National Certificate in Building, Construction, and Allied Trades Skills (Level 1)

This is the first of two qualifications that form part of the BConstructive programme, designed specifically to provide a progressive pathway for secondary school students to integrate into a wide range of trade-related occupations. The design and content of this qualification is the result of extensive national consultation with secondary schools and tertiary education organisations.

The skills embedded in this qualification reflect knowledge from a range of subjects and incorporate key competencies from learning areas of the New Zealand Curriculum. The first elective section includes standards which cover numeracy and literacy and complement the workshop-related activities in the compulsory section. The second elective section provides students with a range of choices that will enable them to achieve skills that relate to their specific needs and individual learning styles.

The emphasis of the National Certificate in Building, Construction, and Allied Trades Skills (Level 1) is to stimulate the process of learning through interpreting situations and encouraging students to take an active approach to problem solving. The inclusion of three standards at Level 2 in the second elective section provides a pathway for students who wish to continue their development with the National Certificate in Building, Construction, and Allied Trades Skills (Level 2) [Ref: 1368].

For more than 30 years, Regent Training Centre has been successful in helping to create options for students and trainees through education, support and mentoring. Our strengths lie in our commitment and dedication to improving the lives of all those that we work with. The first Regent Training Centre campus was based just outside of Whangarei, in Ngararatunua. What began with a small rural school housing just 2 classrooms, has steadily grown into 6 campuses across Northland and Auckland. While each campus may look different, they are all bound by an aim to see people achieve more than what they could hope for themselves. For many of our students, through no fault of their own, traditional learning environments have not worked.