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UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
Template 2: Qualification Change Template 2010
Proposal Description
R
Purpose
of the proposal
To amend the current Graduate Diploma in Teaching and Learning (Early Childhood). The proposal aims to change the
title of the qualification from Graduate Diploma in Teaching and Learning (Early Childhood) to Graduate Diploma in
Early Childhood Teaching, to simplify the structure and update and restructure appropriate content into 15 point courses.
Justification
The aim of the proposal is to provide an academically and professionally coherent programme of learning appropriate for
graduate students planning a career as an early childhood teacher. This qualification will attract graduates into initial
teacher education by offering them the opportunity to become qualified early childhood teachers in a one year
programme. The Graduate Diploma in Early Childhood Teaching will attract graduate students from the University region
and beyond, many of whom will themselves be graduates of the wider University. This programme will, as with other
initial teacher education programmes offered by the College of Education, have strong links to the education community,
in particular the early childhood community. Members of the early childhood community will provide advice and
guidance in the development of this programme and on an ongoing basis through advisory committees. The programme
provides opportunities for teachers in the field to be directly involved by acting as associates for student teachers from the
programme.
The proposal meets the requirements for programme approval from the NZ Teachers Council and graduates from the
programme will be able to meet the graduating teacher standards and registering teacher criteria.
Graduates will be able to be employed in a range of early childhood settings.
The Graduate Diploma programme is currently offered by the university with 20 month and 15 month pathways.
Nationally initial teacher education programmes at the graduate level are 12 months long. This proposal makes UC’s
programme consistent with this.
The programme is guided by integrating concepts which include acknowledgement of and respect for New Zealand’s bicultural heritage. The programme therefore incorporates both Te Ao Māori and Treaty of Waitangi content. Not only is
there a specific course in the programme focussed on Te Ao Māori, there is specific content related to te Tiriti o Waitangi
and all students will attend noho marae.
The College of Education continues to be well placed with its current staffing to offer this qualification.
Early childhood in context
Pedagogy
Curriculum
Learners and learning
•Historial, social, cultural context
•Bi-cultural context
•Research informed
•Pedagogical knowledge
•Reflexivity
•Professional knowlege
•Learning theory
•Curriculum knowlege
•Pedagogical content knowlege
•Teachers
•Children
•Communities
Diagram developed by Dr Alex Gunn, January 2010
The proposed programme has a sound philosophical and educational basis and as such can continue to provide the
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framework to develop critically reflective and inspirational early childhood teachers. The philosophical model upon
which the programme has been developed is shown above. The model demonstrates the importance of context for the
development and application of knowledge. The particular emphases on pedagogy, curriculum and learning taken in the
programme stem from the unique socio-historical and cultural context in which New Zealand early childhood education is
situated. Each staff member contributes to the programme with in-depth, specialist knowledge in several of these areas.
Learners are at the core of the programme – our students, the children they will teach and the communities within which
they exist. All courses provide the educational and bi-cultural contexts for learning and are research informed.
Acceptability
The University of Canterbury and the College of Education has been a leading provider of Early Childhood Teacher
Education for many years. A Graduate Diploma in early childhood education has been offered since 1999. The academic
success of the programme is a reflection of the holistic and balanced delivery of the various components that comprise
high quality ITE. Staff in the programme are committed to all students being involved in a broad balanced programme
that reflects the needs of the profession. In the context of qualification review and restructure within the College of
Education and alongside national developments in Graduate Diploma qualifications, members of the early childhood
sector have been involved in consultation along with the College’s faculty and current programmes’ monitor. It has
become apparent that change is timely. Student views continue to be canvassed.
Comment has been sought from:
Sherryll Wilson – General Manager Kidsfirst Kindergartens, Member of UoC ECE Sector Liaison Committee
Dr. Ali Wegner - Manager, Kindergarten Operations Kidsfirst Kindergartens
Sue Cherrington - Associate Dean (Early Childhood) Victoria University, Programme Monitor
Lyn Foote - Director, Centre for Early Childhood Education, Otago University
Alison Stevenson - Alison Stevenson (Director) Rangi Ruru Early Childhood College
Sandy Cassells – Barnardos, Member of UoC ECE Sector Liaison Committee
Raewyn Penman - University of Canterbury Early Years Care & Education Senior Teacher
Ly Lynne Harata Te Aika – HoS Maori Social and Cultural Studies and College of Education KaiArahi
Della Dunnill – Centre Supervisor, Member of UoC ECE Sector Liaison Committee
Jenny Hunter - Member of UoC ECE Sector Liaison Committee
Lisa Kircher – Kindergarten Head Teacher, Member of UoC ECE Sector Liaison Committee
Milika Faitotonu - Centre Supervisor, Member of UoC ECE Sector Liaison Committee
Goals of the programme
The early childhood staff in the College of Education are focussed on enriching the human experience through the
development of critically reflective and inspirational early childhood teachers. A research-informed programme provides
an environment for creative learning and produces innovative teachers that shape and enhance the profession. The
programme aims to produce thinking, questioning and critically reflective graduates who are able to understand the
crucial role that teachers play in enabling the educational achievement of all learners. The programme’s rationale stems
from the necessity to provide a cohesive, practice-based qualification for graduates wishing to teach in early childhood.
Programme coherence is achieved through its development around several integrating concepts and connecting devices
that infiltrate the taught courses and professional practice experiences.
Graduate profile
The vision of this programme is to educate people so they excel in becoming leading, knowledgeable, inspirational and
ethical teachers. Graduates will understand the contributions that quality early childhood education can make to enriching
individuals and society.
Graduates will have:
Content and curriculum knowledge
 specialist content and early childhood education curriculum knowledge.
Pedagogical knowledge
 a deep and contemporary knowledge of education, philosophical concepts and approaches necessary for quality
teaching and learning experiences.
Pedagogical content knowledge
 the ability to transform content, curriculum and pedagogical knowledge into effective and powerful learning
environments responsive to the needs and characteristics of diverse learners.
Learners
 an understanding of learning as a life-long process, of child development, of the social contexts in which children
live and the pedagogical opportunities of these.
Education context
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
an understanding of the broader socio-critical context of education and early childhood education in particular,
both nationally and internationally, that equips graduates to respond critically and ethically to the complexities of
educators’ roles.
Bicultural context
 knowledge of the Treaty of Waitangi and culturally responsive pedagogies including the ability to utilise te Reo
me nga Tikanga Māori.
Professional role
 an understanding of and the ability to enact the professional role of the teacher in the context of legal, ethical and
other professional responsibilities.
Reflexivity – theory to practice
 the ability to be critically reflexive in addressing education challenges in order to improve teaching and learning
processes.
Research
 a critical appreciation of the role, and the uses of research to enhance praxis within education contexts.
The following include some of the dispositions/attitudes which will be evident in the philosophies and/or actions of
successful graduates.
 A passion for teaching.
 A commitment to life-long learning.
 A willingness to reflect on and improve own teaching.
 A willingness to consider feedback and act on this when appropriate.
 A belief that teaching is a profession that requires a knowledge and acceptance of ethical and legal responsibilities.
 A belief that all children have something to contribute.
 A belief in child and family/whanau involvement in decision making and goal setting.
 A belief that teachers make a positive difference to children’s learning and development.
 An acknowledgement that learning is enhanced when experiences build children’s competence and confidence.
 An appreciation of the uniqueness and similarities of each child’s learning.
 An appreciation that teaching is influenced by personal attitudes and values.
 An appreciation of the importance of positive professional relationships with colleagues.
 A commitment to biculturalism and the Treaty of Waitangi.
 A commitment to social justice and inclusion.
 A commitment to education for a sustainable environment.
 Respect for all children and whanau within their social, cultural and political context.
Outcome statement
Graduates of this programme will meet the requirements of the Graduating Teacher Standards and the provisional
registration requirements of the New Zealand Teachers’ Council and be well placed to find employment in the diverse
range of early childhood settings available, both nationally and internationally. Graduates from the Graduate Diploma in
Early Childhood Teaching at the University of Canterbury will be critical and reflexive beginner practitioners ready to
enter the teaching profession as early childhood specialists. They will have developed content knowledge, pedagogical
knowledge, pedagogical content knowledge and an awareness of research in the field such that they will be able to start as
independent teachers who can also search for answers when they meet new challenges.
Programme overview
The Graduate Diploma in Early Childhood Teaching programme has been designed to develop critically reflective and
inspirational early childhood teachers, to meet CUAP criteria for a graduate diploma and to satisfy Teacher’s Council
standards for ITE accreditation. The Graduate Diploma in Early Childhood Teaching will require students to follow a
core programme relevant and specific to early childhood teacher education In addition, all students will complete three
teaching practices to allow them to make authentic links between theory and practice, to reflect, grow and develop
between practices and to experience teaching in a variety of contexts.
An overview of the proposed programme is provided below:
Semester One
Semester Two
Professional Inquiry 1
Professional Inquiry 2
Social and Cultural Studies 1
Social and Cultural Studies 2
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The Early Childhood Context 1
Te Reo me Nga Tikanga Maori
Professional Practice 1
The Early Childhood Context 2
Professional Practice 2
Professional Practice 3
Proposed teaching/delivery methods
The programme consists of ten 15pt courses completed over two semesters beginning in early February and finishing in
early December. Three of the ten courses are Professional Practice (2 x 5 week and 1 x 4 week), making a total of 14
weeks professional practice in early childhood settings. Students will experience an infant and toddler, kindergarten as
well as an education and care setting. Students will enrol in the flexible learning options (FLO) of all courses and will
thus study largely by distance. Students will attend 5 blocks of face-to-face classes at the Ilam campus during the year.
The placement of the block courses is designed to support students to make sense of semesterised course materials and
assessments, as well as bridge into and out of the professional practice placements. Students will receive materials in hard
copy, however the majority of materials will be available on-line through the learning management system UC LEARN.
Assessment procedures
Assessment for the Graduate Diploma in Early Childhood Teaching will be governed by the University of Canterbury
General Regulations and Policies as published in the UC Calendar and by the specific Academic Award Regulations.
With the exception of teaching practice, which will be assessed by a pass/fail competency grade, all courses within the
qualification will be assessed using the College grading scale. Students will be provided with the specific assessment
requirements for each paper in a course outline that will be provided at the start of each course. Internal moderation of all
assessed work will be completed at the end of each course and a selection of work will be externally moderated in
accordance with the College of Education’s Assessment Policy. A variety of forms of assessment, based upon the
learning outcomes for the course, will be used in the courses throughout the degree and these will include; essays, tests
under examination conditions, poster and oral presentations, written assignments, video, group work, assessed class
participation and, an E–portfolio. Marking will be completed by the course lecturers.
Predicted student numbers/EFTS
2011 – 30 x 1.25 EFTS = 37.5 EFTS
2012 – 40 x 1.25 EFTS = 50 EFTS
2013 – 45 x 1.25 EFTS = 56.25 EFTS
Resources
The resources for the provision of this programme are the same as those already provided for the delivery of existing
qualifications.
Plans for monitoring programme quality
These systems for monitoring programme quality remain unchanged including internal and external moderation, external
programme monitoring, and student evaluation processes.
UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
Calendar Form
Degree Regulations
2010 Calendar page 131 delete entry for Graduate Diploma in Teaching and Learning (Early Childhood)
Add
Graduate Diploma in Early Childhood Teaching (GradDipECTch)
1. Structure of the Programme
To qualify for the Graduate Diploma in Early Childhood Teaching a candidate must pass courses having a total value of
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at least 150 points as specified in the Schedule to the Regulations.
The usual period of enrolment for a full-time candidate is 1 year. The maximum period of enrolment for a full-time
candidate is two years. The maximum period of enrolment for a part-time student will be three years
2. Re-enrolling in courses
Should a candidate fail any course, the candidate may re-enrol in that course only with the approval of the Dean of
Education.
3. Admission to the programme
Every candidate for the Graduate Diploma in Early Childhood Teaching before enrolling in a course of study for the
Graduate Diploma, shall have either:
(a) qualified for a three year fulltime equivalent bachelors degree or
(b) been admitted ad eundem statum as entitled to enrol for the Graduate Diploma, and
(c) approval as a candidate by the Dean of Education, on the recommendation of a Selection Committee.
Notes:
1. Selection will be based on academic attainment and such other criteria as the Selection Committee may determine,
which may include an interview.
2. Candidates are required to be vetted by police.
3. International students for whom English is an additional language must provide evidence of their English language
ability as follows;

IELTS (Academic) 7.0, with no individual score below 7.0 or

TOEFL paper-based test score of 600 and TWE of 5.0 or

TOEFL internet-based test score of 100 with minimum band scores for Reading 23, Listening 23 and
Writing 22 or

At least two years of successful study in a New Zealand secondary school, with at least eight Level 2
NCEA credits in English (four reading and four writing) or

Successful completion of University of Canterbury Certificate in English for Tertiary Studies
(postgraduate module, grade C or better
Notes:
1. Other students for whom English or Te Reo Maori is not the first language may be required to provide such
evidence. Applicants may be required to undergo assessment before making an offer of place.
2. Students for whom English is not a first language must satisfy the New Zealand Teachers' Council English
requirement for teacher registration in New Zealand which is a minimum of IELTS 7.0 in all strands.
4. Transfers of credit and exemptions
Any candidate who has been credited with a course or courses at another tertiary educational institution may, with the
approval of the Dean of Education, be granted credit transfer from such courses as the Dean of Education may determine.
Any credit transfer or recognition of prior learning must meet New Zealand Teachers Council requirements.
Prescriptions
First Semester
TEPI 351
Professional Inquiry 1
This course will guide students in the development of a professional framework for their work with children, families,
whanau and colleagues. The course will examine the role of the early childhood teacher, professional relationships,
graduating teacher standards, and reflection as a key component of being a teacher. It will provide the links between
teaching and learning theory and practice.
TECE355 Social and Cultural Studies 1
Early childhood teachers need to be aware of the cultures within the society of Aotearoa/New Zealand. They must
understand what it means to be bicultural and how to function as teachers in a multicultural society, guided by Te Tiriti o
Waitangi. This course will focus on New Zealand as a bicultural and multicultural society, and develop students'
knowledge and understanding of te Tiriti o Waitangi.
TECE357
The Early Childhood Context 1
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Early Childhood teachers have a responsibility to foster ongoing and diverse learning pathways for children. This course
will enable students to provide inclusive early childhood education, and to partner with family/whanau in the education
and care of infants, toddlers and young children. Students will explore curriculum theory and practice and will examine
their role in providing curriculum experiences. Students will also investigate issues in Early Childhood Education and
paradigms of childhood.
TECE359 Te Reo me nga Tikanga Maori
This course will develop students’ competence in oral and written Maori, their understanding of tikanga as a foundation
for working in early childhood, and an understanding of Maori issues within education and the wider community.
TEPP351 Professional Practice 1
Practical experience in an early childhood setting.
Second Semester
TEPI 352
Professional Inquiry 2
This course provides the link between theory and early childhood centre practice. It will equip students with the skills to
be ethical teachers and competent team members and will clarify for students the myriad of administrative tasks
associated with early childhood teaching. The course will assist students in developing a professional framework for their
work with children and adults in early childhood settings.
P:TEPI351
TECE356 Social and Cultural Studies 2
This course examines the role of early childhood professionals as advocates for children and families. Students will
consider the parliamentary process, legislation and policy, and issues related to advocacy and children’s rights.
P:TECE355
TECE358 The Early Childhood Context 2
This course covers the principles of learning and assessment; the planning, implementation and evaluation of activities
which foster learning, and the assessment of learning in early childhood settings. Students will explore broader
educational issues, particularly in relation to government policy on education in New Zealand and how this impacts on the
role of the early childhood teacher. Students will continue to examine their role in providing curriculum experiences for
infants, toddlers and young children.
P:TECE357
TEPP352 Professional Practice 2
Practical experience in an early childhood setting.
P:TEPP352
TEPP353 Professional Practice 3
Practical experience in an early childhood setting.
P:TEPP353
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