Study for a degree in primary school teaching

Bachelor of Education (Primary, Pasifika) (Level 7)

Programme highlights

Are you passionate about working with children?

Study with MIT to learn the hands-on skills you need to work as a primary or intermediate school teacher (years 0-8).

You will also develop skills in implementing Māori and Pacific teaching methods.

This programme is suitable for anyone looking to teach in a diverse and multicultural country such as New Zealand. You will graduate with the cultural competency to apply theory and hands-on skills to primary/intermediate education using diverse Pacific world-views.

Along with 21 weeks of block practicum experiences, you will spend two days a week working in a real classroom setting.

Successful completion of this programme will lead to recognised qualified teacher status, and graduates are able to apply for provisional practicing certification with the Teaching Council of Aotearoa New Zealand.

Key facts

Start month(s)

February, July
Study location(s)

MIT Ōtara
Level 7
Domestic fees

Click here to see a list of domestic course fees
Youth Guarantee (fees-free*) Not available
Programme code MN4574
Duration

Full-time for 3 years (34 teaching weeks per year), part-time available.
The maximum time to complete the programme part-time is 6 years.
Study method

Full-time, Part-time
Credits 360
International fees NZD$21,700 per year (approx.)
Māori and Pasifika Trades Training Scholarship (fees-free*) Not available
Qualification leads to

Bachelor of Education (Primary, Pasifika) (Level 7)

“Get the knowledge, skills and ability to teach anywhere.”
“A celebration of the 8 Pasifika nations."
"This will mean real change for our Pasifika children."
"Reach before you teach."

“This programme will give students an advantage when looking for employment because there is a gap in the market for teachers with cultural competencies. There are some differences in how we teach in bilingual units so they can bring this knowledge and skills along with them.  

Students coming in who have an understanding of these cultures and languages will bring a great richness to the schools. There has been a strong call from principals in the South Auckland region for a programme like this.

This programme is geared at Maori and Pasifika learning which is really exciting because there is currently nowhere else for students to learn Pasifika teaching methods. We’re looking forward to integrating student learners into our teaching team for two days a week once the programme kicks-off. They bring a freshness, richness and new ideas to the school.

I recommend this programme for everybody looking for competitive edge when they graduate. They’ll come out of this programme able with the knowledge, skills and ability to teach anywhere.”

Sue Dawson
Principal – Clendon Park School

"As a mum of 5, Pasifika education means a lot to me. Education is important in our household, so it's crucial for me to have my children be able to see themselves reflected in higher education. My 2 older sons are seniors in high school and for the past 2 years they have been seeing their friends drop out of school. One dropped out only last week. 

There's an urgent need for our kids to be able to see more brown faces that look like them, continue onto higher education. Education is the key to opening so many doors. And Pasifika education is vital to both our current and future generations.” 

Noelle Moa
Artist

Photos supplied by: Noelle Moa.

Noelle was recommended to us as an artist who would be able to take the concept of the programme and connect it to a visual representation. One of the challenges we faced, which come up through our consultation with key partners was ‘how do we ensure that all prospective learners can see themselves as a good fit for this programme’, knowing that the programme is underpinned by a set of four pacific principles but open to learners of all cultures and backgrounds. Across a period of 6 months and many meetings and hand drawn iterations Noelle was able to capture beautifully the inclusiveness of this programme.

How did you feel when you were asked to complete this piece for the Bachelor of Education Primary Pasifika?

"Oh I was so emotional. I was teary, elated, excited, scared, humbled, grateful and just so committed and determined to fulfil this piece. But above all, I felt absolutely honoured.

What does the artwork represent?

"The artwork is a celebration of the 8 Pasifika nations officially recognised by the Ministry of Education NZ. As well as my own knowledge, I pored over books researching the material culture of each nation; I trawled through the Pacific collections held in various museums; scoured historical documents and drawings held in archives, as well as those made available for public access over the internet.  

Education is the key to opening so many doors. And many of those doors unlock a wealth of knowledge about our own Pacific cultures, our history and our peoples. In order to move forward in this world, we have to first learn where we have come from and the journeys, the paths, that our ancestors navigated in getting us here. The artwork, the titi, celebrates and acknowledges those journeys. I hope to represent in this piece, the path that our Māori, Fijian, Cook Islands, Samoan, Tongan, Niuean, Tokelauan and Tuvalu forebears weaved before us."

    “The vision and priorities outlined in this programme captures what matters to our Pasifika communities. It sets us on a path to get there by drawing on our unique strengths and continuing to support Pasifika learning success.

    The programme will give Pasifika learners access to the best teachers for their needs. It draws on evidence and demonstrated Pasifika expertise to inform how we can move our education system towards equity, excellence, and wellbeing.  It will also increase the number of Pasifika teachers, leaders and educational professionals.

    My hope is that this programme will mean real change for our Pasifika children, young people and adult learners. It’s about ensuring that the doors to all educational pathways are open and stay open for Pasifika learners to pursue life-long learning.”

    Janet Tavui
    Deputy Principal – Finlayson Park School

    “This degree is a flagship programme. To my knowledge, there is no teaching qualification in the country that is overtly Pacific – this is something to be celebrated and valued. Graduates will be able to leave this programme knowing how to:

    • Champion Pacific learner success in their schools
    • View their own identities in relation to Pacific learners
    • Connect and engage well with Pacific parent communities
    • Be culturally intelligent and be able to achieve best practice with potential.

    I was trained as a secondary school teacher, also lectured and tutored at university before moving into vocational education. One of the key quotes that I created that I have kept as a mantra as a teacher and communicator is 'reach before you teach'. It is the hope that this programme will have you well placed and positioned to equip you with tools and the skills to help reach our Pacific learners, before you teach them.

    This programme is really special because it was developed in consultation with local schools in the South Auckland community where Te Whare Takiura o Manukau is located. It makes for us to be able to provide learning programmes that is informed by community consultation and the needs of our local schools where our communities live and work.”

    Aiono Manu Fa’aea
    Senior Pasifika Manager – MIT

    Entry requirements

    You must be 18 years of age or older at the start of the programme

    AND 

    Satisfy the English language competency required as listed below 

    AND 

    Meet the requirements as per the Children’s Act 2014 prior to gaining entry into the programme 

    AND 

    Complete an interview with a selection panel of at least two registered teachers 

    AND

    Satisfy the minimum diagnostic literacy and numeracy entry assessments marks. 

    For individuals under 20 years of age, in addition to the above criteria: 

    Hold UE or a recognised equivalent such as International Baccalaureate or Cambridge International, 

    OR 

    Are able to demonstrate to the satisfaction of the provider that they have the skills and ability to study at tertiary level.

    Additional programme-specific under 20 years of age exemptions:

    You may be exempt from some requirements if you can show that:

    • You have successfully completed a course of study no less than one semester in duration at level 4 or above
    • You have worked in the field of education (i.e. early childhood, teacher aide) for no less than 1 year and can provide at least two referee statements from employers/mentors who have overseen this work. Referee reports should indicate your likelihood of being successful in degree study.

    Whether or not you are eligible for the exemptions for under 20-year-olds or how they'll be applied in your case will be decided by the programme committee.

    20 years of age

    If you are 20 years of age at the commencement of the programme and have relevant life and/or work experience but do not have the minimum academic requirements, you may apply for admission if you meet comparable literacy and numeracy requirements as those entering with UE.

    20+ years of age

    If you are 20 years of age and over and without UE, you will need to be able to demonstrate that you have the ability to study at a tertiary level.

    Application form requirements

    If you want to undertake the programme you must submit the completed application form to the School of Education.

    The application form includes a declaration of physical and mental health, a declaration of all criminal and pending criminal convictions and consent for a police check. You may be required to provide a health declaration that you are emotionally, mentally and physically capable of undertaking the demands of the teaching programme as required in the Teaching Council of Aotearoa New Zealand Code of Professional Responsibility and Standards for the Teaching Profession. Reports may be requested with your consent.

    Your application form must be submitted with the following:

    • Evidence of educational qualifications
    • Evidence of language proficiency (as per Teaching Council of Aotearoa New Zealand policy) as required

    As well as;

    • Children Act (2014) safety check requirements:
    1. Two forms of identification – one must be a photo ID. If the name used on the application form differs from the name(s) on the ID you must produce a supporting document that shows evidence of name change.
    2. Two satisfactory written referee reports, from independent referees, who will provide confidential information about you. Referees will be asked to affirm that you are of good character, likely to be ‘fit to be a teacher', and can communicate well with adults and children. Referees must not be related to you and have known you for at least two years. Referees must send the completed form directly to the enrolment team on behalf of the School of Education.
    3. A completed New Zealand Police Vetting Service Request and Consent Form and satisfactory result.
    4. Attend an interview with two School of Education staff.

    Language competency requirements

    Prior to entry, you must demonstrate language competency by providing one of the Teaching Council’s approved evidence of language competency, as follows:

    • New Zealand University Entrance literacy credits at either NCEA level 2 or 3;
    • New Zealand University Entrance;
    • New Zealand tertiary entrance qualification gained on completing senior secondary school prior to the introduction of the current University Entrance;
    • International Baccalaureate full diploma in English medium (24 points minimum).
    • Cambridge International Examinations minimum of 120 points on the UCAS Tariff plus meeting the CIE literacy requirements;
    • All primary schooling and at least three years of secondary schooling completed in the English language and while living in New Zealand, Australia, Canada, the Republic of Ireland, the United Kingdom, the United States of America or South Africa [applicants from South Africa must also provide South African Matriculation Certificate Minimum D pass in English (higher grade) OR South African Senior Certificate Minimum D pass in English (higher grade)];
    • For more detail on language competency requirements check: https://teachingcouncil.nz/content/language-competency-requirements-0

    Other requirements and application details

    You must be able to attend teaching practicum at specified times and places.

    You will be notified in writing of the outcome of your application.

    If your application is successful you will be reminded that while you have been accepted into the programme based on the best judgment of the selection panel, it is the Teaching Council of Aotearoa New Zealand that will assess suitability for teacher certification upon successful completion of the programme.

    You are required to inform the School of Education Programme Committee of all criminal and pending criminal convictions you receive at any point after acceptance onto the programme.

    If your application is unsuccessful you will be informed of the reason and will be provided with information on alternative learning pathways and possible options to enhance future application.


    International Students

    Test your English level to help you plan.

    Take our free online English test to get a basic indication of your English level. This will help you understand what programmes you can apply for and what preparation you may require before you start your programme of study.

    If English is not your first language you must have a minimum score of 7.0 in all components of the Academic version of IELTS (International English Language Testing System).

    Find out more.

    Provisional entry

    Students who have attained the age of 20 years and do not hold the minimum entry requirements for a programme or training scheme may be eligible to be enrolled. Such decisions must consider any applicable pre-requisites and will be made by the Head of School. Students who have not attained the age of 20 years and do not hold the required minimum entry requirements may also be eligible to be enrolled in exceptional circumstances where they can demonstrate capability for study at the required level. Such decisions must consider any applicable pre-requisites and will be made by the Head of School.

     

    Programme structure

    You will need to complete the below 20 courses (360 credits):

    Level 5

    The child in the community (15 credits)

    You will explore theoretical perspectives of literacy acquisition and approaches to learning that support the interrelationship between making meaning and creating meaning. You will also develop research-informed knowledge and practice about understanding, using and creating oral, written and visual texts focussing on individual learners’ literacy learning.

    Who will I be when I am a teacher? (15 credits)

    Explore your own personal learning foundations and frameworks in order to understand and develop a holistic identity as a healthy classroom teacher who takes responsibility for their own learning pathways and manages their own wellbeing (Hauora).

    The Health and Physical Education curriculum, teaching perspectives and strategies will be introduced through inquiry learning, enabling student teachers to develop and reflect on the relationship between wellbeing and learners’ social, emotional and academic learning. Student teachers will practise interpersonal skills required to contribute to effective knowledge-building communities.

    How can we explain learning? (15 credits)

    Explore how learners develop and learn, drawing on theories of human and child development, and learning theory. You will focus on relating this learning to how children develop conceptual understandings in Science, including cultural perspectives, and particularly the development of language, reasoning abilities, investigative processes, skills, and attitudes. You will also develop your own confidence and knowledge in Science and learn the knowledge and practice of pedagogies appropriate to this curriculum area.

    Introduction to Pacific principles in teaching practice (15 credits)

    You will consider a range of approaches and methods integral to Pacific ways and how these may inform teaching and classroom practices. A thorough review of the programmes conceptual framework will set you up with a background steeped in Pacific epistemologies.

    Engaging with learners and learning (15 credits)

    You will learn about current assessment practices and how, when and why small group learning can be effective. You will also challenge your own understandings of effective practice by examining what teachers do and why, to meet learners’ needs, particularly in Mathematics and Statistics. Improve your knowledge of Mathematics and Statistics and develop research-informed knowledge and practice about current Mathematics and Statistics pedagogies, relevant to the socio-cultural context of Aotearoa New Zealand.

    The New Zealand curriculum: A vision for children’s learning in Aotearoa (15 credits)

    Explore how the New Zealand Curriculum provides a framework and direction for student teachers to work with primary school learners to become productive contributing members of society in an increasingly technologically driven world. You will develop research-informed knowledge and practice about technology through the exploration of the Technology Curriculum and technological investigation.

    Culturally responsive teaching (15 credits)

    Learn the theoretical and practical framework for culturally responsive teaching that takes account of the cultural and linguistic backgrounds of learners within the context of teaching from the Learning Languages curriculum, including Te Reo me ona Tikanga Māori, and the special place of Pasifika in Aotearoa New Zealand. You will develop an awareness of Māori culture and an appreciation of the dual heritage of Aotearoa New Zealand through engaging with Te Tiriti o Waitangi.

    Professional practice and inquiry 1 (15 credits)

    Delivered while on block placement in an Aotearoa New Zealand primary school setting, this course complements the practice-based experiences of all other Level 5 courses by focussing on your understanding of the learning processes, the learning environment and the fundamental relationships between learning and teaching.

    Being your first practicum course, it additionally provides the background and context for all future practicum courses.

    Level 6

    Organising for learning (20 credits)

    Explore key concepts including citizenship, culture, identity, perspectives, social cohesion, society and values, and utilise the Social Sciences curriculum to develop and implement effective learning programmes. You will explore classroom citizenship and participation, enabling you to organise and manage positive classrooms in ways that engage all learners and maximise their full learning potential.

    Communities of learners (20 credits)

    Explore how teachers and learners’ function and engage in learning communities, including the classroom, the school and the wider social and cultural community. You will further develop understandings of the social, historical, philosophical and cultural contexts of learning, critique their own beliefs and broaden their relationships with a wide range of stakeholders.

    Through an emphasis on investigation and problem-solving in Mathematics and Statistics, the focus will be on how communities work to promote learning and use relevant pedagogically and culturally appropriate approaches across all areas of the school.

    Professional practice and inquiry 2 (20 credits)

    Delivered while on block placement in an Aotearoa New Zealand primary school setting this course complements the practice-based experiences of all other Level 6 courses by focussing on your understanding of curriculum and its organisation and implementation and meeting the needs of learners individually and in communities.

    Meeting learner needs (20 credits)

    Develop your understanding of diversity and inclusion and how the needs of diverse learners can be met. Building on 9xx.5xx The Child as an Individual more deeply exploring the theoretical perspectives of literacy acquisition and approaches to learning that support the relationship between making meaning and creating meaning.  You will develop research-informed knowledge and practice about understanding, using and creating oral, written and visual texts with a focus on progressing toward meeting learners’ diverse needs and raising achievement.

    Curriculum in action (20 credits)

    You will focus on how teachers use the integration of the curriculum to meet the learning needs within the unique bicultural and multicultural character of Aotearoa New Zealand. You will also explore the theoretical perspectives and implementation of The Arts curriculum through integrated learning approaches that challenge, affirm and celebrate unique artistic expressions of self, community and culture. Develop research-informed knowledge and practice about whole class integrated learning. You will also be introduced to the legislation relevant to the teaching profession.

    Professional practice and inquiry 3 (20 credits)

    Delivered while on block placement in an Aotearoa New Zealand primary school setting, this course complements the practice-based experiences of all other Level 6 courses by focussing on your understanding of curriculum and its organisation and implementation, meeting the needs of learners individually and in communities; with increasing complexity and effectiveness over a greater sustained period.

    Level 7

    Pedagogy and curriculum (20 credits)

    You will be challenged to develop and exhibit the dispositions of ‘professionals’ by taking responsibility for your own professional development, drawing on and contributing to the educational community. You will revisit and extend knowledge and critique of contemporary pedagogy appropriate to specific curriculum content and justify your emerging personal-professional philosophy of learning and teaching.

    Contemporary issues (20 credits)

    The role of teachers in society extends to being able to contribute to the critical debate around broader curriculum and social issues. You will explore contemporary issues in relation to the New Zealand Curriculum and children's learning in Aotearoa New Zealand. You will also engage in educational debate in global contexts and contribute to the development of the curriculum by developing strategies and resources to begin to address an identified issue.

    Teacher as inquirer (20 credits)

    You will illustrate the ways in which you have developed your teacher identity and dispositions, have acted ethically and have raised learner achievement.

    Professional practice and inquiry 4 (20 credits)

    Delivered while on block placement in an Aotearoa New Zealand primary school setting, this course complements the practice-based experiences of all other Level 7 courses by focussing on your understanding of curriculum and pedagogy, integrated and inquiry approaches to learning, reflective practice approaches to change and improvement; with further increased complexity, effectiveness and sustained period.

    Teacher as a researcher: Raising learner achievement (20 credits)

    Using action research methodology, you will design and implement an action research project, drawing together the research skills required of a critically reflective practitioner. Particular emphasis will be on working within the knowledge building community, raising learner achievement and improving learner outcomes.

    Professional practice and inquiry 5 (20 credits)

    Delivered while on block placement in an Aotearoa New Zealand primary school setting, this course complements the practice-based experiences of all other Level 7 courses by focussing on your understanding of: the school and class as multi-layered and extremely complex organisations for learning and teaching in a context of law, community, culture, need and achievement; with sustained achievement in effective classroom teaching practice commensurate with Graduating Teacher Standards.

    Key dates and timetables

    To find the key dates and timetables of this programme, please view the education calendar.

    Career opportunities

    Graduates of this programme are likely to be employed as teachers working in Schools teaching Primary and/or Intermediate.

    Further or prior work experience or study may gain employment in the following fields: Principal, SENCO, team leader, Careers adviser, Child Psychotherapist, Counsellor, Family support worker, Health play specialist, Museum education officer, Play therapist, Private tutor, Youth worker etc. For potential salaries visit careers.govt.nz.

    Further training or study

    Key information for students

    Bachelor of Education (Primary, Pasifika)

    Entry requirements
    Minimum requirements [?] Any minimum or preferred criteria for entry to this qualification. In order to be admitted to the Bachelor of Education (Primary, Pasifika) programme, applicants must: * Be 18 years of age or older at the start of the programme, and * Satisfy English Language Competency requirements as determined by the Teaching Council of Aotearoa New Zealand policy (further detailed on section 6.2 - p. 91-92), and * Meet the requirements as per the Children's Act 2014 prior to gaining entry into the programme; and * Complete an interview with a selection panel of at least two registered teachers, and * Satisfy the minimum diagnostic literacy and numeracy entry assessments marks * An academic panel made up of members of the Schools Programme Committee including the Head of School will approve programme acceptance upon review of all evidence provided. For individuals under 20 years of age, in addition to the above criteria: * Hold UE or a recognised equivalent such as International Baccalaureate or Cambridge International, or * To be able to demonstrate to the satisfaction of the provider that they have the skills and ability to study at tertiary level. Language Competency Requirements: Prior to entry, applicants must demonstrate language competency by providing one of the Teaching Council's approved evidence of language competency, as follows: * New Zealand University Entrance literacy credits at either NCEA level 2 or 3; * New Zealand University Entrance; * New Zealand tertiary entrance qualification gained on completing senior secondary school prior to the introduction of the current University Entrance; * International Baccalaureate full diploma in English medium (24 points minimum). * Cambridge International Examinations minimum of 120 points on the UCAS Tariff plus meeting the CIE literacy requirements; * All primary schooling and at least three years secondary schooling completed in the English language while living in New Zealand, Australia, Canada, the Republic of Ireland, the United Kingdom, the United States
    Detailed requirements [?] Click here for more information on any additional entry criteria for this qualification. More information about entry to this qualification
    Duration [?] The minimum amount of time it takes to complete this qualification. 3 Years
    Tuition fees Annual Total qualification
    Student fees [?] Annual:
    The annual tuition fees payable by a student to study this qualification, additional to what the government contributes. (This is an average based on recent course enrolments. Your fees may differ depending on your course selection.)

    Total qualification:
    The total tuition fees payable by a student to study this qualification, additional to what the government contributes. (This is an average based on recent course enrolments. Your fees may differ depending on your course selection.)     		N/A N/A
    Government tuition subsidy [?] Annual:
    The average annual amount paid by government towards the tuition fees for this qualification, additional to what the student pays. (This is an estimate based on the fees subsidy paid by government to tertiary providers last year.)

    Total qualification:
    The average total amount paid by government towards the tuition fees for this qualification, additional to what the student pays. (This is an estimate based on the fees subsidy paid by government to tertiary providers last year.)     		N/A N/A
    Total [?] Annual:
    The combined total of the annual amount paid by both the student and government towards the tuition fees for this qualification. (This is an estimate based on recent course enrolments and the fees subsidy paid by government to tertiary providers last year.)

    Total qualification:
    The combined total of the amount paid by both the student and government towards the total tuition fees for this qualification. (This is an estimate based on recent course enrolments and the fees subsidy paid by government to tertiary providers last year.)     		N/A N/A
    Compulsory student services fee
    Student loan information [?] Click here for more information on loans and allowances. StudyLink
    Student success
    Successful course completions [?] The percentage of students who successfully completed courses towards this qualification last year. N/A
    National graduate outcomes (3 years after completion)
    Median earnings [?] The median represents the middle value for all earnings of young graduates who completed a qualification in this subject area at this level nationally. Earnings do not relate specifically to graduates who completed qualifications at this TEO. $48,144
    Earnings range [?] The range shows the upper and lower quartile values representing the one quarter point and three quarters point for all earnings of young graduates who completed qualifications in this subject area. Half of all graduates had earnings within this range. $39,236 - $51,821
    In employment [?] This percentage relates to young graduates who completed a qualification in this subject area at this level nationally and does not relate specifically to graduates who completed qualifications at this TEO. 83%
    In further study [?] This percentage relates to young graduates who completed a qualification in this subject area at this level nationally and does not relate specifically to graduates who completed qualifications at this TEO. 13%
    On a benefit [?] This percentage relates to young graduates who completed a qualification in this subject area at this level nationally and does not relate specifically to graduates who completed qualifications at this TEO. 1%
    Note: all KIS information is the most recent available relating to domestic students only.
    Click here for more information about the Key Information for Students

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    Information is correct as at February 2021. Programme fees are based on a full-time student and may vary depending on your final selection of courses that make up your programme. To provide you with an indication of costs, the approximate fees quoted in this publication are based on the indicative 2021 fee structure. The indicative programme fees for 2021 do not include the Compulsory Student Services Fee (CSSF). The CSSF is an additional levy to your 2021 programme or course fees. Further information about the CSSF can be found here www.manukau.ac.nz/cssf. Programmes stated as eligible for free study in 2021 are based on the 2020 fee structure and subject to funding confirmation for 2021. All fees are in New Zealand Dollars. You will be advised of the current fees at the time of enrolment. All courses and programmes will proceed subject to numbers and academic approval. Manukau Institute of Technology Limited is accredited under the provisions of the Education Act 1989. International students must study in class and will not be able to enrol for online study options.

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