Study for a degree in early childhood education (ECE)

Academic Requirements

In order to be admitted to the Bachelor of Education (ECT) programme, applicants must:

• Be seventeen 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 OR
• Satisfy NZQA English Language Requirements (for international students, further see 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
• 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
• Able to demonstrate to the satisfaction of the provider that they have the skills and ability to study at tertiary level.

Criteria to determine under 20 year old ability to study at tertiary level as exceptional individual cases:

NB: all other entry criteria must be met

• Satisfactory marks in the literacy and numeracy diagnostic test set at UE level, and
• Three of more years of secondary schooling in New Zealand, or
• 10 UE literacy credits (5 reading, 5 writing), or
• Completion of an Academic Study Skills programme of study at a tertiary level provider, and
• 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 by the individual applicant on case by case basis

Note: There will be no exceptions for cohort entry

Additionally, should a student not be achieving the academic or professional experience expectations there will be multiple avenues of support and guidance:

• Monitoring of their progression and early detection of issues through formative assessment and class discussions of practice, both in academic study skills and practice in order to meet the standards (in supported environment).
• Appropriate support mechanisms such as pastoral care that includes academic support, support of teaching practice, emotional and physical wellbeing enacted with peer mentoring, lecturer support, an individual learning plans (as required), learning advisors, counsellors and/or subject librarians.
• Regular professional dialogue and feedback from school-based learning associate teachers, mentor teachers (in partner schools) and any issues raised are escalated to the Practicum Lead.
• Second visits by an alternative senior lecturer in school-based and practicum assessments of practice where the first lecturer/or mentor/associate teacher identifies that a student is not meeting the requirements.
• Exit pathways for student teachers will be considered when they are not achieving the academic or professional experience learning outcomes; and are unlikely to meet the standards by the end of the programme. For example, connecting students with the career and employment solutions team to practice interviewing techniques, CV writing and job to skill matching.

Other requirements

Persons wishing to undertake the programme must complete the prescribed application form and submit it 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.  Applicants may be required to provide a health declaration that they 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 the consent of the Applicant.

The 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’s Act (2014) safety check requirements:

1. Two forms of identification – one form must include a photo (if the name differs from the name of the document students must produce supporting document that shows evidence of name change).
2. Two satisfactory written referee reports, from independent referees, who will provide confidential information on the applicant. Referees will be asked to affirm that the applicant is of good character, is likely to be ‘fit to be a teacher' and can communicate well with adults and children. Referees may not be relatives of the applicant and must have known the applicant 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

Interview Requirements:

All applicants who meet the entry requirements and have provided all necessary documentation will be interviewed in groups of two to three by two interviewers. The interviewers will be teaching staff on the programme or qualified certificated teachers who work closely with the School. Whānau interviews are offered upon request. Visual technologies will be used where distance is an issue.

The interviewers will consider whether applicants demonstrate potential to develop the qualities and dispositions to meet the Code of Professional Responsibility and Standards for the Teaching Profession on completion of the programme, the ability to relate to and communicate with others, and their ability to be successful on the programme.

During the interview the applicant will be assessed against the following aspects to determine their admission to the programme:

1. Motivation to work in with young children
2. Personal awareness of own competencies when working with others
3. Potential to uphold the public and professional reputation of teachers
4. Promote and nurture the safety of learners within his or her care.
5. Show understanding of current issues or challenges in the sector
6. Understand the characteristics required for effective teaching in a multicultural setting
7. Knowledge of appropriate skills in dealing with conflict
8. Ability to listen and comprehend and respond to the questions asked
9. Articulate some knowledge of education in Aotearoa and commitment to te Tiriti o Waitangi

After the interview, the applicants will complete the Personal and Professional Safety Form, and answer questions regarding guidance of children’s behaviour as required under the Children’s Act (2014) and undertake the numeracy and literacy diagnostic test.

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 of America, or South Africa. For South Africa, applicants also need to provide a South African Matriculation Certificate Minimum Higher-Grade D pass or Standard Level 5 in English or a South African Senior Certificate Minimum Higher-Grade D pass or Standard Level 5 pass in English;
• Six years of education comprising secondary schooling to at least year 12 and at least two years of successful tertiary education, taught in English as the primary language of instruction and through face-to-face learning and assessment such as tutorials, presentations, seminars, and supervisory meetings, and was gained while living in New Zealand, Australia, Canada, the Republic of Ireland, the United Kingdom, the United States of America, or South Africa.  For South Africa, applicants also need to provide a South African Matriculation Certificate Minimum Higher-Grade D pass or Standard Level 5 in English or a South African Senior Certificate Minimum Higher-Grade D pass or Standard Level 5 pass in English;
• Awarded a single qualification at NZQF level 7 or above which took two or more years of full-time study to complete and was taught in English as the primary language of instruction and through face-to-face learning and assessment such as tutorials, presentations, seminars, and supervisory meetings, and was gained while living in New Zealand, Australia, Canada, the Republic of Ireland, the United Kingdom, the United States of America, or South Africa.  For South Africa, applicants also need to provide a South African Matriculation Certificate Minimum Higher-Grade D pass or Standard Level 5 in English or a South African Senior Certificate Minimum Higher-Grade D pass or Standard Level 5 pass in English;
• Awarded Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA);
• Awarded Trinity College London Certificate in Teaching English to Speakers of Other Languages (CertTESOL);
• Achieved an outcome in one of the approved tests which is equivalent to or better than those specified (see table below) within the past two years:

NB: Any future changes by the Teaching Council of Aotearoa New Zealand around academic requirements for admission and language proficiency will supersede regulations in the programme document until the appropriate type 2 changes are made.

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

Literacy and numeracy competency:

Prior to entry, applicants must:

• pass (with a minimum of 50%) the Programme Committee approved literacy competency assessment, and
• pass (with a minimum of 50%) the Programme Committee approved numeracy competency assessment.

In accordance with the Teaching Council’s requirements for ITE providers, the literacy and numeracy test measures applicant’s competency in reading, writing and numeracy. The test was developed to meet the equivalent level of the required literacy and numeracy credits for university entrance. The assessment tools were adapted from the Tertiary Education Commission’s learning progressions. The mapping tool provided by the Ministry of Education indicates that literacy ability at NCEA level two and three is equivalent to steps four to five of the learning progression and numeracy ability at NCEA level is equivalent to steps two to three.  The final test and marking schemes were assessed by an institute literacy and numeracy expert who confirmed the test was of an appropriate level.  The passing test level for the literacy and numeracy test is comparable to New Zealand University Entrance.

The diagnostic test will be undertaken in an environment equivalent to group exam conditions. Therefore, the test is invigilated, timed to a maximum of 2 hours, no tools are permitted (i.e. calculators/phones).

Candidates maybe offered a resit on either test should they reach a mark between 45-49%.

Selection Criteria:

The outcomes of the interview and testing are collated together with the results of the referee reports and provided to a selection panel. The Selection Panel, which comprises of the Curriculum Lead, a senior or principal lecturer within the School of Education, and a member of the external advisory committee who is a registered/certificated teacher, will consider each applicant who has been interviewed and makes the final decision regarding acceptance.  The selection panel will make an overall judgement as to whether the applicant meets the entry requirements, has the potential to be successful on the programme and is likely to meet the Professional Responsibilities and Standards for Teaching on completion.

Decisions regarding those applicants who have a returned Police Vet with criminal conviction/s will consider the severity, date of the offence(s), age, and pattern of offending. The Head of School along with the Programme Committee will make decisions based on results, and a possible further interview with the applicant to assess whether the applicant can:

Demonstrate a mature and positive approach to study, commitment and motivation to succeed

AND

Be able to relate to and communicate with young children, their parents and family/whānau

AND

Have no criminal convictions which would preclude them from working with children in a position of trust and no medical, physical, or psychological condition which could preclude working with children.

AND

Displaying respect for persons, for cultural and social values of New Zealand, for the law and for the views of others

AND

Be mentally and physically fit enough to carry out the teaching role safely and satisfactorily

AND

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

All applicants will be notified in writing of the outcome of their application.

Successful applicants will be reminded that while they 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.

Successful applicants will be required to inform the School of Education Programme Committee of all criminal and pending criminal convictions they receive at any point after acceptance onto the programme. Good Character and Fit to be a Teacher declaration will be completed annually to ensure students are given every opportunity to disclose any potential issues.

Unsuccessful applicants will be informed of the reason their application is unsuccessful and provided with information on alternative learning pathways and possible options to enhance future applications.