Graduate Certificate in Education

Course information for - 2024 entry

Offered at 1 locations

Duration

6 months *full-time or equivalent part-time (*named specialisations only available in part-time mode and the duration is 1 year depending on chosen specialisation).

Fees (first year)*

$2220 CSP

Start dates
Semester 1 intake: Beginning February 2024
Applications open August 2023
Midyear (Semester 2) intake: Beginning July 2024
Applications open April 2024

Overview

Advance your career and become a specialist in your discipline area. The Graduate Certificate in Education will enable you to deepen your knowledge and expertise in a specialisation area and empower you to extend your understanding of educational disciplines. 

The Graduate Certificate in Education specialisations are:

  • Gifted Education
  • Highly Accomplished/Lead Educational Practice
  • Inclusive Practice
  • Literacy: Primary and Secondary Language and Multiliteracies
  • Literacy: Teaching Foundational Reading Skills
  • Literacy: Teaching Fluency, Comprehension and Writing
  • Research Methods
  • School Psychology
  • STEM
  • Wellbeing


The course is open to teachers and other professionals engaged in lead educational roles, such as education administrators, researchers, policymakers, school wellbeing leaders, psychologists, members of the defence forces, youth ministers and family/parish educators. 

You are able to complete the Graduate Certificate in Education with or without a named specialisation. Named specialisations are only available in part-time mode and the duration is one year. 

The Graduate Certificate in Education is not an initial teaching qualification.

Careers

Our graduates have pursued careers in:

  • teachers
  • youth development workers
  • pastoral care workers
  • school counsellors
  • learning support teachers

Course details

Course structure

Course map

Open all

Please note: Course maps are subject to change.

With Specialisation - Commencing Semester 1

  • Specialisation units Specialisation Unit 110 cp
  • Specialisation units Specialisation Unit 210 cp
  • Specialisation units Specialisation Unit 310 cp
  • Specialisation units Specialisation Unit 410 cp

Without Specialisation - Commencing Semester 1

Graduate statement

Empathy

As an ACU graduate you value human dignity and diversity. This appreciation is founded on deep reflection, and empathy. You have experience of Indigenous Knowings and perspectives and can engage respectfully when working alongside Australia's First Peoples. You can connect with people and cultures and work with community in ways that recognise the dignity of the human person and all cultures

Imagination

As an ACU graduate you utilise imagination and innovation to solve problems. You critically analyse information from a range of sources to creatively solve practical problems and use critical thinking to make decisions and advance the common good. You appreciate the role of innovation and creative thinking in developing a better future for each person and community.

Impact

As an ACU graduate you recognise your responsibility to work for social justice and a sustainable world founded on a commitment to human dignity and the common good. You lead change through respectful collaboration and effective communication of ideas to diverse peoples, groups and communities in local and global contexts. You are empowered to positively impact your profession and the community.

AQF framework

Graduate Certificate - AQF Level 8

Entry requirements

An applicant must also comply with the Admission to Coursework Programs Policy .

International applicants must also meet the English language proficiency requirements as defined in the Admission to Coursework Programs Policy .

To be eligible for admission to the course, an applicant must have completed a Bachelor degree.

Disclaimer: The course entry requirements above are for 2024 Admission.

Inherent requirement

There are essential components of a course or unit that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes of that course or unit. You will need to be able to meet these inherent requirements to complete your course.

Learn more about inherent requirements for your course and how they affect you

Pathways

Further study

Graduates may progress to masters by course work.

Fees

Course costs

Average first year fee*

$2220 CSP

All costs are calculated using current rates and are based on a study load of 40 credit points (normally 4 units) per year.

A student’s annual fee may vary in accordance with:

  • the number of units studied per semester; 
  • the choice of major or specialisation; and 
  • elective units.

The University reviews fees annually.

Payment options

You should be able to concentrate on getting good marks instead of worrying about how you’ll pay your fees. We have a number of options that can help you ease the financial burden, including government assistance, scholarships and income support. 

Explore your options 

Scholarships

You could be eligible for one of the hundreds of scholarships we award each year to help students from across the university with the cost of studying, accommodation or overseas study opportunities. Some of our scholarships are awarded on the basis of merit, but these aren’t just for the academically gifted; ACU also recognises excellence in community engagement and leadership. We also offer a range of scholarships for those who may be struggling financially or who have faced other barriers to accessing education.  

Search our scholarships 

How to apply

Deferment

Deferment is available for one year. Some specialisations may not run every year. Find out more about deferment.

Staff Profile

Professor Amanda Telford

National Course Coordinator, National School of Education

Professor Amanda Telford is a teacher and researcher in health, wellbeing and educational leadership within the National School of Education. She is currently the National Course Coordinator of the Master of Education and has over two decades experience in senior learning and teaching leadership roles as a former secondary teacher and academic across four universities including: Associate Dean (Education) Deputy Head of School (Learning & Teaching), Interim Associate Dean (Partnerships) and Director/course coordinator across three universities. These senior academic leadership positions have enabled her to develop a deep understanding of policy, processes and regulatory requirements of universities and governing bodies. Prof. Telford is a multi- award-winning teacher, researcher and author, she has co-authored over 100 learning and teaching publications including over 50 peer-reviewed journal articles and over 45 textbooks and book chapters used nationally and internationally at secondary and tertiary level. She has collaborated on more than 40 research projects with a learning and teaching, physical activity, physical education and/or wellbeing focus. The CLASS instrument she developed as part of her PhD to assess children's physical activity and sedentary behaviour is used in over 40 countries. Prof. Telford was a Chief Investigator on the ARC funded 'Girls Get Going' study and more recently the NHMRC funded 'TransformUs' project designed to revolutionize the classroom through movement which has already reached over 500 schools.

Dr Paul Kidson

Head of Discipline Postgraduate Education, National School of Education

Dr Paul Kidson is Senior Lecturer in Educational Leadership and the Head of Postgraduate Studies in the National School of Education. He has extensive school leadership and governance experience, including 11 years as a school principal, which informs the highly practical orientation of his academic research. In addition to his academic research and leadership, he is a member of Australian Council for Educational Leaders (NSW) Executive Committee, a Fellow of the Institute for Managers and Leaders, and a Graduate of the Australian Institute for Company Directors. His research adopts holistic and interdisciplinary approaches, drawing on a range of academic disciplines and insights. Through this, he explores how school leaders work effectively within, and critically transform, their complex professional lives. This encompasses broader systems and policies which govern the work of educational leaders, as well as how school leaders develop and sustain their personal experience of leadership. He is part of a large-scale research projects on school leadership, and one of the lead researchers on Australia’s largest and longest running principal well-being research project, the Australian Principal Occupational Health and Well-being Survey. 

 

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