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Guidance and Examples for NQF

Unit Standards

Guidance and Examples for NQF Unit Standards of 59

Created by: Framework Registration, New Zealand Qualifications Authority First published: December 2004 Thanks: Framework Registration thanks the Best Practice Workshop

participants in Wellington and Christchurch over 26-28 October 2004 for their advice and contributions to this publication.

Table of Contents


CONTENTS

Guidance and Examples for NQF Unit Standards 6 Background ......................................................................................................................... 6 Introduction – how to use this publication ........................................................................... 6

General Requirements 7 Shared SSB responsibility for unit standards ...................................................................... 7 Formatting guide and template for unit standards ............................................................... 8

General Guidance.............................................................................................................. 8 Coherence........................................................................................................................... 8 Equity .................................................................................................................................. 8 Language ............................................................................................................................ 8 Specificity of terms .............................................................................................................. 8 Clarity of intended meaning................................................................................................. 9 Acronyms and abbreviations ............................................................................................... 9

Specific Quality Criteria and Guidance for Unit Standards 10

Subfields and Domains................................................................................................... 10

Base Scope of Accreditation for Schools (BSAS)........................................................ 11

Titles ................................................................................................................................. 11 Examples of titles .............................................................................................................. 11

Elements .......................................................................................................................... 12 Examples of elements ....................................................................................................... 12 Hierarchy of verbs ............................................................................................................. 13 The use of action verbs when writing elements................................................................. 13

Performance Criteria....................................................................................................... 15 Specificity of the criteria and breadth of evidence............................................................. 16 Relationship with the element ........................................................................................... 16 Avoiding passive restatements.......................................................................................... 17 Reference to publications in performance criteria ............................................................. 17 Standard of performance with examples........................................................................... 17 Use of the definite article – the.......................................................................................... 18 Doing and understanding with examples........................................................................... 18 Cognitive evidence with examples .................................................................................... 19

Range Statements ........................................................................................................... 21 Examples of range statements .......................................................................................... 22 Evidence and clarifying ranges.......................................................................................... 22 Multiple ranges .................................................................................................................. 22 Further examples of acceptable range statements ........................................................... 22 Examples of format for ranges in special notes................................................................. 23

Special Notes................................................................................................................... 23 References ........................................................................................................................ 23

Table of Contents


Definitions of terms used (glossaries) ............................................................................... 25 Itemised legislation and codes .......................................................................................... 26 Examples of legislation in special notes............................................................................ 26

Levels ............................................................................................................................... 27

Credits .............................................................................................................................. 28

Purpose Statements........................................................................................................ 28 Examples of purpose statements ...................................................................................... 29

Entry Information ............................................................................................................ 30 Prerequisites ..................................................................................................................... 30 Recommended standards ................................................................................................. 31 Relationship diagrams....................................................................................................... 31 Corequisites ...................................................................................................................... 31 Examples of entry information........................................................................................... 31

Quality Management Systems ....................................................................................... 32 Accreditation and Moderation Action Plans....................................................................... 32 Accreditation...................................................................................................................... 32 Accreditation Action Plan .................................................................................................. 32 Accreditation Action Plan criteria for approval................................................................... 32 Moderation ........................................................................................................................ 33 Moderation Action Plan ..................................................................................................... 33 Moderation Action Plan criteria.......................................................................................... 33 Documentation required for new or reviewed AMAPs....................................................... 34

Comments By, and Expiry Date ..................................................................................... 34 Documentation required for new unit standards................................................................ 34 A note on documentation – anticipating issues ................................................................. 35

Additional Criteria and Guidance for Review, Revision, and Rollover35

Reviewed unit standards ................................................................................................ 35 Unit standard review support package .............................................................................. 36 Request for unit standard review support package ........................................................... 36 Replacement information with examples........................................................................... 37 Documentation required for review of standards............................................................... 37

Review Report ................................................................................................................. 38 Impact of review on provider accreditation with example .................................................. 39 Impact of review on AMAP with example .......................................................................... 39 Impact of review on existing qualifications with example .................................................. 39 Summary of main changes to standards with example ..................................................... 41

Rollover of unit standards.............................................................................................. 42 Documentation required for Rollover (extension of registration) of standards .................. 42

Revised unit standards................................................................................................... 42 Impact of changes made at revision.................................................................................. 43 Documentation required for revised standards.................................................................. 43

Table of Contents


Te Reo Māori in Unit Standards ..................................................................................... 44 Microsoft Unicode Keyboard Māori Macron Driver............................................................ 44

Fishhooks for Māori Content ......................................................................................... 45

General Editorial and Formatting Requirements for Unit Standards ......................... 45 Editorial Requirements ...................................................................................................... 45 Formatting Issues.............................................................................................................. 45 Editing issues - Framework Registration Style Guide ....................................................... 46

Appendix 1 - Level Descriptors...................................................................................... 47

Appendix 2 - Changes to the Classification System.................................................... 49

Appendix 3 – Learning Domains.................................................................................... 50

Appendix 4 – Wordprocessing Tips .............................................................................. 55

Appendix 5 – Competency Training and Assessment................................................. 58

Table of Contents


Guidance and Examples for NQF Unit Standards Background The National Qualifications Framework (NQF) is that part of the New Zealand Register of Quality Assured Qualifications containing National Certificates, Diplomas, and Degrees that are made up of unit standards and/or achievement standards. The NQF is based on principles of inclusiveness, portability, and transparency. Unit standards are documents that specify learning and performance outcomes in terms of the required standard of knowledge and/or performance. They provide the basis for the design of assessment. Their intended audience is informed assessors – those with knowledge in the area being assessed – and candidates in their capacity as self-assessors. Unit standards are not concerned with the delivery of learning or training programmes but, by describing required performance, will inform the design of such programmes. There is a wealth of information related to competency based training and assessment. See Appendix 5 for a selection of reference texts. Introduction – how to use this publication This publication provides guidance and examples for compiling and presenting the contents of national unit standards. The section numbers in this publication correspond to the same sections in the Registration Criteria for National Qualifications Framework Unit Standards. Each section contains

• an extract of the registration criteria that apply - the criteria appear in the grey boxes • guidance on applying the registration criteria in practice, and • examples of acceptable expression, format, and composition.

Documents referenced throughout this text can be accessed by hyperlink eg Unit Standard Template URL http://www.nzqa.govt.nz/framework/standard/registration/docs/ustemplate.doc Note: This publication relates only to unit standards. Achievement standards are developed by the Ministry of Education's expert panels and are currently used only in school curriculum subjects.

Introduction


General Requirements NZQA is committed to: • maintaining the high quality and credibility of New Zealand’s nationally registered qualifications; • working in partnership with industry, professional groups, and all stakeholders to ensure that

New Zealand has a world-class qualifications system. A unit standard will be registered on the National Qualifications Framework (NQF) when it has been shown that: There is a demonstrable need for the unit standard, it does not unnecessarily duplicate an existing registered unit standard, and it represents an achievable outcome worthy of certification in its own right • there are no unnecessary or unreasonable restrictions on the pace or mode of assessment; • the language of the unit standard does not create unnecessary or unreasonable barriers to access in

terms of gender, ethnicity, or cultural background; The content of the unit standard meets the requirements of the standard setter and is within its area of responsibility • the unit standard has been endorsed as being fit for purpose for the intended sector; • the standard setter has evidence that both new and revised unit standards have been the subject of

consultation with stakeholders; The unit standard meets the specific quality criteria as outlined in this document • the outcomes in the unit standard are consistent with each other and the overall competence indicated by

the title; • the outcomes are achievable, manageable, coherent, assessable, and consistent with valid assessment

practice; • the unit standard is of publishable quality – free from spelling, punctuation and grammatical errors,

consistent, and meeting current formatting requirements. Unit standards must be fit for purpose. Periodic reviews and/or rollovers should ensure that this is so. The normal registration period is three years for new unit standards and five years for reviewed ones, although variations on these times are possible. Unit standards may be written in Māori or in English. Shared SSB responsibility for unit standards With Tertiary Education Commission (TEC) approval, SSBs may work together on agreed projects that involve the registration of unit standards. A memorandum of understanding (MOU) between the parties must outline how the unit standards will be managed in terms of the NQF; this should include the agreed processes for maintenance and review. An exit arrangement should also be made, to ensure that stakeholders are not disadvantaged by one SSBs withdrawal from the arrangements made under the MOU. The MOU must be submitted with the application for registration of unit standards on the NQF. One of the SSBs will be Framework Registration’s main contact for administration purposes.

General Requirements


Formatting guide and template for unit standards The guide is to be used in conjunction with the template. The guide and template are based on the standard of formatting required for submission to the Framework Registration team and compatibility with NZQA's Information Systems. The guide provides indications of where text and tabs are to be placed, spacing, and how text is to be displayed. Unit Standard Template URL http://www.nzqa.govt.nz/framework/standard/registration/docs/ustemplate.doc Formatting Guide for Unit Standards URL http://www.nzqa.govt.nz/framework/standard/registration/docs/formatting-us.pdf See the section in this document, General Editorial and Formatting Requirements for Unit Standards, for further information.

General Guidance Coherence Unit standards are expressed as clearly defined outcomes. The title, purpose statement, elements, and performance criteria are consistent and relate directly to each other. Equity There is no gender, ethnic or other bias (ie no unreasonable barriers to access). Language Translations and/or explanations are included for any terms not in common New Zealand English usage unless evidence is provided that the terms are commonly used and well understood within the relevant industry or professional area. The language used is inclusive and does not limit access. Specificity of terms The required standard should be clearly specified in the performance criteria and range statements. Terms such as key, simple, basic or routine are therefore usually redundant.

General Requirements


Terms such as necessary, suitable, appropriate, relevant, clearly, methodically, accurately or correctly will be assumed and are therefore usually redundant. Such words can only be used if: • industry, assessors and providers have a common understanding of the meaning and

parameters of such terms: ie fair, consistent and valid assessment judgements can be made; or

• further clarification of such terms is given in special notes or range statements. Adjectives and adverbs, that are capable of wide interpretations, are likely to require heavy and intrusive moderation when used in unit standards. Phrases such as under direction or as instructed need to be clarified by, for example, manager, supervisor. Clarity of intended meaning The use of the oblique (/) should be avoided whenever possible and must not be used if it might give rise to confusion. For example, has the oblique been used to mean

• and (both are required), or • or (either is acceptable), or • and/or (both or one is acceptable)?

NB: the use of the oblique in ‘and/or’ is acceptable because the meaning is clear. Acronyms and abbreviations If acronyms or abbreviations are used, the names should be used in full the first time, with the acronym or abbreviation following in brackets. An exception would be where the restriction on the length of a title results in the abbreviation in the title, with the full name expanded in the purpose statement. The NZQA house style is to use capital letters without full stops.

General Guidance


Specific Quality Criteria and Guidance for Unit Standards Consideration of the above, together with the following information, details the specific requirements for the component parts of unit standards and the matters that will be addressed in the evaluation of unit standards prior to registration on the NQF. In many cases the requirements are tightly specified. This normally arises as a result of the characteristics of the electronic systems for storing unit standard data and cross-matching information to the other systems that support the operation of the NQF. Where the requirements are fixed for these reasons the symbol is shown. In other cases, the requirements are aligned to the broad principles of the NQF and the general requirements of unit standards as assessment documents for national certification. Negotiation is possible in some cases regarding those requirements.

Subfields and Domains The classification system for the NQF comprises three tiers: fields, subfields, and domains. Unit standards are registered within a domain, which in turn is registered within a subfield of the NQF. These classifications are shown on the unit standard. • domains and subfields must be registered as part of the NQF Classification System before unit standards

are submitted for registration. • unit standards must be classified in registered domains. • titles must not exceed 60 characters inclusive of punctuation and spaces. The Classification System for the NQF is termed SCUNQ, which stands for the Standard Classification of Units and National Qualifications. Classifications may be changed upon request from the Standard Setting Body (SSB). Framework Registration manages all changes to the classification system using the following categories: Current - Current classification names are used to classify registered national standards and qualifications and to define the scope of accreditations. Lapsing - Classification names that are designated lapsing may contain registered standards and still be used to define scope of accreditation. However, no new standards will be registered within them. Lapsed - Lapsed classification names do not contain any current registered standards. 'Lapsed' classifications do not appear on the NZQA website. A panel considers all requests for additions and changes. For more information see Appendix 2 Changes to the classification system.

Subfields and Domains


Base Scope of Accreditation for Schools (BSAS1) Standards setters can designate a domain as BSAS up to level 4. The designation BSAS applies to the domain and covers all the standards up to the level specified. Note the designation BSAS cannot be applied to individual standards. Unit standards in these domains are automatically included in the accreditation scope of all schools that have been granted NQF accreditation. When standard setters specify a domain as BSAS they can no longer specify industry specific accreditation criteria. Accreditation option for standards in designated BSAS domains up to the level specified is: Evaluation of documentation by NZQA. Applications for BSAS designation are submitted to Framework Registration for approval and action. See Addition/change to the classification system (SCUNQ) above.

Titles The title of a unit standard gives a clear indication of the significant outcome that someone who is credited with the unit standard has demonstrated they know and/or can do. Titles must: • describe a meaningful outcome attributable to an individual; • be written as a single unique sentence with verb in the active voice followed by a noun then

conditions and/or context consistent with the registration classification category; • not normally include options; • not exceed 100 characters, inclusive of punctuation and spaces. Titles must be domain specific, ie they must be appropriate for the domain in which the unit standard is classified. Examples of titles

• Demonstrate knowledge of the dangers of bitumen handling and the need for safety. (Domain: Bitumen Surfacing).

• Teach Fundamental Orientation and Mobility skills to blind or visually impaired adults. (Domain: Rehabilitation and Habilitation of the Visually Impaired).

• Demonstrate knowledge of thoroughbreds and their breeding, and evaluate a thoroughbred's potential. (Domain: Equine Husbandry).

• Maintain a safe and secure environment for customers in the hospitality industry. (Domain: Hospitality Operations).

• Prepare and cook complex fish dishes in a commercial kitchen. (Domain: Cookery).

1 Base Scope of Accreditation for Schools (BSAS) was formerly known as ‘Conventional School Subjects’ (CSS).

Base Scope of Accreditation for Schools (BSAST T)


The restriction on length may necessitate the use of an acronym or abbreviation in a title. If this does arise, the acronym or abbreviation must be spelt out in full in the purpose statement.

• Apply quality management principles in the development of a food safety programme and an HACCP plan.

• Use and maintain ‘as built’, and modify, HVDC transmission documentation systems. • Programme a 4-axis CNC machining centre using proprietary software. • Describe and implement SCADA/HMI systems.

In other cases the standards setter may choose to shorten a term or context to comply with the character limit. In the following examples the context of ‘Tamariki Ora – Well Child services’ is abridged in the second title.

• Support a whānau or family to access local community services in Tamariki Ora - Well Child services (99 characters)

• Describe the impacts of colonisation on whānau, hapū, and iwi in relation to Well Child services (96 characters)

Elements Elements describe the assessed lesser outcomes, if these exist, which collectively comprise the outcome in the title. In single element unit standards the element, and the title must be the same. Element(s) must: • represent outcomes which are demonstrable and assessable; • be in a format similar to the title – verb in the active voice followed by a noun; • expand on, and be consistent with, the title, forming a coherent set of outcomes related to the

outcome described by the title; • be clear and unambiguous, using language which has meaning for those people who will use the unit

standard; • not be optional and not normally include options. Examples of elements Elements should be written in a way that maintains their integrity in assessment situations, where individual elements may be assessed in isolation from the whole unit standard. Where necessary, conditions such as ‘under supervision’ can be included.

• Develop individualised training programmes for selected dogs as supervised by the qualified Guide Dog instructor.

• Restrain stags using chemical methods under direct veterinary supervision. . Elements may be repeated within different standards because the same skills and knowledge must be demonstrated in various contexts. The same or similar wording may also be used for elements in standards at different levels.

• Test installation for compliance with regulations. • Monitor production for conformity to company quality specifications.

Elements


Elements of what may seem to be similar significant outcomes may differ between unit standards, indicating the different requirements of different standards setters. The difference in what is required to be recognised can be illustrated in the following examples, all of which focus on the outcome ‘operate’:

Operate injection stretch-blow moulding equipment (Level 2 Credit 6)

Operate high temperature rendering process(Level 3 Credit 20)

1 Demonstrate knowledge of the construction of injection stretch-blow moulding equipment.

2 Start up and shut down injection stretch-blow moulding equipment and ancillary equipment that have been pre-set.

3 Operate an injection stretch-blow moulding process.

1 Start up high temperature rendering operations.

2 Operate and monitor high temperature rendering operations.

3 Shut down high temperature rendering operations.

4 Demonstrate teamwork. 5 Comply with company and statutory hygiene

and safety guidelines. Operate a chairlift (Level 3 Credit 10) Operate an air-to-ground weapons range

(Level 6 Credit 6) 1 Perform a snowsport lift line inspection. 2 Perform pre-operation and start procedures

for a chairlift. 3 Employ emergency procedures for a

chairlift. 4 Close down a chairlift.

1 Prepare for air-to-ground air weapons range operations.

2 Prepare the air-to-ground weapons range. 3 Operate air-to-ground air weapons range

equipment. 4 Deactivate the air-to-ground air weapons

range. Although all the above unit standards give recognition to the ability to operate equipment, the standards setting bodies have given emphasis to different learning outcomes in the way they have expressed the elements. Hierarchy of verbs At various times NZQA has been asked to produce lists of verbs aligned with the various levels of the NQF. This is not possible as often the same verb can be used at every level. The complexity of the outcome is what determines the level, not the verb. For example, the skill required to ‘Identify the difference between a stellar black hole and a neutron star’ is definitely not a level one skill. In an attempt to help developers select the most appropriate verb for the outcome they require a range of verbs have been included in Appendix 3 aligned to the cognitive, affective and psychomotor (mechanical) learning domains. However, developers are reminded that unit standards are not teaching documents or learning objectives, but are concerned with competence of the role holder as indicated in the title. The use of action verbs when writing elements Including an action verb in an element is the key to producing a clear unambiguous element. Action verbs are combined with the noun and any conditions to ensure that each reader interprets the element consistently.

Elements


If elements contain verbs relating to a state or condition they could be misinterpreted and measured in different ways by different readers. Examples of action verbs and verbs relating to a state or condition Action verbs Verbs relating to a state or condition State Know Repair Understand Solve Familiarise Identify Appreciate Perform Comprehend If the verb ‘know’ is used, how will the evidence of ‘knowing’ be assessed fairly, validly and reliably? For example, compare: • Know basic growth requirements for plants and methods used to modify the

environment. with • Modify the plant environment to sustain basic growth requirements. Examples of action verbs Analyse Apply Classify Complete Construct Describe Design Develop Estimate Explain Identify Investigate Manoeuvre Measure Model Monitor Operate Organise Perform Present Reproduce Save Trace Verify Examples of verbs related to roles or functions Technical Systems Work

Organisation Customer Service

Maintain Test Monitor Respond Convert Implement Establish Support Produce Review Schedule Provide Test Analyse Coordinate Inform Support Evaluate Plan Supply Creative Management Design Develop Create Support Initiate Report

Elements


Define Monitor Build Review Construct Negotiate

Performance Criteria Performance criteria specify the quality of the critical evidence required to meet the outcomes in the elements. Collectively, they provide the standards against which elements are assessed. In relation to each element, the criteria will specify what is expected to have been done to a particular quality level or standard. Performance criteria must: • be expressions of evidence, not assessment tasks or instructions to assessors about the way to conduct

assessment; • give informative guidance to assessors and candidates as to what evidence is required; • provide sufficient detail for valid and consistent assessments to be made; • collectively indicate the level or quality of performance required; • refer to essential activities and/or results critical to the outcome being assessed; • not introduce new aspects of performance which are not implied by the element. There is no requirement that performance criteria be limited to single sentences. In specifying evidence, the criteria must detail that, in relation to the element, an action is completed to a particular quality level or standard, or that a result of doing the element has certain characteristics. Thus, the criteria are usually written in the format:

Noun, verb, and qualitative statement.

• Fabric quality is measured in accordance with company procedures and checked for conformity with quality specifications.

• Production not conforming to quality specifications is corrected in accordance with instructions and company faults-reporting procedure.

The final section is an important part of the performance criterion. The qualitative statement establishes how well each outcome must be performed if the standard is to be met. In simple terms, the performance criteria establish that someone is able to demonstrate a learning outcome because something is evident which has a particular quality or has particular characteristics. One method for ensuring each criterion has a qualitative statement is to ‘noun the verb’. However, this needs to be handled with caution as it can result in artificial criteria or ‘gobbledy speak’ that are incapable of objective assessment and provide little or no guidance to candidates and assessors. For example, Demonstration shows appreciation of the principles of design. Demonstration examines the history of widgets. It is the candidate who must accomplish all performance criteria. Therefore, phrases such as by the candidate are redundant. The candidates must not be held accountable for factors outside their control.

Performance Criteria


Specificity of the criteria and breadth of evidence Performance criteria should provide sufficient detail for valid and comparable assessments to be made. They should be precise, avoid repetition, only include the critical factors associated with performance, and avoid detailed prescriptions. The evidence should relate to holistic performance and include performance of activities, task management, context, environment, relationships, responsibilities, and contingencies. The criteria may also relate to different degrees of the integration of knowledge and understanding consistent with the level of the unit standard. Evidence can reflect the mechanics of performing the element and/or cognitive and affective requirements.

Example of an element and performance criteria requiring all three skills from a level 6 standard

Research, interpret and analyse data to draw out meaningful ideas and logic to advance the information analysis process.

3.1 Sources of information are researched and those relevant to providing information specific to the

identified intelligence problem are listed. 3.2 Sources to gather information relevant to the identified intelligence problem are approached in

accordance with standard operating procedures. 3.3 Trends, patterns, and relationships from the information gathered and information already held are

distinguished and noted. 3.4 Conceptual frameworks are used to identify characteristics of the area of intelligence interest.

Range: examples of characteristics include - political conditions, sociological ideas, organisational

structure and features, culture aspects, economic conditions and impact, geographical location issues, industrial/commercial/technological considerations.

3.5 A typology of groups is completed to ascertain common characteristics to advance the intelligence

analysis process.

Range: examples of characteristics include - motivational, tactics, target, origin.

3.6 Statistical analysis is used to identify logical patterns and trends.

Range: examples of statistical analysis models applied include - descriptive statistics, frequency distribution, scatter diagrams, the question of causation, statistical data sampling, assigning probabilities and random variables, binomial probabilities, inferences for distributions, count data and regression.

Relationship with the element Performance criteria should set out the standard for the active part of the element (the verb). For example, if the element states select, mix and match inks, the performance



criteria will relate to how selection, mixing, and matching are performed; and the quality of the selecting, mixing, or matching.

1.1 Inks are selected to meet the requirements of the substrate, press, and job specifications.

Range: inks are selected with regard to any of the following dependent on the requirements of the job specifications – transparency, opacity, colour, gloss, drying properties, lightfast, substrate, solvent compatibility, odour free, toxicity, bleed properties.

1.2 Inks are mixed using colour mixing and matching systems available in the workplace. 1.3 Ink additives are selected and used to ensure quality of print meets job requirements. Range: any of – retarder, reducer, matting agent, gelling agent, hardener catalyst, flow agent,

plasticisers, adhesion promoter, extender, photoinitiator. Avoiding passive restatements Performance criteria should avoid passive restatement of the element since this adds nothing to the element. Compare

Describe the operation of the NZ AFTN system. performance criteria 2.1 The description of the NZ AFTN system is consistent with the Aircat Operator Manual. 2.2 The description identifies the purpose of the Unified Message Switch software consistent with the

Aircat Operator Manual. 2.3 The description identifies the methods of access to the NZ AFTN system.

With

Describe the operation of the NZ AFTN system. performance criteria 2.1 The operation of the NZ AFTN system is described.

Reference to publications in performance criteria Where performance criteria refer to publications such as pieces of current legislation, regulations, Government guidelines, industry codes of practice, and national or international quality standards, these publications must be fully cited in the Special notes. Only documents that are publicly, readily, and reasonably available may be referred to, not private publications or out-of-print books. Standard of performance with examples In general, performance criteria should not end in a verb, since this often indicates that the performance criterion does not include a standard. Performance criteria ending in verbs or



those that seem to be describing a process step (rather than a process result) should be avoided unless supported by a ‘standard for performance’ in the special notes or range. In addition, a range for the criterion should not provide the answer. Compare

1.1 Description identifies the roles of race club officials in accordance with the Racing Code. Range: President, Secretary, Racecourse Inspector, Stipendary Steward.

With 1.1 Race club officials are identified. Range: President, Secretary, Racecourse Inspector, Stipendary Steward.

Example of a performance criterion with two sentences

4.1 Information is collected, records maintained, referrals forwarded, and access to further services arranged as appropriate to the results. The appropriate documentation is completed with the knowledge of the client and in accordance with NCSP procedural requirements.

Use of the definite article – the Attention should be paid to the meaning of the performance criterion to determine whether or not the definite article is required. For example, a performance criterion beginning ‘Consequences ...’ may be taken to imply that only some consequences are involved whereas a performance criterion beginning ‘The consequences ...’ implies that all critical consequences are required. This particularly applies if the range then identifies the types of critical consequences that must be identified. Doing and understanding with examples As well as an action being evidence, understanding why an action is done, and acting on this understanding, may also be seen as constituting evidence of performance.

Example of an element and performance criteria from a level 3 standard

Operate and maintain natural gas filtration equipment.

performance criteria

2.1 Communication of the intended work activities is carried out with appropriate personnel prior to commencing work.

Range: may include but is not limited to - customer, control operator, area technician.

2.2 The methods of isolating the filter system from service without disrupting the gas supply are

explained and carried out according to company procedures. 2.3 Filter elements are inspected and replaced according to company procedures.

Range: may include but is not limited to - differential pressure, valve position, local indicators, manufacturer’s specifications, liquid levels, visual inspection, filter element type, filter element orientation.



2.4 The consequences of incorrect operation and application of filter system components are explained.

Range: may include but is not limited to - leaks, filter element damage, ineffective filtration, damage to down stream equipment, flow rate restrictions.

2.5 Preventative maintenance and routine procedures are carried out in accordance with company

procedures.

Range: may include but is not limited to - site specific maintenance system, filter monitoring, log keeping, vessel certification inspections, corrosion and coating inspections, thermal relief.

Cognitive evidence with examples Performance criteria can also require evidence of cognitive processes such as analysis, evaluation and synthesis.


Monitor and report on issues and trends affecting the organisation.


3.1 Current awareness of trends and developments affecting or likely to affect the organisation meets planning time frames and enables emergency response.

3.2 Citation, referencing, and recording of information ensures currency, sufficiency, and depth of

research to support decision-making. 3.3 Information gathered includes soft data sourced from intuitive, divergent processes and from informal

contact networks. 3.4 Evaluation of information uses quantitative or qualitative analytical tools according to the nature of

the data and enables testing of major variables, working assumptions, and probabilities.

Range: evidence of use of two different analytical tools - may include statistical inference, decision trees, flow charting, mapping, regression models, time series.

3.5 Information is organised and presented logically and critically in a form that aids decision-making by

others. Attitudes and values (affective) evidence with examples These are often difficult to capture in performance criteria, therefore care has to be taken to specify evidence requirements that allow for objective assessment.


Explain peer group beliefs and values in relation to sex and sexuality.


2.1 Explanation identifies three beliefs about sex and sexuality held by peer group. 2.2 Explanation identifies three values held by a peer group in relation to sex and sexuality.



2.3 Explanation gives a reason for each belief and value. 2.4 Explanation describes how to reconcile personal beliefs and values with peer group beliefs and

values.

Example of an element and performance criteria from a level 4 standard Identify and describe knowledge, skills, and values in social service work.


1.1 The knowledge that was used to guide the social service worker’s actions in a social service work

situation is identified and described.

Range: evidence is required of three statements of knowledge that were used to explain and guide the social service worker’s actions.

1.2 The skills that were used by the social service worker in a social service work situation are identified

and described.

Range: evidence is required of three skills that were used in the situation by the social service worker.

1.3 The values that supported and guided the social service worker’s actions in a social service work

situation are identified and described.

Range: evidence is required of three values that were used to support and guide the social service worker’s actions.


Maintain safe, legal, and ethical standards of practice. performance criteria 2.1 Practice is to standards outlined by the New Zealand Nursing Council, the New Zealand

Occupational Health Nurses Association (NZOHNA) Standards of Practice, and relevant New Zealand legislation.

2.2 Practice operates within the contractual arrangements with, and management policies of, the

employing agency. 2.3 The integrity of nursing standards is maintained to established ethical and legal guidelines for nursing

practice. 2.4 The individual rights of clients are protected and enhanced.

Range: as contained in Appendix 3 of the draft Standards for Occupational Health Nursing in New Zealand.

2.5 Ethical issues are dealt with in accordance with established codes of nursing ethics, requirements of

job description, workplace policies, and legislative requirements. Range: ethical issues to do with the promotion of health, the prevention of illness, the restoration of

health, and the alleviation of suffering arise in relation to, but are not limited to - clients, nursing practice, social need, co-workers, and the nursing profession;



details are contained in Appendix 2 of the draft Standards for Occupational Health Nursing in New Zealand.

2.6 Confidentiality of all personal and health information is maintained, except when appropriate

disclosure is permitted by written, informed, and voluntary consent of the employee, in accordance with: Nursing Ethics, the Privacy Act and amendment 1993, the Health Information Privacy Code 1994, and the Health and Safety in Employment Act 1992 (HSE).

Range Statements Range statements may be included to provide a common frame of reference to ensure that all candidates are assessed against the same set of applications, and clarify assessment conditions. Range statements can apply to: • all outcomes in the unit standard, written in the Special Notes section; • individual outcomes, written immediately below the relevant element, or incorporated into the element text; • an individual performance criterion, written immediately below the relevant criterion, or incorporated into

the criterion text. Range statements must: • clearly distinguish the items which need to be considered. Range statements can be used to:

• specify critical contexts • specify critical knowledge • specify evidence to be used in the context of assessment (this may include

underpinning knowledge to provide evidence that performance is repeatable) • define and/or clarify the boundaries of the unit standard, element, or performance

criterion • provide clarification through the use of examples.

Examples can be used in range statements to provide clarification, especially where definitive lists are inappropriate or impossible to provide. Where examples are used, care should be taken to express such range statements in a way that delivery and assessment options are not restricted only to those contexts indicated. Note that an introductory stem such as ‘may include but is not limited to - …’ is the same as ‘examples are - …’ and neither specify any critical evidence requirements.

Range: may include but is not limited to – process specifications, procedures, operating parameters, equipment and instrumentation components, materials and services, sampling and testing, recording requirements.

Range: examples of sources include but are not limited to – field intelligence, market research,

technical literature, database searches, economic and statistical trends and forecasts; evidence of three sources is required.

Range statements may include options where these are compatible with the principle that all people credited with the unit standard have achieved the same specified outcomes, ie the knowledge and skills may be demonstrated in different contexts, but they are transferable between those contexts. In the following example the pieces of leather to be cut varies depending on whether the product is footwear or an allied leather trade such as bag making.

Range Statements


Range: footwear - vamp, quarters, heel cover, counter, plug, tab, facings, binding, linings, straps; allied trades - components required for company's products.

Examples of range statements

Construct garden walls. Range: brick, concrete block, log.

In this case, the range applies to the whole element, and sufficient evidence must be collected or presented of the construction of all three types of wall. Alternatively the range could be expressed as:

Range: any two of – brick, concrete block, log. In this example, evidence needs to be collected or presented for only two types of wall. It is important to note that it is any two. A person presenting evidence of a brick and a log wall having been constructed to the standard required in the assessment criteria, cannot be deemed ‘not yet competent’ because the assessor wanted evidence of a concrete block wall. Evidence and clarifying ranges If a range is being used to assist with interpretation, it is advisable to also indicate the parameters of evidence required related to that range. For example

Range: roof props can be wooden, mechanical, or hydraulic. Evidence is required of two types. Range: licences include – on-licences, off-licences, club licences, special licences, new applications,

renewals; evidence relating to three types of licence is required.

Multiple ranges If a range statement has more than one focus, it is advisable to use a stem to indicate what the range refers to.

Range: sources of bacterial contamination – food workers, equipment, environment; control methods – cleaning and sanitising, hygienic work practices, personal hygiene ...

Further examples of acceptable range statements

Range: two of – pencil, pen, felt-tip, paintbrush. Range: leg, chump on, long loin, rack, square cut shoulder, femur bone, saddle, forequarter.

Range: forecast weather and sea conditions include – swell direction and pressures, wind strengths

and direction, fog, ice accretion.

Range Statements


Range: petrol; diesel - direct injected, indirect injected, turbocharged, natural aspirated, supercharged, two

stroke, four stroke. Examples of format for ranges in special notes

special notes 1 Range: principles – harmonic motion, deflection, wave motion, elasticity;

systems – oscillating, rotational, linear.

special notes 1 Range principles – harmonic motion, deflection, wave motion, elasticity; systems – oscillating, rotational, linear.

special notes 1 Evidence of the elements of this unit standard must be presented across the following contexts:

a principles – harmonic motion, deflection, wave motion, elasticity; b systems – oscillating, rotational, linear.

Special Notes Special Notes are used for conveying any information that will assist in the interpretation of the standard and/or increase the likelihood of consistent assessment judgement. They can also be used to indicate any special assessment requirements or conditions. • if there is more than one special note, the notes must be numbered. • references must be restricted to publications which clarify the standard and be accessible (in the public

domain) to candidates, assessors, and providers. • references must be cited fully showing, as a minimum, author, title, publisher, place of publication, date of

publication. • where Acts, codes, or regulations are included, the short title (formal name and date of enactment) must

be shown. • references to other unit standards must specify their identification numbers. • definitions or translations of terms must be included where the term is being used outside of normal

usage or where definitions assist in clarifying the standard. • terms being defined must be differentiated in some way from ordinary text, for example italics, and be

clearly and simply expressed. • the purpose of each special note must be clear. References The purpose of the reference must be clear. For example, it may relate to legislation to which performance must comply, or to knowledge that must underpin performance. References must be restricted to publications that serve to elucidate the standard. They should not include works that are irrelevant to people seeking credit for the unit standard through the recognition of prior learning, or that may unduly restrict delivery. All publications must be accessible (in the public domain) to learners, assessors, and providers. If the text is an overseas one, it is helpful to provide an indication of availability, for example: available from major educational book retailers or available from the ... ITO or available at http://www….

Special Notes


Full website addresses must be used (ie http://…) so that the site may be accessed through a hyperlink or by pasting the address into a browser address field. Cite your source for every direct quotation and every borrowed idea. Where performance criteria refer to publications such as legislation, regulations, Government guidelines, industry codes of practice, national or international quality standards, etc, these publications must be fully cited in the special notes. To indicate that an electronic source is the only known source – use ‘at’. To indicate that the electronic source is a parallel reference to a printed source – use ‘available at’

Book: Author, Title of Book (Place: Publisher, year), page no(s)

Journal: C Dewhirst ‘Hot air over the Himalayas’ (1986) vol 1, no 4, World Geographic, 44-55.

New Zealand Standards: NZS 5261: 2003 Gas Installation

Government papers: NZ GCP1: 1993 New Zealand Gas Code of Practice for Inspection, Testing and Certification of Gasfitting Work Done Under Supervision, Ministry of Economic Development, available at www.med.govt.nz

WWW: http://www.nzqa.govt.nz/framework/index.html

Other referencing conventions used by an industry sector are acceptable and notes can be added to suggest the most current version of a specified text is used. For example

special notes: 7 Resources - may include but are not limited to: a Adams, John B.; McKergow, Timothy W.; Eds. 1993. Drugs

in Psychiatry - An Ashburn Hall Manual. 11th ed. Dunedin: Ashburn Hall Education and Research Foundation.

b American Psychiatric Association Task Force on DSM-IV. c1994. Diagnostic and statistical manual of mental disorders - DSM-IV. Washington, DC: American Psychiatric Association.

(…) g World Health Organisation. 1992. The ICD-10 classification

of mental and behavioural disorders: clinical descriptions and diagnostic guidelines. Geneva: World Health Organisation.

(…) Note: the above editions were current at the time of

registration of this unit standard. New editions of resources a, b, and g are published from time to time. It is recommended that assessors and candidates use the editions that are current when candidates are preparing for assessment against this unit standard.

Special Notes


Definitions of terms used (glossaries) The term being defined should be differentiated in some way from ordinary text using italics. For example

special notes: 1 Definitions Quality is the totality of the characteristics of products and services

that bear on their ability to satisfy stated and implied needs of customers and other stakeholders.

Suppliers include both internal and external suppliers of products and services.

Customers are people or organisations who receive products and services. They can be external or internal to the supplier.

Translations and/or explanations should be included for any terms not in common usage. For example:

special notes: 1 Definitions Raumoa is the ‘v’ channel section of a haehae groove. Patapata referred to in this unit standard is the ridge section of a haehae cut. Tukutuku is also known as Arapaki and/or Pukiore within different tribal areas. Taratara-a-Kae is also known as taratara-o-Kae.

There is no requirement that definitions or glossaries to be in any particular order ie they could be alphabetical, in the order in which terms are used, sorted according to type of information provided.

special notes: 3 Glossary Family - examples may include a nuclear or extended Pākehā

family; a Pacific family; a family from another culture (eg refugees and other migrants); a family from a particular community (eg gender-based, gay or lesbian, or deaf communities); a family made up of people such as a support group.

Pacific family refers to families from the main Pacific nations represented in Aotearoa New Zealand; namely - Samoa, Tonga, Cook Islands, Niue, Tokelau, Fiji, Tuvalu, Solomon Islands, Kiribati.

Whānau - Traditionally, whānau members are related through whakapapa, birth, or intermarriage. Whānau may comprise members who are related through bloodlines and inter-marriage, and may also include family friends, acquaintances, and any other individuals who are accepted by, and deemed a member by a particular whānau. For further definitions of the meaning of whānau, see: Ministry of Health. 1998. Whāia Te Whanaungatanga: Oranga Whānau: The Wellbeing of Whānau: The public health issues. Wellington: Ministry of Health. This publication is available from the Ministry of Health web site: http://www.moh.govt.nz/

Services include educational, employment, health, recreational, and social services in the community.

Special Notes


Sources of information include but are not limited to: citizens advice bureaux; community houses; internet; libraries; service directories; health, recreational, and social service networks; service provider information bases and directories; statutes, statutory regulations and by-laws; telephone directories; advertisements, promotional materials and pamphlets; videos.

Well Child worker is used as a term to denote the candidate seeking award of credit in this unit standard. Other terms that may be used in Tamariki Ora - Well Child services include Community Health Worker; Community Well Child Health Worker; Kaiāwhina; Kaitiaki; Plunket Community Karitane; and Plunket Kaiāwhina.

Itemised legislation and codes Legislation relevant to the performance of the elements in a unit standard must be cited in the special notes. The short title (formal name and date of enactment) of an Act should be used. The purpose of including the legislation, regulations or codes should be clear. It is not necessary to add ‘and subsequent amendments’ to a list of legislation. Examples of legislation in special notes

Candidates must not contravene the Code of Recommendations and Minimum Standards for the Welfare of Horses. All work practices must meet codes of practice and documented worksite safety procedures for personal, product, and worksite safety, and must comply with the following: Health and Safety in Employment Act 1992, Resource Management Act 1991, Official Information Act 1982, Privacy Act 1993. Legislation relevant to this unit standard includes but is not limited to the Health and Safety in Employment Act 1992, Resource Management Act 1991, Official Information Act 1982, Privacy Act 1993, State Sector Act 1988, Fair Trading Act 1986, and Consumer Guarantees Act 1993.

If the relevant codes and legislation are likely to vary from one context to another, or are likely to change before the unit standard undergoes review, the following approach may be used.

All relevant enactments must be complied with. An indicative list of relevant enactments and codes is held by, and available from, the <Name> ITO. Or A current list of relevant enactments and codes is published on the <Name> ITO website <http://website address>.

The second option should include the full address for the web page or instructions to reach the relevant page. The special notes can be used for referring to other unit standards that contain underpinning knowledge and skills not critical to health and safety. This informs industry and providers of the necessary knowledge and skills used as a starting point for the calculation of credit. The format for references to other unit standards is Unit <id no>, Title of the unit standard.

Special Notes


Examples of standards of performance defined in special notes Definitions can provide the standard of performance required such as, industry requirements, organisation requirements, and workplace practice.

Industry requirements include all the documented workplace policies, procedures, specifications, business and quality management requirements relevant to the workplace in which assessment is carried out.

Organisational requirements refer to instructions to staff on policy and procedures, which are

documented in memo or manual format and are available in the workplace. These requirements include but are not limited to - site specific requirements, and company quality management requirements.

Worksite procedures refer to the documented policies and procedures for worksite activities required by

the employer. All worksite procedures must meet the guidelines and regulations in the Health and Safety in Employment Act 1992, the Injury Prevention, Rehabilitation, and Compensation Act 2001, the Conservation Act 1987 and their subsequent amendments; the New Zealand Environmental Care Code (1991), available from Department of Conservation, Te Papa Atawhai, PO Box 10420, Wellington, or from the local Department of Conservation office; and the Quality Tourism Standard for the Sector (2000), Adventure Tourism Council – Tourism Industry Association, PO Box 3859, Christchurch.

Examples of assessment guidance in special notes

This unit standard may be assessed in either the workplace or a provider environment.

For all on site unit standards the practical assessment evidence must be provided in the context of commercial business construction operations, in the workplace, under normal workplace conditions. Competence in this unit standard indicates compliance with current trade practice. Current trade practice refers to the ability to work unsupervised, demonstrating knowledge and skills that reflect the productivity, uniformity, finish quality and material economies currently accepted within industry. This unit standard must be assessed in a commercial furniture making environment. Practical assessment evidence of competence must be gathered from commercial jobs in the workplace under normal conditions. This unit standard has been designed for learning and assessment off-job. This unit standard has been designed for learning and assessment in the workplace under the supervision of a Supervisor of Electrical Work, as defined in the Electricity Act 1992. This unit standard has been designed for learning and assessment on-job. This unit standard may be assessed in a workplace environment, or in a training or education environment if simulated work conditions are able to be provided, or in a combination of both environments. Evidence is required of competent performance in an administration context. Where consistent performance is required across a range of situations, this is indicated in range statements.

Levels Unit standards will be registered at one of the approved levels of the NQF. Each of the levels is characterised by performances described by the specified descriptors for that level (see Appendix). The level assigned to the unit standard must provide a best match between the descriptors and the outcome and performance requirements of the unit standard.

Levels


Content areas or contexts do not have to be restricted to one level of the Framework. As level indicates a degree of ‘complexity’ of outcome, it is possible for a content area or context to be used at more than one level. A Shakespearean play could, for example, be used at all levels of the Framework. Where the same content area is used at more than one level, different levels of performance need to be obvious within the unit standard, reflecting the descriptors for each level. This difference can be expressed in elements, performance criteria, or range statements. The level is derived from the content of the unit standard, not vice versa. Also see discussion on levels of learning and associated verbs in Appendix 3.

Credits Credits allocated to unit standards must reflect the notional learning time it is expected to take candidates to meet the outcome and performance requirements in those unit standards. Notional learning time includes time spent in structured tuition and self-paced learning and practice; time taken to gather and provide evidence for assessment purposes; and time taken to be assessed in all the outcomes and contexts. One credit represents a notional 10 hours of learning, practice, and assessment time with respect to the outcomes and contexts of the unit standard. Credits allocated must: • be whole numbers and no more than 120; • be consistent with unit standards of comparable outcomes and similar contexts. Standards setting bodies are encouraged to formulate larger unit standards rather than a plethora of 1 and 2 credit unit standards, which often tend to be very task-oriented. Credit is allocated only for the knowledge and skills defined in the standard. Credit is only awarded for the attainment of outcomes at the level at which the unit standard is set. Credits for a level 3 unit standard assume that all relevant outcomes at level 1 and 2 have been achieved, although they may not have to be formally recorded. If specific assumptions are made about the person's starting point, these can be listed in a special note.

Purpose Statements Purpose statements must summarise the content of the unit standard and express information which is consistent with that content. They may also say for whom the unit standard is intended. While there is no requirement to restate the elements it is one way to summarise the content of the unit standard.

Credits


Purpose statements may: • indicate how the standard relates to other standards • indicate professional or industry roles for which the standard is useful • state any limitations or legislative constraints • indicate qualifications that include the standard. The emphasis must be on the elements rather than the performance criteria: what people can do, rather than the evidence that they can do it. If several, or all, the elements listed have the same stem, the nouns placed after the stem are separated by commas. For example

People credited with this unit standard are able to define the purpose, structure, and operation of the New Zealand Dairy Industry.

not People credited with this unit standard are able to: define the purpose of the New Zealand Dairy Industry; define the structure of the New Zealand Dairy Industry; and define the operation of the New Zealand Dairy Industry.

Examples of purpose statements

purpose: People credited with this unit standard are able to: interpret data and particulars; place proposals on company books using computer based methods; make an initial assessment as to the suitability of proposals; gather or receive additional information or requirements; set up premium collection systems; issue policy documents when clearance has been given to do so; and monitor client transactions.

purpose: This unit standard is for people in the laundry industry. People credited

with this unit standard are able to finish and sort flatwork items using a laundry ironer machine.

purpose: People credited with this unit standard are able to draw and interpret

engineering sketches under supervision. This unit standard is designed for people within the engineering field, which may include mechanical, electrical, hydraulic power, pneumatic power, fabrication, heating and ventilation, and refrigeration and air conditioning engineering industries.

purpose: This unit standard meets the minimum requirements of the Land

Transport Safety Authority for people who intend applying for a W (wheels) endorsement to their driver licence so they will become legally entitled to drive special-type wheeled vehicles on roads.

People credited with this unit standard are able to: describe a special-type

wheeled vehicle and the legal requirements relating to driving the vehicle on a road; describe driving procedures and general considerations for driving a special-type wheeled vehicle safely on a road; and demonstrate procedures for driving a special-type wheeled vehicle safely and legally on a road.

purpose: People credited with this unit standard are able to demonstrate: general

knowledge for a flight test; pre-flight checks and procedures; visual flight procedures; full panel instrument flight test with no visual horizon; limited

Purpose Statements


panel instrument flight test; visual flight turns; visual flight stalls; emergency flight procedures; and rejoin and circuiting procedures for a commercial pilot's licence. The outcomes of this unit standard are aligned with the relevant parts of the prescribed syllabi of the Civil Aviation Authority of New Zealand and the International Civil Aviation Organisation, for a commercial pilot's licence.

purpose: This unit standard is for people wishing to qualify as electricians, electrical

service technicians, and related trades, and is concerned with the safe disconnection and reconnection of fixed wired appliances or equipment to the mains power. Fixed wired refers to the direct connection to power cabling, rather than by means of a plug and socket.

People credited with this unit standard are able to disconnect and

reconnect fixed wired appliances or equipment.

purpose: This unit standard is intended for the training and assessment of electricians beyond basic trade level, and covers the design of simple installations of electric lighting. Previous knowledge of basic lighting theory is assumed.

People credited with this unit standard have demonstrated: - knowledge of lighting terminology, and - the ability to design area flood lighting and indoor lighting installations.

Entry Information Entry information may be included to provide guidance to providers and candidates about underpinning knowledge and skills that are critical to health and safety. Entry information refers to entry to assessment and not entry to a course. NZQA assumes that any requirements specified in this section will be verified by the assessor as having been met prior to the award of credit. • where there are no entry requirements, the statement ‘Open.’ must be shown. • where prerequisite unit standards are specified, they must be listed as: Unit <id no>, Title of unit

standard. Multiple listings must clearly distinguish one unit standard from another. • lists of prerequisite unit standards must be followed by the phrase or demonstrate equivalent knowledge

and skills. • time based entry criteria are not acceptable – the skills and knowledge derived from experience should

be specified. Prerequisites These may be included where another unit standard contains underpinning knowledge and skills are critical to health and safety, or represent legal requirements. Note that prerequisites are not verified by NZQA when results are reported. Accreditation, audit and moderation provide the requisite quality assurance.

Entry Information


Recommended standards Entry information does not relate to progression. Progression may be specified in national qualifications. However, if prior credit for a unit standard is viewed as desirable, it can be listed as 'recommended'. This allows the provider greater discretion in interpreting entry needs. Relationship diagrams A batch of unit standards containing prerequisites must be submitted along with a flow diagram, which indicates the relationship of unit standards to each other. This is necessary to ensure that qualifications provide clear pathways, and that no recursive relationships are specified, since it is not possible to change the relationship between unit standards once they have been registered. Corequisites No compulsory corequisites may be specified. If two or more unit standards always need to be assessed at the same time, the unit standards should be merged. However, an indication may be given in the special notes that it is desirable for the outcomes of another unit standard to be achieved in conjunction with the unit standard in question. Examples of entry information

entry information: Open. entry information: Prerequisites: Unit 17454, Demonstrate knowledge of child abuse, and

Unit 17455, Demonstrate knowledge of child abuse reporting procedures, or demonstrate equivalent knowledge and skills.

entry information: Prerequisites: Full Class 1 driver licence, and Unit 20848, Demonstrate

knowledge of and skills for driving a light four wheel drive (4WD) vehicle on-road, or demonstrate equivalent knowledge and skills.

entry information: Persons seeking credit for this unit standard to obtain a W (wheels)

endorsement must hold a current full driver licence of the appropriate class for the gross vehicle mass of the vehicle to be used for assessment.

entry information: Recommended: Unit 1660, Identify, catch, and prepare a horse for

exercise; Unit 1650, Prepare a horse for travel by land, load and unload; and Unit 1656, Groom a horse; or demonstrate equivalent knowledge and skills.

entry information: Recommended: National Certificate in Electrical Engineering (Electrician)

(Level 4) [Ref: 0313] or equivalent trade qualification for electricians.

Entry Information


Quality Management Systems

The accreditation and moderation options must match those in the registered Accreditation and Moderation Action Plan (AMAP). Accreditation and Moderation Action Plans The plans have two distinct parts: the Accreditation Action Plan (AAP) section and the Moderation Action Plan (MAP) section. Usually both sections are submitted in one AMAP document, and the approval process covers both sections. The NZQA AMAP Panel undertakes the quality assurance of new, reviewed, and revised AMAPs. Accreditation Accreditation is a process for ensuring that Tertiary Education Organisations2 (TEOs) and schools have the necessary quality systems in relation to training and assessment, within a given scope, leading to the award of credit on the National Qualifications Framework (NQF). Approval of an AAP is required for registration of standards on the NQF. Accreditation Action Plan The purpose of an AAP is to indicate the nature of the involvement of the Standard Setting Body (SSB) in the accreditation process, and to set out SSBs’ specific requirements for the TEO or school’s quality systems in relation to the criteria for accreditation. Responsibility for the accreditation of TEOs and schools lies with NZQA or its delegated agents. Other quality assurance bodies (QABs) include the Institutes of Technology and Polytechnics Quality (ITPQ) and the Colleges of Education Academic Committee (CEAC). Accreditation Action Plan criteria for approval AAPs must indicate the following: • the accreditation options relevant to the standards • contact details • any fees involved in the accreditation process additional to QAB costs • any industry or sector-specific requirements • any other special requirements, such as waivers of the SSB’s involvement in an

accreditation visit.

2 Tertiary Education Organisation means a New Zealand university, polytechnic, college of education, wānanga, private training establishment, industry training organisation, or government training establishment.



Moderation The purpose of moderation is to ensure that assessment decisions are fair, valid, and consistent. The registration of a MAP is a requirement for the registration of standards on the NQF. Moderation Action Plan The purpose of a MAP is to provide details on the external moderation system developed by the SSB to assure the quality of assessment decisions made against their standards. The MAP applies to all assessors of the standards through the accredited organisation. The design of the moderation system will relate to how assessment typically occurs, the structure and organisation of the industry or sector, the risks associated with inconsistent assessment decisions, and the cost effectiveness and manageability of the system. The SSB is responsible for evaluating and reporting on the effectiveness of its national moderation systems, and for providing annual reports to NZQA. Moderation Action Plan criteria Governing principles The MAP must reflect the following governing principles. It must • be easy to understand • be manageable for both standard setting body and users • be cost effective for both standard setting body and users • support best practice assessment and moderation that enhance learning opportunities • enhance comparability and consistency of assessment judgements • support collaboration, co-operation, and rationalisation within the moderation system • support NQF principles of flexibility and safeguard diversity of provision • support a holistic approach towards quality assurance, balancing coverage and intensity

of moderation • support the Tertiary Education Strategy in terms of recognising Te Ao Māori, tikanga

Māori, and responsiveness to Pacific peoples by not creating any unnecessary or unreasonable barriers.

Information requirements The MAP must provide information regarding • who has the responsibility for the implementation, co-ordination and management of the

moderation system, ie name of organisation or agency, and contact details • the structure of the moderation system • moderation coverage and intensity • what will be moderated • responsibility of other parties within the system, ie providers, assessors, moderators • reporting and review processes



• actions to be followed in circumstances of moderation requirements outlined in the plan not being met

• dispute resolution or appeal process • how the external moderation system will be funded and any charges for participants in

the system. Links to relevant secondary documents, ie moderation system manuals, should be provided, particularly where they hold further details relating to how the system operates. Documentation required for new or reviewed AMAPs

• Hard and electronic copies of the new/reviewed/revised AMAP using the AMAP Template.

URL http://www.nzqa.govt.nz/framework/standard/registration/docs/amaptemplate.doc

• Hard copy of the registered version of the AMAP annotated (by hand or electronically) to indicate the changes

• Covering letter signed by the SSB explaining the rationale for the new AMAP or the

change.

Comments By, and Expiry Date These dates will be entered by Framework Registration. New unit standards are normally registered for a period of three years. Reviewed unit standards are normally registered for five years. Documentation required for new unit standards [ Go to http://www.nzqa.govt.nz/framework/standard/registration/units.html ]

• Hard and electronic copies of new unit standards

• Completed Application for Registration of New and Reviewed Unit Standards on the National Qualifications Framework signed by a staff member of the SSB

URL http://www.nzqa.govt.nz/framework/standard/registration/docs/applicreg-newrev-us.doc

• Completed Checklist for the Evaluation of Unit Standards URL http://www.nzqa.govt.nz/framework/standard/registration/docs/checklisteval-us.doc

Comments By, and Expiry Date


A note on documentation – anticipating issues Anticipating any questions and issues (not already posed by the registration criteria) and providing relevant information with the submission may speed the evaluation process. A covering letter may be used to explain any special features of the standards or a rationale for a deviation from the registration criteria. If format and/or expression have been based closely on already registered unit standards this could also be noted. Note that although a contractor may have been engaged to undertake the work, it is the SSB that has the recognition to set the standards and the responsibility to ensure all documentation is complete. Additional Criteria and Guidance for Review, Revision, and Rollover

Reviewed unit standards Reviewed unit standards must meet the same technical quality criteria as new unit standards. However, application for registration must be accompanied by a Review Report for publication (see criteria for the Review Report). An assurance is also required that the review of the moderation arrangements has informed the review of the unit standards. In the review process unit standards will be placed in one of four categories: Category A No change is made to the content or classification of the unit standard. The unit standard will be published as a new version and display new registration and

planned review dates. Category B Changes are made that do not affect the assessment parameters of the unit standard. The

outcomes and required evidence are substantially unchanged, and the standard setter is confident that people credited with the new or old version are comparable in terms of competence.

The unit standard will be published as a new version and display new registration and

planned review dates. Category C Significant changes have been made to the unit standard such that there are material

changes to what is being certificated. The standard setter views people with credit for the new and old version as being different in terms of competence.

A new identification number will be assigned to the replacement unit standard(s) by

Framework Registration. The replacement unit standard will include a reference to the title and ID of the replaced unit

standard under ‘replacement information’ on the unit standard Category D The unit standard is being allowed to expire and is not being replaced. The expiry year of categories C and D unit standards must be specified in the Review Report. Normally the expiry date is two years from the date the review is completed.

Reviewed unit standards


Before unit standards reach their planned review date (see final date for comment on the unit standard), a decision is made about whether the unit standards should:

• undergo a review, or • be 'rolled-over' for a period of time to take account of the SSB's review schedule.

The decision is made to undertake a review to ensure that the current version of the unit standard takes account of up-dated requirements in the industry, professional, or academic area to which they relate. The review also takes account of shortcomings in the standards identified through assessment and moderation. To ensure that standards remain relevant and up to date, they must be reviewed on a regular basis. A review involves full industry and stakeholder consultation. If minor changes are required prior to a full review, the process is called revision. Note: any person or organisation may contribute to the review by sending feedback to the SSB. Unit standard review support package If you are embarking upon a review of unit standards, Framework Registration will provide a review support package on request. It is advisable to request this information well before the planned start of consultation. The review support package consists of

• electronic versions of the unit standards to be reviewed • database reports covering the qualifications that might be affected by the review • database reports covering provider accreditation that might be affected by the

review. These reports enable you to identify stakeholders that must be consulted during the review and to ascertain the potential impact of changes arising from the review. Request for unit standard review support package Download the Request form URL http://www.nzqa.govt.nz/framework/standard/registration/docs/req-support.doc [More information is at: http://www.nzqa.govt.nz/framework/standard/registration/index.html#req ]



Replacement information with examples Category C unit standards result in one or more replacements for the reviewed standards. The relationship among the old and new standards is included under replacement information. Note the wording in the replacement information is ‘replaced’ not ‘replaces’, and each identification number needs to be preceded by the words ‘unit standard’ . This enables users of the NQF to search by Unit standard by replacement ID in the Search Framework function of the NZQA website. Examples are:

replacement information: This unit standard replaced unit standard yyyyy. replacement information: This unit standard and unit standard xxxxx replaced unit standard yyyyy and

unit standard zzzzz. replacement information: This unit standard, unit standard wwwww and unit standard xxxxx replaced

unit standard yyyyy and unit standard zzzzz.

Care needs to be taken in formulating the new title to ensure that context fits within the domain and does not exceed the 100 character and spaces limit. Details of both old and new standards are listed in the Review Report with changes shown in bold. Documentation required for review of standards [ Go to http://www.nzqa.govt.nz/framework/standard/registration/units.html ]

• Hard and electronic copies of the reviewed unit standards and any new unit standards resulting from the review

• Hard copy of the registered versions of category B unit standards annotated (by

hand or electronically) to indicate the changes made as a result of the review.

• Completed Application For Registration Of New And Reviewed Unit Standards On The National Qualifications Framework signed by a staff member of the SSB

URL http://www.nzqa.govt.nz/framework/standard/registration/docs/applicreg-newrev-us.doc

• Completed Checklist for the Evaluation of Unit Standards URL http://www.nzqa.govt.nz/framework/standard/registration/docs/checklisteval-us.doc

• Hard and electronic copies of a completed Unit Standard Review Report using the Review Report Template

URL http://www.nzqa.govt.nz/framework/standard/registration/docs/usreviewreport.doc



Note that although a contractor may have been engaged to undertake the work, it is the standard setting body that has the recognition to set the standards and the responsibility to ensure that appropriate consultation has been undertaken and all documentation is complete.

Review Report A report reflecting the nature of changes made is required for publication on the NZQA Website. This report is not intended to be a detailed account of the review process. The report must include: • the reason for the review and a brief outline of the review process; • a summary of the main changes made; • a list of the unit standards, in table format, with the changes shown in bold, and including the review

category (A, B, C or D) ascribed to each unit standard; • the transition arrangements from the old to the new unit standards, if any C category reviews are

involved. The report must also clearly outline the impact, if any, on • existing provider accreditations • currently registered qualifications that the unit standards are a part of. The Review Report covers:

• the consultation process • the rationale for the review • the changes made as a result of the review • extensions to the scope of existing accreditations, if required • information about transition to the new versions of unit standards and qualifications.

Please note that the following examples have been designed to illustrate the impact of reviews and are shown in a smaller font to distinguish the examples from the explanatory script. The information is presented in the form in which it would be submitted for evaluation, ie new identification numbers have yet to be allocated to new and replacement unit standards.

Main changes resulting from the review • Unit standards in the Widget Operations domain have been reclassified in a new Widget Production

domain. • Unit standard 71116 has been replaced by two role-specific unit standards aaaaa and bbbbb. • Unit standards 71112 and 71113 have been replaced by new unit standard xxxxx. • Titles of all other unit standards have been changed to reflect skills covered. • The level for unit standard 71115 has decreased from 3 to 2; and the level for 71117 has increased

from 4 to 5. • Prerequisites have been added to unit standard 71114. • Changes have been made to special notes in all the unit standards, including additions of ranges and

definitions. • Elements and performance criteria have been changed to meet the roles reflected in the titles, to

improve assessability, and for consistency of style within the batch. • Two new unit standards have been developed ccccc and ddddd. Unit standard ddddd has been

classified in the Widget Manufacture – Health and Safety domain. • Unit standard 71118 will expire as it covers skills that are no longer required by industry.

Review Report


• Unit standard 71119 will expire as it duplicates skills covered by unit standard 16616 in the first line management domain.

Impact of review on provider accreditation with example This section is required if standards have changed classification, increased in level or have been replaced. SSBs can also extend accreditation to cover new unit standards developed to fill gaps identified at review. Note the clarification statement in the template needs to be removed before submitting the review for evaluation.

Impact on existing provider accreditation

Current Accreditation for Accreditation extended to Nature of accreditation

Classification or Id Level Nature of accreditation

Classification or Id Level

Subfield Widget Manufacture 4 Standard 71117 5 Domain Widget Operations Any Domain Widget Production Same Domain Widget Operations Any Domain Widget Manufacture –

Health and Safety Same

Domain Widget Operations 4 Standard 71117 5 Standard 71116 5 Standards aaaaa, bbbbb 5 Standard 71112 3 Standard xxxxx 4 Standard 71113 4 Standard xxxxx 4

Impact of review on AMAP with example This section is required if standards have changed AMAP.

Impact on Accreditation and Moderation Action Plan (AMAP) The unit standards have been transferred from AMAP 9999 to AMAP 8888, and AMAP 9999 has now been withdrawn from the NQF. The moderation and accreditation options in the unit standards have been updated to match AMAP 8888.

Impact of review on existing qualifications with example Impacts of changes fall into two categories Affected and Not materially affected. Affected is where:

• the qualification requires a specified number of credits from a reviewed classification (domain or subfield or field) in an elective set. This means that either unit standards have been reclassified in to or out of the listed classification, or the classification has lapsed.

• the qualification lists a standard that has changes to level or credit • the qualification lists a C or D category standard.

Not materially affected is where:

Review Report


• the qualification lists a standard that has a new title • the qualification lists a standard that has a new classification.

Where a qualification contains unit standards and/or classifications in both impact categories they are identified in the Affected table. The individual unit standard numbers and/or classification that generated the Affected status need to be differentiated from the Not materially affected items, usually by using bold font. Note qualifications are listed alphabetically by SSB, then alphabetically by qualification title.

Impact on existing qualifications Qualifications that contain the reviewed standards or classifications are tabled below.

Affected The qualification lists a reviewed classification (domain or subfield) in an elective set The qualification lists a standard that has changes to level or credit The qualification lists a C or D category standard

Not materially affected

The qualification lists a standard that has a new title The qualification lists a standard that has a new classification

In the following tables qualifications that contain unit standards and classifications in both categories are identified in the Affected table, with the items that generated the Affected status in bold. The following Widget Incorporated qualifications are affected by the outcome of this review and are currently being reviewed or revised to take account of the changes.

Qualification title Classification or standard in the qualification

National Certificate in Widget Manufacture (Level 2) [Ref: 00230] 71112, 71117 National Certificate in Widget Manufacture (Level 3) [Ref: 00209] 71114, 71116 National Certificate in Widget Manufacture (Foreperson) with optional strands in Woggles, and Toggles [Ref: 00208]

71112, 71115, 71113, 71119

National Certificate in Widget Manufacture (Supervisor) (Level 5) [Ref: 00485] 71112, 71119 National Certificate in Widget Operations (Management) [Ref: 01061] Widget Operations

The following qualifications are also affected by the outcome of this review. The standard setting bodies (SSBs) have been advised that they require revision.

Qualification title Classification or standard in the qualification

SSB Name

National Certificate in Widget Supply Support (Level 5) with strands in Widget Operator Support, and Widget Mechanic [Ref: 08680]

71116

National Certificate in Widget Care and Support (Level 3) [Ref: 10780]

71112, 71113

National Certificate in Widget Care and Support (Level 4) [Ref: 02030]

Widget Operations

Widget Materials Supply Industry Training Organisation

The following qualifications of other SSBs are not materially affected by the changes. They will be updated when they are next reviewed or revised.

Review Report


Qualification title Standard in the qualification

SSB Name

National Certificate in Widget Care and Support (Cable Assistant) (Level 4) [Ref: 08070]

71114

National Certificate in Widget Care and Support (Line Support) (Level 4) [Ref: 08704]

71114

Widget Materials Supply Industry Training Organisation

Transition While other SSBs will need to determine their qualification specific transition arrangements, transition for the Widget Incorporated qualifications are: Candidates with either 71112 or 71113 will be exempt for the requirement for xxxx; those with credit for 71116 will be exempt for the requirement for aaaaa and bbbbb; those with credit for 71119 will be exempt for the requirement for 16616; and credit achieved within the domain of Widget Operations can be used to meet the requirements for electives specifying the Widget Production domain.

Summary of main changes to standards with example If no changes to Id, classification, title, level, or credit this section can be deleted. Otherwise complete table as in the following example.

Summary of main changes to standards’ Ids, classification, titles, levels, and credits The following summary shows the changes made to the standards as a result of the review. All changes are in bold. The details of recommended alternative unit standards are in Italics.

Key to review category A Dates changed, but no other changes are made – the replacement standard carries the same Id

and a new version number B Changes made, but the overall outcome remains the same – the replacement standard carries the

same Id and a new version number C Major changes that necessitate the registration of a replacement standard with a new Id D Standard will expire and not be replaced

Subfield Widget Manufacture Domain Widget Operations Widget Production Id Title Level Credit Review

Category 71112 and 71113 xxxxx

Demonstrate knowledge of widget production Implement widget production management plans Demonstrate knowledge of widget production and planning

3 4 4

3 3 3

C C

71114 Plan and implement widget production Plan widget production

5 3 B

71115 Maintain production rate in the widget industry Operate a widget machine

3 2

2 B

71116 aaaaa and bbbbb

Setup and maintain widget machine Setup widget machines Maintain widget machines in a production environment

5 5 5

4 3 10

C

71117 Install new widget machines Plan the installation of widget machines

4 5

3 B

Review Report


Id Title Level Credit Review Category

71118 Adapt widget machines for buggy whips production 5 4 D 71119 16616

Supervise widget production staff Plan and monitor performance of others as a first line manager

5 4

2 4

ccccc Pack widgets 2 1 New

Domain Widget Manufacture – Health and Safety Id Title Level Credit Review

Category ddddd Demonstrate knowledge of working safely at in a

widget manufacturing environment 2 2

New

Rollover of unit standards If unit standards are nearing their expiry date and there has been insufficient information to inform a review, they must be rolled over. They are then issued as a new version with new comments by and expiry dates but with content unchanged. The application for registration must be accompanied by a Rollover Report for publication. If, however, unit standards contain out of date references (eg to legislation or prerequisites) they should be revised as well as rolled over. Documentation required for Rollover (extension of registration) of standards [ Go to http://www.nzqa.govt.nz/framework/standard/registration/units.html#roll ]

• Completed Application For Revision And/Or Rollover (Extension Of Period Of Registration) Of Unit Standards On The National Qualifications Framework signed by a staff member of the SSB

URL http://www.nzqa.govt.nz/framework/standard/registration/docs/applic-revisroll-us.doc

• Hard and electronic copies of completed Unit Standard Rollover Report using the Rollover Report Template

URL http://www.nzqa.govt.nz/framework/standard/registration/docs/usrollover.doc

Revised unit standards Unit standards can be revised when they require minor amendments prior to review. A revision might involve corrections; updating legislation or prerequisites; or making minor changes to improve assessability. The process is similar to that for review but the required level of consultation may involve only a limited number of stakeholders.

Rollover of unit standards


A revision may take place for a variety of reasons. • To correct mistakes. • To take account of new factors. • To take account of factors that were missed at the time the new versions of the unit

standards or qualifications were registered. Revisions can be triggered by problems identified through moderation and changes to legislation. If the change is minor, has no effect on classification, title, level, or credit value, and affects only one or two unit standards, a new version of a unit standard may be published that includes a special note outlining the difference between unit standard versions. The quality assurance process considers the following matters when revised unit standards are submitted for evaluation: • rationale for the changes made to the unit standards • continuing coherence of the standards. Impact of changes made at revision Change to title Is the unit standard listed as a prerequisite in other unit standards? If it is, the other unit standards will need to be amended3 to reflect the new title. Change to level or classification Validity, accuracy, and fairness of the section outlining actions taken to mitigate the impact of the revision on accreditations. Accuracy of the section outlining the impact of the revision on qualifications and helpfulness of suggestions made about how to mitigate the impact. Note: The same information and documentation may be obtained from Framework Registration as is available for reviews. Or if an identical change is required to be made to each standard, such as the replacement of legislation, the standards setter can request this be made by the Framework Registration business unit during processing. Documentation required for revised standards [ Go to http://www.nzqa.govt.nz/framework/standard/registration/units.html#revise ]

• Hard and electronic copies of the revised unit standards

• Hard copy of the registered versions of the unit standards annotated (by hand or electronically) to indicate the changes

3 This can be done when the affected unit standards are reviewed. If their review has not been planned the affected unit standards should themselves be revised.

Revised unit standards


• Completed Application For Revision And/Or Rollover (Extension Of Period Of Registration) Of Unit Standards On The National Qualifications Framework signed by a staff member of the SSB

URL http://www.nzqa.govt.nz/framework/standard/registration/docs/applic-revisroll-us.doc

• Hard and electronic copies of a completed Unit Standard Revision Report using the following Revision Report Template

URL http://www.nzqa.govt.nz/framework/standard/registration/docs/usrevisionreport.doc

Te Reo Māori in Unit Standards Unit standards written in Māori Unit standards may be developed and submitted for registration in Māori. Such unit standards must meet the same technical specifications as all other unit standards. If, in order to maximise access to these unit standards, they are submitted in English and te reo, the two versions of the unit standard will be regarded as one unit standard and have the same Id number. Use of te reo in English unit standards Where a unit standard is written in English, it may include individual Māori words. Māori terms that are in common usage in New Zealand do not need a translation in a glossary; Māori words that could have a number of meanings but are being used in a specific way should be listed in a glossary in the Special Notes. Macrons should be used where required eg Māori, wānanga, Ngāti, ngā. The macron should appear as a line above the appropriate vowel. Microsoft Unicode Keyboard Māori Macron Driver A software driver developed by Microsoft allows access to the Māori macrons that exist in all Unicode compliant Standard Fonts. SSBs that need to include macrons in standards and qualifications can download the Māori Keyboard driver from the downloads section of the Microsoft New Zealand website. URL http://www.microsoft.com/downloads/details.aspx?FamilyID=27ab0ec0-c2b3-409e-bdf1-d56cd5e90d9c&displaylang=en Additional Information After installing the Māori Keyboard definition a user can press the [~`] key once then any vowel. This applies to upper case as well as lower case letters. If a user requires the left quotation the user simply presses the key twice. If the user needs to use the tilde

Te Reo Māori in Unit Standards


character, they simply use the traditional method of [Shift]+[~`]. ie the ā character would be entered by pressing the [~`] key then the [a] key. System Requirements Supported Operating Systems: Windows 2000, Windows Server 2003, Windows XP 4 MB of available hard-disk space

Fishhooks for Māori Content The NQF section of the NZQA website provides a Fishhook symbol for items that contain Māori content.

The hook indicates that the unit standard or national qualification has Māori content. The hook will appear beside a field, subfield or domain only if they contain registered unit standards with Māori content. Note the fishhook must be related to content not just standards that contain individual Māori words. The fishhook is assigned to all Field Māori items. Some items outside of Field Māori can also be tagged with a fishhook. SSBs are able to request that their unit standards be tagged with a fishhook, provided that the content is consistent the principles of Field Māori. That is, that the unit standard and/or qualification identifies positive outcomes that clearly contribute to

• Māori well being • Māori educational performance • the recognition of Māori skills and knowledge.

General Editorial and Formatting Requirements for Unit Standards Editorial Requirements Unit standards have a specified format and structure. This format and structure cannot be negotiated by standards setting bodies. Formatting Issues See formatting guide and template Styles: please do not include styles within the unit standard template. The Normal style must be used throughout. See Appendix 4 for Troubleshooting with styles. Font: normal font size and type is 12 point Arial except for headings. Alignment: all text is left aligned. Space and punctuation: two spaces after a full stop before the beginning of a new sentence; one space for any other punctuation type. Page break: no page breaks are to be used within the unit standard. If several unit standards are in one file, use a page break between unit standards.

Fishhooks for Māori Content


Paragraph break: paragraphs use the skip-a-line rule. Indention: use automatic indention (eg ctrl+T in Microsoft Word). Hidden: do not use hidden symbols or text. Editing issues - Framework Registration Style Guide This style guide deals with matters of punctuation and expression and has been provided to assist in the writing of unit standards, qualifications, and associated reports and documents. Framework Registration Style Guide URL http://www.nzqa.govt.nz/framework/standard/registration/docs/frameworkregstyleguide.pdf Spell check: please use spell check on documents before printing them. Oblique (/): these should be avoided because they are likely to lead to ambiguity. Use of parentheses: these should be avoided. They clutter text, and should only be used when the information included within them is something of an aside from the issues in the main text. Use of 'and': a comma should be used before the final 'and' which introduces the final item in lists of words, phrases, and clauses of three or more entries. This assists clarity with respect of the intended number of items. Apostrophes: these should be used to denote possessives. For example: manufacturers' specifications, meaning the specifications of the manufacturers; or manufacturer’s specifications, meaning the specifications of the manufacturer. Apostrophes should not be used to denote a plural acronym, ie SSBs not SSB’s. Recommended prerequisite: this is contradictory. It is either recommended or a prerequisite. One or the other term should be used on its own. Abbreviations: NZQA's house style is to use capital letters without full-stops. Agreement between subject and verb: the absence of agreement between subject and verb is a common mistake. For example, 'Security and storage of firearms and ammunition are demonstrated in accordance with the Arms Regulations 1992' not 'Security and storage of firearms and ammunition is demonstrated in accordance with the Arms Regulations 1992'. References: the recommended format for references is:

Author Surname, Initials or Name. Title. Place. Publisher, date, page. Definitions: words being defined or explained in special notes should be italicised. Numbers: numbers from one to nine should be spelled out (except those associated with units of measurement, eg 4 kg, 7 credits). Numbers from 10 upwards should be in figures.

General Editorial and Formatting Requirements for Unit Standards


Appendix 1 - Level Descriptors Level Process Learning demand Responsibility

1 Carry out processes that: - are limited in range - are repetitive and familiar - are employed within

closely defined contexts

Employing: - recall - a narrow range of

knowledge and cognitive skills

- no generation of new ideas

Applied: - in directed activity - under close supervision - with no responsibility for

the work or learning of others

2 Carry out processes that: - are moderate in range - are established and

familiar - offer a clear choice of

routine responses

Employing: - basic operational

knowledge - readily available

information - known solutions to familiar

problems - little generation of new

ideas

Applied: - in directed activity - under general supervision

and quality control - with some responsibility for

quantity and quality - with possible responsibility

for guiding others

3 Carry out processes that: - require a range of well-

developed skills - offer a significant choice of

procedures - are employed within a

range of familiar contexts

Employing: - some relevant theoretical

knowledge - interpretation of available

information - discretion and judgement - a range of known

responses to familiar problems

Applied: - in directed activity with

some autonomy - under general supervision

and quality checking - with significant

responsibility for the quantity and quality of output

- with possible responsibility for the output of others

4 Carry out processes that: - require a wide range of

technical or scholastic skills

- offer a considerable choice of procedures

- are employed in a variety of familiar and unfamiliar contexts

Employing: - a broad knowledge base

incorporating some theoretical concepts

- analytical interpretation of information

- informed judgement - a range of sometimes

innovative responses to concrete but often unfamiliar problems

Applied: - in self-directed activity - under broad guidance and

evaluation - with complete

responsibility for quantity and quality of output

- with possible responsibility for the quantity and quality of the output of others

5 Carry out processes that:

- require a wide range of specialised technical or scholastic skills

- involve a wide choice of standard and non-standard procedures

- are employed in a variety of routine and non-routine contexts

Employing: - a broad knowledge base

with substantial depth in some areas

- analytical interpretation of a wide range of data

- the determination of appropriate methods and procedures in response to a range of concrete problems with some theoretical elements

Applied: - in self-directed and

sometimes directive activity

- within broad general guidelines or functions

- with full responsibility for the nature, quantity and quality of outcomes

- with possible responsibility for the achievement of group outcome

Appendix 1 - Level Descriptors


Level Process Learning demand Responsibility 6 Carry out processes that:

- require a command of wide-ranging highly specialised technical or scholastic skills

- involve a wide choice of standard and non-standard procedures, often in non-standard combinations

- are employed in highly variable routine and non-routine contexts

Employing: - specialised knowledge

with depth in more than one area

- the analysis, reformatting and evaluation of a wide range of information

- the formulation of appropriate responses to resolve both concrete and abstract problems

Applied: - in managing processes - within broad parameters

for defined activities - with complete

accountability for determining and achieving personal and/or group outcomes

7 Carry out processes that: - require a command of

highly specialised technical or scholastic and basic research skills across a major discipline

- involve the full range of procedures in a major discipline

- are applied in complex, variable and specialised contexts

Requiring: - knowledge of a major

discipline with areas of specialisation in depth

- the analysis, transformation and evaluation of abstract data and concepts

- the creation of appropriate responses to resolve given or contextual abstract problems

Applied: - in planning, resourcing

and managing processes - within broad parameters

and functions - with complete

accountability for determining, achieving and evaluating personal and/or group outcomes

Level Involves skills and knowledge that enable a learner to:

8 - provide a systematic and coherent account of the key principles of a subject area; and - undertake self-directed study, research and scholarship in a subject area,

demonstrating intellectual independence, analytic rigour and sound communication. 9 - demonstrate mastery of a subject area; and

- plan and carry out – to internationally recognised standards – an original scholarship or research project.

Demonstrated by: - the completion of a substantial research paper, dissertation or in some cases a series

of papers. 10 - provide an original contribution to knowledge through research or scholarship, as

judged by independent experts applying international standards.

Appendix 1 - Level Descriptors


Appendix 2 - Changes to the Classification System The addition of, or change to, subfields and domains in the NQF classification system may be required when a new area of learning or training is identified in the unit standards development and/or review processes. A change to existing classification names may also be required to reflect changes to industry terminology. Classifications may be changed upon request from the SSB. Framework Registration manages all changes to the classification system. All requests for additions and changes are considered by a Panel in light of the following:

• The proposal falls within the recognised standard setting scope of the SSB (gazetted coverage, for ITOs)

• Subfields relate to field; domains relate to subfield and provide an indication of the standards that they will be used to classify

• A subfield contains more than one domain • A domain normally contains more than one unit standard (usually 10-30) • The classification name is unique • The classification name is meaningful to the SSB as a descriptor for the cluster of

learning outcomes • The classification name is not more than 60 characters (including punctuation) • The classification name provides a qualification name, where required.

Adding new classifications is relatively straightforward. However, existing classifications that contain registered standards cannot be simply moved, renamed, or deleted, because versions of standards, qualifications, and accreditations are linked to the classification with the original name. A system manages changes to the classification system. The system uses three states: current, lapsing and lapsed. If the SSB wants to move, rename, or delete a classification, the old classification name must be designated as lapsing and a new (replacement) classification name registered on the NQF. Standards in the lapsing classification will then be reclassified (new versions of the standards are published to show their new classification) or will be replaced or expired at the time of their review. The lapsing classification is designated lapsed when it no longer contains any registered standards. For an addition or change to the classification system please complete and submit the following form: Application for change to the classification system (SCUNQ) URL http://www.nzqa.govt.nz/framework/standard/registration/docs/applic-changeclassificationsystem.doc

Appendix 2 - Changes to the Classification System


Appendix 3 – Learning Domains Learning Domains or Bloom's Taxonomy4

The Three Types of Learning There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities. The three domains are cognitive, affective, and psychomotor. Domains can be thought of as categories. Cognitive is for mental skills (Knowledge), affective is for growth in feelings or emotional areas (Attitude), while psychomotor is for manual or physical skills (Skills). Trainers often refer to these as KAS, SKA, or KSA (Knowledge, Attitude, and Skills). The committee then produced an elaborate compilation for the cognitive and affective domains, but none for the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. This compilation divides the three domains into subdivisions, starting from the simplest behaviour to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today. Major Categories in the Cognitive Domain5

The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behaviour to the most complex. The categories can be thought of as degrees of difficulties. Each level builds on the previous one. In other words, the first one must be mastered before the next one can take place. A range of verbs is provided for each level – note that the same verb can apply to more than one level and to more than one learning domain. Knowledge • recognition and recall of facts and specifics Verbs related to Knowledge define, describe, distinguish, identify, label, list, match, name, outline, quote, recall, recognise,

reproduce, select, state

4 Based on information at http://www.nwlink.com/~donclark/hrd/bloom.html adapted for this publication on 8 November 2004 5 Benjamin S, Bloom, ed., Taxonomy of Educational Objectives: Handbook: Cognitive Domain (New York, NY: David McKay Company Inc., 1956)

Appendix 3 – Learning Domains


Comprehension • interprets, translates, summarises, or paraphrases given information • requires knowledge in order to demonstrate comprehension Verbs related to Comprehension classify, conclude, convert, defend, demonstrate, differentiate, distinguish, draw, estimate, explain,

express, extend, formulate, generalise, illustrate, infer, interpret, paraphrase, predict, summarise, translate

Application • uses information in a situation different from original learning context • requires comprehension of information in order to apply to new situation Verbs related to Application apply, calculate, change, complete, compute, construct, develop, demonstrate, discover, employ,

interpret, manipulate, modify, operate, organise, perform, practice, predict, prepare, produce, relate, restructure, show, solve, use

Analysis • separates whole into parts, until relationship among elements is clear, distinguishes

between facts and inferences • requires ability to apply information in order to analyse Verbs related to Analysis analyse, appraise, compare, conclude, contrast, criticise, deduce, detect, deconstruct, diagnose,

diagram, differentiate, discriminate, distinguish, identify, illustrate, indicate, infer, outline, relate, select, separate, troubleshoot, verify

Synthesis • combines elements to form new entity from original one • requires analysis in order to synthesize Verbs related to Synthesis argue, categorise, combine, compile, compose, construct, create, devise, design, discuss, explain,

generalise, generate, modify, organise, plan, produce, rearrange, reconstruct, relate, reorganise, revise, summarise

Evaluation • involves acts of decision-making, judging, or selecting based on criteria and rationale • requires synthesis in order to evaluate Verbs related to Evaluation appraise, assess, compare, conclude, contrast, criticise, critique, defend, describe, discriminate,

evaluate, explain, interpret, judge, justify, rank, rate, relate, standardise, summarise, support



Major Categories in the Affective Domain6

This domain includes the manner in which we deal with things emotionally such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are: Receiving • aware of; passively attending to certain phenomena and stimuli; ie listening

Verbs related to Receiving choose, describe, follow, give, identify, locate, name, select, erect, use Responding • complies to given expectations by attending or reacting to stimuli or phenomena; ie

interests

Verbs related to Responding assist, aid, compile, conform, discuss, greet, help, label, perform, practices, present, read, recite,

report, select Valuing • displays behaviour consistent with single belief or attitude in situations where he/she is

not forced to comply or obey

Verbs related to Valuing complete, differentiate, explain, follow, form, initiate, justify, propose, report, select, share Organising • committed to a set of values as displayed by behaviour Verbs related to Organising arrange, combine, compare, complete, defend, explain, formulate, generalise, identify, integrate,

modify, order, organise, prepare, relate, synthesise Characterising (Internalising Values) • total behaviour is consistent with values internalised Verbs related to Characterising discriminate, display, influence, modify, perform, practice, propose, qualify, revise, serve, solve, verify

6 David R. Krathwohl, Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of Educational Objectives: Handbook II: Affective Domain (New York, NY: David McKay Company Inc., 1964)



Psychomotor7 The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories listed in order are: Perception • the process of becoming aware of objects, qualities, etc by way of senses • basic in situation-interpretation-action chain leading to motor activity • may include sensory stimulation, cue selection, translation Verbs related to Perception associate, choose, compare, describe, detect, differentiate, distinguish, identify, isolate, relate, select Set • readiness for a particular kind of action or experience • this readiness or preparatory adjustment may be mental, physical or emotional.

NOTE: This subdivision of Psychomotor is closely related to the ‘Responding’ in the Affective domain.

Verbs related to Set (Readiness) arrange, adjust, display, explain, identify, locate, move, organise, proceed, react, respond, show,

start, state, volunteer. Guided Response • overt behavioural act of an individual under guidance of an instructor, or following

model or set criteria • may include imitation of another person, or trial and error until appropriate response

obtained

Verbs related to Guided Response adapt, copy, correct, follow, imitate, match, practise, react, reproduce, respond, repeat, simulate Mechanism • occurs when a learned response has become habitual • at this level the learner has achieved certain confidence and proficiency or performance • the act becomes part of his/her repertoire of possible responses to stimulus and

demands of situations

Verbs related to Mechanism assemble, calibrate, construct, dismantle, display, fasten, fix, grind, heat, manipulate, measure, mend,

mix, mould, organise, set-up, shape, sketch.

7 Simpson (1972) as reported on http://www.nwlink.com/~donclark/hrd/bloom.html and http://education.massey.ac.nz 8 November 2004.



Complex Overt Response • performance of a motor act that is considered complex because of movement pattern

required • may include resolution of uncertainty, ie done without hesitation; and automatic

performance, finely coordinated with great ease and muscle control

Verbs related to Complex Overt Response adjust, assemble, build, calibrate, construct, combine, coordinate, dismantle, display, fasten, fix,

grind, integrate, manipulate, measure, mend, mix, organise, regulate, sketch Adaptation • altering motor activities to meet demands of problematic situations

Verbs related to Adaptation adapt, alter, change, convert, integrate, order, rearrange, reorganise, revise, standardise, vary Origination • creating new motor acts or ways of manipulating materials out of skills, abilities and

understandings developed in the psychomotor area

Verbs related to Origination arrange, build, combine, compose, construct, create, design, develop, formulate, initiate, invent,

make, originate. As mentioned earlier, the committee did not produce a compilation for the psychomotor domain model, but others have. The one outlined above is by Simpson (1972). Another popular version is:

RH Dave’s Categories in the Psychomotor Domain8

Imitation • observes skill and attempts to repeat it Manipulation • performs skill according to instruction rather than observation Precision • reproduces a skill with accuracy, proportion, and exactness; usually performed

independent of original source Articulation • combines more than one skill in sequence with harmony and consistency Naturalisation • completes one or more skills with ease and becomes automatic with limited physical or

mental exertion

8 R. H. Dave, as reported in Robert J. Armstrong et al., Developing and Writing Behavioural Objectives (Tuscon: AZ: Educational Innovators Press, 1970)



Appendix 4 – Wordprocessing Tips WORDPROCESSING TIPS AND TROUBLESHOOTING How to stop styles appearing in documents 1 Open Tools menu 2 Go to AutoCorrect 3 Click on AutoFormat As You Type tab 4 Ensure that the Apply as you type and the Automatically as you type options are blank

5 Go to AutoFormat tab (see illustration below) 6 Ensure that the Apply and Preserve Styles options are blank

Appendix 4 – Wordprocessing Tips

Guidance and Examples for NQF Unit Standards of 59 Guidance and Examples for NQF Unit Standards Page 56 of 59




How to correct unit standards that include styles 1 Open Format menu 2 Go to Style 3 Delete all styles that are deletable (the Heading 1, Heading 2 etc cannot be deleted) 4 Define normal style as Arial 12 point select normal style click modify button click format button go to font enter the settings as illustrated below

click OK click OK again click Close



Appendix 5 – Competency Training and Assessment Ash, S., Gonczi, A. and Hager, P. (1992) Combining Research Methodologies to Develop Competency-Based Standards for Dietitians: A Case Study for the Professions. National Office of Overseas Skills Recognition Research Paper No. 6, Department of Employment, Education and Training. Canberra, Australian Government Publishing Service. Ashworth, P.D. and Saxton, J. (1990) 'On "Competence"', Journal of Further and Higher Education, Vol. xiv, pp. 3-25. Boud, D. and Feletti, G. (eds.) (1991) The Challenge of Problem Based Learning. London, Kogan Page. Burke, J.W. (ed.) (1989) Competency Based Education and Training. London, Falmer Press. Cairns, L. (1992) 'Competency-Based Education: Nostradamus's Nostrum', Journal of Teaching Practice, Vol. 12, No. 1, pp. 1-32. Eisner, E. (1993) 'Reshaping Assessment in Education: Some Criteria in Search of Practice', Curriculum Studies, Vol. 25, No. 3, pp. 219-33. Eraut, M. (1985) 'Knowledge Creation and Knowledge Use in Professional Contexts', Studies in Higher Education, Vol. 10, No. 2, pp. 117-33. Gonczi, A., Hager, P. and Oliver, L. (1990) Establishing Competency-Based Standards in the Professions. National Office of Overseas Skills Recognition Research Paper No. 1, Department of Employment, Education and Training. Canberra, Australian Government Publishing Service. Hager, P. (1994) 'Are There Any Cogent Philosophical Arguments Against Competency Standards?', Australian Journal of Education (forthcoming). Hager, P. and Gonczi, A. (1991) 'Competency-based Standards: A Boon for Continuing Professional Education?' Studies in Continuing Education, Vol. 13, No. 1, pp. 2440. Hager, P. and Gonczi, A. (1993) Attributes and Competence', Australian and New Zealand Journal of Vocational Education Research, Vol. 1, No. 1, pp. 36-45. Jones, K., Brown, J., Bradshaw, J. (1978) Issues in Social Policy. London, Routledge & Paul. Johnston, N. (1992) Higher Education and the Competency Movement: implications for tertiary education and the professions. Centre for Continuing Education Australian National University Canberra Norman, G.F, Van Der Vleuten, C.P.M. and De Graaf, E. (1991) 'Pitfalls in the Pursuit of

Appendix 5 – Competency Training and Assessment


Objectivity: Issues of Validity, Efficiency and Acceptability', Medical Education, Vol. 25, pp. 119-26. Oakeshott, M. (1962) Rationalism in Politics: and other essays London, Methuen. Sch6n, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York, Basic Books. Van Der Vleuten, C.P.M., Norman, G.R. and De Graaf, E. (1991) 'Pitfalls in the Pursuit of Objectivity: Issues of Reliability', Medical Education, Vol. 25,110-118. Walker, J. C. (1992) A General Rationale and Conceptual Approach to the Application of Competency Based Standards to Teaching. National Project on the Quality of Teaching and Learning, Canberra Wolf, A. (1 989) 'Can competence and knowledge mix?' in Burke, J.W. (ed.).

Appendix 5 – Competency Training and Assessment