Education School of Social Practice - www.laidlaw.ac.nz - Laidlaw College
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2020 Education
School of Social Practice
www.laidlaw.ac.nz
Our Vision A world shaped by love, compelled and informed by the Gospel. 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 study. 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.
HAERE MAI
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
Te Iwi e.
teaching practice.
Kia mau pu ki te kupu o te ora
Hai Tuapapa
KEY CONTACT Hai Tuakiri
Hai oranga
Mai te Tama A Te Atua,
Yael Klangwisan
Te Ariki.
Head of Education Amine
E D U C AT I O N 2 0 1 9 — 1
STUDY PATHWAYS
The School of Education at Laidlaw College consists of a team of inspirational, experienced 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 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 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 theology and Christian faith with a focus on the transitionn between early childhood
education and early primary.
MASTER OF THEOLOGY (VOCATIONAL)
(Level 9, 120 credit thesis)
POSTGRADUATE DIPLOMA IN THEOLOGY
(VOCATIONAL)
(Level 8, 120 credits)
BACHELOR OF EDUCATION GRADUATE DIPLOMA IN EDUCATION
(PRIMARY) (SECONDARY)
(Level 7, 360 credits) (Level 7, 135 credits)
DIPLOMA IN CHRISTIAN EDUCATION
(PRIMARY EDUCATION TRACK) APPROVED DEGREE *
or
(*Please see entry requirement criteria on p.16)
(EARLY CHILDHOOD EDUCATION TRACK)
(Level 5, 120 credits)
CERTIFICATE IN STUDY AND CAREER
PREPARATION
(Level 4, 60 credits)
E D U C AT I O N 2 0 1 9 — 2
CONTENTS
PROGRAMMES
Certificate in Study and Career Preparation 4
Diploma in Christian Education 5
Bachelor of Education (Primary) 9
Graduate Diploma in Education (Secondary) 16
GENERAL INFORMATION
Programme Requirements 24
Courses Offered in 2020 26
Course Descriptions 30
Education Faculty 34
Experience it for yourself 36
Key Dates 38
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
information.
Last updated: 15 July 2019
CERTIFICATE IN
STUDY AND CAREER
PREPARATION
(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
Diploma in Christian
Education (DipCEd)
PROGRAMME SUMMARY OUTLINE
NZQF 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.
Christchurch
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 education particularly workers in early
childhood education centres, teacher aides,
and learning support workers or tutors across
CAREER OPPORTUNITIES a range of alternative or special education
contexts.
Graduates of the DipCEd are equipped to excel
as teacher aides, tutors, ECE / kindy workers, If you have an interest in the role theology
children’s ministry workers, home educators or in might have in how we engage in learning, make
community education programmes, both in New sense of some of what educational theory can
Zealand and international settings. offer, and explore bicultural relational contexts
then this programme is for you!
KEY CONTACTS
Wendy Fowler Yvonne Burrows
Diploma in Christian Diploma in Christian
Education Coordinator Education Coordinator
(Primary Track) (ECE Track)
E D U C AT I O N 2 0 1 9 — 5
ADMISSIONS REQUIREMENTS
OBJECTIVES General Admission Requirements
On completion of the Diploma of Christian Diploma in Christian Education applicants
Education, graduates will:
Entry to the Diploma in Christian Education is
usually University Entrance.
• Be able to apply pedagogies and practices to
support teaching and learning in a centre or
NCEA Level 3
school at a paraprofessional level.
• Three subjects at Level 3, made up of 14
• Be able to engage with young learners and credits each, in three approved subjec
their learning stories within a grounded and • Literacy: 10 credits at Level 2 or above, made
integrated Christian philosophy. up of:
• 5 credits in reading
TRACK • 5 credits in writing
Early Childhood Education Track • Numeracy – 10 credits at Level 1 or above,
made up of:
Students in the Diploma of Christian Education
• Achievement s t andards – spe cif ied
may choose to study within the Early Childhood
achievement standards available through a
Education track. Students undertake the core
range of subjects, or
diploma education papers with all professional
learning experiences are set in Early Childhood • Unit s t andards – package of three
Ed u c a t i o n C e n t r e s , K i n d e r g a r t e n s o r numeracy unit standards (26623, 26626,
Preschools. 26627 – all three required).
Primary Education Track NCEA Equivalence can include:
Students in the Diploma of Christian Education University Entrance, A or B Bursary.
may choose to study within the Primar y Overseas equivalent qualifications, including
Education track. Students undertake the core IB and CIE, or HSC (Australia).
diploma education papers with all professional
Other NZQA Level 3 certificates in similar
learning experiences set in Primary Schools.
disciplines to Laidlaw programmes.
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*
NB. All equivalences must be documented.
*The applicant may need to sit assessment
for entry.
Student s 20 years or older 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 — 6
Visual Interview Special Admission
All applicants are required to have a visual For applicants who do not meet the above
interview with two Laidlaw teacher educators. requirements, possible study options can arise
The interview determines: depending on the assessment and interview
result:
• The applicant’s ability to meet the values of
the Code of Professional Responsibility • An offer of entry to a level 4 programme
• The applicant’s fitness to engage with young • An offer of entry into an alternative level 5
learners programme
• Vulnerable Children’s Act risk assessment
(interview component) AND
English Language Requirements
• Other relevant matters
Applicants must meet both the Academic
and English language requirements for this
Our Code Our Standards programme. In addition to the requirements
outlined above, applicants for whom English
Students should read the Code and Standards is not their first language must use one of the
prior to their interview. Our Code Our Standards following methods to demonstrate that they
may be accessed on the Teaching Council of have the required level of English proficiency
Aotearoa website at: https://teachingcouncil. to study in New Zealand:
nz/content/our-code-our-standards
• gained NCEA level 3 and met New Zealand
Prospective students must be committed to the University Entrance requirements OR
following values:
• holds a Bachelor’s degree of at least three
• Whakamana - empowering all learners to years from New Zealand, Australia, Canada,
reach their highest potential by providing the Republic of Ireland, South Africa, the
high-quality teaching and leadership United Kindom or the United States of
• Manaakitanga - creating a welcoming, caring America OR
and creative learning environment that treats • achieved a Certificate in English Language
everyone with respect and dignity Teaching to Adults (CELTA) OR
• Pono - showing integrity by acting in ways • achieved the required score, as indicated
that are fair, honest, ethical and just, and in the following subsections, in one of the
• Whanaungatanga - engaging in positive and following internationally recognised English
collaborative relationships with learners, their proficiency tests, within the preceding two
families and whānau, colleagues, and the years:
wider community • International English Language Testing
System (IELTS)
Numeracy and Literacy Testing • University of Cambridge Certificate in
Advanced English (CAE)
All applicants are required to undergo a literacy • University of Cambridge Certificate of
and numeracy assessment. Proficiency in English (CPE)
• Candidates must score a minimum of step • University of Cambridge First Certificate in
3 in the TEC literacy (reading and writing) English (FCE)
assessment to enter the programme
• International English for Speakers of Other
• Candidates must score a minimum of step 4 Languages qualifications by City and Guilds
in the TEC numeracy assessment to enter the (IESOL)
programme
• Pearson Test of English (Academic) (PToE)
E D U C AT I O N 2 0 1 9 — 7
• New Zealand Cer tif ic ate in English who are able to demonstrate English language
Language (NZCEL) competency appropriate to the desired level
• Testing of English as a Foreign Language of study. Competency must be documented
(TOEFL)
The requirement for this programme is: Police Vetting
• IELTS 6.0 with a minimum of 6.0 in writing, It is a condition of enrolment that students
reading, speaking, listening OR complete a Police Vetting Service Request
• Pearson Test of English (Academic) score of and Consent form as part of their application.
58 OR International applicants for the DipCEd must
provide a police clearance certificate from
• equivalent (see http://www.nzqa.govt.nz/
their country of citizenship (if other than New
about-us/our-role/legislation/nzqa-rules/
Zealand) AND for any country in which they
nzqf-related-rules/the-table/)
have lived for more than a 12 month period in
A waiver for the English language test may be the last 10 years. This is a requirement of the
granted: Vulnerable Children Act 2014.
• Fo r t h o s e a p p l i c a nt s w h o h ave a n Charged or convicted with an offence
undergraduate or higher qualification gained Any Diploma of Christian Education student
from New Zealand, Australia, Canada, the charged or convicted with an offence must
Republic of Ireland, South Africa, the United disclose the charge in writing to the Head of
Kingdom or the United States of America Education within 3 working days.
• For those who have studied in New Zealand
for a minimum of two years at secondary Entry into the Bachelor of Education [Primary]
school and gained EITHER
In order to apply to enter the Bachelor of
• Eight, level 2 NCEA University Entrance Education [Primar y] after completing the
literacy credits (4 credits in reading and 4 DipCEd, the College must be satisfied the
credits in writing) gained prior to 2014 OR student meets all the requirements for entry
• Ten, level 2 NCEA University Entrance into the BEd programme including disposition
Literacy credits (5 credits in reading and 5 and fitness to teach, required literacy and
credits in writing) numeracy levels, and satisfactory fulfilling the
English language requirements for the BEd (see
• For long-term residents (10+ years) in New
General Information and Regulations 2020).
Zealand, or another English speaking country,
E D U C AT I O N 2 0 1 9 — 8Bachelor of Education
[Primary] (BEd)
PROGRAMME SUMMARY OUTLINE
NZQF Level 7, 360 credits The Bachelor of Education [Primary] is an
NZQA accredited qualification endorsed by
Duration Full-time for three years or
the Teaching Council Aotearoa New Zealand.
part-time for six years
It involves on-c ampus s tudy including
Starts February and July collaborative and blended learning and over
120 days of professional learning experiences
Places Open – Selection criteria apply
in schools or centres. It is a professional degree
Campus Henderson and Christchurch that leads to a career in primary teaching in
Tuition Fee: 5,856 (per full-time year of
$
New Zealand. The Bachelor of Education
study) plus Student Services [Primary] is offered at the Henderson and
Fee Christchurch campuses.
Web www.laidlaw.ac.nz/ The programme is designed to provide
teacher-education innovative pre-service teacher education that
meets Code and Standards of the teaching
profession in a supported environment. The
CAREER OPPORTUNITIES programme is richly integrated with Christian
theology. Theology wrestles not only with who
Graduating students of the Bachelor of God has revealed himself to be, but also with
Education [Primary] are outstanding teachers, what it means to be human in relation to God.
qualified to work in both primary and Children are unique, relational human beings
intermediate, public, integrated and private living and learning in the context of a changing
schools throughout New Zealand. society. Children are society’s future. Teachers
impact communities with hope when they
celebrate each child’s diversity and educate
inclusively, within a learner focused culture,
KEY CONTACTS from the place of a meaningful and hopeful
orientation towards the world.
Throughout the programme students develop
and critically engage professional philosophies,
teaching and learning theory and practice.
Students have the opportunity to engage in
practice and inquire in one of three practicum
focii: early primary, primary or middle school/
Philippa Isom Yvonne Burrows intermediate. The programme is a dynamic
BEd-Coordinator Practicum Coordinator and grounded course of study that produces
inspiring, creative and curious primary school
E D U C AT I O N 2 0 1 9 — 9teachers capable of drawing the next generation Academic Year Structure: 2020
to their potential. The Bachelor of Education Schedule
[Primary] is designed to develop high quality,
A schedule is provided during orientation which
ethical, and inquiring teachers. These teachers
includes all the course dates, Noho Marae, the
celebrate and engage children and their learning
Education Camp and any other relevant dates.
in responsive collaboration with whānau,
Students are responsible for ensuring they are
community and other agencies.
aware of information which applies to their
course of study.
OBJECTIVES
Laidlaw College Orientation
• Graduating students meet the Code and
In the first week of Semester One NEW
Standards of the Teaching Profession and are
students must attend the full Orientation
eligible to register with the Teaching Council of
programme which provides incoming students
Aotearoa New Zealand
with an orientation to study at Laidlaw College
• Graduating students can integrate faith and and the School of Social Practice, and Education
practice in relational and liberating ways Orientation week also contains events for
• Graduating students can work as teachers in continuing students. Important information
the primary school sector in state, integrated regarding courses and programme structure is
discussed during orientation so it is imperative
and private schools
that students attend. You will receive details
about Orientation conce you are accepted
PROGRAMME INFORMATION into the programme. Students entering the
Study Locations programme mid-year will also be involved in a
The Bachelor of Education [Primary] is offered in mini orientation programme in the first week of
Henderson and Christchurch. The programme is Semester Two.
not available to be studied by distance, however
Outdoor Education/Student Camp
there is flexibility to study some courses
part-time before needing to be fully integrated During semester one each year Education
in the programme. This needs to be discussed student s at tend a student-led outdoor
with the Programme Coordinator before a plan education experience and camp. Planning and
can be finalised. running a camp is a regular feature of primary
and intermediate schools. Final year Bachelor
Period of Study – Full-Time/Part-Time of Education students design and lead the
This programme is normally completed on a camp on behalf of the entire programme. All
full-time basis over three years. It can also education students are required to attend.
be under taken on a par t-time basis af ter Further details including costs will be provided
consultation with the Programme Coordinator, at Orientation.
but the degree must be completed within
Workload and Programme Structure
a timeframe of eight years unless special
permission is granted by the National Academic Full-time study requires a commitment of at
Committee. In the event of extended absence least 40 hours per week. Part-time work and
from the programme, returning students may be whānau/childcare responsibilities need to be
required to undertake a supplementary course of carefully considered particularly in relation to
study to ensure currency of practice. practicum commitments.
Mid-year Intake Attendance
Entry into the Bachelor of Education [Primary] L aidlaw’s policy requires a minimum of
programme at mid-year can be on a full-time or 80% attendance for all on-campus courses.
part-time basis. Students who do not achieve 80% attendance
E D U C AT I O N 2 0 1 9 — 1 0“The 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
Graduate Teacher
“I love the relational aspect that
Laidlaw brings to the education
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
Graduate Teacher
E D U C AT I O N 2 0 1 9 — 1 1at on-campus courses will be restricted from While on practicum students are supervised
professional learning experience placements by a teacher holding a full practicing certificate
(i.e. practicum). (the Associate Teacher) and are supported
by the mentoring lecturer and the Practicum
Professional Learning Experiences Coordinator. All professional placement
A well-integrated understanding of teaching interactions/obser vations are carried out
practice and the ability to reflect critically on by teacher educators (the Visiting Lecturer)
it is fundamental to hopeful, responsive and who hold a full practicing certificate and the
transformational teaching. This underpins majority of these visits are carried out by
all five courses that form the core teaching Laidlaw teacher educators who teach into
practice development stream within the the programme. All visiting lecturers are well
Bachelor of Education [Primary] programme. prepared and supported by the Practicum
There are over 120 days of professional Coordinator. Visiting Lecturers visit the student
learning experiences in schools and centres in on practicum, provide weekly feedback and
the Bachelor of Education [Primary] degree. further support as needed. Students use
e-portfolio to collate and exhibit their practicum
A feature of the Bachelor of Education [Primary] learning.
is that students can select one of three streams
as a practice and inquiry focus which allows The practicum programme in the degree
for transition specialisation supported by our consists of 5 courses. Each element in a
school partners. The three streams are: practicum must be completed successfully in
order to continue to the next. An incomplete
• Early Primary: The early primary stream practicum will require remedial work (this
allows students to focus in on ECE transition involves a further fee) or in some situations the
into Primary Education. Students are able course will need to be repeated.
to undertake approximately 40 days of
practicum in an ECE centre working with Reflective Practices is a practicum in year one
preschool children and 80 days in the early that focuses on the skills of observation, critical
primary window (new entrant to year 2) in a reflection and offers students introductory
range of contexts. design for learning, and mediated teaching/
learning experiences with small groups of
• Primary: This is a standard primary practicum
learners and a whole class lesson.
stream where students experience a wide
range of contexts and levels from early Literacy and Numeracy Practices is a practicum
primary through to intermediate. course in year two that focuses on English
• Late Primary: The late primary stream allows and Mathematics Learning Areas in the New
students to focus on the transition from Zealand Curriculum including design for
Primary to Secondary. Students undertake 80 learning, teaching and assessment.
days in the late primary window (year 6 - 8)
and approximately 40 days in a Middle School Curriculum and Community Practices develops
or Secondary setting (pre-NCEA). a student teacher’s ability to teach other
curriculum areas as well as contribute in the
In the 5 core practicum courses, students are school or centre community.
placed in approved schools and centres by the
Practicum Coordinator according to the elected Responsive Practices and Inquiring Teacher
practicum streams. Students must participate in Practices have core focus on high quality
a variety of professional learning experiences demonstration of the Code and Standards in
so they should expect placements in different a supported environment and application of
kinds of school or centre settings (i.e. state, culturally responsive inquiry and practice. In the
Christian, integrated, special context). final practicum the student must demonstrate
E D U C AT I O N 2 0 1 9 — 1 2ADMISSIONS REQUIREMENTS
sustained practice, evidence-led teaching and General Admission Requirements
inquiry, and leadership and collaboration in a
learning environment. Bachelor of Education [Primary] applicants
Entry to the Laidlaw College Bachelor of
The final task of the final practicum is a Education [Primary] degree is New Zealand
culminating integrative assessment called the University Entrance or a recognised equivalent
Viva. A viva voce is an oral presentation and (i.e. International Baccalaureate or Cambridge
examination and in this case with a written International) or be able to demonstrate to the
element. Graduating teachers will present and satisfaction of Laidlaw College that they have
unpack an authentic practice scenario that the skills and ability to study at a tertiary level.
requires complex decision-making and synthesis
of learning from across the programme with Students under the age of 20 applying to the
clear integration of theory and practice and BEd without UE must be able to demonstrate
alignment with the Code and Standards of the to the satisfaction of Laidlaw College that they
teaching profession. This event is assessed by have the ability to study at a tertiary level.
a panel of 5 made up of teacher educators, Student s 20 years or older must meet
Rūnanga, Pasifika Council, and representative comparable literacy and numeracy
member of the teaching profession. At the requirements as those entering with UE.
conclusion of the Viva the graduate is assessed This will usually be assessed by the entrance
by the panel as to have met or not met the literacy and numeracy testing.
Standards with suppor t against pass/fail
criteria.
Visual Interview
Education and Community Development All applicants for the Bachelor of Education and
8 6 8 . 61 5 E d u c a t i o n f o r C o m m u n i t y Graduate Diploma in Education are required
Development may be elected instead of to have a visual interview by panel. The panel
C ur r iculum an d C ommunit y Pr a c t ice s . consists of a rūnanga delegate, member of the
Education and Community Development is a teaching profession, and a Laidlaw teacher
professional learning experience endorsed by educator. The interview determines:
the Teaching Council, and may be undertaken • The applicant’s disposition to teach, through
in a humanitarian or missions setting. This must judging their ability to meet the values that
be approved by both Practicum Coordinator underpin Our Code Our Standards
and Programme Coordinator. The SIM mission
• The applicant’s ability to meet the Code of
agency partners with the School in the provision
Professional Responsibility in a supported
of a professional learning experience placement
environment
in an international development set ting.
• Vulnerable Children’s Act risk assessment
Students may also negotiate to be placed in an
(interview component) AND
alternative education setting or charter school,
or other local community education setting • Other relevant matters
such as special youth sports/music/cultural
educational development settings.
E D U C AT I O N 2 0 1 9 — 1 3Our Code Our Standards English Language Requirements
Our Code Our Standards is foundational English Language Requirements for the
to teaching practice in Aotearoa New Bachelor of Education [Primary] and the
Zealand. Students should read the Code and Graduate Diploma in Education [Secondary]
Standards prior to their visual interview. Our follows the Teaching Council of Aotearoa
Code Our Standards may be accessed on New Zealand requirements for preservice
the Teaching Council of Aotearoa website teachers. As such, one of the following types
at: https://teachingcouncil.nz/content/ of evidence must be provided to demonstrate
our-code-our-standards English language competency:
• The New Zealand University Entrance literacy
The values of Our Code Our Standards are:
credits at either NCEA level 2 or 3 OR
• Whakamana - empowering all learners to • New Zealand University Entrance OR
reach their highest potential by providing • New Zealand tertiary entrance qualification
high-quality teaching and leadership gained on completing senior secondar y
• Manaakitanga - creating a welcoming, caring school prior to the introduction of current
and creative learning environment that treats University Entrance OR
everyone with respect and dignity • International Baccalaureate full diploma in
English medium (24 points minimum) OR
• Pono - showing integrity by acting in ways
that are fair, honest, ethical and just, and • C ambridge International E xaminations
minimum 120 points on the UCAS Tariff plus
• Whanaungatanga - engaging in positive and meeting the CIE literacy requirements OR
collaborative relationships with learners, their
• All primary schooling and at least three years
families and whānau, colleagues, and the
secondary schooling completed in the English
wider community
language and while living in New Zealand,
Australia, Canada, the Republic of Ireland,
Numeracy and Literacy Testing the United Kingdom, the United States of
America or South Africa* OR * candidates
All applicants for the Bachelor of Education and from South Africa must also provide South
Graduate Diploma in Education are required to African Matriculation Certificate Minimum
undergo a literacy and numeracy assessment. D pass in English (higher grade) OR South
• Candidates must score step 4 in the TEC African Senior Certificate Minimum D pass in
literacy (reading and writing) assessment to English (higher grade)
enter the programme • Six years of education comprising secondary
• C andidates must score step 5 in the schooling to at least year 12 and at least
TEC numeracy assessment to enter the two years of successful tertiary education,
programme taught in English as the primary language of
instruction and through face-to-face learning
and assessment such as tutorials and labs
Special Admission Requirements completed in the English language and while
For applicants who do not meet the above living in New Zealand, Australia, Canada, the
requirements, possible study options can arise Republic of Ireland, the United Kingdom, the
depending on the assessment and interivew United States of America or South Africa OR
result: • Awarded a Bachelor’s degree, Bachelor
with Honours degree, Graduate Certificate,
• An offer of entry to a level 4 programme
Postgraduate Certificate, Master’s degree at
• An offer of entry to Diploma in Christian NZQF level 7 or up which:
Education
• Took two or more years of full-time study to
• An of fer of entr y to another L aidlaw complete and
programme
• Was taught in English as the primar y
E D U C AT I O N 2 0 1 9 — 1 4language of instruction and through • Awarded Trinity College London Certificate
face-to-face learning and assessment in Teaching English to Speakers of Other
such as tutorials, presentations, seminars, Languages (CertTESOL) OR
and supervisory meetings and was gained • Awarded Trinity College London Certificate
while living in New Zealand, Australia, in Teaching English to Speakers of Other
Canada, the Republic of Ireland, the United Languages (CertTESOL) OR
Kingdom, the United States or South Africa. • Achieved an outcome in one of the following
• Awarded Cambridge Certificate in Teaching approved tests which is equivalent to or
English to Speakers of Other Languages better than those specified (see table) within
(CELTA) OR. the past two years:
OVERALL
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)
Academic
International Second Language 4 4 4 4 4
Proficiency Rating (ISLPR)
Pearson Test of English (PTE) 65 65 65 65 65
Academic
TOEFL 24 24 27 23 minimum of
94
TRINITY ISE III (3) PASS WITH PASS WITH PASS WITH PASS WITH PASS WITH
MERIT MERIT MERIT MERIT MERIT
Police Vetting
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 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 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
Vulnerable Children Act 2014.
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.
E D U C AT I O N 2 0 1 9 — 1 5Graduate Diploma in
Education [Secondary]
(GradDipEd)*
PROGRAMME SUMMARY OUTLINE
This one-year graduate diploma provides
NZQF Level 7, 135 credits a professional qualification in teaching and
learning for people who already have a
Duration One year full-time, part-time
Bachelor’s degree or equivalent qualification,
options may be available
skills or experience.
Starts January and July
The graduate diploma draws upon a praxis
Places Open – Selection criteria apply
model integrating theory and practice, with
Entry Bachelor’s degree or equivalent students spending at least two days a week
Requirement NZQF level 7 qualification in a in schools on professional practice placement.
relevant subject area, special This programme develops secondary teachers
pathways may be available for with a thorough knowledge of the New Zealand
candidates not meeting this Curriculum and assessment in Aotearoa, and
requirement a deeper understanding of their role in God’s
Campus Henderson plan for redeeming humanity. Teachers play
an important role in reflecting hope and social
Tuition Fee: 6,844 plus Student Services
$
justice.
Fee
Web www.laidlaw.ac.nz/ Students should indicate which learning areas of
teacher-education the New Zealand Curriculum they plan to focus
on. The learning areas within the New Zealand
Curriculum are: English, Te Reo Māori, The
CAREER OPPORTUNITIES arts - art history, dance, drama, music, visual
arts; Health and physical education; Learning
Graduates of the GradDipEd are fully equipped languages - Cook Island Māori, French, German,
to enter intermediate, middle school and Japanese, Korean, Latin, Lea Faka-Tonga, NZ
secondary school classrooms as Provisionally Sign Language, Mandarin, Samoan, Spanish;
Registered Teachers, qualified to work in public, Mathematics and statistics; Science - science,
integrated and private schools throughout New biology, chemistry, physics; Social sciences
Zealand. - accounting, business, classics, economics,
geography, history, legal, media, philosophy,
psychology, religious education, social studies,
*Subject to approval sustainability; Technology - bio and chemical,
design and visual communication, digital
(computer science, information, infrastructure,
E D U C AT I O N 2 0 1 9 — 1 6media, programming), elec tronics, food, Professional Learning Experiences
manufacturing, textiles, resistant materials. T h e G r a d u a t e D i p l o m a of Ed u c a t i o n
[Secondary] values praxis - the engagement of
OBJECTIVES theory with application. Due to this emphasis,
students spend two days a week in school.
Laidlaw College seeks to prepare students for This allows them to build relationships with
the teaching profession through a programme students and teachers in a community. Each
that centres on a theological foundation of hope Praxis is associated with modules of theory and
that meaningfully integrates and orients with reflection, which students use to develop their
values, commitments and quality practice that skills.
are consistent with Our Code Our Standards
(Teaching Council Aotearoa New Zealand) in a While on practicum students are supervised
supported environment. by a teacher holding a full practicing certificate
(the Associate Teacher) and are supported by
Graduating students will be qualified to the mentoring lecturer and the Programme
register as teachers in New Zealand for Coordinator. All professional placement
intermediate, middle and secondary teaching interactions/obser vations are carried out
in public, integrated and private schools. Our by teacher educators (the Visiting Lecturer)
graduates are relational, critically reflective who hold a full practicing certificate and the
practitioners who can design high quality majority of these visits are carried out by
learning experiences from a place of curiousity Laidlaw teacher educators who teach into
about the learner, the world and a professional the programme. All visiting lecturers are well
understanding of the goals, scope and nature prepared and supported by the Programme
of education. Our graduates work in public, Coordinator. Visiting Lecturers visit the student
private and integrated schools throughout New on practicum, provide weekly feedback and
Zealand and also around the world. further support as needed. Students use
e-portfolio to collate and exhibit their practicum
PROGRAMME INFORMATION learning.
Study Locations
During Praxis 1 students spend the first three
T h e G r a d u a t e D i p l o m a of Ed u c a t i o n
weeks of the secondary school year building
[Secondary] is offered in Henderson. The
relationships and obser ving the learning-
programme is not available to be studied by
focused culture that Associate teachers create
distance, however there is flexability to study
during the classroom establishment period.
some courses part-time before needing to be
Students continue to spend two days a week
fully integrated in the programme. This needs to
in the school throughout the rest of Term 1
be discussed with the Programme Coordinator
and into Term 2, developing their teaching
before a plan can be finalised.
skills in selected subjects by teaching single
lessons. Towards the end of Term 2, students
Schedule of Courses and Dates
spend four full weeks in school - considering
A schedule is provided during orientation which different approaches to teaching and learning in
includes all the course dates, noho Marae, the subject areas and building towards sequences
Education Camp and any other relevant dates. of lessons.
Students are responsible for ensuring they are
aware of information which applies to their Praxis 2 links theory to practiec and builds
course of study. towards student involvement with developing
and teaching units of learning and assessing
Laidlaw College Orientation students in subject areas. Students build from
In the first week of Semester One NEW teaching sequences of lessons to teaching the
s tudent s mus t at tend t he O r ient ation same amount that would be expected of a
programme which provides incoming students graduating teacher.
with an orientation to study at Laidlaw College.
E D U C AT I O N 2 0 1 9 — 1 7The final task of Praxis 2 is a culminating
integrative assessment called the Viva. A viva
voce is an oral presentation and examination
and in this case with a written element. “There is no change without dream,
Graduating teachers will present and unpack as there is no dream without hope.”
an authentic practice scenario that requires
complex decision-making and synthesis of Paulo Freire
learning from across the programme with clear Pedagogy of Hope
integration of theory and practice and alignment
with the Code and Standards of the teaching
profession. This event is assessed by a panel
of 5 made up of teacher educators, Rūnanga,
Pasifika Council, and representative member of
the teaching profession. At the conclusion of
KEY CONTACTS
the Viva the graduate is assessed by the panel
as to have met or not met the Standards with
support against pass/fail criteria.
Our Code Our Standards may be accessed
on the Teaching Council of Aotearoa website
at : ht t p s://te a c hin gco u n cil . n z /co ntent /
our-code-our-standards
Karen Finn
Graduate Diploma in
Education Coordinator
E D U C AT I O N 2 0 1 9 — 1 8ADMISSIONS REQUIREMENTS
General Admission Requirements previous study, or language fluency.
Graduate Diploma in Education [Secondary] Laidlaw College provides support for applicants
applicants when choosing teaching subjects.
The normal requirement for admission requires
applicants to show evidence they have: Visual Interview
• An appropriate bachelor’s degree at Level All applicants for the Bachelor of Education and
7 on the New Zealand Qualifications Graduate Diploma in Education are required
Framework and/or postgraduate qualification, to have a visual interview by panel. The panel
AND consists of a runanga delegate, member of the
• A body of knowledge from Levels 5 to 7 or teaching profession, and a Laidlaw teacher
higher in support of New Zealand Curriculum educator. The interview determines:
learning areas for at least one Year 7-10 • The applicant’s disposition to teach, through
teaching subject/s and at least one Year judging their ability to meet the values that
11-13 teaching subject/s, OR underpin Our Code Our Standards
• For language teaching: native or fluent • The applicant’s ability to meet the Code of
reading, writing, speaking and listening in the Professional Responsibility in a supported
language environment
The learning areas within the New Zealand • Vulnerable Children’s Act risk assessment
Curriculum are: (interview component) AND
• Other relevant matters
• English
• Te Reo Māori
• The arts - art history, dance, drama, music,
Our Code Our Standards
visual arts Our Code Our Standards is foundational
• Health and physical education to teaching practice in Aotearoa New
• Learning languages - Cook Island Māori, Zealand. Students should read the Code and
French, German, Japanese, Korean, Latin, Lea Standards prior to their visual interview. Our
Faka-Tonga, NZ Sign Language, Mandarin, Code Our Standards may be accessed on
Samoan, Spanish the Teaching Council of Aotearoa website
• Mathematics and statistics at: https://teachingcouncil.nz/content/
• Science - science, biology, chemistry, physics our-code-our-standards
• Social sciences - accounting, business, The values of Our Code Our Standards are:
classics, economics, geography, history, legal,
media, philosophy, psychology, religious • Whakamana - empowering all learners to
education, social studies, sustainability reach their highest potential by providing
• Technology - bio and chemical, design and high-quality teaching and leadership
visual communication, digital (computer • Manaakitanga - creating a welcoming, caring
s c i e n ce , i nf o r m a t i o n , i nf r a s t r u c t u re , and creative learning environment that treats
media, programming), electronics, food, everyone with respect and dignity
manufacturing, textiles, resistant materials
• Pono - showing integrity by acting in ways
It is recommended that applicants wishing that are fair, honest, ethical and just, AND
to teach less common specialist subjects,
• Whanaungatanga - engaging in positive and
such as religious education, philosophy,
collaborative relationships with learners, their
psychology, environmental studies (Education
families and whānau, colleagues, and the
for Sustainability), are capable of teaching in
wider community
another learning area as well, based on their
E D U C AT I O N 2 0 1 9 — 1 9Numeracy and Literacy Testing • All primary schooling and at least three years
secondary schooling completed in the English
All applicants for the Bachelor of Education and language and while living in New Zealand,
Graduate Diploma in Education are required to Australia, Canada, the Republic of Ireland,
undergo a literacy and numeracy assessment. the United Kingdom, the United States of
• Candidates must score step 4 in the TEC America or South Africa* OR * candidates
literacy (reading and writing) assessment to from South Africa must also provide South
enter the programme African Matriculation Certificate Minimum
D pass in English (higher grade) OR South
• C andidates must score step 5 in the
African Senior Certificate Minimum D pass in
TEC numeracy assessment to enter the
English (higher grade)
programme
• Six years of education comprising secondary
schooling to at least year 12 and at least
Special Admission Requirements two years of successful tertiary education,
taught in English as the primary language of
For applicants who do not meet the above
instruction and through face-to-face learning
requirements, possible study options can arise
and assessment such as tutorials and labs
depending on the assessment and interivew
completed in the English language and while
result:
living in New Zealand, Australia, Canada, the
• An offer of entry to a level 4 programme Republic of Ireland, the United Kingdom, the
• An offer of entry to Diploma in Christian United States of America or South Africa OR
Education • Awarded a Bachelor’s degree, Bachelor
• An of fer of entr y to another L aidlaw with Honours degree, Graduate Certificate,
programme Postgraduate Certificate, Master’s degree at
NZQF level 7 or up which:
English Language Requirements • Took two or more years of full-time study to
complete and
English Language Requirements for the • Was taught in English as the primar y
Bachelor of Education [Primary] and the language of instruction and through
Graduate Diploma in Education [Secondary] face-to-face learning and assessment
follows the Teaching Council of Aotearoa such as tutorials, presentations, seminars,
New Zealand requirements for preservice and supervisory meetings and was gained
teachers. As such, one of the following types while living in New Zealand, Australia,
of evidence must be provided to demonstrate Canada, the Republic of Ireland, the United
English language competency: Kingdom, the United States or South Africa.
• The New Zealand University Entrance literacy • Awarded Cambridge Certificate in Teaching
credits at either NCEA level 2 or 3 OR English to Speakers of Other Languages
• New Zealand University Entrance OR (CELTA) OR.
• New Zealand tertiary entrance qualification • Awarded Trinity College London Certificate
gained on completing senior secondar y in Teaching English to Speakers of Other
school prior to the introduction of current Languages (CertTESOL) OR
University Entrance OR • Awarded Trinity College London Certificate
• International Baccalaureate full diploma in in Teaching English to Speakers of Other
English medium (24 points minimum) OR Languages (CertTESOL) OR
• C ambridge International E xaminations • Achieved an outcome in one of the following
minimum 120 points on the UCAS Tariff plus approved tests which is equivalent to or
meeting the CIE literacy requirements OR better than those specified (see table) within
the past two years:
E D U C AT I O N 2 0 1 9 — 2 0OVERALL
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)
Academic
International Second Language 4 4 4 4 4
Proficiency Rating (ISLPR)
Pearson Test of English (PTE) 65 65 65 65 65
Academic
TOEFL 24 24 27 23 minimum of
94
TRINITY ISE III (3) PASS WITH PASS WITH PASS WITH PASS WITH PASS WITH
MERIT MERIT MERIT MERIT MERIT
Police Vetting
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 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 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
Vulnerable Children Act 2014.
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.
E D U C AT I O N 2 0 1 9 — 2 1““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
joy!”
Janai Calvert
New Entrants Teacher at
Sunnyvale Primary School
E D U C AT I O N 2 0 1 9 — 2 2TRANSPORT TO PROFESSIONAL LEARNING
EXPERIENCE PLACEMENTS
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 or
Programme Coordinator will prioritise placements at schools and centres local to students if possible.
CULTURAL UNDERSTANDING
TE TIRITI O WAITANGI
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 Standards of the
Teaching Profession and for Laidlaw’s education programmes. The college is 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, Te Ao Māori and maintaining Te Tiriti
O Waitangi. The Rūnanga and Māori student support team play a specific role in supporting Maori
education students to success.
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 Marae during their
programme of study. In preparation for Noho Marae, 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. For DipCEd and BEd 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 Ako course.
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 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.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 Maori Learners. https://teachingcouncil.nz/required/
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).
E D U C AT I O N 2 0 1 9 — 2 3MODES OF DELIVERY
Mode 1 weekly morning, afternoon or evening lectures over one semester (blended learning).
Mode 2 weekly morning, afternoon or evening lectures plus professional learning experience (blended
learning).
Mode 3 a fortnightly series of collaborative teaching and learning seminars (blended learning). May
include professional learning experiences.
Mode 4 Practicum, including introductory workshop and concluding debrief.
Mode 5 distance learning*
“*including content delivered via Moodle, video with screen sharing tutorials, access to Teams discussion groups (student to
student and student to lecturers), forums, selection of various assignment components, and connection with student support
services as needed.”
PROGRAMME GUIDE
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 Early Childhood Education track.
PRIMARY EDUCATION EARLY CHILDHOOD EDUCATION
FOUNDATIONS
TRACK TRACK
215.515 Beginning Theology 850.515 Reflective Practices 850.515 Reflective Practices
[Primary] [ECE]
851.515 Innovative Teaching 852.515 Developing 852.515 Developing
and Learning Numeracy Numeracy
855.515 Inclusiving 853.515 Developing 853.515 Developing
Education Literacy Literacy
857.515 Human Development
907.515 Bicultural Relationships
75 CREDITS 45 CREDITS 45 CREDITS
TOTAL 120 CREDITS
Programme Requirements for Students Enrolling in the GradDipEd
The graduate diploma is a prescribed teacher education programme of study. It is made up of a total of
135 credits at NZQF level 7. The programme consists of 6 courses, comprising linked theory and praxis.
SEMESTER ONE SEMESTER TWO
Theory 890.730 Ako 881.715 Teaching as Inquiry
878.715 Mātauranga Māori 883.715 Ethics and Education
Professional Learning Experiences 891.730 Praxis 1 892.730 Praxis 2
75 CREDITS 60 CREDITS
TOTAL 135 CREDITS
E D U C AT I O N 2 0 1 9 — 2 4Programme Requirements for Students Enrolling in the BEd Programme
The Bachelor of Education [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 (theory, curriculum, practice)
integrated throughout by rich theological conceptions. It comprises both theoretical and practice
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 • 882.715 Tūmanako: Theology &
• 907.515 Bicultural Relationships Community Practices Education
(or 868.615 Education for • 883.715 Ethics and Education
Community Development)
• 867.615 Learning about
Science and Technology
• 869.615 Mahi Tahi: Relational
Approches to Learning
• 873.615 Learning about People
and Place
8 COURSES @ 15 CREDITS 8 COURSES @ 15 CREDITS 8 COURSES @ 15 CREDITS
* or other Theology course as specified by Head of Education.
COURSE NUMBERING AND CREDIT SYSTEM
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.
E D U C AT I O N 2 0 1 9 — 2 5You can also read
