Inherent requirements for Graduate Diploma in Design and Technologies Education

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 initial teacher 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 in the classroom and professional experience placements. Complying with privacy and confidentiality requirements in academic, professional, and Professional Experience Placements.

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 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 accredited courses must meet the Australian Professional Standards for Teachers.

4

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

5

Exemplars: Responding appropriately to constructive feedback while on Professional Experience Placements. Consistent, stable responses when dealing with multiple individuals and stimuli at once in the classroom.

1

Education courses are bound by specific legislation and regulations to comply with professional accreditation, registration, and the requirements of Professional Experience Placement.

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 Professional Experience Placements 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. During Professional Experience Placements, students must ensure their duty of care is met and the care or safety of learners is not compromised.

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 prior to Professional Experience Placements. Complying with relevant Occupational Health and Safety legislation during Professional Experience Placements. Adhering to requirements of informed consent, privacy, and confidentiality with organisational, family, and child information in academic and education settings.

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. During Professional Experience Placements, 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 during Professional Experience Placement.

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. During Professional Experience Placements, students are expected to model appropriate non-verbal communication skills in their interactions with learners and school or early childhood centre staff. 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. Safe and effective teaching requires the capacity to observe, interpret, and respond appropriately to non-verbal communication, particularly in situations where their learners may not be able to verbalise distress, discomfort, or fear.

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 Professional Experience Placements.

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. During Professional Experience Placements, students are expected to model appropriate written communication skills in their interactions with learners and school and early childhood centre 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 during Professional Experience Placement.

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 teaching 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. Planning and conducting lessons in a classroom environment during Professional Experience Placements.

1

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

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 learning. Analyse past practice in relation to discipline and professional 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 educational practice that responds effectively to the needs of diverse learners and educational contexts.

4

Adjustments must address the student's ability to acquire, analyse their attitudes and behaviours in professional 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: Preparing for and participating in reflective practice activities. Using feedback from supervisors and peers to improve teaching practice.

1

Interpersonal engagement is 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: 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. Collaborating, modifying, and reflecting on their teaching during Professional Experience Placements in response to learners' needs and supervisor feedback. Interacting with mutual respect, equity, and dignity towards others.

1

Adequate visual acuity 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 during Professional Experience Placements 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 teaching practice.

4

Adjustments must address the need to perform the required range of tasks involved in Professional Experience Placements. 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 (e.g., student in distress, fire, or smoke). 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.

1

Adequate auditory 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 during Professional Experience Placement with teachers, mentors, children, and families. The capacity to absorb auditory information and to react immediately with an appropriate response.

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 teaching practice.

4

Adjustments must address the need to perform the full range of tasks involved in Professional Experience Placements. 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 (e.g., a fire alarm).

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 teachers' scope of 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 during Professional Experience Placements. 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 (e.g., Technologies).

1

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 prioritise 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: Modelling the use of equipment relevant to teachers in specific learning contexts or specific curriculum/learning areas (e.g., Science or Technologies). Using ICT equipment for teaching and learning.

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 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: Using ICT to engage with a range of educational stakeholders. Engaging in teaching practices using ICT.

1

Teaching requires both physical and mental performance at a consistent and sustained level to meet individual learning needs over time.

2

Student demonstrates the capacity to undertake a range of tasks with sufficient mental and physical endurance, concentration, and vigilance to complete professional experience placements and teacher education courses to meet course outcomes and the Australian Professional Standards for Teachers.

3

Justification of Inherent Requirement: Students need to consistently demonstrate the ability to maintain physical and mental performance over the duration of their courses in order to maximise their learning outcomes and ensure the safety and care of others. This involves managing learning activities over a sustained and extensive period.

4

Adjustments must address the need to sustain consistent, safe, and effective performance. Adjustments specific to the individual can be discussed with the Campus Disability Advisor.

5

Exemplars: Sustaining study practices over a negotiated period of time in order to achieve learning outcomes. Monitoring and managing personal health and wellbeing to meet the demands of a teaching career.

1

Teaching requires effective and sensitive interpersonal engagement with a range of stakeholders in diverse and dynamic educational settings.

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: 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. Collaborating, modifying, and reflecting on their teaching during Professional Experience Placements in response to learners' needs and supervisor feedback. Interacting with mutual respect, equity, and dignity towards others.