Well done on your decision to become a teacher. There is nothing more rewarding than knowing and seeing the evidence that you have made a positive impact on the lives of young people.
All applications to commence study in our Bachelor of Education and Master of Teaching degrees require applicants to submit a 400-600 word Teaching Capabilities Statement in addition to your SATAC application. This supports the national priority to ensure those entering the teaching profession have the personal qualities to best support learners and graduate as classroom ready, high quality teachers. The Teaching Capabilities Statement complies with the national Australian Institute for Teaching and School Leadership (AITSL) initial teacher education program standard of academic and non-academic entry requirements.
You would know that UniSA has a solid reputation for producing the highest quality teaching graduates being ranked number one in South Australia for graduate employment in education*. Therefore we endorse national initial teacher education program standards committed to graduating future educators with both the academic and personal qualities to maximise outcomes of all learners, whilst supporting sustained high quality teaching careers. UniSA’s commitment ensures that we remain at the forefront of exemplar education.
*QILT: Graduate Destinations Survey 2015 and Graduate Outcomes Survey 2016-17 – Full-time Employment Indicator. Public SA-founded universities only.
What should the 400-600 word Teaching Capabilities Statement comprise?
The 400-600 word Teaching Capabilities Statement written by the applicant about their motivation to teach, addressing the topics:
Explain what you think teaching involves
Outline the personal and academic qualities you possess that will enable you to become an effective teacher
Describe your attitude to learning and provide an example of something you have learned that was meaningful
The Teaching Capabilities Statement should include a list of relevant community service, volunteer or professional experiences, and significant awards. It is up to you how you write your statement, however, we believe writing in the first person and in a narrative style best supports your ability to share your personal perspective. We recommend avoiding a reporting or resumé style so that you can focus on presenting your personal qualities through your narrative style.
The Teaching Capabilities Statement aims to focus applicants on thinking deeply about your choice of a teaching career and your skills, personal qualities and experiences that will contribute to your development into an exceptional and proficient teacher. Teaching Capabilities Statements need to meet the criteria of the three areas listed above and are assessed by trained staff through a moderation process. Upon acceptance in the program, you will reflect on the Teaching Capabilities Statement in building your self-reflexive practice and monitoring your growth as an educator.
Please see below for complete information on content, format and submission.
Non Academic Entry Requirement for Bachelor of Education and Master of Teaching programs
In accordance with national teacher education program standards, applicants must fulfil non-academic entry requirements.
Applicants for Bachelor of Education and Master of Teaching programs are required to submit a 400-600 word (maximum) Teaching Capabilities Statement which speaks to your motivation to be a teacher.
Your statement must address the following three themes:
• Your understanding of the role of a teacher
• Why you want to be a teacher, and
• The personal qualities and communication skills that you possess.
Your statement should include any relevant community service, volunteer or professional experiences you have undertaken and significant awards received.
As part of your SATAC application, you will be prompted to fill out and submit your teaching capabilities statement (as shown below).
We highly recommend you draft a response to the questions in Microsoft Word prior to submitting your SATAC application. You will be required to copy and paste into the system.
SATAC applicants: You must submit your Teaching Capabilities Statement as part of your SATAC application. Your Teaching Capabilities Statement is uploaded with your application.
UniSA Pathway & Internal applicants: Attach your Teaching Capabilities Statement (as a word document) and email with the subject line: ‘Education Statement’, your UniSA ID and family name; send to: EASSAdmissions@unisa.edu.au
International year 12 applicants (through SATAC): You must submit your Teaching Capabilities Statement as part of your SATAC application. Your Teaching Capabilities Statement is uploaded with your application.
International applicants (applying through UniSA International): You must attach your Teaching Capabilities Statement to your application to UniSA International - firstname.lastname@example.org
Your Teaching Capabilities Statement is uploaded with your application.
** Please note once you submit your statement you cannot make any changes or edits. Your submission will final.
Timeframe for submitting the Teaching Capabilities Statement
Teaching Capabilities Statements need to be submitted as early as possible preferably at the time of lodging your application. If your statement is not received and assessed before an offer round, you will not be considered for that particular offer round.
If you have any further questions, please lodge an enquiry with our Future Students Enquiry team.
Frequently Asked Questions
Please click this link to view the most frequently asked questions about the Teaching Capabilities Statement
PLEASE BE ADVISED:
All applicants to UniSA teaching programs will need to submit a Teaching Capabilities Statement before commencing their studies.
Learning Area Requirements for Master of Teaching Programs
Learning Area Requirements must form part of the applicants' prior undergraduate degree.
Master of Teaching (Early Childhood) and Master of Teaching (Primary)
The learning area forms the basis of the Primary specialisation required within the Master of Teaching (Early Childhood) and Master of Teaching (Primary) degrees according to the requirements of the Accreditation of Initial Teacher Education Programs in Australia (2015).
Applicants must have completed in their three-year Bachelor degree, one year of full-time equivalent study relevant to one or more learning areas of the primary school curriculum (Arts, English, Health and Physical Education, Humanities and Social Sciences, Languages, Mathematics, Science, Technologies).
At least half of the learning area studies must be in a single learning area.
Indicative learning area studies are listed below:
Art: Visual Arts, Dance, Performing Arts, Music, Media Arts.
English: English Language, English as an Additional Language or Dialect, Literature, Literacy.
Mathematics: Numeracy, Number, Measurement, Algebra, Geometry, Probability and Statistics.
Science: Biology, Chemistry, Physics, Earth and Environmental Sciences.
Languages: Languages Other Than English.
Humanities and Social Sciences: Economics and Business, Geography, History, Civics and Citizenship.
Health and Physical Education: Human Anatomy and Physiology, Physical Activity and Movement, Personal, Social and Community Health Sports and Recreation.
Technologies: Food and Textiles, Design and Technology, Digital Technologies.
Master of Teaching (Secondary)
Applicants must have completed
- A three-year Bachelor degree or equivalent from a recognized higher education institution
- A major and preferably a minor in the Learning Area in which they intend to specialise, aligning with the Australian Curriculum (Majors consist of a minimum of 6 courses/27 units or equivalent with a minimum of 2 courses at Australian 3rd year undergraduate level or equivalent. Minors consist of a minimum of 4 courses/18 units or equivalent with a minimum of 2 courses at Australian 2nd year undergraduate level or equivalen
The Discipline Specific Learning Areas aligned to the Australian Curriculum include:
Arts Education Learning Area: Applicants must have completed studies in a major relevant to Arts Education. These include dance, drama, media arts, music, and visual arts. Applicants for Arts Education may qualify with a major and a minor in different Arts areas or a minor in a different approved learning area.
Technologies Education Learning Area: Applicants must have completed studies in a major relevant to Technologies Education. Applicants will normally have completed a major Design and Technology, in Food and Textile Technologies or Digital Technology and a minor in a different approved learning area. Applicants will normally have practical skills proficiency in one or more of the following: wood, metal, electronics, CAD CAM, food, textiles.
English Education Learning Area: Applicants must have completed studies in a major relevant to English Education. Studies must include English language, literacy and literature (including, but not limited to, poetry, prose, dramatic literatures, children’s literature, postcolonial literatures, diaspora, and literary theory). Applicants will normally have completed a major in English and a minor in a different approved learning area.
Health and Physical Education Learning Area: Applicants must have completed studies in a major relevant to Health and Physical Education, such as Human Movement. Applicants will normally have completed a major in Health and Physical Education and a minor in a different approved learning area. A completed degree in Sport & Recreation Management or Exercise and Sport Science or equivalent will not be considered for entry.
Humanities and Social Sciences Learning Area: Applicants must have completed studies in a major relevant to Humanities and Social Sciences. Studies must include Geography and History, and should also include Civics & Citizenship, Economics and Business. Applicants will normally have completed a major in Humanities and Social Sciences and a minor in a different approved learning area.
Languages Education Learning Area: Applicants must have completed studies in a major learning area relevant to Languages Education. These include Languages Other Than English. Applicants will have completed a major in Languages and a minor in a different approved discipline-specific learning area aligned to the Australian Curriculum.
Mathematics Education Learning Area: Applicants must have completed studies in a major relevant to Mathematics Education. Studies must include algebra & geometry, and may include statistics and probability. Applicants will normally have completed a major in Mathematics and a minor in a different approved learning area.
Science Education Learning Area: Applicants must have completed studies in a major relevant to Science Education. Studies must include Biology, Chemistry or Physics and may also include Earth & Environmental Sciences. Applicants for Science Education may qualify with a major and minor in different Science areas or a minor in a different approved learning area.
Placement requirements for all UniSA Teaching programs
In the lead-up to each professional experience placement you need to ensure that a number of important pre-requisites and requirements are completed or satisfied. It is your important professional responsibility to ensure that you undertake to do this.
Department of Human Services
Students will be required to obtain a Department of Human Services Child Related Employment Screening
Students will be required to undertake a criminal history screening through the Department of Communities and Social Inclusion (DCSI). The clearance will be valid for three years. The criminal history screening must be completed prior to being accepted for a placement and can take up to six to eight weeks to be processed. Strict confidentiality is maintained during the DCSI clearance process. If a student fails to obtain clearance for any reason, the University cannot accept responsibility for obtaining a professional experience placement or any other professional experience activity which is a compulsory part of the program and they cannot graduate with an education degree from the University.
Mandatory Child-Safe Environments Training
All education students enrolled in programs in the School of Education and who are completing any in-school or site (i.e. preschools and childcare settings) observations, activities or professional experience placements, must undertake mandatory training in Responding to Abuse and Neglect prior to the commencement of the activities or placements. In South Australia child protection legislation and policy require all organisations to establish and promote child safe environments. Mandatory reporting of child abuse and neglect training is required of all individuals working with children and young people.
LANTITE - To be completed during your studies
All students who complete their program as of the 1 January 2019 and beyond will be required to meet the required standard in the national Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to graduation. Students will undertake the national literacy and numeracy tests during the first year of their program. Students will be required to meet the standard of each Test as a prerequisite for their final Professional Experience Placement course. The University will provide a range of supports for students who do not achieve the required standard in either the literacy or numeracy or both tests. Students will be allowed three attempts at each test. Any student who fails to meet the standard on three occasions in either the literacy or numeracy test will usually be counselled to transfer to an alternative program.
For more information on placement requirements please visit this website.
Areas of study and research
- UniSA Cancer Research Institute
and Social Sciences
- Art, Architecture and Design
- Communication, International Studies and Languages
- Psychology, Social Work and Social Policy
- Barbara Hardy Institute
- Australian Centre for Child Protection
- Asia Pacific Centre for Work Health and Safety
- Behaviour-Brain-Body Research Centre
- Centre for Cognitive and Systems Neuroscience
- Centre for Islamic Thought and Education
- China-Australia Centre for Sustainable Development
- Creative People, Places and Products Research Concentration
- Design Research for Health & Wellbeing
- Digital Transformations Research Group
- Hawke EU Jean Monnet Centre of Excellence
- Research Centre for Languages and Cultures
IT, Engineering and
- Future Industries Institute
- UniSA College