.nz/Curriculum-guidelines
The education faculty is committed to the objectives of Ka Hikitia - The Māori Education
Strategy and Tataiako - Cultural Competencies for Teachers of Māori Learners.
https://teachingcouncil.nz/assets/Files/Code-and-Standards/Tataiako.pdf
Pasifika Council
The Laidlaw Pasifika Council is a Pasifika Caucus advising on strategic direction, pathways,
programmes; and supporting the development of Laidlaw Pasifika initiatives in the wider
community and across the Pacific region. It was established with the purpose of providing
cohesive governance for Pasifika students, staff and all Pasifika initiatives. It has strategic
overview and responsibility of developing a 20-year Laidlaw Pasifika Strategic plan for Laidlaw.
The education programmes embrace Tāpasa: (see teaching council link above).
EDUCATION HANDBOOK 2021 — 24 EDUCATION HANDBOOK 2021— 25You can also read
