All graduates of this course will:
- be committed to education as a process of critical transformation of individuals, schools and society
- have a deep understanding of, and effective skill in the teaching of the full range of subject knowledge as a dynamic aspect of children's curricular experience
- be responsive to the rights and needs of diverse learners and community groups
- understand the need as scholarly and autonomous adult learners to take responsibility for their own continuing personal and professional development as critically reflective professionals.
The Faculty of Education's graduate entry courses are pre-service teaching qualifications. Eligibility for entry is dependent upon a prior tertiary qualification - the nature of which is determined by specific admission criteria for each course. Graduate entry courses provide initial teaching training qualifications at the undergraduate level in various areas such as Early Childhood, Primary and Secondary Teaching.
Professional experience requirements
During Session 1 of the course, students attend a 10-day in-school observation in a primary school, to orientate themselves towards primary teaching.
Students will complete a minimum 10 weeks of professional experience which is divided into two separate placements.
Professional Experience 1
In the first teaching practice students will concentrate on:
Professional Experience 2
- planning, implementing and evaluating lessons
- classroom management and collecting information relating to: child conceptual and physical development; the relationship between the school and its community; and individual differences of students
In the second teaching practice session students will be expected to concentrate on:
- planning, implementing and evaluating units of work
- classroom management
- whole school management and pupil welfare
- cultural and individual differences and collecting information relating to: across curriculum perspectives; teacher roles outside the classroom; and school and faculty organisation and management
- extending their knowledge of particular curriculum areas into integrated curriculum
For each 8 point subject at CSU, students should normally expect to spend between 140-160 hours engaged in the specified learning and assessment activities (such as attending lectures or residential schools, assigned readings, tutorial assistance, individual or group research/study, forum activity, workplace learning, assignments or examinations). The student workload for some subjects may vary from these norms as a result of approved course design.
Students will be assessed on the basis of completed assignments, examinations, workplace learning, or other methods as outlined in specific subject outlines.
Where applicable, students are responsible for travel and accommodation costs involved in workplace learning experiences, or attending residential schools (distance education students).
Expectations relating to academic, workplace learning, time and cost requirements for specific subjects are provided in the subject outlines and in course materials.
2-4 years distance education
To graduate, students must satisfactorily complete the equivalent of 192 points.