Overview
This course aims to produce graduates who see themselves as agents of change across the continuum of education settings from Birth – 12 years in both Australian and international contexts, and who create socially just learning environments where all children are respected and valued as learners. Graduates will have a clear vision of good teaching, defined as a personal schema of practice and demonstrated through their actions when in learning settings. They will work collaboratively with colleagues and members of the local communities they engage with. Graduates will reflect the principles of the Charles Sturt University degree, meet the AITSL Graduate Teacher Standards and commit to ongoing professional learning throughout their career.
Admission and Credit
Minimum ATAR required65
Admission
Entry Requirement
Other graduation requirements
Initial teacher education students are required to pass both components of the personal Literacy and Numeracy Test for Initial Teacher Education (LANTITE) as part of the accreditation requirements of this course and before commencement of the final professional experience placement. Further information about the LANTITE including how to register can be found on the LANTITE page.
Language requirements
Non-Standard
Structure
Course information296 Credit Points
Essential set296 Credit Points
Enrolment Pattern
Learning outcomes
Upon completion of this course, graduates will be able to:
1.
Graduates from this course will be agents of change. The course is committed to graduating early career professionals who demonstrate excellence in their practice and as a result can exert an influence on the context in which they are situated.
2.
Graduates from this course will teach for social justice and equity. The course is committed to promoting the principles of social justice and equity by demonstrating awareness of, and responsiveness to, the community contexts in which the graduates are located.
3.
Graduates from this course will demonstrate respect for children. The course is committed to graduating early career professionals whose practice is respectful of all children, from birth through adolescence, as learner, knower, thinker, and actor, and celebrates the unique contribution each learner brings to the learning context. Their professional practice is couched in knowledge of children's developmental, social and political position in society and a belief that children's values, rights, cultural traditions and opinions must be respected.
4.
Graduates from this course will have a strong practical sense. The course is committed to graduating early career professionals who have developed a schema for professional practice and learning. They can employ knowledge of content and curriculum, the profession and workplace, and the practice of others to reflect upon, inquire, interrogate, evaluate and adapt their schema to a range of learning contexts and needs. They understand the role of professional judgement, and have articulated a personal philosophy in the construction and enactment of their schema.
5.
Graduates from this course will teach for student learning. The course is committed to graduating early career professionals who understand that the quality of teaching is defined by the scope, depth and quality of the learning by children. The course is designed to build a differentiated and developmentally respectful pedagogy that includes the skills, knowledge attitudes and dispositions in relation to human development, diversity, differentiation and cultural understanding required to enact a commitment to all learners.
6.
Graduates from this course will show excellence in practice. The course is committed to providing a program of instruction and professional learning experiences that support the practice and integration of propositional and practical knowledge for teaching, that allow for a verifiable articulation of theory and empirical research across a range of learning contexts and needs, and that explore the potential impact and use of technologies and technology resources to enhance teaching and learning. The course is practice valid.
7.
Graduates from this course will understand good teaching. The course is committed to providing its graduates with a clear vision of what good teaching looks like. It is derived from an inclusive and collaborative process of course design.
8.
Graduates from this course will be collaborative teachers. The course is committed to graduating early career teachers, who know, understand and are skilled in the use of cooperation and collaboration in teaching, learning, and professional engagement.
9.
Graduates from this course will share attributes of all those with a CSU Degree. The course design embodies the principles of the CSU Degree Initiative and a commitment to graduate early career professionals who possess the skills to enact these principles in their professional practice.
10.
Graduates from this course will continue to learn. The course design provides an innovative, relevant and rigorous undergraduate program that prepares graduates for their continued engagement in the teaching profession.
11.
Graduates from this course will contribute to their profession. The course design reflects an engaged and recursive relationship with the professional community.
Professional accreditation
Australian Children's Education and Care Quality Authority (ACECQA)
Notes :https://study.csu.edu.au/courses/professional-accreditation
NSW Education Standards Authority (NESA)
Notes :https://study.csu.edu.au/courses/professional-accreditation