NZQA Expiring unit standard
8741 version 6
Page 1 of 4
Title
Create and maintain a learning environment
Level
7
Credits
25
Purpose
People credited with this unit standard are able to: explain
dimensions of an environment conducive to learning; create
and maintain a safe physical environment conducive to
learning; create and maintain a safe social and emotional
environment conducive to learning; and evaluate own practices
for creating and maintaining a learning environment.
Classification
Teacher Education > Teaching
Available grade
Achieved
Explanatory notes
1
Candidates assessed against this unit standard must demonstrate a standard of
performance that is consistent with the National Education Guidelines, Learning
Media Limited, Ministry of Education, Wellington, 2009; and Special Education Policy
Guidelines, Ministry of Education, Wellington, 2012.
2
Evidence of candidate performance is to be collected within a school context.
3
Definitions
Learning environment refers to indoor and/or outdoor.
Safe physical environment refers to school policies and procedures relating to the
Health and Safety in Employment Act 1992, and its subsequent amendments.
This unit standard is
Outcomes and evidence requirements
expiring
Outcome 1
Explain dimensions of an environment conducive to learning.
Evidence requirements
1.1
Explanation is sourced in educational literature and professional practice.
Range
1.2
dimensions informed by at least two different schools of thought
are compared.
Explanation identifies components of a safe physical environment conducive to
learning.
Range
may include – arrangement of workspaces, aesthetics, displays.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
1.3
Explanation identifies actions to create and maintain a safe social and
emotional environment conducive to learning.
Range
1.4
8741 version 6
Page 2 of 4
may include – actions known to create a sense of belonging, for
example, use of names;
actions known to create a sense of security, for example, routines,
consistency, fairness.
Explanation identifies actions to maintain students in learning consistent with a
safe social and emotional learning environment.
Range
may include – monitoring, appropriate intervention strategies, for
example, formal or informal mediation, conflict resolution, goal
setting in relation to behaviour and learning.
Outcome 2
Create and maintain a safe physical environment conducive to learning.
Evidence requirements
2.1
Aspects of the physical environment over which the teacher has control are
organised to facilitate learning experiences outlined in written plans.
2.2
Aspects of the physical environment over which the teacher has control are
organised consistent with safety requirements.
Outcome 3
Create and maintain a safe social and emotional environment conducive to learning.
This unit standard is
Interactions with students are consistent and fair, and are carried out in ways
that are known to create expiring
a sense of belonging.
Evidence requirements
3.1
3.2
Interactions with students demonstrate appropriate professional standards.
Range
interactions may include – use of language, physical proximity,
physical contact.
3.3
Routines are established which support students and their learning.
3.4
Interventions are modelled in ways that are known to be associated with
respectful relationships.
Outcome 4
Evaluate own practices for creating and maintaining a learning environment.
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
8741 version 6
Page 3 of 4
Evidence requirements
4.1
Evaluation establishes underlying values and beliefs associated with own
practices.
4.2
Evaluation examines own practices in relation to inclusiveness.
inclusiveness may include – gender inclusiveness, cultural
appropriateness, special needs.
Range
4.3
Evaluation establishes how own practices are influenced by context.
4.4
Evaluation establishes how own practices are modified on the basis of
experience.
This unit standard is expiring. Assessment against the standard must take place by
the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process
Version Date
Last Date for Assessment
Registration
1
21 August 1997
31 December 2012
Revision
2
20 March 2001
31 December 2012
Revision
3
20 April 2004
31 December 2012
Review
4
17 April 2009
31 December 2012
Rollover and
Revision
5
19 July 2012
31 December 2016
This unit standard is
Consent and Moderation Requirements (CMR) reference
0074
expiring
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Review
6
20 August 2015
31 December 2016
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA,
before they can report credits from assessment against unit standards or deliver courses
of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and
which are assessing against unit standards must engage with the moderation system that
applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies
to this standard are outlined in the Consent and Moderation Requirements (CMR). The
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016
NZQA Expiring unit standard
8741 version 6
Page 4 of 4
CMR also includes useful information about special requirements for organisations wishing
to develop education and training programmes, such as minimum qualifications for tutors
and assessors, and special resource requirements.
This unit standard is
expiring
NZQA National Qualifications Services
SSB Code 130301
 New Zealand Qualifications Authority 2016