Qualification details
Title
New Zealand Diploma in Holistic Education (Level 5)
Version
1
Qualification type
Diploma
Level
5
Credits
120
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 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 a holistic educational philosophy. It may also
be of use to people who have no related qualifications but do
have previous experience of teaching or working with children.
Outcome Statement
NZSCED
Graduate profile
Graduates of this qualification will be able to:
- select a range of pedagogical processes that are relevant to
chosen philosophy
- apply a range of teaching skills and approaches in the
classroom as an essential aspect of understanding chosen
philosophy
- communicate effectively with learning community
stakeholders
- respond with awareness of and sensitivity to learner needs in
accordance with chosen philosophy
- apply innovative, collaborative, creative and principle-based
approaches to learning and teaching
- reflect on own practice and critically explore options for
improvement.
Education pathway
This qualification builds on from other recognised teaching
qualifications or other relevant Level 4 qualifications.
Graduates who are not already registered teachers may choose
to continue on to relevant qualifications to work towards teacher
registration.
Employment pathway
Qualification Reference 2764
© New Zealand Qualifications Authority 2015
Registered teachers who are also graduates of this qualification
will have the skills and knowledge to be employed as class
teachers or specialist teachers working in their chosen context,
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for example in Rudolf Steiner or Montessori settings.
Graduates of this qualification who are not already registered
teachers may obtain employment as informed support workers in
schools in their chosen 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
diploma 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
None.
Other requirements for the
qualification (including regulatory
body or legislative requirements)
Applicants who are not registered teachers but who have
experience of teaching or working with children may be granted
discretionary acceptance to the programme.
General conditions for the programme leading to the qualification
General conditions for
programme
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Qualification Reference 2764
© 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.
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 in their chosen holistic education environment.
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
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‐
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
Credits 15
A range of pedagogical processes relates to areas including
philosophy, curriculum, and school culture.
Pedagogical processes may include developmental stages of the
growing child, rhythm, temperaments.
Apply a range of teaching skills
and approaches in the
classroom as an essential
aspect of understanding
chosen philosophy.
Teaching skills and approaches include:
‐ planning and delivery of lessons informed by the philosophy
‐ a range of educational technologies
‐ a range of competencies relevant to the philosophy.
2
Select a range of pedagogical
processes that are relevant to
chosen philosophy.
Credits 50
3
Communicate effectively with
learning community
stakeholders.
Stakeholders include teachers, school managers, parents and
pupils, and wider community.
Credits 10
4
Respond with awareness of
and 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.
Responding with awareness of and sensitivity to student needs
includes consideration of why and how the philosophy responds
to those needs in a particular way.
Credits 15
Qualification Reference 2764
© New Zealand Qualifications Authority 2015
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5
Apply innovative, collaborative,
creative and principle-based
approaches to learning and
teaching.
Approaches include effective strategies for assessment,
feedback and evaluation.
Depending on the philosophy, a principle-based approach may
include an artistic approach.
Credits 10
6
Reflect on own practice and
critically explore options for
improvement.
Exploring options for improvement includes developing skills for
life-long learning and ongoing personal and professional
development.
Credits 20
Qualification Reference 2764
© New Zealand Qualifications Authority 2015
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