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