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
Qualification developer
NZQA Qualifications Services on behalf of and in collaboration
with the sector.
Next review
31 December 2020
Approval date
January 2016
Strategic purpose statement
This qualification is for those who are or want to be a language
educator in Aotearoa New Zealand or overseas. It represents a
base level qualification for a professional language educator who
can operate independently.
Outcome Statement
Candidates will be expert users of the target language, which
may be English or any other language.
Graduate profile
Graduates of this qualification will be able to:
- design a sequence of lessons to respond to the language
needs of learners within a specific learning context
- analyse language for teaching purposes and apply analysis
to lesson design
- create and sustain a learner-centred teaching environment
that respects learners’ 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 during the lessons
- use a range of methods to assess learners and inform own
ongoing teaching practice
- critically reflect on own teaching practice and explore options
to improve own practice.
Education pathway
Graduates of this qualification may undertake further study
towards Level 6 and above qualifications in language teaching.
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:
Qualification Reference 2758
© New Zealand Qualifications Authority 2015
-
classroom language teachers
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-
online language tutor
language trainers.
Qualification specifications
Qualification award
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
Standard evidence for programme providers may include:
- assessment information leading to the achievement of the
graduate outcomes
- a portfolio of candidate work relating to the qualification and
the annual review focus requirements
- graduate and/or stakeholder/end-user feedback on outcome
achievement
- tertiary education organisation (TEO) moderation outcomes
which may include moderation/benchmarks across common
programmes
Minimum standard of
achievement and standards for
grade endorsements
Achieved.
Other requirements for the
qualification (including 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.
General conditions for the programme leading to the qualification
General conditions for
programme
‐
‐
‐
‐
Qualification Reference 2758
© New Zealand Qualifications Authority 2015
Outcomes should be integrated across programme design in
a way that makes it clear outcomes are mutually supportive
and not entirely discrete.
In a programme, assessment of all outcomes should be
integrated so each assessment task provides evidence of at
least two outcomes in ways that demonstrate their
interdependence.
Practicum must be carried out in an authentic teaching or
training context. Authentic refers to a wide variety of possible
cultural and educational contexts. It involves instructional
techniques that connect what candidates learn to the world
beyond the classroom and enable the application of the
learning in that world.
Candidates must complete an observed and assessed
practicum of a minimum of six teaching hours, which includes
teaching of: listening, speaking, reading and writing skills,
and integrating vocabulary, grammar and phonology in an
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authentic teaching context with a group of actual language
learners.
‐
‐
‐
During practicum, candidates may be working with learners
18 years and under. In this case, practical experience will
require a safety check to comply with the requirements of the
Vulnerable Children Act 2014. For more information on the
Vulnerable Children Act 2014, safety checking regulations
and guidelines see http://childrensactionplan.govt.nz.
Delivery of a programme leading to this qualification can be
in the: primary, secondary, tertiary, community, online or
global contexts.
Programmes must include a range of pedagogical principles.
These principles include those informed by Te Tiriti o
Waitangi, to ensure that the indigenous status of Tangata
Whenua and the role of Tangata Tiriti are understood. The
principles also include those informed by Aotearoa New
Zealand’s Pacific location and multicultural environment.
Programmes delivered outside Aotearoa New Zealand must
include cultural practices in relation to the given contexts in
which graduates will practice.
Glossary
‐ Candidate is the person who is enrolled in a programme
leading to this qualification.
‐ Learner is the person who, in turn, is taught by the candidate.
Conditions relating to the Graduate profile
Qualification outcomes
Conditions
1
Design a sequence of lessons
to respond to the language
needs of learners within a
specific learning context.
Credits 15
A sequence of lessons refers to lessons of different types, using
a range of strategies, activities and resources.
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.
A specific learning context includes the language and cultural
background of the learners, and wider educational and societal
factors.
2
Analyse language for teaching
purposes and apply analysis to
lesson design.
Analysis of language includes accurate use of meta-language
relating to linguistic features, language skills and sub-skills.
Credits 10
3
Create and sustain learnercentred teaching environments
that respects learners’ mana
and diverse backgrounds, and
the wider educational and
societal context, in order to
Qualification Reference 2758
© New Zealand Qualifications Authority 2015
Learner-centred 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 and what they bring to their learning.
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facilitate quality learning.
Credits 10
4
Deliver a planned sequence of
lessons to facilitate language
learning and respond to
learner needs during the
lessons.
Credits 10
5
Use a range of methods to
assess learners.
Lessons refer to those planned in outcome one.
Facilitate language learning refers to:
- 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.
A range of methods may include diagnostic, formative and
summative assessment.
Credits 10
6
Critically reflect on own
teaching practice and explore
options to improve own
practice.
Credits 5
Qualification Reference 2758
© New Zealand Qualifications Authority 2015
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.
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