Qualification details
Title
New Zealand Certificate in Language Teaching (Level 5)
Version
1
Qualification type
Certificate
Level
5
Credits
60
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 qualification is for individuals engaged in or seeking a
language educator position in Aotearoa New Zealand or
overseas. It represents a base level qualification for a
professional language educator. Candidates will be expert users
of the target language, which may be English or any other
language, and may be domestic or international.
Graduates will have the skills, knowledge and attributes required
of an independent language educator. They will benefit Aotearoa
New Zealand by equipping learners with 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 (20 credits)
Outcome Statement
Design a sequence of lessons to respond to the language needs
of learners within a specific learning context.
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
Analyse language for teaching purposes and apply analysis to
lesson design.
Facilitate Learning (20 credits)
Foster an environment that gives primacy to learners and
respects their mana and diverse backgrounds, and the wider
educational and societal context, in order to facilitate quality
learning.
Deliver a planned sequence of lessons to facilitate language
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learning and respond to learner needs, within the lessons.
Assess and Evaluate (20 credits)
Use a range of methods to assess learners and inform ongoing
practice.
Critically reflect and explore options to improve own practice.
Education pathway
Graduates of this qualification build on the knowledge gained in
the New Zealand Certificate in Language Teaching (Level 4) and
may undertake higher level language teaching qualifications at
Level 6 and above.
Employment pathway
Graduates of this qualification will have the applied knowledge
and skills to teach language in a range of educational settings in
such roles as:
 classroom language teachers

on-line language tutor

language trainers.
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
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moderation/benchmarks across common programmes

Credit transfer and recognition of
prior learning arrangements
relevant External Evaluation and Review (EER) data.
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 proficiency in the target
language at Common European Framework of Reference
(CEFR) C1 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 6 teaching hours.
Conditions for programme
context

Programmes should demonstrate integrated assessment of all
outcomes.

Outcomes should be integrated across programme design.

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.

Delivery of a programme leading to this qualification can be in the:
primary, secondary, tertiary, community, on-line or global
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
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contexts.
Other conditions

Te Tiriti o Waitangi refers to an agreement signed between the
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.

The practicum must include teaching of: listening, speaking,
reading and writing skills, and integrating vocabulary, grammar
and phonology in an authentic teaching context with a group of
actual learners.

Programme must provide opportunities for candidates to engage
in reflective practice throughout the course of study.

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

A sequence of lessons refers to
lessons of different types, using a
range of strategies, activities and
resources
Mandatory

Responding to the language
needs of their learners requires
consideration of principles of
language acquisition and learner
characteristics, background,
language and literacy level and
aspirations.
Design (20 credits)
1
Design a sequence of lessons to respond to
the language needs of learners within a
specific learning context.
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX
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2
Analyse language for teaching purposes
and apply analysis to lesson design.

A specific learning context
includes the language and
cultural background of the
learners, and wider educational
and societal factors.

Analysis of language includes
accurate use of meta-language
relating to linguistic features,
language skills and sub-skills.
Mandatory

Foster an environment refers to
creating rapport, and managing
the learning process and
professional relationships with
colleagues and learners
Mandatory

Mana refers to the unique
characteristics of adult learners
as individuals.

Lessons refer to those planned in
Outcome 1

Facilitate language learning
refers to:
Facilitate Learning (20 credits)
3
4
Foster an environment that gives primacy to
learners and respects their mana and
diverse backgrounds, and the wider
educational and societal context, in order to
facilitate quality learning.
Deliver a planned sequence of lessons to
facilitate language learning and respond to
learner needs, within the lessons.
o
o
o
Mandatory
a learner-centred approach,
reflecting principles of
language acquisition
purposeful learning and
teaching activities to achieve
lesson aims
assisting learners to develop
independent language
learning strategies.
Assess and Evaluate (20 credits)
5
Use a range of methods to assess learners
and inform ongoing practice.
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX

Candidates are required to
select, adapt and moderate
assessments that align to the
learning outcomes of the
programme
Mandatory

A range of methods may include
diagnostic, formative and
summative assessment.
Optional
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6
Critically reflect on own practice and
explore options to improve practice.
Qualification Reference XXXX
© New Zealand Qualifications Authority 20XX

Critically reflect involves ongoing
review of practice in the light of
feedback and with reference to
theoretical models, learner
factors and educational purpose.

Practice includes the teaching
and learning process,
professional awareness and
responsibility, and collegiality.

Programme must address the
recognition and identification of
personal professional
development needs.
Mandatory
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