New Zealand Certificate in English Language (Academic) (Level 4)

New Zealand Certificate in English Language (Academic) (Level 4)

New Zealand Certificate in English Language (Applied) (Level 4)

This programme is intended for learners of English as an additional language, who wish to pursue further English language or destination subject study in an academic context.

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Key Details
Queenstown
Qualification:
Certificate
Level:
4
Credits:
60
Duration:

17-week classroom-teaching programme

Study Modes:
On Campus
Dates:

2025 Semester 1: 28 July to 21 November

2025 Semester 2: 27 October to 13 March
Fees:

This programme is eligible for the Zero Fees Scheme.

  • No tuition fees
  • Direct Material 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 pursue further English language or destination subject study in an academic context. Graduates will have the language skills required to communicate independently and effectively in familiar and some less familiar situations with fluency and flexibility in academic settings. This qualification is at a level comparable to the Common European Framework of Reference (CEFR) mid B2. This qualification allows educational institutions to make informed judgements regarding the level at which the graduate can use English for academic purposes.

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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