Graduate Certificate in Education
Course information for - 2025 entry
Offered at 1 locations
- Duration
-
6 months *full-time or equivalent part-time (*named specialisations only available in part-time mode and the duration is 1 year depending on chosen specialisation).
- Fees (first year)*
$2312 CSP
$11016 Fee-paying- Start dates
-
Semester 1 intake: Beginning February 2025Applications open August 2024Midyear (Semester 2) intake: Beginning July 2025Applications open April 2025
Overview
Advance your career and become a specialist in your discipline area. The Graduate Certificate in Education will enable you to deepen your knowledge and expertise in a specialisation area and empower you to extend your understanding of educational disciplines.
The Graduate Certificate in Education specialisations are:
- Gifted Education (offered Melbourne only 2025)
- Highly Accomplished/Lead Educational Practice (Not offered 2025)
- Inclusive Practice
- Literacy: Primary and Secondary Language and Multiliteracies
- Literacy: Teaching Foundational Reading Skills
- Literacy: Teaching Fluency, Comprehension and Writing (this requires completion of the Literacy: Teaching Foundational Reading Skills specialisation first)
- Research Methods
- School Psychology (Not offered 2025)
- STEM
- Wellbeing
The course is open to teachers and other professionals engaged in lead educational roles, such as education administrators, researchers, policymakers, school wellbeing leaders, psychologists, members of the defence forces, youth ministers and family/parish educators.
You are able to complete the Graduate Certificate in Education with or without a named specialisation. Named specialisations are only available in part-time mode and the duration is one year.
The Graduate Certificate in Education is not an initial teaching qualification.
Careers
Our graduates have pursued careers in:
- teachers
- youth development workers
- pastoral care workers
- school counsellors
- learning support teachers
Course details
Course structure
To complete the Graduate Certificate in Education, a student must complete 40 credit points (cp).
The Graduate Certificate in Education specialisations are:
Gifted Education (offered Melbourne only 2025)
This stream aims to provide Primary and Secondary teachers with the knowledge and skills to build their capabilities in identifying and catering for the needs of gifted students. The units are based on the latest evidence-based research around how gifted students best learn and will provide educators with the ability to identify gifted learners, differentiate curriculum, develop whole of school strategies and be able to promote and enhance creativity and innovation in the classroom.
Highly Accomplished/Lead Educational Practice (Not offered 2025)
This stream is designed for teachers who are interested in pursuing AITSL-aligned certification requirements at the Highly Accomplished/ Lead Teacher level. Students will have opportunities to use ethical data collection measures to collect and collate data that demonstrates evidence of highly accomplished practice and undertake substantial reflective and reflexive processes in order to evaluate how their current practice adds value to their educational community.
Please note that places in the Highly Accomplished/Lead Educational Practice stream are Commonwealth Supported. Students are therefore eligible to apply for HECS-HELP assistance.
Inclusive Practice
The Inclusive Practice stream aims to empower educators with the tools and knowledge necessary to create inclusive classrooms that value and support the diversity of all students. Through exploring the legal and ethical considerations of inclusive education, participants will gain a deeper understanding of their responsibilities as educators and the impact of their actions on the students they serve. By learning best practices for creating inclusive curriculum, instruction, and assessment, educators will be able to design learning experiences that are accessible and meaningful for all students. This course has a particular focus on addressing the social and emotional needs of all students and developing strategies for creating positive and supportive classroom environments.
Literacy: Primary and Secondary Language and Multiliteracies
This stream is designed for teachers who have particular interest in language and literacy education. Students will have opportunities to extend their knowledge and understanding of current research related to literacy curriculum, pedagogy and assessment and explore ways to use this knowledge to lead and implement best-practice literacy education in their school communities. This specialisation considers literacy from a sociocultural perspective and includes strong elements of multiliteracies, multimodality and metalanguage across the curriculum and across the school years, with an emphasis on the middle and later years of primary school and into secondary school.
Literacy: Teaching Foundational Reading Skills
This stream is designed to expand educators’ knowledge of the foundational skills necessary for the development of reading ability at any age. Students will have the opportunity to develop and apply advanced knowledge of the theory and research surrounding early reading instruction, as well as build plan, deliver and evaluate evidence-based reading instruction that meets the needs of all learners. The aim of this stream is to provide educators with the knowledge and skills they to lead their colleagues in developing effective instruction in foundational reading skills for all students.
Literacy: Teaching Fluency, Comprehension and Writing
This stream is designed to enable educators to build their knowledge and practice in how to teach vocabulary, reading fluency, reading comprehension and writing. Students will have the opportunity to develop an advanced understanding of the theories and research surrounding vocabulary, reading fluency, reading comprehension, and writing. They will also apply this knowledge to plan, deliver and evaluate evidence-based instruction designed to meet the needs of all learners. The aim of this stream is to provide educators with the necessary knowledge and skills to lead their colleagues in developing effective instruction in text-level reading and writing skills for all students. Students must have completed the Literacy: Teaching Foundational Reading Skills specialisation first.
School Psychology (Not offered 2025)
It is increasingly recognised that key ideas in contemporary educational psychology can provide conceptual tools that educators can use to respond to the plethora of issues and challenges they encounter in educational provision. This stream draws on a range of approaches, including the Science of Learning and Development, cognitive psychology, cultural psychology, brain science and school psychology. It applies these to current issues in education including whole-student learning, the management of individual differences, the impact of cultural changes on learning and thinking, future curriculum design, building educational capital and the development of professional knowledge. It will not lead to a teaching qualification or psychology registration.
STEM
This stream affords teachers and educators the opportunity to learn about innovative approaches to STEM education that align with the Australian Curriculum and respective state/territory syllabi. These approaches include: using an integrated STEM approach to foster problem-solving and creativity; teaching STEM through a range of emerging digital technologies and modelling with Big Data; and developing STEM literacy through teaching in the context of socio-scientific issues. Teachers and educators will apply relevant knowledge and skills to develop STEM resources for use in their own educational/professional setting as well as advance their leadership practices in STEM education.
Research Methods
This stream introduces students to the building blocks required to design and conduct educational research. Students engage with a range of research designs along with their conceptual and theoretical underpinnings while also planning and designing potential research projects. In addition to Research Methods, there are units covering Research for Social Justice, how ethics is interwoven and integral to good research design, and the stages and skills required to conduct a Literature Review.
Wellbeing
This stream is designed to provide educators and allied professionals with opportunities to develop advanced knowledge, understanding and skills in relation to creating learning communities and whole-school approaches that promote the wellbeing of teachers and school students. Students will have opportunities to consider a range of perspectives on wellbeing, professional practices and whole-school approaches that foster confidence, resilience, and social and emotional learning. The stream is designed to enhance understanding of teachers and school students needs, approaches to creating enabling, positive learning environments for all within the school, and engaging families and the community to support the wellbeing of teachers and school students.
Available Specialisation(s)
-
Literacy: Teaching Foundational Reading Skills
This stream is designed to expand educators’ knowledge of the foundational skills necessary for the development of reading ability at any age. Students will have the opportunity to develop and apply advanced knowledge of the theory and research surrounding early reading instruction, as well as build plan, deliver and evaluate evidence-based reading instruction that meets the needs of all learners. The aim of this stream is to provide educators with the knowledge and skills they to lead their colleagues in developing effective instruction in foundational reading skills for all students.
Literacy: Teaching Fluency, Comprehension and Writing
This stream is designed to enable educators to build their knowledge and practice in how to teach vocabulary, reading fluency, reading comprehension and writing. Students will have the opportunity to develop an advanced understanding of the theories and research surrounding vocabulary, reading fluency, reading comprehension, and writing. They will also apply this knowledge to plan, deliver and evaluate evidence-based instruction designed to meet the needs of all learners. The aim of this stream is to provide educators with the necessary knowledge and skills to lead their colleagues in developing effective instruction in text-level reading and writing skills for all students. Students must have completed the Literacy: Teaching Foundational Reading Skills specialisation first.
Gifted Education
This stream aims to provide Primary and Secondary teachers with the knowledge and skills to build their capabilities in identifying and catering for the needs of gifted students. The units are based on the latest evidence-based research around how gifted students best learn and will provide educators with the ability to identify gifted learners, differentiate curriculum, develop whole of school strategies and be able to promote and enhance creativity and innovation in the classroom.
Highly Accomplished/Lead Educational Practice
The highly accomplised/lead education practice specialisation is designed for teachers who are interested in pursuing AITSL accreditation requirements at Highly Accomplished/Lead Teacher level.
HALT accreditation opens a wealth of possibilities for educators. The specialisation meets the growing need to support emerging leaders to advance their knowledge, expert skills, and understanding of concepts in the domains of their professional interests and responsibilities in increasingly complex and changing environments.
You will have opportunities to use ethical data collection measures to collect and collate data which demonstrates evidence of highly accomplished practice and undertake substantial reflective and reflexive processes in order to evaluate how your current practice adds value to your educational community.
Inclusive Practice
The Inclusive Practice stream aims to empower educators with the tools and knowledge necessary to create inclusive classrooms that value and support the diversity of all students. Through exploring the legal and ethical considerations of inclusive education, participants will gain a deeper understanding of their responsibilities as educators and the impact of their actions on the students they serve. By learning best practices for creating inclusive curriculum, instruction, and assessment, educators will be able to design learning experiences that are accessible and meaningful for all students. This course has a particular focus on addressing the social and emotional needs of all students and developing strategies for creating positive and supportive classroom environments.
Literacy Intervention
Literacy: Primary and Secondary Language and Multiliteracies
This stream is designed for teachers who have particular interest in language and literacy education. Students will have opportunities to extend their knowledge and understanding of current research related to literacy curriculum, pedagogy and assessment and explore ways to use this knowledge to lead and implement best practice literacy education in their school communities. This specialisation considers literacy from a sociocultural perspective and includes strong elements of multiliteracies, multimodality and metalanguage across the curriculum and across the school years, with an emphasis on the middle and later years of primary school and into secondary school.
Research Methods
This stream introduces students to the building blocks required to design and conduct educational research. Students engage with a range of research designs along with their conceptual and theoretical underpinnings while also planning and designing potential research projects. In addition to Research Methods, there are units covering Research for Social Justice, how ethics is interwoven and integral to good research design, and the stages and skills required to conduct a Literature Review.
School Psychology
It is increasingly recognised that key ideas in contemporary educational psychology can provide conceptual tools that educators can use to respond to the plethora of issues and challenges they encounter in educational provision. This stream draws on a range of approaches, including the Science of Learning and Development, cognitive psychology, cultural psychology, brain science and school psychology. It applies these to current issues in education including whole-student learning, the management of individual differences, the impact of cultural changes on learning and thinking, future curriculum design, building educational capital and the development of professional knowledge. It will not lead to a teaching qualification or psychology registration.
STEM
This stream enables teachers and educators to develop, practice and apply specialist knowledge and skills in Science, Technologies, Engineering and Mathematics (STEM) education using an integrated STEM education approach in primary or secondary schools, aligned with content in the Australian Curriculum and respective state/territory syllabi.
The aim of this stream is to develop leaders in STEM education curriculum/syllabus implementation, student assessment and integration to support teaching in primary or secondary schools.
Wellbeing
This stream is designed to provide educators and allied professionals with opportunities to develop advanced knowledge, understanding and skills in relation to creating learning communities and whole-school approaches that promote the wellbeing of teachers and school students. Students will have opportunities to consider a range of perspectives on wellbeing, professional practices and whole school approaches that foster confidence, resilience, and social and emotional learning. The stream is designed to enhance understanding of teachers and school students' needs, approaches to creating enabling, positive learning environments for all within the school, and engaging families and the community to support the wellbeing of teachers and school students.
Course map
Graduate statement
AQF framework
Graduate Certificate - AQF Level 8Entry requirements
An applicant must also comply with the Admission to Coursework Programs Policy.
International applicants must also meet the English language proficiency requirements as defined in the Admission to Coursework Programs Policy.
To be eligible for admission to the course, an applicant must have completed a Bachelor degree.
Disclaimer: The course entry requirements above are for 2025 Admission.
Inherent requirement
There are essential components of a course or unit that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes of that course or unit. You will need to be able to meet these inherent requirements to complete your course.
Learn more about inherent requirements for your course and how they affect you
Pathways
Further study
Graduates may progress to masters by course work.
Fees
Course costs
Average first year fee*$2312 CSP
$11016 Fee-payingAll costs are calculated using current rates and are based on a study load of 40 credit points (normally 4 units) per year.
A student’s annual fee may vary in accordance with:
- the number of units studied per semester;
- the choice of major or specialisation; and
- elective units.
The University reviews fees annually.
Payment options
You should be able to concentrate on getting good marks instead of worrying about how you’ll pay your fees. We have a number of options that can help you ease the financial burden, including government assistance, scholarships and income support.
Scholarships
You could be eligible for one of the hundreds of scholarships we award each year to help students from across the university with the cost of studying, accommodation or overseas study opportunities. Some of our scholarships are awarded on the basis of merit, but these aren’t just for the academically gifted; ACU also recognises excellence in community engagement and leadership. We also offer a range of scholarships for those who may be struggling financially or who have faced other barriers to accessing education.
How to apply
Domestic applicants
Direct application
Apply nowDeferment
Deferment is available for one year. Some specialisations may not run every year. Find out more about deferment.
Staff Profile
Professor Amanda Telford
Head of Discipline Postgraduate Education, National School of Education
Professor Amanda Telford is a teacher and researcher in health, wellbeing and educational leadership within the National School of Education. She is currently the National Course Coordinator of the Master of Education and has over two decades experience in senior learning and teaching leadership roles as a former secondary teacher and academic across four universities including: Associate Dean (Education) Deputy Head of School (Learning & Teaching), Interim Associate Dean (Partnerships) and Director/course coordinator across three universities. These senior academic leadership positions have enabled her to develop a deep understanding of policy, processes and regulatory requirements of universities and governing bodies. Prof. Telford is a multi- award-winning teacher, researcher and author, she has co-authored over 100 learning and teaching publications including over 50 peer-reviewed journal articles and over 45 textbooks and book chapters used nationally and internationally at secondary and tertiary level. She has collaborated on more than 40 research projects with a learning and teaching, physical activity, physical education and/or wellbeing focus. The CLASS instrument she developed as part of her PhD to assess children's physical activity and sedentary behaviour is used in over 40 countries. Prof. Telford was a Chief Investigator on the ARC funded 'Girls Get Going' study and more recently the NHMRC funded 'TransformUs' project designed to revolutionize the classroom through movement which has already reached over 500 schools.
Dr Paul Kidson
Course Coordinator, National School of Education
Dr Paul Kidson is Senior Lecturer in Educational Leadership and the Head of Postgraduate Studies in the National School of Education. He has extensive school leadership and governance experience, including 11 years as a school principal, which informs the highly practical orientation of his academic research. In addition to his academic research and leadership, he is a member of Australian Council for Educational Leaders (NSW) Executive Committee, a Fellow of the Institute for Managers and Leaders, and a Graduate of the Australian Institute for Company Directors. His research adopts holistic and interdisciplinary approaches, drawing on a range of academic disciplines and insights. Through this, he explores how school leaders work effectively within, and critically transform, their complex professional lives. This encompasses broader systems and policies which govern the work of educational leaders, as well as how school leaders develop and sustain their personal experience of leadership. He is part of a large-scale research projects on school leadership, and one of the lead researchers on Australia’s largest and longest running principal well-being research project, the Australian Principal Occupational Health and Well-being Survey.
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