Graduate Certificate in Educational Studies
Duration: 6 months
Credit Points: 24
CRICOS Code: 107996F
Available to: Domestic students only
IELTS: 6.5 with no band less than 6
AQF: Level 8
Financial Information: $7,860 (FEE-HELP available)
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.
The Graduate Certificate in Educational Studies is a great first step for those who are considering becoming a teacher, and provides a solid foundation for moving on to a Master of Teaching (Primary or Secondary) at Excelsia College with the first 6 months already completed.
Students will acquire a sound understanding of significant pedagogical and cultural themes and issues in education and schooling in contemporary Australia. They also acquire a coherent understanding of global issues in society and culture that impinge on Australian educational experience and practice.
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.
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.
|IELTS||6.5 with no band less than 6.0|
|TOEFL iBT (Internet-based)||79 with no score less than 20|
|PTE Academic||58 with no score less than 51|
What our alumni say
Excelsia Alumnus: Sophya Spann
‘Studying online created a fantastic opportunity for me to study, work part-time and still be able to enjoy all aspects of family life. The workshops provided wonderful opportunities to meet other students, which resulted in ongoing collaboration and discussion through forums and personal communication.I chose to study at Excelsia College because I wanted a superior qualification and I could do this by incorporating my Christian beliefs and values.’
Excelsia Alumnus: Nigel Vaux
‘After many years after working for a church and another Christian organisation, I came to the realisation I’d like to become a school chaplain. As I looked around I saw that Excelsia offered the best degree to achieve my goals and equip me for teaching primary students.’