Inherent requirements for Educational Studies degrees

1

Behavioural stability is required to function and adapt effectively and sensitively in educational settings associated with university study.

2

Student demonstrates: Behavioural stability to work constructively in the potentially diverse and challenging academic and educational environments. Consistency in responding appropriately to peers, colleagues, ACU staff, teachers, mentors, learners, and parents/carers in potentially stressful and challenging situations.

3

Justification of Inherent Requirement: Behavioural stability is required to work individually and in teams in changing and unpredictable environments. Students may be exposed to complex and potentially stressful situations and will be required to demonstrate behavioural stability to manage these events objectively and professionally. Graduates of the course must meet the Australian Professional Standards for Teachers.

4

Adjustments must support stable, effective, and professional behaviour in educational environments associated with university study. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Responding appropriately to constructive feedback. Consistent, stable responses when dealing with multiple individuals and stimuli at once.

1

Adequate visual ability is required to provide safe and effective supervision of children and young people in a range of educational and community settings.

2

Student demonstrates: Sufficient visual perceptiveness to monitor children and young people's behaviour and safety. The capacity to absorb visual information and to react immediately and appropriately.

3

Justification of Inherent Requirement: Sufficient visual perceptiveness is necessary for students to exercise their duty of care by consistently and accurately monitoring, assessing, and managing children and young people in a range of educational and community settings. Visual observations, examinations, and assessment are fundamental to safe and effective learning practice.

4

Adjustments must address the need to perform the required range of activities involved in Assessment Tasks. Any strategies to address the effects of the vision impairment must be effective, consistent, and not compromise care or safety. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Monitoring children and young people's behaviour, safety, and well-being; within indoor and outdoor settings at both near and far distances for example: student in distress, fire, or smoke. Effectively utilize and demonstrate visual research findings in the development of original assessment tasks.

1

Adequate auditory sensory ability is required to provide safe and effective supervision of children and young people in a range of educational and community settings.

2

Student demonstrates: Sufficient auditory perceptiveness to monitor children and young people's behaviour and safety. Active listening in tutorials and lectures with tutors, lecturers, and peers and teachers and mentors. The capacity to absorb auditory information and to react immediately with an appropriate response. Appropriate use of ICTs that support auditory communication with individuals and small groups for learning and assessment purposes.

3

Justification of Inherent Requirement: Sufficient auditory ability is necessary to consistently and accurately monitor, assess, and manage children and young people in a range of educational and community settings. Auditory observations, examinations, and assessment are fundamental to safe and effective learning.

4

Any strategies to address the effects of a hearing impairment or auditory processing disorder must be consistent and not compromise effective and timely reception of, and response to auditory inputs. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Active listening in tutorials and lectures. Monitoring children and young people's behaviour, safety, and well-being; within indoor and outdoor settings; at both near and far distances; for example, a fire alarm.

1

Students require both physical and mental performance at a consistent and sustained level over appropriate time frames to meet the course outcomes.

2

Student demonstrates: Consistent and sustained level of physical energy to complete a specific task in a timely manner. The ability to perform all required activities with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately.

3

Justification of Inherent Requirement: Sufficient physical and mental endurance is an essential requirement needed to perform multiple tasks in varying periods of time to provide safe and effective participation during activities.

4

Adjustments must enable consistent and sustained performance over the period approved by the relevant Course Coordinator or Head of School. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Preparing for and participating in tutorials and lectures over specified time periods. Participating effectively, safely, and professionally in community engagement placement within a specified time frame.

1

The ability to effectively communicate in English and to accurately and effectively interpret spoken English is an essential requirement for all courses offered by the School of Education.

2

Student demonstrates: Effective verbal communication with peers, academic, and professional staff. The ability to provide clear instructions and presentation of ideas to individuals and large or small groups relevant to the learning context. The capacity to effectively use verbal language in a range of different social situations with children and adults.

3

Justification of Inherent Requirement: Verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders. Students are expected to model appropriate verbal communication skills in their interactions with learners and staff.

4

Adjustments must enable clear and accurate verbal communication that facilitates effective communication and safety. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Using spoken English to communicate effectively and appropriately with peers, academic, and professional staff. Communicating verbally with a range of stakeholders.

1

The capacity to use, recognise, interpret, and respond appropriately to non-verbal behavioural cues and gestures is a fundamental part of effective communication with a range of stakeholders.

2

Student demonstrates the capacity to recognise, interpret, and respond appropriately to non-verbal behavioural cues and gestures.

3

Justification of Inherent Requirement: Non-verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders. Displaying consistent and appropriate facial expressions, eye contact, being mindful of personal space, body movements, and gestures, and moderating these for cultural differences; promotes the trust and respect necessary to develop effective professional relationships.

4

Adjustments must enable the recognition, initiation of, or appropriate response to effective non-verbal communication in a timely and appropriate manner. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Recognising non-verbal cues and responding appropriately in lectures and tutorials. Displaying appropriate non-verbal gestures in group work activities, lectures, and tutorials.

1

The ability to effectively communicate in written English to ensure accuracy, clarity, and capacity to interpret written-based text is an essential requirement for all courses offered by the School of Education.

2

Student demonstrates technical skills of writing proficiency, including the ability to communicate complex information, argument, and exposition.

3

Justification of Inherent Requirement: Written communication is essential in developing and maintaining effective relationships with all educational stakeholders. Students are expected to model appropriate written communication skills in their interactions with learners and staff.

4

Adjustments must enable clear and accurate written communication that facilitates effective communication, demonstration of knowledge, and safety. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Using written English to communicate effectively and appropriately with peers, academic, and professional staff. Conveying information, in a written form, in a professional and effective manner with stakeholders.

1

Participation in physical activities and movement is required to function effectively in educational settings associated with university study.

2

Student demonstrates the ability to move and perform gross motor function commensurate with the expectations of learning practice, in accordance with the Australian Professional Standards for Teachers.

3

Justification of Inherent Requirement: Students need to be able to undertake many physical tasks as part of classroom routines and to support safe learning environments. The gross motor skills may involve lifting, carrying, pushing, pulling, twisting, and bending. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others.

4

Adjustments must facilitate functional effectiveness, safety of self and others, and a capacity to provide appropriate education and care. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Setting up safe learning environments with resources and equipment that help children develop muscle strength, endurance, balance, coordination, and postural control. Safely retrieving, moving, and using equipment and resources related to teachers in specific learning contexts or specific curriculum/learning areas.

1

Student need to understand that teaching is a profession that requires manual dexterity and fine motor skills.

2

Student demonstrates the ability to use fine motor skills to provide safe effective education and care.

3

Justification of Inherent Requirement: Sufficient fine motor skills are necessary to perform, coordinate, and prioritize education and care. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze, and manipulate various objects. Students must be able to demonstrate and perform these tasks consistently in order to effectively and efficiently set up relevant learning experiences, and to do so safely to reduce the risk of harm to themselves and others.

4

Adjustments must facilitate functional effectiveness, safety to self, children/young people, and others, and a capacity to provide appropriate education and care. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Manipulating a range of materials effectively to enhance fine motor development. This can be developed through experiences involving materials that support building strength in the arms, hands, and fingers as well as opportunities to mark-make, draw, and write. Accurately follow and demonstrate safety regulations in the use of equipment and other learning materials.

1

Competent use of Information and Communication Technologies (ICT) is required for accessing course content and to support contemporary teaching practices including data collection and reporting.

2

Student demonstrates the capacity to confidently model ICT knowledge, skills, and dispositions to learners in line with the requirements of the General Capabilities in the Australian Curriculum and the Australian Professional Standards for Teachers.

3

Justification of Inherent Requirement: Students are expected to use ICT to access and engage with course content, learning resources, feedback, results, course advice, and to facilitate administrative tasks such as managing their enrolments.

4

Adjustments must support students to demonstrate effective ICT skills. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Using appropriate ICTs to communicate with peers, academic, and professional staff and to gather information in accomplishing academic tasks. Modelling the use of relevant equipment to teachers in specific learning contexts or specific curriculum/learning areas.

1

Appropriate cognitive skills are required in order to locate, process, integrate, reflect on, and implement theoretical knowledge in assessment tasks, lectures, tutorials, and other structured learning activities.

2

Student demonstrates: The capacity to locate appropriate and relevant information. The ability to process information relevant to practice. The ability to integrate, reflect on, and implement theoretical knowledge.

3

Justification of Inherent Requirement: Successfully gaining a university-level qualification involves the acquisition and application of a substantial body of knowledge and cognitive skills. Delivery of quality learning relies on understanding learners and how they learn; content areas and how to teach them; planning effective teaching and learning experiences; curriculum, assessment, and the application of theory in practice.

4

Adjustments must support the student's ability to acquire, analyse, and apply knowledge in educational environments. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Conceptualising and using appropriate knowledge in response to academic assessment items. Demonstrates the ability to think critically and create evidence-based analysis. Understand and use referencing techniques to acknowledge sources of research or sources of information.

1

Competent English language and literacy skills are essential for professional communication.

2

Student demonstrates the ability to read, comprehend, and respond to a range of texts in a variety of contexts including lectures, tutorials, assessment tasks, and other learning activities.

3

Justification of Inherent Requirement: The ability to acquire information and to accurately convey information is fundamental to teaching and learning. Graduates of accredited courses must meet the Australian Professional Standards for Teachers.

4

Adjustments must support students to demonstrate effective literacy skills. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Conveying a spoken message using appropriate vocabulary and conventions of speech. Competently constructing and sharing a range of texts including digital, written, and visual texts in a range of learning environments.

1

Competent and accurate numeracy skills are essential for effective learning.

2

Student demonstrates the ability to collect, analyse, and use a range of quantitative data as evidence of learning.

3

Justification of Inherent Requirement: The ability to collect and analyse quantitative data as evidence of learning is an essential part of an Education course. Graduates of the course must meet the Australian Professional Standards for Teachers.

4

Adjustments must support students to demonstrate effective numeracy skills. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Demonstrating effective use of numeracy skills in matters related to learning. Demonstrating the capacity to collect and analyse a range of quantitative data associated with learning.

1

Students of ACU are expected to abide by the Student Conduct and Discipline Policy and the Academic Integrity and Misconduct Policy.

2

Student demonstrates knowledge of and engages in behaviour consistent with all relevant standards.

3

Justification of Inherent Requirement: Understanding and applying key ethical and conduct principles are requirements of the Australian Professional Standards for Teachers. Compliance with ACU's policies on student conduct is required to ensure productive and safe learning environments for all students. Compliance with ACU's Academic Integrity and Misconduct Policy is necessary to ensure the integrity of the learning outcomes and assessment tasks that are part of ACU's education courses.

4

Adjustments must ensure the codes and standards are not compromised or result in unethical behaviour. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Demonstrating respect for the diversity of individual, family, and community beliefs, values, and practices. Complying with privacy and confidentiality requirements in academic and professional environments. Treating others respectfully and fairly in classroom or online discussions, regardless of differences in background or opinion.

1

Education courses are bound by specific legislation and regulations to comply with professional accreditation and registration.

2

Student demonstrates: Compliance with Australian Law, professional regulation requirements, and standards relevant to persons working with children, young people, and their families.

3

Justification of Inherent Requirement: Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary prerequisites to reduce the risk of harm to self and others. Compliance with these professional regulations and the Australian Law ensures that a student is both responsible and accountable for their practice.

4

Adjustments must ensure the legislation and regulations are not compromised. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Students are required to have complied with the relevant jurisdiction security legislation and regulations for working with children. Complying with relevant Occupational Health and Safety legislation. Adhering to requirements of informed consent, privacy, and confidentiality with organisational, family, and child information in academic and education settings.

1

The ability to use thoughtful analysis of experience to inform future learning is an essential requirement of successful learning.

2

Student demonstrates the ability to: Conceptualise their own experience and behaviour in professional contexts as valuable information to be retained. Seek and apply feedback on their teaching. Analyse past practice in relation to discipline and pedagogical knowledge. Use insights from their analysis of past experience to inform more effective professional practice.

3

Justification of Inherent Requirement: The ability to collect and analyse experiential data and use it in planning effective future practice is essential to developing teaching practice that responds effectively to the needs of diverse student cohorts and to changing educational contexts. Graduates of the course must meet the Australian Professional Standards for Teachers, including the ability to use those Standards as a guide to "self-reflection and self-assessment".

4

Adjustments must address the student's ability to acquire, analyse their attitudes and behaviours in educational environments, and apply insights from that analysis to future practice. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Reviewing a hypothetical lesson and revising classroom activities, based on the degree of success in the case study. When in conversation with a fellow student or staff member, the in-the-moment quick thinking of words used to explain a concept, to improve understanding should shown by the student.

1

Relational Skills are essential to work effectively, sensitively, and build relationships in educational settings associated with university study.

2

Student demonstrates: The ability to work effectively, sensitively, and confidentially with children, young people, parents/carers, and community members, in small and large groups. The ability to create rapport with peers, academic, and professional staff conducive to effective working relationships. Cultural competence, sensitivity, and willingness to work with individual children and young people and their parents and carers; in a complex and diverse Australian society.

3

Justification of Inherent Requirement: The Australian Professional Standards for Teachers require effective, sensitive, and confidential engagement with learners, parents, carers, and work colleagues as well as the ability to engage with people from diverse backgrounds and ability in various contexts. Graduates of accredited courses must meet the Australian Professional Standards for Teachers requirements.

4

Adjustments must enable appropriate levels of interpersonal engagement and behaviour. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Participating in a respectful and culturally competent manner in tutorial discussion. Interacting with mutual respect, equity, and dignity towards others.