Study for a degree in primary school teaching
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Duration and study methods
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. -
Start dates
February, July
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Qualification
Bachelor of Education (Primary, Pasifika) (Level 7)Programme code: MN4574 -
Credits
360 -
Locations
MIT Ōtara
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Domestic fees
$6,900 (approx.) per year
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International fees
NZD$25,000 (approx.) per year
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Free* study
Explore the free options available for this programme, and check your eligibility:
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 from your second semester of study.
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.
TeachNZ scholarship opportunity
TeachNZ scholarships will support you on your journey towards being a great teacher or kaiako.
They can cover the cost of your course fees and pay you an allowance throughout the duration of your study.
If you are planning on enrolling, or are already enrolled on our Bachelor of Education (Primary, Pasifika) (Level 7), you are eligible to apply for one of TeachNZ’s five scholarships.
“Before I started studying I was working for Air New Zealand at the International Airport as a Load Foreman.
My wife chose MIT and encouraged me to apply after I missed out on being accepted by Auckland University. I love MIT because they have given me my second chance to help my family and give back to my community here in South Auckland.
MIT is unique and different because it is based in South Auckland. I love the free car park for students!
MIT will help in any way to get you where you want to go, it is very welcoming, and the staff are very friendly. It is a very hands-on experience which I love because we get to put theory into practice, from day one.
I want to help children have a better future in education.
Come and help, come and stay, come and belong!”
Hans Aiono
MIT student
"I was on maternity leave after working at the same company for 11.5 years. I had always wanted to be a ‘great teacher' and as a migrant in this country, I wanted to learn more about this amazing Kiwi culture to embed it into my whānau and my life.
My friends encouraged me to study at MIT. The lecturers here are amazing. I have never met lecturers that are so enthusiastic. I love the ako in our classrooms and the diversity of our lecturers who bring fun, wisdom and knowledge to our classroom. The best part is the way they encourage student relationships with each other. I value my classmates and we are an amazing team together.
It is an eye-opening experience working alongside an Associate Teacher. Assisting and engaging with the Tamariki is the highlight of my week. If you want adventure in a classroom, excitement from engaging with the Tamariki, and linking your theory to your school-based learning, nothing beats that. I am already building lasting relationships with my principal, the teachers and the students.
I encourage you to come along and be a part of this great course.
Go for gold, it is the best place.
MIT will change your life."
La-Rochelle Bernstein
MIT student
“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
"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."
“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
“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
"Being a teacher is something that I have always been inspired to be. It gives me an opportunity to give back and create a safe and nurturing space for all students – something I had missing in my early stages of growing up.
I chose the Primary Pasifika course because as a pākehā I have noticed there is not enough cultural awareness within schools, we need more of it. This course provides an opportunity for us to deepen and enrich our understanding and create a safe space for students to bring who they are into the classroom, and not leave their culture at home.
MIT provided the exact course I was looking for – ticked all the boxes and exceeded well above my expectations. This course provides a hands-on approach to learning. I know I will be a great teacher because of it.
What I also love is the community they have built and the ongoing support and encouragement they give to help us achieve, not because they have to, but because they want to. They support us every step of the way and treat us not just as a student but as part of their whānau. I can't think of any other place that would provide this much support.
We need more Primary Pasifika teachers; it does not matter where you come from if you have the opportunity to change a life and make a difference in this world for our tamariki, take it.
Be brave, be bold, our tamariki need you more then you realise.”
Lexi Williams
MIT student
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:
- 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.
- 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.
- A completed New Zealand Police Vetting Service Request and Consent Form and satisfactory result.
- 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).
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.
Further training or study
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.
Ready to put your plans in place?
Free study for the first year of your Level 3 or above qualification may be available under the government’s fees-free study scheme. Visit feesfree.govt.nz for eligibility criteria and more information. Students must be eligible to study as a domestic student. All free study is subject to funding confirmation. Proof of residency status required. Entry criteria, and some costs, may also apply. Eligibility for student allowances or student loans may vary. Contact StudyLink for more information.
Information is correct as at 13 March 2023. 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 2023 fee structure. The indicative programme fees for 2023 do not include the Compulsory Student Services Fee (CSSF). The CSSF is an additional levy to your 2023 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 2023 are based on the 2022 fee structure and subject to funding confirmation for 2023. 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 is part of Te Pūkenga – New Zealand Institute of Skills and Technology. Te Pukenga is accredited under the provisions of the Education and Training Act 2020. International students must study in class and will not be able to enrol for online study options.