- Inherent requirements key terms
- Inherent requirements for Accounting
- Inherent requirements for Bachelor of Applied Leadership and Critical Thinking
- Inherent requirements for Master of Art Therapy
- Inherent requirements for Graduate Diploma in Cardiac Sonography
- Inherent requirements for Building Design and Construction Management
- Inherent requirements for Bachelor of Construction Technology
- Inherent requirements for Graduate Certificate in Child and Family Health (Karitane)
- Inherent requirements for Bachelor of Community Welfare
- Inherent requirements for Psychotherapy and Counselling
- Inherent requirements for Bachelor of Criminal and Community Justice
- Inherent requirements for Bachelor of Design (Visual Communication)
- Inherent requirements for Master of Digital Humanities
- Inherent requirements for Education and Teaching
- Inherent requirements for Engineering courses
- Inherent requirements for Epidemiology
- Inherent requirements for Paramedicine
- Inherent requirements for Interpreting and Translation
- Inherent requirements for Languages
- Inherent requirements for Law
- Inherent requirements for Mathematics
- Inherent requirements for Medicine
- Inherent requirements for Midwifery
- Inherent requirements for Nursing (preregistration) courses
- Inherent requirements for Nursing and Midwifery (postgraduate)
- Inherent requirements for Occupational Therapy
- Inherent requirements for Physiotherapy
- Inherent requirements for Podiatric Medicine
- Inherent requirements for Master of Professional Psychology
- Inherent requirements for Master of Clinical Psychology
- Inherent requirements for Bachelor of Social Work
- Inherent requirements for TESOL
- Inherent requirements for Chinese Medicine Health Care Disciplines
- Inherent requirements for Master of Public Health and Master of Health Science
- Inherent requirements for Speech Pathology
Master of Teaching (Birth - 5 Years/Birth - 12 Years)
These inherent requirements apply to the Master of Teaching (Birth - 5 Years/Birth - 12 Years) - course code 1691 for continuing students and 1783 for commencing students.
How to read the inherent requirement statements
If you are intending to enrol in this course you should read these inherent requirement statements and think about whether you may experience challenges in meeting them.
If you think you may experience challenges related to your disability, chronic health condition or any other reason, you should discuss your concerns with a campus Disability Advisor or a member of the School of Education (SoE) staff such as the Director of Academic Program, Academic Course Advisor or School Disability Coordinator. These staff can work collaboratively with you to determine reasonable adjustments to assist you to meet the Inherent Requirements. In the case where it is determined that Inherent Requirements cannot be met with reasonable adjustments, the University staff can provide guidance regarding other study options.
These inherent requirements should be read in conjunction with other course information and with material related to accreditation. This includes information available through the New South Wales Education Standards Authority (NESA), the Australian Professional Standards for Teachers (opens in a new window), and the Australian Children's Education and Care Quality Authority (ACECQA) (opens in a new window) under the Education and Care Services National legislation.
Each inherent requirement is made up of the following five levels:
- Level 1 — introduction to the inherent requirement
- Level 2 — description of what the inherent requirement is
- Level 3 — explanation of why this is an inherent requirement of the course
- Level 4 — the nature of any adjustments that may be made to allow you to meet the requirement
- Level 5 — examples of things you must be able to do to show you've met the requirement
Inherent requirement domains
For this initial teacher education courses the following nine domains apply. Some domains also have a number of sub-domains:
Ethical behaviour
Inherent requirements statements | |
---|---|
1 | Students need to comply with, and are governed by, quality and professional standards, and codes of ethics where they are both accountable and responsible for ensuring professional ethical behaviour in all contexts. |
2 | Student demonstrates knowledge of, and engages in behaviour consistent with all relevant codes and standards. |
3 | Justification of inherent requirement: » Compliance with the codes, guidelines and policies facilitates safe, competent interactions and relationships for students and/or the people with whom they engage. This ensures the physical, psychological, emotional and spiritual wellbeing of the individual is not placed at risk |
4 | Adjustments must comply with codes of conduct and maintain ethical behaviour. |
5 | Exemplars: » Demonstrating respect for the diversity of family and community values and practices within academic, professional and field experience settings |
Behavioural stability
Inherent requirements statements | |
---|---|
1 | Behavioural stability is required to function and adapt effectively and sensitively in educational settings. |
2 | Student demonstrates: » Behavioural stability to work constructively in diverse and challenging academic and educational environments |
3 | Justification of inherent requirement: » 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 have behavioural stability to manage these events objectively and professionally |
4 | Adjustments must support stable, effective and professional behaviour in both academic and professional and field experience settings. |
5 | Exemplars: » Responding appropriately to constructive feedback |
Legal
Inherent requirements statements | |
---|---|
1 | Initial teacher education courses are mandated by specific legislation and regulations to comply with professional accreditation, registration and professional and field experience requirements. |
2 | Student demonstrates knowledge and compliance with Australian law, professional regulation requirements and standards relevant to persons working with children, young people and their families, and those which dictate the scope of teaching. |
3 | Justification of inherent requirement: » Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary pre-requisites to professional and field experience in order to reduce the risk of harm to self and others |
4 | Adjustments must be consistent with legislative and regulatory requirements. |
5 | Exemplars: » Complying with relevant child protection and safety legislation |
Communication
This course requires effective verbal, aural, non-verbal and written communication skills.
VerbalInherent requirements statements | |
---|---|
1 | Effective verbal communication, in English, is an essential requirement for all courses offered by SoE. |
2 | Student demonstrates: » Effective verbal communication at formal and informal levels in tutorials, with peers and lecturers/tutors in small and large groups |
3 | Justification of inherent requirement: » Verbal communication is the primary medium of communication in an educational setting |
4 | Adjustments must enable verbal communication with clarity and accuracy that facilitates effective communication and safety. |
5 | Exemplars: » Communicating in English effectively and appropriately in tutorials, lectures and on professional and field experience |
Inherent requirements statements | |
---|---|
1 | Competent aural communication is required to effectively access course content and being responsive to the demands of professional and field experience. |
2 | Student demonstrates: » Sufficient aural function to perform and comprehend the required range of tasks |
3 | Justification of inherent requirement: The Australian Professional Standards for Teachers (opens in a new window) require that students are able to: » Use effective aural communication formally and informally in tutorials with peers and lecturers/tutors in small and large groups and during professional and field experience in a range of different social situations with children and adults |
4 | Adjustments to address the effects of a hearing impairment must be effective, consistent and not compromise effective and timely reception of, and response to auditory inputs. |
5 | Exemplars: » Demonstrating knowledge and use of ICTs that rely on effective aural communication for tutorial presentations and small group presentation on professional and field experience |
Inherent requirements statements | |
---|---|
1 | Effective non-verbal communication is fundamental to education and needs to be respectful, clear, attentive, empathetic, honest and non-judgmental. |
2 | Student demonstrates: » The capacity to recognise, interpret and respond appropriately to behavioural cues and gestures |
3 | Justification of inherent requirement: » The ability to observe and understand non-verbal cues assists with building rapport in academic and professional relationships |
4 | Adjustments must enable the recognition, initiation of or appropriate response to effective non-verbal communication in a timely and appropriate manner. |
5 | Exemplars: » Recognising non-verbal cues and responding appropriately in tutorials and seminars |
Inherent requirements statements | |
---|---|
1 | Effective written communication in English is required to effectively access course content and participate in professional and field experience. |
2 | Student demonstrates the capacity to construct and model coherent written communication appropriate to the circumstance. |
3 | Justification of inherent requirement: The Australian Professional Standards for Teachers (opens in a new window) require that students are able to: » Construct a range of written assignments to ethical and academic standards in order to convey knowledge, understanding and skills of relevant content and pedagogy, curriculum materials and professional and field practice |
4 | Adjustments must meet necessary standards of clarity, accuracy and accessibility to facilitate effective planning, delivery, reporting, evaluating and synthesising of information in both academic and educational settings. |
5 | Exemplars: » Constructing written assignments that comply with academic standards |
Cognition
This course requires knowledge of theory and the skills of cognition, literacy, numeracy and Information and Communication Technology (ICT).
Knowledge and cognitive skillsInherent requirements statements | |
---|---|
1 | Consistent and effective knowledge and cognitive skills must be demonstrated to provide safe, professional and competent teaching practice. |
2 | Student demonstrates: » The capacity to locate appropriate and relevant information |
3 | Justification of inherent requirement: » Delivery of quality teaching relies on the understanding and application of theory in practice |
4 | Adjustments must support the student's ability to acquire, analyse and apply knowledge. |
5 | Exemplars: » Conceptualising and using appropriate knowledge in response to academic assessment items |
Inherent requirements statements | |
---|---|
1 | Competent English language and literacy skills are essential for professional and effective delivery of teaching content. |
2 | Student demonstrates: » The ability to accurately acquire information and convey appropriate messages |
3 | Justification of inherent requirement: » The ability to acquire information and to accurately convey information is fundamental to teaching and learning |
4 | Adjustments must demonstrate a capacity to effectively acquire, comprehend, apply and communicate accurate information. |
5 | Exemplars: » Conveying a spoken message accurately |
Inherent requirements statements | |
---|---|
1 | Competent and accurate numeracy skills are essential for effective delivery of teaching content. |
2 | Student interprets and correctly applies data, measurements and numerical criteria in a range of contexts. |
3 | Justification of inherent requirement: » Competent application of numeracy skills is fundamental for effective delivery of teaching content |
4 | Adjustments must enable the demonstration of effective numeracy skills. |
5 | Exemplars: » Demonstrating competency in applying basic mathematics knowledge and skills in everyday life and in academic tasks |
Inherent requirements statements | |
---|---|
1 | Information and Communication Technologies (ICT) are processes and tools that are fundamental to accessing course content, current teaching practice, and pedagogical practice. |
2 | Student demonstrates knowledge of, and confidence in, the use of ICT in academic, professional and curriculum context. |
3 | Justification of inherent requirement: » Use of ICTs are necessary to provide an effective teaching and learning environment consistent with current pedagogy |
4 | Adjustments must enable the student to demonstrate a capacity to comprehend, interpret and apply ICT. |
5 | Exemplars: » Utilising appropriate ICTs to communicate with peers and lecturer and to gather information in accomplishing academic tasks |
Interpersonal engagement
Inherent requirements statements | |
---|---|
1 | Interpersonal engagement is essential to work effectively, sensitively and build relationships in community and educational settings. |
2 | Student demonstrates: » The ability to work effectively, sensitively and confidentially with children, parents/carers and community members |
3 | Justification of inherent requirement: » The Australian Professional Standards for Teachers (opens in a new window) require effective, sensitive and confidential engagement with students, parents and work colleagues and the ability to engage with people from diverse backgrounds and ability in various context |
4 | Adjustments must enable appropriate levels of interpersonal engagement and behaviour. |
5 | Exemplars: » Participating in a respectful and culturally competent manner in tutorial discussion |
Sensory ability
Inherent requirements statements | |
---|---|
1 | Adequate visual acuity is required to provide safe and effective supervision of children and young people in a range of educational and community settings. |
2 | Student demonstrates: » Sufficient visual acuity to perform the required range of skills |
3 | Justification of inherent requirement: » Sufficient visual acuity is necessary to demonstrate the required range of skills, tasks and assessments |
4 | Adjustments must address the need to perform the required range of tasks involved in field placements. Any strategies to address the effects of the vision impairment must be effective, consistent and not compromise care or safety. |
5 | Exemplars: » Monitoring children and young people's safety and wellbeing in indoor and outdoor and engaging in activities at both near and far distances |
Strength & mobility
This course requires strength and mobility involving fine and gross motor skills.
Gross motorInherent requirements statements | |
---|---|
1 | Participation in physical activities and movement is required to function effectively in community and educational settings. |
2 | Student demonstrates the ability to move and perform gross motor function within the scope of practice. |
3 | Justification of inherent requirement: » Sufficient gross motor skills are necessary to perform, coordinate and prioritise care. Tasks that involve gross motor skills include sitting, lifting, carrying, pushing, pulling, standing, twisting and bending. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others |
4 | Adjustments must facilitate functional effectiveness, safety of self and others and a capacity to provide appropriate education and care. |
5 | Exemplars: » Setting up safe learning environments with resources and equipment |
Inherent requirements statements | |
---|---|
1 | Teaching is a profession that requires manual dexterity and fine motor skills. |
2 | Student demonstrates the ability to use fine motor skills to provide safe effective education and care. |
3 | Justification of inherent requirement: » Sufficient fine motor skills are necessary to perform, coordinate and prioritise education and care. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others |
4 | Adjustments must facilitate functional effectiveness, safety to self, children/young people and others and a capacity to provide appropriate education and care. |
5 | Exemplars: » Manipulating resources during learning activities |
Sustainable performance
Inherent requirements statements | |
---|---|
1 | Students require both physical and mental performance at a consistent and sustained level over appropriate time frames to meet the course outcomes. |
2 | Student demonstrates: » Consistent and sustained level of physical energy to complete a specific task in a timely manner |
3 | Justification of inherent requirement: » Sufficient physical and mental endurance is an essential requirement needed to perform multiple tasks in varying periods of time to provide safe and effective participation in all teaching, field, and professional experience activities |
4 | Adjustments must enable consistent and sustained performance over a given period. |
5 | Exemplars: » Preparing for and participating in tutorials, lectures and professional experience |
*Developed from: Johnson, A., Allan,T., Phillips,K., Azzopardi,T., Dickson,C., Goldsmith,M & Hengstberger-Sims, C. (2011). Inherent Requirements of Nursing Education (IRONE), Western Sydney University School of Nursing & Midwifery and Student Equity & Disability Services.
The Inherent Requirements content by the University of Western Sydney is subject to a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence. The details of the relevant licence conditions are available on the Creative Commons website (opens in a new window).
© University of Western Sydney
The Inherent Requirements content on this page may be used subject to the Creative Commons terms, by including the following attribution:
Inherent Requirements http://www.westernsydney.edu.au/ir
© University of Western Sydney is licensed
under a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence.
Mobile options: