Integrated programme planning guidance
The planning guidance information in this document can be used in conjunction with an example of an
integrated programme and in the planning of learning and assessment programmes. It outlines the
broad categories for consideration when developing an integrated learning programme.
Graduate profile
The purpose of a graduate profile is to identify the capabilities, knowledge and skills a learner should
have developed while working through an integrated learning programme. This will show ability of
graduates to progress to next steps on their learning pathway.
A Level 2 graduate from a Vocational Pathways programme ought to have a strong foundation enabling
them to progress to higher learning in the following ways.
• Progress to employment,
• Progress to industry training at Levels 3 or 4,
• Progress to further study at Levels 5 and 6, or above.
An example Graduate Profile statement from the New Zealand Certificate in Primary Industry Skills (Level
2) is:
Graduates of this qualification will be able to:
- Carry out practical production tasks associated with an entry level role in a primary industry context.
- Use safe work practices in a primary industry workplace.
Broad Learning Outcomes
Broad learning outcomes identify the knowledge; skills and capabilities valued by the sector and develop
these within a integrated learning programme.
Some outcomes contain a common approach to New Zealand Curriculum based learning across
Vocational Pathways such as:
• Develop introductory understanding of the history, current patterns and future trends of areas within
the sector.
• Understand and use relevant science, technology, English, maths and statistics within the sector.
Other outcomes valued by that industry sector are tailored for that particular Pathway such as:
• Carry out practical tasks safely within an industry workplace using problem solving strategies.
• Demonstrate effective and culturally responsive communication skills when working within teams in
an industry context.
Planning Categories
Plan for each of the four broad learning outcomes using these categories:
1. Industry sector content
Which capabilities, skills and knowledge are valued in the sector? Identify which area of that sector will
be the focus.
2. NZ Curriculum content
Identify relevant content from the New Zealand Curriculum that supports development of knowledge,
skills and capabilities valued in that sector.
Examples:
- Utilise a variety of industry-specific media.
- Conduct interviews with employees and workers within the pathway.
- Identify and organise work placements and site visits to practice and develop learning.
- Explore and compare international and New Zealand good practice models.
- Consider current issues in the sector; social, political, environmental and economic.
3. Key competencies
Consider how the learners will develop the key competencies or core capabilities that are valued by that
sector, and supported by the New Zealand Curriculum in their learning programme.
4. Delivery arrangements and resourcing
Consider how flexible decisions will be made to enable shared delivery arrangements for learners. What
is the duration of the learning, the balance of delivery options and the exposure to practical learning
opportunities?
5. Assessment
Use achievement and unit standards from the relevant Vocational Pathway(s) to assess the learning
programme.
The assessment programme should be tailored for each learner’s next steps and an integral part of the
learning, rather than the learning be targeted to the assessment.
Progression
Can the learner progress to further qualifications and/or employment from this learning programme?
How is the progression captured along the learning journey by all partners, family and whānau?