New Zealand Certificate in English Language (Applied) (Level 3)

New Zealand Certificate in English Language (Applied) (Level 3)

New Zealand Certificate in English Language (Applied) (Level 3)

The aim of this course is to enable students to increase their English language proficiency as communicators in an academic context through engaging with and presenting moderately complex spoken language with increasing independence, fluency and accuracy.

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Key Details
Invercargill
Qualification:
Certificate
Level:
3
Credits:
60
Duration:

17-week classroom-teaching programme

Study Modes:
On Campus
Dates:

2025 Semester 2: 26 May to 19 September

2025 Semester 3: 20 October to 27 February
Fees:

This programme is eligible for the Zero Fees Scheme.

  • No tuition fees
  • Direct Materials Costs: $140.00 per intake under Zero Fees Scheme (GST inclusive)

International Fees can be found here.

 

The SIT Zero Fees Scheme (ZFS) is subject to NZ Government policies.

This programme is intended for learners of English as an additional language who wish to apply their English language proficiency to an academic context. Graduates will have the general language skills required to participate with increasing independence and fluency in academic English language contexts. This programme is at a level comparable to the Common European Framework of Reference (CEFR) low B2.

The four courses that constitute this programme run concurrently for the duration of the programme. Each course integrates the main language skills, language systems and learner competencies, and the content will be based in subjects/themes that are consistent across the courses to enable continuity for students, but each course has its key focus in terms of learning outcomes and assessment. 

The delivery methods are adequate and appropriate, given the stated learning outcomes for the programme. Where specific resources are necessary for the programme to be provided, those resources are clearly outlined. 

A learner-centred approach to education is used. There is an emphasis on the constructivist theory of learning, where the learner’s role is active rather than passive, with the teacher as facilitator. In this approach, assessment is both for and of learning, using a mix of formative and summative assessment with an emphasis on authentic assessment.

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