Guidelines for application for course approval for international
students under Section 4E of the Education Act
A section 4E Course Approval for international students in state or private
schools confirms that:
a. a class, course, or programme (together called “course”) standard of instruction
is no lower than the standard expected for domestic students. That is the course
has clear and consistent aims, content, outcomes, delivery methods and
assessment practices which meet the necessary criteria and requirements.
b. a school has or will have the necessary resources for the course. Schools that
wish to deliver another organisation's approved course must seek their own
section 4E approval to deliver that course.
Guidelines for criteria for Section 4E Course Approval for courses for
international students
There are nine criteria for a Section 4E Course Approval. This guideline includes an
explanation of each criteria indicating evidence needed and extra information you may
need for your application to be successful.
Applications must be made on the Application template to apply for Section 4E Course
Approval by the New Zealand Qualifications Authority (NZQA).
General Guidelines for Applications
1.Course Title(s)
The title of the course is appropriate and provides an accurate indication of its subject
area.
The course title will identify the course and be listed on the NZQA website as an
approved Section 4E Course. The approved course title must be used when providing
information to the Ministry of Education (MoE).
For example:
Senior English for Academic Purposes.
Introductory English for Year 9
2. Course Aims
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The aims are clearly defined, they need to identify any targeted student group and are
appropriate to the nature and level of the course.
Schools should only accept applicants who have a reasonable likelihood of completing
the course and provide suitable support to do so. It is important that students have a
good chance of successfully meeting the outcomes of the course.
For example:
Aims of a Year 9 or 10 English language course may include preparing students for
study in preparation for NCEA Level 1, but aims of an English course at level 3 may
include preparing students for tertiary study.
Group students who are here for a short period of time may only undertake a limited
language programme.
3. Student Learning Outcomes
Clear learning outcomes are specified for each component of the course, and are
consistent with the aims and the level of the course.
The learning outcomes must be measurable and reflect the level of the component.
For example:
On successful completion of this component, students will be able to ...
4. Course Components and Delivery
The structure of the course is appropriate to the aims and learning outcomes. It
describes how the components of a course are integrated to provide a balanced and
logical learning programme. Delivery and facilitated learning methods are appropriate
to the nature of the course and the learning outcomes. The methods demonstrates
how students will achieve the outcomes and aims of the course.
Information for developing courses for ESOL students can be found on page 6 and at:
http://esolonline.tki.org.nz/ESOL-Online/Student-needs/Planning-for-learning
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5. Assessment, Reporting and Quality Assurance
Assessment methodology and planning are appropriate. Assessment procedures are
fair, valid, consistent and appropriate, and must be able to make accurate judgements
about whether or not students have met the learning outcomes. Assessments must
also be appropriate for the mode of delivery of the course. Students are provided with
fair and regular feedback on progress. Moderation processes are linked to the
school’s quality assurance processes. The schools quality assurance processes
ensure assessment judgements are nationally consistent.
Assessments and assessment tools must be appropriate in terms of the level of learning
they are intended to assess and in terms of accurately assessing the correct skills,
attitudes and knowledge of the learning outcomes.
6. Resources
The course is able to be delivered effectively with regard to appropriate academic
staffing, teaching facilities, physical resources, student safety and support services.
7. Evaluation and Review
There is an effective system in place to evaluate and review course delivery against
defined course aims, outcomes and standards; for monitoring improvement following
evaluation and review; and for determining whether a course shall continue to be
offered. The system includes structured processes for ensuring that the views of
students and other stakeholders are taken into account.
8. Relevance of the course to stakeholders
The proposed course is acceptable to the relevant stakeholders, in terms of its stated
aims and learning outcomes, content and structure.
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10. Unit / Course Outlines
Unit and course outlines are clear and in learner friendly language. They specify
requirements for admission, course length and structure, integration of
practical/work-based components, assessment procedures, and normal progression
within a course. Where applicable, the outlines should also cover any application of
credit for previous study, and recognition of prior learning.
a. Course outlines/unit outlines should be available to all students and would
normally be included in a student or course handbook. Include a unit outline,
course outline, student course guide or a draft copy, with the application.
Where a course leads to or contributes to a qualification the course outline
should include where appropriate:
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entry requirements such as academic requirements
course overview
assessment provisions including further assessment and appeals and
provisions for dealing with impaired performance
requirements for course completion including time allowed to complete the
course and exit points
eligibility for any awards including provision for the award of grades
Changes to existing courses
The need for changes can result from ongoing stakeholder feedback (e.g. student
evaluations, teaching staff evaluations, advisory committee recommendations), formal
course review, and external factors (e.g. changes to legislation or changes to unit
standards by NZQA).
Some changes can be made without any NZQA involvement. In general, such changes
relate to changes to only some components of a course such as updating standards
offered as they are reviewed/expired.
Other changes require written approval from NZQA before being implemented. In
general, these changes relate to the overall course.
Check with NZQA (School Relationship Manager – Course Approval) to
confirm whether prior approval is required for specific changes.
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Glossary of terms
NZQA recognises that schools may have alternative terms, such as programme,
module, or unit, which they may prefer to use in their application documentation.
Please ensure terms are used consistently.
Aims: Aims differ from learning outcomes. Aims identify why the course should be
delivered; learning outcomes identify what students should achieve as a result of the
course.
Course: The term course refers to a class, course or programme intended exclusively
or mainly for international students (see section 4E of the Education Act 1989).
A component: is an identifiable part of a course.
Learning outcomes: identify the attitudes, knowledge and skills expected of successful
students. They should be measurable (able to identify when a student has achieved a
learning outcome) and achievable within the component.
Quality Management System: The school’s Quality Management System (QMS)
document contains evidence that the school is meeting requirements of the Consent to
Assess Against Standards on the Directory of Assessment Standards Rules 2011
(CAAS). (applies only to secondary and area schools with Consent to Assess on the
Directory of Assessment Standards.)
For further information, or to provide feedback on content, contact
CourseApproval@nzqa.govt.nz with course approval and school name in subject
line
OR
School Relationship Manager
Course Approval
School Quality Assurance and Liaison
New Zealand Qualifications Authority
PO Box 160
Wellington 6140
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Information to support those schools applying for an ESOL course
The components for an ESOL course could come from the English Language Intensive
Programme Years 7-13 Resource, 2003, Ministry of Education, Wellington.
The four stages with their language learning outcomes and Orientation to Learning
statements would provide the basis of an ESOL programme. These learning outcomes
elaborate the more general statements from the learning areas and language section of
the New Zealand Curriculum. Achievement objectives should be taken from a range of
learning areas.
Visit http://www.esolonline.tki.org.nz for examples of ESOL units of work.
Students need to acquire English language to achieve in the learning areas, and
develop in the key competencies as outlined in the New Zealand Curriculum (2007).
The section on Learning areas and language makes this quite clear:
For each learning area, students need specific help from their teachers as they learn:
 the specialist vocabulary associated with that area;
 how to read and understand its texts;
 how to communicate knowledge and ideas in appropriate ways
 how to listen and read critically, assessing the value of what they hear and
read.
In addition to such help, students who are new learners of English or coming into an
English –medium environment for the first time need explicit and extensive teaching of
English vocabulary, word forms, sentence and text structures and language uses.
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