Inherent requirements – Initial Teacher Education

Inherant requirements

Legal

This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:
•    Child protection and safety legislation (including the ability to pass a Working with Children Check) 
•    Criminal History / Police Checks
•    Occupational health and safety
•    Anti-discrimination legislation

Rationale

Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary in order to reduce the risk of harm to self and others in school and related settings; compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their practice. 

Examples

• The ability to obtain a Working with Children Check before commencing placement;
• Comply with relevant legislation including child protection and safety, work health and safety, and anti-discrimination legislation. For example, Victorian Teaching Profession’s Code of Conduct and Ethics, Australian Federal legislations.

Ethical & professional behaviour

This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. Examples include:

• Complying with academic and non-academic conduct codes and policies, including academic integrity policies
• Understanding and complying with professional standards, codes of practice, and guidelines

Rationale

Compliance with standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with in the many environments of practice is required for the physical, psychological, emotional and spiritual wellbeing of all. This includes upholding a clear duty of care to ensure the safety and wellbeing of all learners and members of the school community. 

Examples

Willingness and ability to comply with:
 

• VU conduct codes and policies;
• Academic Integrity Policy;
• Australian Professional Standards for Teachers; and
• Codes of Conduct and Ethics for Teachers.

Identify and enact relevant applications of these codes and standards, including those relating to plagiarism, informed consent, privacy, confidentiality, and equitable and respectful behaviour in university and school settings.

Safe practice

Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. Examples include:

• Ability to understand and comply with all relevant workplace health and safety policies and practices 
• Ability to identify and respond to alarm systems
• Ability to understand and demonstrate compliance with current scope of practice
• Ability to manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements, and the role/s for which the study typically equips the graduate

Rationale

Compliance with current scope of practice, workplace health and safety and mandatory reporting are required to provide safe environments for staff, students, families and relevant stakeholders. Teaching is demanding on mind, body and spirit. Self-management of health, mental health and quality of life is essential. 

Examples

Ability to:

• Follow all health and safety regulations;
• Manage one's own health and well-being in challenging environments;
• Continually self-manage to better understand one's own self- regulation needs;
• Communicate safety standards to others;
• Identify instances of need for help or support.

Cognition

This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:

• Focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
• Ability to reflect and take personal responsibility 
• Ability to apply knowledge in practical and theoretical assessment settings

Knowledge and cognition

Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.

Rationale 

Demonstrate the capacity for knowledge acquisition, utilisation, and retention that spans and integrates all coursework subjects, drawing on cognitive skills such as focus, memory, attention to detail, theoretical reasoning, and practical application. The ability to understand, retain, and effectively process coursework information is essential to ensure appropriate, safe, and effective delivery of care and professional practice. 

Examples 

Ability to:

• Problem solve, concentrate, remember, focus and function;
• Apply knowledge and experience in unfamiliar settings;
• Make safe and appropriate duty-of-care decisions from retained knowledge;
• Apply theory in practice.

Metacognition

Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.

Rationale 

Demonstrate awareness of their own thinking and the capacity to reflect, evaluate, and adapt their cognitive strategies to enhance learning. This includes an understanding of the importance of ongoing self-reflection and professional learning as essential to being a safe, effective, and professional teacher. 

Examples 

• Critically reflect, evaluate and think logically;
• Engage in self-evaluation to improve practice;
• Reflect on own actions, behaviour and practice;
• Respond to constructive feedback positively and respectfully.

Literacy

This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). NB: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF).  Examples include:

• Capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
• Producing clear, accurate documentation relating to practical tasks

Rationale

Information relating to the education of and support for students is delivered in different modes and competent literacy skills are essential to provide appropriate, safe and effective practice. Students must also demonstrate satisfactory literacy proficiency by successfully completing the national LANTITE (Literacy and Numeracy Test for Initial Teacher Education Students) prior to progressing into the second year of the course. 

Examples

Ability to:

• Comprehend, summarise and reference a range of sources in accordance with appropriate academic conventions in assessment tasks and while on placement;
• Interpret written and spoken language to enact directions;
• Produce accurate, concise and clear documentation for a range of stakeholders that meets legal requirements;
• Achieve the national LANTITE (Literacy and Numeracy Test for Initial Teacher Education Students) benchmark;
• Model and explicitly teach literacy skills appropriate to students’ developmental levels and curriculum expectations.

Numeracy

This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. NB: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF).  Examples include:

• Competent reasoning and reliable accuracy with numerical concepts
• Ability to perform basic mathematical tasks

Rationale

Competent reasoning and accuracy with numerical concepts are essential for safe, effective and informed practice to meet regulatory requirements. Students must also demonstrate satisfactory numeracy proficiency by successfully completing the national LANTITE (Literacy and Numeracy Test for Initial Teacher Education Students) prior to progressing into the second year of the course. 

Examples

Ability to:

• Calculate, interpret and apply numerical data to inform teaching and assessment practices;
• Apply numerical concepts as they relate to student safety in a range of settings;
• Apply numerical concepts in subject-specific contexts;
• Manage classroom resources and time allocations effectively;
• Achieve the national LANTITE (Literacy and Numeracy Test for Initial Teacher Education Students) numeracy benchmark.

Communication

This includes verbal, non-verbal and written communication. Examples include:

• Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
• Ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
• Ability to produce English text to the expected standard (NB: This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement)

Verbal communication

Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.

Rationale

Effective verbal communication with school students, staff/mentors, families, and the University is required for effective learning and to provide safe practice.

Examples

 Ability to:

• Engage in purposeful dialogue with students to support learning, provide feedback, and foster a safe, inclusive, and engaging classroom environment;
• Present information clearly and confidently to groups, including classroom instruction, staff meetings, and professional or school-community presentations;
• Communicate effectively with parents, carers, and other stakeholders to support student learning and wellbeing;
• Participate constructively in professional discussions and collaborative planning with teaching teams, mentors, and university staff.

Non-verbal communication

Non-verbal communication skills that enable respectful communication with others

Rationale

Demonstrate a range of non-verbal communication strategies to support student engagement and respectful communications. 

Examples

• Recognise and interpret students’ non-verbal cues such as facial expressions, body language, engagement levels, and behaviour to inform responsive teaching and student engagement;
• Demonstrate non-verbal behaviours (e.g., eye contact, facial expression, body posture, tone, and gesture) that convey approachability, respect, and authority appropriate to the learning context;
• Provide calm, supportive, and professional non-verbal responses to students exhibiting distress, confusion, or disengagement;
• Use non-verbal communication intentionally to maintain a positive, inclusive classroom environment;
• Show willingness to develop sensitivity to diverse cultural interpretations of non-verbal communication and adjust practices accordingly.

Written communication

Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.

Rationale

Effective written communication is required to demonstrate applied skills in academic writing, organised academic argument, and to provide safe and effective practice. 

Examples

• Ability to present knowledge and understanding logically in an academic writing style;
• Willingness to learn and adhere to academic requirements;
• Produce written documentation in school settings for a range of audiences, and to meet legal requirements.

Sensory ability

This includes visual, auditory and tactile capacity. NB: Care must be taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include:

• Ability to interact with visual inputs sufficiently to manage learning environments
• Ability to interact with auditory inputs sufficiently to manage learning environments
• Ability to respond to tactile input and provide appropriate tactile interaction

Visual sensory ability

Ability to interact with visual inputs sufficiently to manage learning environments.

Rationale 

Ability to effectively interact with visual inputs to manage learning environments. 

Examples

• Adequate visual acuity is required to provide safe and effective supervision of school students in a range of educational and community settings.

Auditory sensory ability

Ability to interact with auditory inputs sufficiently to manage learning environments.

Rationale 

Elements in the learning and working environments are delivered by auditory means, and the ability to learn from and be comfortable to respond to these inputs is required to provide safe and effective practice. 

Examples

Ability to:

• Function and self-regulate in loud environments;
• Respond to verbal information from colleagues, students and families;
• Listen attentively and responsively to the needs of students, families and colleagues for informed teaching practice.

Tactile sensory ability

Ability to respond to tactile input and provide tactile interaction.

Rationale

Elements in the learning and working environment are dependent on tactile input, and the ability to respond to these inputs is required to provide safe and effective practice.  

Examples

Ability to:

• Safely and appropriately handle classroom materials, equipment, and resources;
• Respond to cues in the environment to ensure safety and effective student engagement;
• Demonstrate awareness of appropriate physical boundaries and professional conduct when tactile interaction is required for instructional or safety purposes.

Motor ability

This includes both gross and fine motor ability. NB: Care must be taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include:

• Strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
• Manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course

Gross motor ability

Strength, range of motion, coordination and mobility.

Rationale 

A wide range of physical movements and actions are required in dynamic classroom and school environments to support school student learning, engagement, safety, and to enable effective teaching practice. 

Examples

• The ability to move safely around classroom and school environments, including between learning spaces, outdoor areas, and varying surfaces, to support student supervision, engagement, and learning within appropriate timeframes.

Fine motor ability

Manual dexterity and fine motor skills.

Rationale 

A range of fine-motor tasks are required in classroom and school environments to support teaching, assessment, and the safe and effective facilitation of learning activities.

Examples

Ability to:

• Write legibly and efficiently for relevant purposes;
• Use digital technologies and teaching tools requiring hand–eye coordination;
• Manipulate classroom materials and resources safely and effectively;
• Complete marking, documentation, and student record-keeping accurately within expected timeframes.

Sustained performance

This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors. Examples include:

• Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement

Rationale

Complex, multi-component teaching and learning tasks are carried out over extended periods in busy and dynamic school environments. This includes maintaining focus and professional conduct during full school days and adhering to scheduled break times and duties.

Examples

Ability to:

• Sustain study practices and time management to engage effectively with the academic and professional workload for the duration of the course;
• Maintain cognitive engagement, performance levels, and emotional regulation throughout the full duration of teaching placements and school days with scheduled breaks;
• Be physically and mentally capable of engaging with students, colleagues, and families for up to 6–7 hours per day, across consecutive days during placement or teaching blocks.

Behavioural adaptability

This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. NB: Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. Examples include:

• Ability to adjust ways of working to work within teams of varied personal and professional backgrounds 
• Being receptive and responding appropriately to constructive feedback
• Maintaining respectful communication practices in times of increased stressors or workloads
• Adjusting to changing circumstances in a way that allows self-care

Rationale

Behavioural adaptability is required to manage personal and professional responses within dynamic, unpredictable, and often high-demand school environments. 

Examples

Ability to:

• Adjust ways of working within diverse teaching teams, school communities, and classroom contexts to support effective collaboration and student learning;
• Regulate emotional responses and behaviour when managing student interactions, classroom dynamics, or shifting school expectations;
• Receive, reflect on, and respond appropriately to constructive feedback from mentors and other stakeholders;
• Maintain respectful and professional communication and behaviour under increased workload, time pressure, or unexpected demands;
• Adapt to changing circumstances while maintaining professionalism and a focus on student wellbeing and learning.