Title
Version
Level
NZSCED
1
5
070199
DAS classification
Qualification developer
Next review
320
Approval date
Strategic purpose statement
Qualification type Diploma
Credits 120
Education > Teacher Education > Teacher Education not elsewhere classified
Education > Generic Education and Training
To be confirmed
31 December 2019
Dd Mmmm YYYY
Graduate profile
The primary purpose of this qualification is to provide a professional development opportunity for practising teachers who wish to develop the competencies and in-depth knowledge to work effectively with Rudolf Steiner education. Applicants who are not qualified teachers but who have experience of teaching or working with children may be granted discretionary acceptance to the programme.
Graduates of this qualification will benefit New Zealand by meeting the needs of parents, children and stakeholders who have an interest in Rudolf Steiner education. They will also contribute to excellence in learning and teaching in this philosophy.
Graduates of this qualification will have the skills and knowledge to identify appropriate pedagogies for working effectively with learners, parents and whanau in a bi- and multi-cultural environment, and particularly with communities and individuals in this particular spiritual, philosophical, and cultural orientation.
Graduates will also 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 are understood in relation to the given contexts in which they practice.
Graduates of this qualification will be able to:
Select a range of pedagogical processes for teaching that are relevant to the philosophy (15 credits)
Apply a range of teaching skills and approaches in the classroom as an essential aspect of understanding the philosophy
(50 credits)
Communicate effectively with learning community stakeholders
(10 credits)
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Education pathway
Employment and community pathway
Respond with awareness of and sensitivity to learner needs
(15 credits)
Apply innovative, collaborative, creative and artistic approaches to learning and teaching (10 credits)
Reflect on own practice and critically explore options for improvement (20 credits)
This qualification builds on from:

the New Zealand Certificate in Holistic Education (Level 4)

other recognised teaching qualifications.
Graduates who are not already state-qualified teachers may choose to continue on to relevant qualifications to work towards teacher registration, including the Bachelor of Education from
AUT University with a specialisation in Steiner Education.
State qualified teachers who are graduates of this qualification will have the skills and knowledge to be employed as class teachers or specialist teachers working in a Rudolf Steiner context.
Graduates of this qualification who are not already qualified teachers may obtain employment as informed support workers
(teacher aides) in Rudolf Steiner schools.
Qualification award
Evidence requirements for assuring consistency
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.
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 gradua tes’ 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

a portfolio of student work relating to the qualification and
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Credit transfer and recognition of prior learning arrangements
Minimum standard of achievement and standards for grade endorsements
Entry requirements (including prerequisites to meet regulatory body or legislative requirements) 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.
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.
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.
There are no mandatory prerequisites to meet regulatory body or legislative requirements for this qualification.
Overarching conditions relating to the qualification
Conditions for programme structure

Programmes should demonstrate integrated assessment of most outcomes.

Outcomes should be integrated across programme design.
Conditions for programme context

Providers must ensure that diversity of culture and learning styles and needs of the candidates can be met.

Providers must ensure candidates are aware of the legal and ethical considerations of their sector.
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.
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 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.

Programme design must ensure candidates gain practical experience in a Rudolf Steiner education environment.
Specific conditions relating to the Graduate profile
Qualification outcomes Conditions Mandatory or
Optional
1 Select a range of pedagogical processes for teaching that are relevant to the philosophy. (15 credits)
2 Apply a range of teaching skills and
3
4 approaches in the classroom as an essential aspect of understanding the philosophy. (50 credits)
Communicate effectively with learning community stakeholders. (10 credits)
Respond with awareness of and sensitivity to learner needs in accordance with the philosophy. (15 credits)

Programmes must include a range of pedagogical processes in the
Rudolf Steiner context including philosophy, curriculum, and school culture.

Pedagogical processes such as developmental stages of the growing child, rhythm, temperaments.

Programmes must include: o planning and delivery of lessons informed by the philosophy o a range of educational technologies o a range of artistic competencies.

Stakeholders include teachers, school managers, parents and pupils, and wider community.

Programmes must include o the diverse needs of learners including learning needs, learning styles and cultural and literacy needs o how the philosophy responds
Mandatory
Mandatory
Mandatory
Mandatory
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5 Apply innovative, collaborative, creative and artistic approaches to learning and teaching. (10 credits)
6 Reflect on own practice and critically explore options for improvement.
(20 credits) to those needs o why and how the philosophy responds to those needs in a particular way.

Programmes must include effective strategies for assessment, feedback and evaluation.

Programmes must include developing skills for life-long learning and ongoing personal and professional development.
Mandatory
Mandatory
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