NZC in Performing Arts Instruction (Level 5) (60 credits) Strategic The purpose of this qualification is to provide the performing arts industries with competent, ethical instructors Purpose who can work with a defined group of learners utilising sector best practice. It aims to benefit the community by Statement providing a clear standard of performing arts instruction. NZD in Performing Arts Instruction (Level 6) (120 credits) The purpose of this qualification is to provide the performing arts industries with instructors who have performing arts teaching expertise and advanced performance/technical skills to work with learners in a more formal or complex performing arts setting. This qualification is intended for people who hold a relevant technical qualification or can demonstrate equivalent It is intended for people who wish to advance their Performing Arts instruction skills in a leadership role and work experience in a performing arts genre and who wish to enter into a role in Performance Arts Instruction. with a wider range of advanced performers in different contexts. Graduates will contribute to the cultural, social and economic life of Aotearoa New Zealand. Conditions Programmes leading to this qualification must: Graduates will contribute to the cultural, social and economic life of New Zealand. Programmes leading to this qualification must: 
Identify the target group or groups for which the programme applies. 
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Include applied practical experience in a realistic industry or community setting in order to meet the graduate profile outcomes. Include applied practical experience in a range of realistic industry or community settings in order to meet the graduate profile outcomes. 
Reflect current industry best practice and comply with industry guidelines (where available) and relevant legislation. Reflect current industry best practice and comply with industry guidelines (where available) and relevant legislation. 
Ensure teaching practice includes engagement with industry entities, organisations and/or practitioners. 
Ensure teaching practice includes engagement with industry entities, organisations and/or practitioners. 
Include a high level of communication, written and oral skills. 
Include a high level of communication, written and oral skills. 
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Ensure that graduates incorporate into professional practice the cultural values and perspectives of Aotearoa New Zealand. Ensure that graduates incorporate into professional practice the cultural values and perspectives of Aotearoa New Zealand. 
TEOs must ensure that learners have relevant technical skills as a requirement for entry to the programme. TEOs must ensure that learners have relevant technical, academic and instructional skills as a requirement for entry to the programme. TEOs arranging training or delivering programmes toward this qualification must cover relevant legislation, including copyright, performing rights, intellectual property rights, health and safety and Human Rights legislation.
TEOs arranging training or delivering programmes toward this qualification must cover relevant legislation, including copyright, performing rights, intellectual property rights, health and safety and Human Rights legislation. TEOs seeking approval to award this qualification must ensure that programme design and delivery, and assessments are conducted in a chosen performing arts genre (such as dance, drama, music, musical theatre, circus, performance technology) in a realistic teaching and learning environment. TEOs seeking approval to award this qualification must ensure that programme design and delivery, and assessments are conducted in a chosen performing arts genre and in a realistic and complex teaching and learning environment. A complex learning environment is where there are different genres or technical specialisations associated with mentoring or supervisory situations. It is recommended that TEOs ensure learners meet the following requirements before undertaking a programme of study: 
A first aid certificate 
Complete the police vetting process. Where learners will be working with vulnerable groups, TEOs must ensure that learners complete the police vetting process. http://www.police.govt.nz/advice/businesses‐and‐organisations/police‐vetting/police‐vetting‐forms It is recommended that TEOs ensure learners as an entry requirement before undertaking a programme of study have: 
A first aid certificate 
Complete a police vetting process. Where learners will be working with vulnerable groups, TEOs must ensure that learners complete the police vetting process. http://www.police.govt.nz/advice/businesses‐and‐organisations/police‐vetting/police‐vetting‐forms GPO1 Design for learning to meet specified outcomes in a defined genre (15 credits) Design for learning to meet advanced performance outcomes in complex performing arts settings (30 credits) Programmes must include the following: Programmes must include the following: 
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Design for learning includes planning and reviewing a sequence of learning sessions that introduce and develop performing arts skills of a specific genre. Design for learning includes planning and reviewing a sequence of learning sessions that develop advanced technical performance skills of a specific genre. GPO2 Foster an environment that gives primacy to the needs of the target group and to their learning (10 credits) Develop and deliver an advanced performing arts programme to meet the diverse needs of learners and their capabilities in a range of contexts (40 credits) Programmes must include the following: Programmes must include the following: 
Developmental needs of the specified group of learners 
Advanced techniques and approaches for performing arts genre and their application and adaptation 
Safe, supportive and inclusive learning environments 
Risk assessment and safe arts practice 
Resources and performance opportunities Performing Arts Instruction qualifications matrix April 2015 consultation Page 1 of 2 NZC in Performing Arts Instruction (Level 5) (60 credits) NZD in Performing Arts Instruction (Level 6) (120 credits) GPO3 Select and apply instruction methods and approaches to support learners’ participation, engagement and safety (20 credits) Apply assessment strategies and reflective practice to improve skill acquisition and outcomes (20 credits) Programmes must include the following: Programmes must include the following: 
Learner‐centred teaching and learning approaches, including demonstration and direct instruction 
Advanced assessment strategies and techniques 
Barriers to learning 
Reflective practice and evaluation strategies 
Injury prevention, hazard identification and emergency procedures GPO4 Enhance learning through assessment and reflective practice (10 credits) Provide professional leadership and support to other instructors, working within and across programmes (20 credits) Programmes must include the following: Programmes must include the following: 
Assessment methods and approaches 
Mentoring and coaching strategies 
Feedback and feed forward techniques 
Performing arts etiquette and professional responsibilities 
Reflective practice and review 
Collection and analysis of evaluative data GPO5 Operate professionally and ethically (5 credits) Build professional networks and communities of practice in the performing arts instruction context (10 credits) Programmes must include the following: Programmes must include the following: 
Codes of ethics, professional guidelines, etiquette and legislation applicable to the performing arts environment 
Opportunities for professional development 
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Business development skills Description of professional networks in Performing Arts environment Performing Arts Instruction qualifications matrix April 2015 consultation Page 2 of 2