PROPOSED TEACHER EDUCATION QUALIFICATIONS – EDUCATION SUPPORT
New Zealand Certificate in Out of School Care
Level 4 - (40 Credits)
New Zealand Certificate in Education Support
Level 4 - (40 Credits)
STRATEGIC PURPOSE STATEMENTS
This qualification is for individuals who are existing teacher aides or seeking an education support position.
This qualification is for individuals who are existing out of school care workers or seeking employment in this area.
Graduates will be equipped with skills and knowledge to effectively support learning from early childhood to tertiary
and community education. They will work under broad guidance and be able to provide additional educational
support for teachers, learners and families and whanau.
Graduates will be equipped with skills and knowledge to supervise an out of school care programme in a range of
settings. Graduates will work under broad guidance and provide educationally sound out of school care and
recreation programmes to enable families to partake in employment.
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 understand the indigenous
status of Tangata Whenua and the role of Tangata Tiriti in relation to the given contexts in which they practise.
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 understand the indigenous
status of Tangata Whenua and the role of Tangata Tiriti in relation to the given contexts in which they practise.
GRADUATE PROFILE OUTCOMES
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
1. Apply the ethical, legal and professional responsibilities related to education support contexts. (8 credits)
1. Apply the ethical, legal and professional responsibilities related to out of school care programmes. (10 credits)
2. Maintain reciprocal and responsive relationships to encourage learning, within the education support context.
(5 credits)
2. Maintain reciprocal and responsive relationships within children, whanau and others connected to the out of
school care programme. (4 credits)
3. Apply inclusive practice to achieve positive and equitable opportunities for diverse learners. (5 credits)
3. Apply inclusive practice to achieve positive outcomes for all children and whanau. (3 credits)
4. Apply key theories of learning and human development, within specified education and community contexts. (10
credits)
4. Apply positive guidance strategies in the out of school context. (3 credits)
5. Assist teachers with the planning, implementation and evaluation of teaching and learning, using resources,
technologies and systems to meet specific outcomes. (12 credits)
5. Plan, implement and evaluate an out of school programme, underpinned by key theories of learning and child
development. (20 credits)
Page 1 of 4
TEd Qualifications – Education Support – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – EDUCATION SUPPORT
New Zealand Certificate in Out of School Care
Level 4 - (40 Credits)
New Zealand Certificate in Education Support
Level 4 - (40 Credits)
PATHWAYS
Education Pathway
Education Pathway
Graduates of this qualification may undertake further study towards:
 New Zealand Certificate in Out of School Care and Recreation (Level 4)
 Qualifications in teacher education or human services at Level 5 or higher.
Graduates of this qualification may undertake further study towards qualifications at Level 5 or higher in:
 teacher education
 human services
 sports and recreation.
Employment and Community Pathways
Employment and Community Pathways
Graduates of this qualification will have the skills and knowledge for roles such as:
 Education support worker, ICT assistant, librarian, administrator in school and early childhood settings
 Community support worker in the community disability sector.
Graduates of this qualification will have the skills and knowledge for roles such as:
 Out of school care supervisor of school holiday programmes and after school care
 Out of school care sole trader
 Programme co-ordinator.
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 38 of the Education Amendment Act 2011
to deliver a programme leading to the qualification. The certificate will display the NZQF logo and the name and
logo of the awarding body.
Arrangements for managing 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. This will
involve establishing a periodic cycle for the external consistency review, reviewing evidence associated with
graduates’ achievement of outcomes, and agreeing acceptable standards and/or benchmarks for qualification
outcome achievement, and areas for improvement.
New requirements for assuring consistency of graduate outcomes are being developed. Please refer to the
Guidelines for approval of New Zealand qualifications for listing on the New Zealand Qualifications Framework
available at http://www.nzqa.govt.nz/providers-partners/consistency-of-graduate-outcomes/
Credit transfer and recognition of prior learning arrangements
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 organisation must clearly demonstrate the equivalency between each of the
outcomes in the graduate profile, and the assessment components of their programmes
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
There are no mandatory prerequisites to meet regulatory body or legislative requirements for this qualification.
Page 2 of 4
TEd Qualifications – Education Support – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – EDUCATION SUPPORT
New Zealand Certificate in Out of School Care
Level 4 - (40 Credits)
New Zealand Certificate in Education Support
Level 4 - (40 Credits)
QUALIFICATION CONDITIONS
Conditions for programme structure
 Outcomes should be integrated across programme design
 Programmes should demonstrate integrated assessment of all outcomes
 Programmes must include working with groups and individual learners to deliver learning outcomes.
Conditions for programme structure
 Outcomes should be integrated across programme design
 Programmes should demonstrate integrated assessment of all outcomes
 Out of school care programmes refers to before and after school programmes, or holiday programmes
Conditions for programme context
 Practical experience must be conducted under and verified by a qualified teacher.
 Practical experience must be authentic.
 Authentic refers to a wide variety of educational and instructional techniques connecting what candidates
learn to the world beyond the classroom, issues and applications
Conditions for programme context
 Practical experience must be conducted and verified in an out of school care environment.
 Practical experience must be authentic.
 Authentic refers to a wide variety of educational and instructional techniques connecting what candidates
learn to the world beyond the classroom, issues and applications
Other conditions
 Te Tiriti o Waitangi refers to an agreement signed between the representatives of the British Crown and
approximately 540 Maori chiefs, known as The Treaty of Waitangi (the English version) and Te Tiriti o
Waitangi (the Maori version), that became New Zealand’s founding document.
 Tangata Whenua refers to a Maori 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 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 Maori, who live in New Zealand.
 Candidates must operate within organisational requirements
 Providers need to ensure candidates are aware of the legal and ethical considerations of their sector
 Programme must provide opportunities for candidates to engage in reflective practice throughout the course
of study
Other conditions
 Te Tiriti o Waitangi refers to an agreement signed between the representatives of the British Crown and
approximately 540 Maori chiefs, known as The Treaty of Waitangi (the English version) and Te Tiriti o
Waitangi (the Maori version), that became New Zealand’s founding document.
 Tangata Whenua refers to a Maori 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 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 Maori, who live in New Zealand.
 Candidates must operate within organisational requirements
 Providers need to ensure candidates are aware of the legal and ethical considerations of their sector
 Programme must provide opportunities for candidates to engage in reflective practice throughout the course
of study.
Page 3 of 4
TEd Qualifications – Education Support – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – EDUCATION SUPPORT
New Zealand Certificate in Out of School Care
Level 4 - (40 Credits)
New Zealand Certificate in Education Support
Level 4 - (40 Credits)
OUTCOME SPECIFIC CONDITIONS
1. Apply the ethical, legal and professional responsibilities related to education support contexts. (8 credits)
Conditions:
 Legal and professional responsibilities include:
 health and safety
 child protection
2. Maintain reciprocal and responsive relationships to encourage learning, within the education support context.
(5 credits)
Conditions:
 Relationships means professional relationships with learners, care givers, colleagues, teachers and may
include the wider community.
3. Apply inclusive practice to achieve positive and equitable opportunities for diverse learners. (5 credits)
Conditions:
 Inclusive practice considers diversity in age, learner needs, cultural and socio-economic backgrounds
 Programmes must encourage the use and understanding of Te Reo Māori and tikanga.
4. Apply key theories of learning and human development, within specified education and community contexts.
(10 credits)
Conditions: N/A
5. Assist teachers with the planning, implementation and evaluation of teaching and learning, using resources,
technologies and systems to meet specific outcomes. (12 credits)
Conditions:
 Assist teachers with activities includes:
 developing language, literacy and numeracy
 supporting curriculum delivery
 assisting learners to develop their own learning strategies
 using a learner-centred approach
1. Apply the ethical, legal and professional responsibilities related to out of school care programmes. (10 credits)
Conditions:
 Legal and professional responsibilities include:
 health and safety
 child protection
 operational planning
2. Maintain reciprocal and responsive relationships within children, whanau and others connected to the out of
school care programme.
(4 credits)
Conditions:
 Relationships means professional relationships with children, care givers, colleagues and may include the
wider community
3. Apply inclusive practice to achieve positive outcomes for all children and whanau. (3 credits)
Conditions:
 Inclusive practice considers children’s diversity in: age, individual needs, cultural and socio-economic
backgrounds
 Programmes must encourage the use and understanding of Te Reo Māori and tikanga.
4. Apply positive guidance strategies in the out of school context.
(3 credits)
Conditions: N/A
5. Plan, implement and evaluate an out of school programme, underpinned by key theories of learning and child
development.
(20 credits)
Conditions:
 Evaluation includes reflective practice
 A programme is a series of activities suitable for 4 weeks of after school care, or 2 weeks’ holiday
programme.
Page 4 of 4
TEd Qualifications – Education Support – For Consultation November 2014