The Teaching Council of Aotearoa New Zealand is currently consulting on a proposal to introduce a requirement that student teachers enrolling in an initial teacher education (ITE) programme for primary teaching would have to demonstrate competence in mathematics, using either of the following measures:
a. Holding a minimum of 14 credits at Achieved, Merit or Excellence in the NCEA subjects Mathematics and Statistics; and /or Pāngarau; at NCEA Level 2 or above (or a recognised equivalent), or
b. Passing a mathematics assessment as specified by the Teaching Council.
Manukau Institute of Technology is continuing to recruit students to begin study in 2025 based on the existing ITE entry requirements. The Teaching Council has advised us that they are comfortable for enrolment to continue as no decision has yet been made.
However, student teachers commencing study in 2025 should be aware that, if the Teaching Council were to approve the current proposal after consultation, should they not meet measure (a) above, they would be required to pass the mathematics assessment specified by the Teaching Council with at least the specified minimum score before they were able to graduate from the programme. (This reflects that the Teaching Council’s consultation proposes, as a transitional arrangement for 2025 and 2026, that measure (b) can be able to be met prior to graduation, rather than prior to entry to the programme.)
Note: this message reflects advice received from the Teaching Council of Aotearoa New Zealand.
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.
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
English Language Entry Requirements
For the minimum English language requirements refer to the requirements set out in Rule 18 of the NZQF Programme and Accreditation Rules https://www.nzqa.govt.nz/providers-partners/qa-system-for-teos/english-international-students
Give yourself credit with Recognition of Prior Learning (RPL)
Did you know you can use the knowledge and experience you already have to your advantage?
Your previous work experience and on-the-job skills, volunteering, professional development, and other providers’ qualifications can be recognised as prior learning, matched against credits in our courses, and put towards your qualification – potentially saving you money and possibly helping you to complete your qualification faster Learn more.
Programme structure
You will need to complete the below 20 courses (360 credits):
Do you want to study a single course, without enrolling into the full programme?
Courses within some of our programmes may be offered as an individual Certificate of Proficiency (COP). Programme entry requirements and course fees apply. For more information, please speak to our friendly Ask Me! team.
Further training or study
-
- Graduate Certificate in Activity Based Learning (Level 7)
- Graduate Certificate in Applied eLearning (Level 7)
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.
See why more people choose Primary and intermediate at MIT
“I love MIT because they have given me my second chance.”
“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
“The lecturers are amazing.”
“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
“This will mean real change for our Pasifika children.”
“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
“A celebration of the 8 Pasifika nations.”
“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.”
“Get the knowledge, skills and ability to teach anywhere.”
“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
“Reach before you teach.”
“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
“Be brave, be bold, our tamariki need you more then you realise.”
“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
See why more people choose Primary and intermediate at MIT
“I love MIT because they have given me my second chance.”
“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
“The lecturers are amazing.”
“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
“This will mean real change for our Pasifika children.”
“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
“A celebration of the 8 Pasifika nations.”
“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.”
“Get the knowledge, skills and ability to teach anywhere.”
“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
“Reach before you teach.”
“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
“Be brave, be bold, our tamariki need you more then you realise.”
“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
