Application for Course Approval for courses intended for international students

Application form

Section 4E of the Education Act 1989 states the following:
(1)The board of a state school or the managers of a school registered under section 35A must not establish, or permit any student to enrol or continue to be enrolled in, any class, course, or programme, intended exclusively or mainly for international students, unless the class, course, or programme is for the time being approved by the New Zealand Qualifications Authority.
(2)The New Zealand Qualifications Authority must not approve a class, course, or programme under subsection (1) unless satisfied on reasonable grounds that—
(a)the school has or will have adequate staff, equipment, and premises to provide it; and
(b)the standard of instruction provided in it will be no lower than the standard that would be expected in any similar class, course, or programme for domestic students.

SCHOOL DETAILS

School: / MOE No.

You must complete this application form if you:

  • intend to offer a class(es), courses of instruction or aprogramme that is

exclusively or mainly for international students (this intent may be expressed

in your promotion material

  • have a regular timetabled class, course of instructions or

programme that is exclusively or mainly for international students

  • have Group Student Approval under the Code of Practice for the Pastoral Care of

International Students and offer a class or course of instruction specifically for

a group of international students

  • make a substantial change to the aim(s) of a currently approved course

includinga title change.

Guidelines are available to assist in the completion of this application.

Emailto

  1. the signed Application coversheet and Principal’s attestations (as a PDF)
  2. this application form (as a word document)
  3. any supporting documents

Your application will be evaluated on the following criteria

  1. Course title is appropriate
  2. Course aims are identified and are appropriate for the intended students
  3. Expected student learning outcomes are identified
  4. Course components and delivery are integrated to provide a balanced, cohesive learning programme. Learning activities are differentiated to meet individual learning needs
  5. Appropriate assessment tools are used to identify levels of entry and to provide feedback on student progress. Quality Assurance processes ensure judgements are nationally consistent.
  6. Resources (physical and personnel) are at least at the level provided for domestic students including appropriately qualified teachers and provisions to ensure student safety
  7. Courses are reviewed annually to ensure they meet the needs of students
  8. The course is relevant to identified stake holders
  9. Course outlines/unit outlines are provided to students

Checklist:

Emailed to

  • PDF of Application Coversheet and Principal’s attestations
  • Word version of Course approval application form
  • supporting material

Complete a separate application for each course OR identify each course separately

within each section of the application form.

1. Course title

Course title:
The title should be:
  • a concise, accurate indication of the aims and outcomes of the course
  • consistent with what appears on the school’s course handbook, publicity material and/or offer of placement.

Evaluator use

The title is appropriate and consistent with other documentation. / Y / N
Comment

2. Course aims

a. Identify the target group of students.
b. Identify the aims /purpose of the course. Indicate how these are consistent with the level of the course and are appropriate for the intended students.
The aim(s) / purpose should consist of:
  • a brief description of target students and their learning needs (in a school situation).
The target students should have a reasonable likelihood of completing the course.

Evaluator use

The aims and purpose of the course are identified and are appropriate for the intended students and consistent with the level of the course. / Y / N
Comment

3. Student learning outcomes (see glossary for definition of learning outcomes)

a. Specify the learning outcomes and the expected level of achievement.
The learning outcomes should:
  • describe what will students be capable of on completion of the course
  • be measureable and consistent with the aims of the course.

Evaluator use

Clear, measurable learning outcomes are specified for each component of the course and are consistent with the aims and level of the course. / Y / N
Comment
b. Specify the assessment tools used to assess the learning outcomes
Assessment tools could include:
  • AsTTle, English Language Learning Progressions,teacher observation, unit and achievement standard assessment, verbal presentation, written examination, etc

Evaluator use

Learning outcomes and assessment tools are linked. Assessment tools are appropriate. / Y / N
Comment

4. Course components and delivery

Complete the following and attach a copy of the course outline, scheme of work or unit plan(s) as appropriate.

  1. Course Details

Identify
  • how many teaching hours per week

  • the total numberof weeks of teaching

  • minimum length of course

Evaluator use

Teaching hours per week and number of teaching weeks is appropriate. / Y / N
Comment
b. Describe the overall course structure, the components, modes of delivery and approaches and the links between them.
The course structure, components and delivery should include:
  • learning activities (eg wide reading and vocabulary learning)
  • skills, knowledge and understanding development
  • teaching approaches and rationale for them
  • modes of delivery eg small group, whole class, online, withdrawal and distance delivery.
  • how course incorporates the NZCurriculum relevant to the school if applicable

Evaluator use

The components of the course are integrated to provide a balanced and logical learning programme. / Y / N
The components of the course and approaches are appropriate and delivery will allow aims and the learning outcomes of the course to be achieved. / Y / N
Comment
c. Describe how units of work, course structure and learning activities will be differentiated to meet individual learning needs (if not identified in your course outline/unit plan(s)).

Evaluator use

Units of work and learning activities are differentiated to meet individual learning needs. / Y / N
Comment

5. Assessment, Reporting and Quality Assurance

a. Describe the required achievement level to enter the course and the diagnostic and placement assessments used to assess entry to the course.
Include:
  • The entry level required to enter the course
  • The assessment/diagnostics tools used to assess entry level

Evaluator use

Appropriate diagnostic and placement tools are used, required achievement levels for entry are identified and these are linked to learning pathways. / Y / N
Comment
b. Describe formative and summative assessment tools, and how students will receive regular feedback and feed-forward guidance to support learning.
  • Appropriate assessment tools could include written examination, open book test, observations of skills, written assignment, verbal presentation, NCEA or Cambridge assessment, English progressions, AsTTle, etc.
  • Feedback could include interviews, formative tests, discussions, self-assessment etc.
  • Not applicable

Evaluator use

Appropriate assessment tools and feedback methods are identified and relate to the learning outcomes and levels.
Systems are in place to identify and support students who are not progressing sufficiently. / Y / N
Comment
d. Where assessment will contribute to national qualifications describe Quality Assurance (moderation) procedures used to ensure consistency in assessments used and the verification processes to ensure assessment decisions are consistent with the national standard.
Quality Assurance procedures could include:
  • analysis of assessment data
  • verification of grades/achievement levels within the school or outside eg professional colleagues or cluster meetings
  • external review and moderation with schools with equivalent programmes
  • using nationally published exemplars
  • NCEA internal moderation procedures
  • other (please specify)
  • Not applicable

Evaluator use

An appropriate range of quality assurance (moderation) processes are used and linked to the schools Quality Assurance policies and procedures. / Y / N
Comment

6. Resources

a. Identify the total number of students, number of staff involved with the delivery of the course and the total number of teacher hours. Where the number of students is not known give the staff:student ratio
Course 1
Number of students Staff:student ratio

Evaluator use

The total number of teacher hours is appropriate to the number of students. / Y / N
Comment
b. Identify each teacher by name and provide their teacher registration number and qualifications. Please include relevant ESOL qualifications or other qualifications as appropriate.
Course taught / Teacher name / Teacher registration number / Qualifications / ESOL/other qualifications

Evaluator use

The teachers are appropriately qualified. / Y / N
Comment
c. Describe the teaching space(s) and resources used including strategies to ensure student safety
Teaching spaces could include:
  • classroom and library facilities
  • physical resources and equipment
  • resources outside of the classroom.
Identify the main ESOL resources or resources for other courses used

Evaluator use

The teaching spaces provided are appropriate and adequate for sustained delivery in all proposed modes of delivery. / Y / N
The main resources used for ESOL or other courses are appropriate and adequate in number and type. / Y / N
Strategies to meet Health and Safety and EOTC requirements are described and meet requirements for courses outside of the classroom. / Y / N
Comment
d. Identify guidance and support systems and describe how students can access these.
  • Support systems could include careers and subject support.
  • Include examples of information that you provide to students so that they can easily access these services.

Evaluator use

Sufficient and appropriate guidance and support systems are accessible to students. Information that is provided to students is sufficient and appropriate. / Y / N
●Comment / ●

7. Evaluation and review

a. Describe the monitoring, evaluation and review process for this course
You should specify:
  • who evaluates the course
  • when and how often the course is evaluated
  • when the next major review will take place

Evaluator use

Course evaluation and review processes are appropriate including a suitable evaluator and time frame. / Y / N
Comment
b. Identify how information is gathered for evaluation and review purposes.
Tick those that apply.
  • teacher feedback
  • appraisal process
  • students surveys
  • parent survey
  • bi-lingual surveys
  • student achievement data
  • other (please specify).

Evaluator use

Information is gathered from an appropriate range of sources. / Y / N
Comment
c. Describe how the information is used to inform course planning and review.

Evaluator use

Feedback is used to review courses and inform future course planning. / Y / N
Comment

8. Relevance of the course to stakeholders

Identify the stakeholders and specify how the course is relevant to them and to the students’ learning pathways.
  • Stakeholders could be students, parents, agents, employers or others
  • Learning pathways could be academic, vocational, recreational, other

Evaluator use

Stakeholders are identified and the course is relevant to the students’ learning pathways and to other stakeholders. / Y / N
Comment

10. Course Outlines and Unit Outlines

a. Include a copy of the course outlines provided to students for each course.
Course outlines are attached for each course. Y / N

Evaluator use

Course outlines/unit plans are written in learner friendly language. These should include the following where appropriate:
●entry requirements,
●course overview
●assessment provisions
●qualification details if relevant / Y / N
Comment

1

1