Qualification details
Title
New Zealand Certificate in Holistic Education (Level 4)
Version
1
Qualification
type
Certificate
Level
4
Credits
40
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
The purpose of this qualification is to provide Aotearoa New
Zealand with competent entry-level people who have an
introductory understanding of a holistic educational philosophy.
This will enhance their ability to act as an employee or support
worker in schools, pre-schools or other related environments
with a holistic education focus. This qualification may also be of
interest to those who wish to independently support the
learning of their family or whānau in a holistic education
context.
Outcome Statement
NZSCED
Graduate profile
Graduates of this qualification will be able to:
‐ select and apply pedagogical processes under broad
guidance to inform teaching and learning related to chosen
philosophy
‐ support students’ learning under broad guidance in
accordance with the chosen philosophy
‐ share responsibility with teaching staff for communicating
effectively with learning community stakeholders
‐ respond with sensitivity to the diverse needs of students in
accordance with the chosen philosophy
- reflect on own practice under broad guidance to identify
and apply ways of strengthening teaching and learning.
Education pathway
This qualification builds on from:
‐ previous practical experience of working with children (e.g.
registered teacher seeking re-orientation to use holistic
methods to teach either in a state school or holistic
education context; teacher aide; experience as parent
involved in a school with a particular holistic education
philosophy; learning support worker)
Qualification Reference 2763
© New Zealand Qualifications Authority 2015
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-
short courses relevant to the unique character of holistic
education.
Graduates of this qualification may undertake further study
towards:
‐ relevant qualifications to work towards teacher registration
- other relevant Level 4 or 5 qualifications.
Employment pathway
Registered teachers who are also graduates of this
qualification will have increased their pedagogical
understanding, and developed skills and teaching strategies
that may lead to teaching roles in the holistic education sector.
All other graduates of this qualification will have the skills and
knowledge enabling them to independently support learning
(eg in their family or whānau), or to work as an informed
support worker (teacher aide) under broad guidance in a
holistic education context.
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)
None.
General conditions for the programme leading to the qualification
General conditions for
programme
Qualification Reference 2763
© 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.
Page 2 of 4
‐
‐
‐
‐
‐
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.
Providers must ensure that diversity of culture and learning
styles and needs of the candidates can be met.
Programme design must ensure candidates gain practical
experience. Practical experience may be simulated.
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.
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.
Student is the person who, in turn, is taught by the candidate.
Conditions relating to the Graduate profile
Qualification outcomes
Conditions
1
Selecting and applying pedagogical processes include
knowledge and skills related to:
‐ specific curriculum studies
‐ working artistically
‐ school culture and how it interrelates with curriculum and
pedagogy.
Select and apply pedagogical
processes under broad
guidance to inform teaching
and learning related to chosen
philosophy
Credits 10
Pedagogical processes may include developmental stages of the
growing child, rhythm, temperaments.
2
Support students’ learning
under broad guidance in
accordance with chosen
philosophy
Supporting learning includes fostering a healthy classroom
environment; and also includes use of knowledge and skills in
curriculum design, assessment and evaluation in the chosen
context.
Credits 10
3
Share responsibility with
teaching staff for
Qualification Reference 2763
© New Zealand Qualifications Authority 2015
Stakeholders may include teachers, school managers, parents
and students, and wider community.
Page 3 of 4
communicating effectively with
learning community
stakeholders
Credits 5
4
Respond with sensitivity to the
diverse needs of students in
accordance with chosen
philosophy
Diverse needs of students includes learning needs, learning
styles and cultural and literacy needs.
Credits 5
5
Reflect on own practice under
broad guidance to identify and
apply ways of strengthening
teaching and learning.
Reflection includes:
‐ collaborative, artistic and creative approaches
Credits 10
Qualification Reference 2763
© New Zealand Qualifications Authority 2015
Page 4 of 4