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Inherent requirements for education programs

Our education programs have inherent requirements you must meet to be able to graduate.

Inherent requirements are core activities, tasks or skills that are essential to a program or course. They apply to the following programs:

  • Bachelor of Education (Primary)
  • Bachelor of Education (Primary) (Honours)
  • Bachelors of Arts/Education (Secondary)
  • Bachelors of Business Management/Education (Secondary)
  • Bachelors of Mathematics/Education (Secondary)
  • Bachelors of Music (Honours)/Education (Secondary)
  • Bachelors of Science/Education (Secondary)
  • Master of Teaching (Primary)
  • Master of Teaching (Secondary).

What you need to do

If you plan to apply for one of these programs, carefully read through the inherent requirements.

If you think you may experience any problems meeting them, contact a Diversity, Disability and Inclusion Adviser to discuss your needs and whether any reasonable adjustments can be made.

Learn more about inherent requirements at UQ

Inherent requirements should be read in conjunction with other information, such as the program rules, as well as:

Ethical behaviour

Context Education students are governed by quality and professional standards, and are accountable and responsible for ensuring professional ethical behaviour in all contexts.
What you need to demonstrate You, the student, will demonstrate knowledge of – and engage in – ethical behaviour consistent with all relevant standards.
Why this is required
  • Complying with codes, guidelines and policies facilitates safe, competent interactions and relationships for students and the people they engage with. This ensures the physical, psychological, emotional and spiritual wellbeing of individuals is not placed at risk.
  • Understanding and applying key ethical and conduct principles is required in school settings.
Scope for reasonable adjustments Reasonable adjustments must ensure that standards, codes, guidelines and policies are maintained and do not result in unethical behaviour. Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.
Example ways to meet the requirement

Within academic, professional and field experience settings you can demonstrate:

  • respect for diverse family and community values and practices
  • honesty and integrity
  • compliance with privacy and confidentiality requirements.

Behavioural stability

Self-awareness, behavioural stability and adaptability

Context Behavioural stability, adaptability and self-awareness are necessary to effectively and sensitively function and adapt in educational settings.
What you need to demonstrate

You, the student, will demonstrate the ability to:

  • work constructively in diverse, unpredictable and challenging academic and educational environments
  • respond consistently and appropriately to the needs of children, young people and families in stressful and challenging situations.
Why this is required
  • Learning environments can be challenging and will require you to engage with peers and teaching staff, reflect on your work, and respond appropriately to constructive feedback.
  • Professional experience placements in education settings can present complex and unpredictable human situations.
  • Behavioural stability is required to work individually and in teams in changing and unpredictable environments. Students will be exposed to complex, stressful situations and will be required to manage these events objectively and professionally.
Scope for reasonable adjustments Reasonable adjustments must support stable, effective and professional behaviour in both academic and educational settings. Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.
Example ways to meet the requirement

You can:

  • manage multiple, complex demands with focus and composure
  • be receptive to constructive feedback and respond appropriately when feedback is provided
  • effectively manage your emotions and behaviour when dealing with people in community and educational settings
  • consistently respond sensitively and appropriately to children, young people and adults in all situations, particularly those that are stressful and challenging.

Interpersonal skills

Context Interpersonal skills are essential to work effectively and sensitively, and to build relationships in community and educational settings.
What you need to demonstrate

You, the student, will demonstrate:

  • the ability to work effectively, sensitively and confidentially with children, young people, parents and carers, and community members
  • the ability to create rapport with peers, and academic and professional staff that facilitates effective working relationships
  • cultural competence, sensitivity and willingness to work with individual children and young people in a complex and diverse Australian society.
Why this is required

Inclusive practice requires the valuing of all individuals. Effective interpersonal engagement is required particularly with individuals from diverse contexts and with varying attributes such as disability.

Meeting the Australian Professional Standards for Teachers requires:

  • effective, sensitive and confidential engagement with students, parents and work colleagues
  • the capacity to engage with people from diverse backgrounds and ability in various contexts.
Scope for reasonable adjustments Reasonable adjustments may include strategies developed in partnership between the student and staff in the learning support team. Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.
Example ways to meet the requirement

You can:

  • participate in a respectful and culturally competent manner in tutorial discussions, and professional and field experiences
  • collaborate, modify and reflect on your teaching during professional and field experience in response to student needs and supervisor feedback
  • interact with others with mutual respect, equity and dignity.

 

Legal

Context Legislation and regulations mandate that initial teacher education programs must comply with professional accreditation, registration and professional and field experience requirements.
What you need to demonstrate You, the student, will demonstrate knowledge of and compliance with all laws, professional regulations and standards, and scope of practice.
Why this is required
  • An understanding of and compliance with legislative and regulatory requirements reduces the risk of harm to self and others, and is a necessary prerequisite to on-campus and field experience.
  • Compliance with professional regulations and Australian law ensures students are responsible and accountable for their practice.
Scope for reasonable adjustments Reasonable adjustments must be consistent with legislative and regulatory requirements. Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.
Example ways to meet the requirement

You can comply with:

  • relevant child protection and safety legislation
  • relevant work health and safety legislation
  • requirements of informed consent, privacy and confidentiality with organisational, family and child information in academic and education settings.

Communication

Verbal

Context Effective verbal communication in English is an essential requirement in education settings.
What you need to demonstrate

You, the student, will demonstrate the:

  • ability to communicate well at formal and informal levels with peers, lecturers and tutors in small and large groups
  • ability to clearly provide instructions and present ideas to individuals and large groups relevant to the learning context
  • capacity to use language effectively with diverse linguistic and cultural groups and individuals (including children and adults) in a range of social situations, including professional and field settings.
Why this is required
  • Verbal communication is the primary medium of communication in most educational settings. A person who uses Augmentative and Alternative Communication (AAC) could work in many educational contexts, including distance education schools.
  • Timely, accurate and effective delivery of information is essential to provide clear instruction, foster student learning and safely manage classrooms.
  • Interactive verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders, including for listening to, understanding and responding to feedback from supervising teachers.
Scope for reasonable adjustments

Reasonable adjustments must enable clear and accurate verbal communication that facilitates effective and safe teaching practice.

Communication supports such as Augmentative and Alternative Communication (AAC) and adjustments such as additional time for comprehension and expression may be available for on-campus learning activities.

Professional experience placement tasks in an education setting may require time-responsive communication.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser. You should discuss requirements for adjustments during professional experience placements with the placement coordinator before you start your placement.

Example ways to meet the requirement

You can:

  • communicate in English effectively and appropriately in tutorials and lectures, and while on professional and field experience
  • provide clear instructions and present ideas to individuals and groups relevant to the learning context
  • communicate respectfully with people of different abilities, gender, sexuality, and age, and from diverse cultural, religious, socio-economic, and educational backgrounds.

Non-verbal

Context Effective non-verbal communication is fundamental to education and needs to be respectful, clear, attentive, empathetic, honest and non-judgmental.
What you need to demonstrate

You, the student, will demonstrate:

  • the capacity to recognise, interpret and respond appropriately to behavioural cues and gestures
  • consistent and appropriate awareness of your own behaviour
  • sensitivity to individual differences.
Why this is required
  • The ability to observe and understand non-verbal cues helps to build rapport in academic and professional relationships.
  • Displaying consistent and appropriate facial expressions and eye contact – and being aware of spatial boundaries, body movements and gestures – helps to develop trustful and respectful professional relationships.
  • The capacity to observe, interpret and respond appropriately to non-verbal communication is essential to safe and effective teaching – particularly in situations where students are unable to verbalise distress, discomfort or fear.
  • Gestures and behavioural cues are the main communication tool for children who don’t talk or use verbal language.
Scope for reasonable adjustments

Reasonable adjustments must be effective, consistent and not compromise effective and timely reception of and response to non-verbal communication.

Consideration will be given to the use of non-verbal communication appropriate to your disability or condition. For example, if you have a vision or hearing impairment, you may rely more on using either auditory or visual communication whenever possible.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.

Example ways to meet the requirement

You can:

  • recognise non-verbal cues and respond appropriately in tutorials, seminars, and professional and field experience settings
  • display appropriate non-verbal gestures in classroom situations and professional and field experience settings, such as open body language, eye contact and facial expressions to display understanding and empathy.

Written

Context Effective written communication in English is essential to complete program requirements and participate in professional and field experience.
What you need to demonstrate You, the student, will demonstrate the capacity to produce coherent written communication appropriate to the circumstances.
Why this is required

The Australian Professional Standards for Teachers require students to:

  • construct a range of written assignments and curriculum materials that meet ethical and academic standards in order to convey knowledge, understanding and skills in relevant content and pedagogy
  • produce accurate and responsive reports, student profiles, record keeping, lesson material, curriculum plans, assessments, and evaluations necessary for the provision of an effective learning environment
  • effectively and appropriately employ a range of texts (including written, screen-based, image-based and sign/symbol-based texts) to communicate meaning and directions in tutorials and professional experience placements.
Scope for reasonable adjustments

Reasonable adjustments must meet necessary standards of clarity, accuracy and accessibility to facilitate effective planning, delivery, reporting, evaluating and synthesising of information in both on and off-campus educational settings.

Adjustments may include the use of specialised software to support on-campus learning activities. Whether it’s appropriate or practical to use this software during professional experience placements may vary between placements.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser. You should discuss requirements for adjustments during professional experience placements with the placement coordinator before you start your placement.

Example ways to meet the requirement

You can:

  • construct written assignments that comply with academic standards
  • convey information effectively in a written form to students, families or other staff in the educational setting
  • model accurate spelling and grammar in the classroom environment
  • contribute to reports, school student profiles, lesson materials, curriculum plans and assessment tasks.

Cognition

Knowledge acquisition and cognitive ability

Context Consistent and effective knowledge and cognitive skills are necessary to provide safe, professional and competent teaching practice.
What you need to demonstrate

You, the student, will demonstrate the:

  • capacity to locate appropriate and relevant information
  • ability to process information relevant to practice
  • ability to integrate, reflect on and implement theoretical knowledge in tutorials as well as professional and field experience settings.
Why this is required Delivery of quality teaching relies on comprehensive knowledge that is sourced, understood and applied appropriately.
Scope for reasonable adjustments Reasonable adjustments must ensure knowledge can be clearly demonstrated and cognitive skills are not compromised or impeded. Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.
Example ways to meet the requirement

You can:

  • conceptualise and use appropriate knowledge in response to academic assessment items
  • identify and apply knowledge of policy and procedures during professional and field experience settings.

Literacy (language)

Context Competent English literacy skills are essential for professional and effective delivery of teaching content.
What you need to demonstrate

You, the student, will demonstrate the:

  • ability to accurately acquire information and convey appropriate and effective messages in English
  • ability to read and comprehend a range of texts in English
  • capacity to understand and apply academic conventions to write coherent English in a scholarly and professional manner.
Why this is required
  • The ability to acquire information and to accurately convey information is fundamental to teaching and learning.
  • The ability to read, interpret and understand multiple sources of information is fundamental for effective preparation and teaching practice.
Scope for reasonable adjustments

Reasonable adjustments must ensure a student can demonstrate an appropriate capacity to acquire, comprehend, apply and communicate accurately in English. Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.

Students for whom Standard Australian English is an additional language or dialect (EAL/D) may seek support from Learning Advisers. Reasonable adjustments don’t apply in these situations unless any difficulties with English are due to learning disabilities.

Example ways to meet the requirement

You can:

  • listen well to information provided in English
  • speak clearly and accurately in English
  • competently construct and share a range of texts including digital, written and visual texts in a variety of social contexts.

Numeracy

Context Competent numeracy skills are essential for effective teaching.
What you need to demonstrate You, the student, will demonstrate the ability to correctly and accurately interpret and apply statistical, geometrical, algebraic, measurement and numerical data in a range of contexts.
Why this is required

Competent numeracy skills are fundamental for:

  • effective delivery of teaching content
  • fostering the numeracy development of the students.
Scope for reasonable adjustments

Reasonable adjustments must ensure a student can demonstrate effective numeracy skills.

Unless a task requires mental calculation, calculating devices such as calculators and spreadsheets may be used. Whether it’s appropriate or practical to use such calculating devices during professional experience placements may vary between placements. You should discuss this with the placement coordinator before you start your placement.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.

Example ways to meet the requirement

You can:

  • competently apply basic mathematics knowledge and everyday mathematical skills in on-campus learning activities and professional experience placement tasks
  • effectively use numeracy skills in activities related to student learning, e.g. modelling and teaching the application of mathematics concepts in the classroom environment
  • apply numeracy skills to interpret and solve problems in a range of educational and academic contexts, such as analysing and interpreting student learning data to inform teaching.

Information and communications technology (ICT)

Context Information and communications technologies (ICT) are fundamental to program requirements, teaching practice and current pedagogy.
What you need to demonstrate You, the student, will demonstrate knowledge of, and confidence in, the use of ICT processes and tools in academic, professional and curriculum contexts.
Why this is required Use of ICTs is necessary to provide an effective teaching and learning environment.
Scope for reasonable adjustments Reasonable adjustments must enable the student to demonstrate a capacity to comprehend, interpret and use ICT. They may include Augmentative and Alternative Communication (AAC) devices. Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser.
Example ways to meet the requirement

You can:

  • select and use appropriate ICTs to communicate with peers and teaching staff, and to gather information in accomplishing academic tasks
  • use ICTs for accurate and responsive reports, student profiles, record keeping, lesson presentation material, curriculum plans, assessments and evaluations
  • communicate professionally in writing (including SMS and email) at university and during professional experience with students, children, staff, parents and the community
  • demonstrate knowledge and use of ICTs such as data projectors, computers and DVDs to support oral presentations for tutorials, and during professional and field experience.

Sensory ability

Visual

Context Adequate visual acuity is required to provide safe and effective supervision of children and young people in a range of educational and community settings.
What you need to demonstrate

You, the student, will demonstrate sufficient visual acuity to perform the required range of skills, such as:

  • reading and comprehending information in a variety of formats, including handwritten and electronic documents
  • monitoring children and young people’s behaviour and safety, in classroom and school ground settings.
Why this is required
  • Sufficient visual acuity is necessary to demonstrate the required range of skills, tasks and assessments in university and practical contexts.
  • Visual observations and assessment are fundamental to safe and effective teaching practice.
Scope for reasonable adjustments

Reasonable adjustments must address the need to perform the required range of tasks involved in field placements. Any strategies to address the effects of a vision impairment must be effective, consistent and not compromise care or safety.

A reasonable adjustment may be the use of assistive technology to enhance vision.

Glasses and other visual aids can be used during on-campus simulation and professional experience placement settings.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser. You should discuss requirements for adjustments during professional experience placements with the placement coordinator before you start your placement.

Example ways to meet the requirement

You can:

  • monitor children and young people's behaviour, interactions, safety and wellbeing indoors and outdoors
  • engage in activities at both near and far distances
  • negotiate unfamiliar settings effectively
  • manipulate a range of resources
  • monitor and assess student learning in a variety of formats.

Auditory

Context Sufficient competent aural communication is required to effectively access program content and to respond to the demands of professional and field experience.
What you need to demonstrate

You, the student, will demonstrate:

  • sufficient auditory ability to perform and comprehend the required range of tasks
  • sufficient understanding of spoken English delivered at conversational speed, including in noisy indoor and outdoor environments such as classrooms and playgrounds
  • active listening in tutorials and lectures with tutors, lecturers and peers, and during professional and field experience with families and children
  • appropriate use of information and communication technologies (ICTs) that support aural communication with individuals and small groups for learning and assessment purposes and during professional and field experiences.
Why this is required

Teacher education courses require students to:

  • use effective aural communication formally and informally in large and small groups with peers, lecturers and tutors in tutorials, and with children and adults during professional and field experience
  • be active and empathetic listeners in diverse social and linguistic contexts
  • use ICTs to support aural communication in professional contexts
  • demonstrate sufficient auditory ability to gather information, monitor students and provide feedback while on professional and field experience.
Scope for reasonable adjustments

Reasonable adjustments must be effective, consistent and not compromise effective and timely reception of and response to auditory inputs. Examples may include the use of Augmentative and Alternative Communication (AAC), such as amplified stethoscopes to enhance hearing.

Students who are deaf and use Auslan may be able to negotiate professional experience placements within a specialised setting where Auslan is the preferred language.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser. You should discuss requirements for adjustments during professional experience placements with the placement coordinator before you start your placement.

Example ways to meet the requirement

You can:

  • understand and respond to verbal communications accurately, appropriately, and in a timely manner
  • listen for inappropriate or off-task behaviour
  • monitor noise levels as an indicator of student engagement
  • demonstrate knowledge and use of ICTs that rely on effective aural communication for tutorial presentations and small group presentations on professional and field experience
  • respond effectively to children and adults, demonstrating active listening and empathy toward what is being communicated.

Strength and mobility

Gross motor skills

Context Participation in physical activities and movement is typically required to function effectively in community and educational settings.
What you need to demonstrate You, the student, will demonstrate the ability to perform gross motor skills to function within the scope of practice.
Why this is required Sufficient gross motor skills are necessary to perform, coordinate and prioritise care, in order to reduce the risk of harm to self and others.
Scope for reasonable adjustments

Reasonable adjustments may be available to facilitate functional effectiveness, safety of self and others, and a capacity to provide appropriate education and care. Examples include the use of mechanical devices for lifting, electric wheelchairs and adjustable classroom furniture.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser. You should discuss requirements for adjustments during professional experience placements with the placement coordinator before you start your placement.

Example ways to meet the requirement

You can:

  • set up safe learning environments both indoors and outdoors
  • safely move and use large pieces of equipment.

Fine motor skills

Context Teaching typically requires manual dexterity and fine motor skills.
What you need to demonstrate You, the student, will demonstrate the ability to use fine motor skills to provide safe, effective education and care.
Why this is required Sufficient fine motor skills are necessary to perform and coordinate education and care. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects, as well as handwrite. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others.
Scope for reasonable adjustments

Reasonable adjustments may be available to facilitate functional effectiveness, safety to self and others, and a capacity to provide appropriate education and care. Examples may include the use of Augmentative and Alternative Communication (AAC), and occupational therapy devices such as splints, prostheses and specialised equipment.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser. You should discuss requirements for adjustments during professional experience placements with the placement coordinator before you start your placement.

Example ways to meet the requirement

You can:

  • record, observe, document, and clearly model the use of equipment such as scissors, pencils and other such equipment, as relevant to the teaching level
  • manipulate resources during learning activities
  • use ICT equipment for teaching and learning.

Sustainable performance

Context The study and practice of Education requires both physical and mental endurance at a consistent and sustained level.
What you need to demonstrate

You, the student, will demonstrate:

  • consistent and sustained physical and mental energy to complete specific tasks in a timely manner and over time
  • the ability to perform all required activities with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately
  • the capacity to maintain consistency and quality of performance throughout the designated period of time.
Why this is required Sufficient physical and mental endurance are essential to performing multiple tasks over varying periods of time and providing safe and effective participation in all teaching, professional and field experience activities.
Scope for reasonable adjustments

Reasonable adjustments may be available to enable consistent and sustained performance over a given period. Example strategies include the use of rest breaks to support performance for on-campus learning activities.

Adjustments specific to the individual can be discussed with a UQ Diversity, Disability and Inclusion Adviser. You should discuss requirements for adjustments during professional experience placements with the placement coordinator before you start your placement.

Example ways to meet the requirement

You can:

  • prepare for and participate in tutorials, lectures and professional experience
  • provide consistent supervision, educational instruction and care to children and young people over a full day of teaching
  • perform multiple tasks simultaneously while supervising children and young people
  • manage planning and teaching for the final professional experience placement over a substantial and sustained period.

Need more information?

If you're not sure what an inherent requirement means, contact the School of Education.


Adapted from Inherent Requirements © University of Western Sydney, licensed under a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence.