Qualification details
Title
New Zealand Certificate in Language Teaching (Level 4)
Version
1
Qualification type
Certificate
Level
4
Credits
40
NZSCED
070199
Education > Teacher Education > Teacher Education not
elsewhere classified
DAS classification
359
Humanities > Languages
Qualification developer
To be confirmed
Next review
31 December 2019
Approval date
Dd Mmmm YYYY
Strategic purpose statement
This introductory language teaching qualification is for individuals
engaged in, or seeking, a language educator position in Aotearoa
New Zealand or overseas, often on a casual or voluntary basis.
Individuals may include domestic or international candidates,
who are proficient users of the target language, which may be
English or any other language.
Graduates will have the foundation skills, knowledge and
attributes required of a language educator practising under broad
professional guidance. They will benefit Aotearoa New Zealand
by assisting learners with the development of language skills to
facilitate their participation in diverse language communities.
Graduates will have an understanding of a range of pedagogical
principles and will be informed by Aotearoa New Zealand's Te
Tiriti o Waitangi, Pacific location, and multicultural environment.
They will also understand the indigenous status of Tangata
Whenua and the role of Tangata Tiriti in relation to the given
contexts in which they practise.
Graduates in offshore contexts will demonstrate sensitivity and
respect for the language background and cultural framework of
the learners, the community and the country within which delivery
takes place.
Graduate profile
Graduates of this qualification will be able to:
Design (15 credits)
Outcome Statement
Plan lessons, under broad guidance, to respond to the language
needs within a specific learning context.
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
Analyse language, with support, for teaching purposes.
Facilitate Learning (15 credits)
Foster an environment that gives primacy to learners and
respects their mana and diverse backgrounds, in order to
facilitate quality learning.
Deliver lessons to facilitate language learning.
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Assess and Evaluate (10 credits)
Use assessment processes to enhance language learning
Reflect on teaching and respond to feedback
Education pathway
Graduates of this qualification may undertake further study
towards:
 New Zealand Certificate in Language Teaching (Level 5)
Employment pathway
Graduates of this qualification will have the basic knowledge and
skills to teach language under guidance in the community and
other informal educational settings in such roles as:
 language tutors in the community

teacher aides

language assistants.
Qualification specifications
Qualification award
This qualification will be awarded to people who have met
the requirements of the outcomes. Credit gained for an
outcome may be used only once to meet the requirements of
this qualification. Awarding bodies for this qualification will
be any education organisation accredited under section 250
of the Education Act 1989 to deliver a programme leading to
the qualification. The certificate will display the NZQF logo
and the name and logo of the awarding body.
Evidence requirements for assuring
consistency
All education organisations either arranging training or
delivering programmes that lead to the award of the
qualification are required to participate with the qualification
developer in a scheduled consistency process, in
accordance with published national guidelines.
This will involve reviewing evidence associated with
graduates’ achievement of outcomes, establishing a periodic
cycle for a review focus for external consistency review, and
agreeing acceptable standards and/or benchmarks for
qualification outcome achievement, and areas for
improvement.
Standard evidence for programme providers may include:
 assessment information leading to the achievement of
the graduate outcomes
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX

a portfolio of student work relating to the qualification
and the annual review focus requirements

graduate and/or stakeholder/end-user feedback on
outcome achievement

TEO moderation outcomes which may include
moderation/benchmarks across common programmes

relevant External Evaluation and Review (EER) data.
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Credit transfer and recognition of
prior learning arrangements
Education organisations must have policies and procedures
in place for managing credit transfer, and assessing
recognition of prior learning and recognition of current
competency. These policies and procedures, and associated
fees must be available to the candidates prior to enrolment.
Where recognition of existing skills and knowledge is
requested by the candidate, this will be arranged by the
education organisation delivering the programme leading to
the qualification.
To facilitate credit transfer, education organisations must
clearly demonstrate the equivalency between each of the
outcomes in the graduate profile, and the assessment
components of their programmes.
Other recognised language teaching qualifications that
demonstrate evidence of competency of specific outcomes
can be accepted for RPL/RCC.
Minimum standard of achievement
and standards for grade
endorsements
The minimum standard of achievement required for the
award of the qualification will be the achievement of all the
graduate outcomes in the graduate profile. There are no
grade endorsements for this qualification
Entry requirements (including
prerequisites to meet regulatory body
or legislative requirements)
Candidates need to demonstrate competence in the target
language at Common European Framework of Reference
(CEFR) B2 or above. Target language refers to the
language which is to be taught.
Qualification conditions
Overarching conditions relating to the qualification
Conditions for programme
 Candidates must complete an observed and assessed practicum
structure
of a minimum of 3 teaching hours.

Practicum must include teaching: listening, speaking, reading and
writing skills.

Programmes should demonstrate integrated assessment of all
outcomes.

Outcomes should be integrated across programme design.
Conditions for programme
context

Practical experience must be in an authentic teaching context.

Authentic refers to a wide variety of cultural and educational
contexts, and instructional techniques connecting what
candidates learn to the world beyond the classroom and
applications.
Other conditions

Te Tiriti o Waitangi refers to an agreement signed between the
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
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representatives of the British Crown and approximately 540 Māori
chiefs, known as The Treaty of Waitangi (the English version) and
Te Tiriti o Waitangi (the Māori version), that became New
Zealand's founding document.

Tangata Whenua refers to a Māori term of the indigenous peoples
of New Zealand and literally means "people of the land", from
tangata, 'people' and whenua ‘land’.

Tangata Tiriti refers to a generic term to describe all people
whose rights to live in Aotearoa New Zealand derive from Te Tiriti
o Waitangi and the arrangements that the Crown has established
under a common rule of law, and the equity provisions of Article 3
of Te Tiriti o Waitangi. Tangata Tiriti translates as "People of the
Treaty" and refers to peoples of ethnic origins, other than Māori,
who live in New Zealand.

Candidates must operate within organisational requirements.

Providers need to ensure candidates are aware of the legal and
ethical considerations of their sector.
Specific conditions relating to the Graduate profile
Qualification outcomes
Conditions
Mandatory
or
Optional

Planning lessons can include
creating new or adapting existing
activities and resources to meet
learner needs.
Mandatory

Responding to language needs of
their learners requires
consideration of basic principles
of language acquisition, learner
characteristics, background,
language and literacy level and
aspirations

A specific learning context
includes the language and
cultural background of the
learners

Analysis of language includes
accurate use of basic metalanguage relating to linguistic
features, language skills and subskills.
Design (15 credits)
1
2
Plan lessons, under broad guidance, to
respond to the language needs within a
specific learning context.
Analyse language, with support, for
teaching purposes.
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
Mandatory
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Facilitate Learning (15 credits)
3
4
Foster an environment that gives primacy to
learners and respects their mana and
diverse backgrounds, in order to facilitate
quality learning.
Deliver lessons to facilitate language
learning.

Foster an environment refers to
creating rapport, and managing
the learning process and
professional relationships with
colleagues and learners

Mana refers to the unique
characteristics of adult learners
as individuals.

Lessons refer to those planned in
Outcome 1

Facilitate language learning
refers to:
o
o
Mandatory
Mandatory
a learner-centred approach,
reflecting key principles of
language acquisition
purposeful learning and
teaching activities that
contribute to achieving lesson
aims assisting learners to
develop language learning
strategies.
Assess and Evaluate (10 credits)
5
6
Use assessment processes to enhance
language learning.
Reflect on teaching and respond to
feedback.
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX

Use assessment processes
refers to the use of provided
methods and tools in order to
give feedback to learners taught
in Outcome 4, and to inform
further teaching.

Candidates at this level are not
expected to design assessments.

Reflection on teaching considers
factors affecting the learner and
educational purpose.

Programme must address the
recognition and identification of
personal professional
development needs.

Feedback may refer to evaluation
from trainers, peers and learners.
Mandatory
Mandatory
Optional
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