Graduate Certificate in

Educational Studies

Commonwealth Supported Places (CSP) program

COURSE SUMMARY
Qualification / AwardGraduate Certificate in Educational Studies
Length6 months
Credit Points24 credit points
DeliveryOnline
IELTS 6.5 with no band less than 6.0
AQFLevel 8
Available toDomestic Students Only
Financial InformationThis course is supported by the Commonwealth Supported Places (CSP) program.
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The Graduate Certificate in Educational Studies is nested within the Master of Teaching program (Primary or Secondary) and can be offered as a standalone, entry or exit award. Although it does not qualify you to teach, the graduate certificate in educational studies open up a range of opportunities to explore the foundations of education, become familiar with the function of schools and schooling, and the responsibilities of classroom teachers. This course also provides a broad overview of the goals of schooling, including the promotion of equity and excellence and support of young Australians to become successful learners, confident and creative individuals, as well as active and informed citizens.

The Graduate Certificate in Educational Studies is a great opportunity to gain an overall understanding of education, pedagogy, curriculum, assessment and diverse classrooms before immersing yourself in the practical side of a teaching qualification, should you wish to transition into the Master of Teaching program.

The Graduate Certificate in Educational Studies can be completed in six months, during which you will complete four Foundation units.

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To gain entry to this course, applicants must have completed a recognised undergraduate degree from an Australian university (or a recognised overseas university). However, for those wishing to progress into a Master of Teaching (Primary or Secondary), additional entry requirements are in place.

Applicants may be admitted to the Master of Teaching (Primary) upon successful completion of an accredited Bachelor degree containing at least one year of full-time equivalent studies (eight semester-long units of study) relevant to one or more Key Learning Areas (KLA) of the primary school curriculum.

Applicants may be admitted to the Master of Teaching (Secondary) upon successful completion of an accredited Bachelor degree with a major study in a designated area related to the first school subject (specialisation) they wish to teach.

English Language Proficiency

Minimum English language of IELTS 6.5 (no band less than 6.0) or equivalent.

ExaminationMinimum Score
IELTS6.5 with no band less than 6.0
TOEFL iBT (Internet-based)79 with no score less than 20
PTE Academic58 with no score less than 51

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Teacher education students require a sound understanding of significant pedagogical and cultural themes and issues in education and schooling in contemporary Australia. They also require a coherent understanding of global issues in society and culture that impinge on Australian educational experience and practice.

The Graduate Certificate in Educational Studies allows candidates to gain valuable knowledge within various areas of educational studies. It also provides a solid foundation for those candidates seeking to commence a Master of Teaching degree at Excelsia College.

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The Graduate Certificate is structured around four ‘Foundation’ units that are nested within both the Master of Teaching Primary and Secondary. These four units have been strategically chosen to allow students in this course some flexibility to follow a pathway into either Primary or Secondary teaching depending on previous qualifications and what entry requirements they satisfy.

course units

It is essential that teacher education students are familiar with the function of schools and schooling and the responsibilities of classroom teachers. This unit provides a broad overview of the goals of schooling, including the promotion of equity and excellence and support of young Australians to become successful learners, confident and creative individuals, and active and informed citizens. The unit introduces the role of the teacher as a planner of teaching and learning, as a user of Information and Communication Technologies (ICT), as a classroom manager and as a contributor to a teaching/learning community. The unit also considers some of the legal and moral responsibilities of the teacher.

Teacher education students (TES) require a sound understanding of significant cultural themes and issues in education and schooling in contemporary Australia. They also require a coherent understanding of global issues in society and culture that impinge on Australian educational experience and practice. The overarching aim of this unit is to assist TES to develop a critical awareness of the impact of intersecting cultural environments on schooling and education. Various social, historical, political, economic, philosophical and theological perspectives will be explored with particular emphasis on the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students.

Teacher education students (TES) require a sound understanding of the developmental stages through which students progress, and the implications of this developmental trajectory for teaching and learning.Using theoretical resources drawn from developmental psychology, this unit explores human physical, cognitive, social, emotional, moral and spiritual development with particular reference to middle- and late-childhood. Within the domain of educational psychology, theories of learning, behaviour, intelligence and motivation, and their implications for the classroom, are investigated critically.

This investigation encourages the development of a reflective approach to the integration of theory and teaching practice. Finally, various philosophical perspectives on unit content are provided in order to enable TES to more broadly situate and evaluate various theories of development and learning.

Teacher education students (TES) require a basic understanding of the current philosophies and practices relevant to including and serving school students with diverse abilities within the regular classroom. This unit will equip candidates with the skills, understandings, and attitudinal base to encourage effective learning for all school students – irrespective of their culture, character, ability or needs. TES will be provided with the opportunity to develop strategies that have high utility in the primary classroom, thus enabling all students to access the curriculum. National and State policies and practices supporting inclusion will be examined, as will the nature and place of support services within the class, school and community.

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