CG68 - Graduate Certificate in Tertiary Education

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Conduct Policy and Procedure, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Conduct Policy and Procedure, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and other learning settings while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

• Complying with legislative and regulatory requirements for teaching.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other’s point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group, professional context or workplace.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Engaging in the online learning environment including completion of relevant on-line assessments and participation in on-line forums and/or accessing, reading and responding to emails.
• Competently and appropriately constructing written assessment work in a logical, coherent manner with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, teaching and reflection tasks.

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including institutional policy and legislative, systemic and organisational requirements for effective teaching and learning in educational settings.
• Applying knowledge of policy and procedures in educational practice.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Listening actively to information within a variety of academic and practical situations.
• Constructing written texts proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens on-line; as well as reading on-line written and audio/visual materials
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against identified criteria and identifying sources and strategies to enhance practice and improve professional learning.

• Appropriately and actively participating in activities related to the course of study.

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Competently using a range of digital tools to create presentations and construct digital portfolios of evidence.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and other learning settings while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

• Complying with legislative and regulatory requirements for teaching.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other’s point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group, professional context or workplace.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Engaging in the online learning environment including completion of relevant on-line assessments and participation in on-line forums and/or accessing, reading and responding to emails.
• Competently and appropriately constructing written assessment work in a logical, coherent manner with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, teaching and reflection tasks.

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including institutional policy and legislative, systemic and organisational requirements for effective teaching and learning in educational settings.
• Applying knowledge of policy and procedures in educational practice.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Listening actively to information within a variety of academic and practical situations.
• Constructing written texts proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens on-line; as well as reading on-line written and audio/visual materials
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against identified criteria and identifying sources and strategies to enhance practice and improve professional learning.

• Appropriately and actively participating in activities related to the course of study.

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Competently using a range of digital tools to create presentations and construct digital portfolios of evidence.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and other learning settings while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

• Complying with legislative and regulatory requirements for teaching.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other’s point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group, professional context or workplace.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Engaging in the online learning environment including completion of relevant on-line assessments and participation in on-line forums and/or accessing, reading and responding to emails.
• Competently and appropriately constructing written assessment work in a logical, coherent manner with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, teaching and reflection tasks.

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including institutional policy and legislative, systemic and organisational requirements for effective teaching and learning in educational settings.
• Applying knowledge of policy and procedures in educational practice.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Listening actively to information within a variety of academic and practical situations.
• Constructing written texts proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens on-line; as well as reading on-line written and audio/visual materials
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against identified criteria and identifying sources and strategies to enhance practice and improve professional learning.

• Appropriately and actively participating in activities related to the course of study.

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Competently using a range of digital tools to create presentations and construct digital portfolios of evidence.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and other learning settings while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

• Complying with legislative and regulatory requirements for teaching.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other’s point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group, professional context or workplace.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Engaging in the online learning environment including completion of relevant on-line assessments and participation in on-line forums and/or accessing, reading and responding to emails.
• Competently and appropriately constructing written assessment work in a logical, coherent manner with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, teaching and reflection tasks.

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including institutional policy and legislative, systemic and organisational requirements for effective teaching and learning in educational settings.
• Applying knowledge of policy and procedures in educational practice.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Listening actively to information within a variety of academic and practical situations.
• Constructing written texts proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens on-line; as well as reading on-line written and audio/visual materials
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against identified criteria and identifying sources and strategies to enhance practice and improve professional learning.

• Appropriately and actively participating in activities related to the course of study.

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Competently using a range of digital tools to create presentations and construct digital portfolios of evidence.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and other learning settings while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

• Complying with legislative and regulatory requirements for teaching.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other’s point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group, professional context or workplace.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Engaging in the online learning environment including completion of relevant on-line assessments and participation in on-line forums and/or accessing, reading and responding to emails.
• Competently and appropriately constructing written assessment work in a logical, coherent manner with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, teaching and reflection tasks.

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including institutional policy and legislative, systemic and organisational requirements for effective teaching and learning in educational settings.
• Applying knowledge of policy and procedures in educational practice.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Listening actively to information within a variety of academic and practical situations.
• Constructing written texts proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens on-line; as well as reading on-line written and audio/visual materials
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against identified criteria and identifying sources and strategies to enhance practice and improve professional learning.

• Appropriately and actively participating in activities related to the course of study.

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Competently using a range of digital tools to create presentations and construct digital portfolios of evidence.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and other learning settings while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

• Complying with legislative and regulatory requirements for teaching.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other’s point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group, professional context or workplace.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Engaging in the online learning environment including completion of relevant on-line assessments and participation in on-line forums and/or accessing, reading and responding to emails.
• Competently and appropriately constructing written assessment work in a logical, coherent manner with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, teaching and reflection tasks.

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including institutional policy and legislative, systemic and organisational requirements for effective teaching and learning in educational settings.
• Applying knowledge of policy and procedures in educational practice.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Listening actively to information within a variety of academic and practical situations.
• Constructing written texts proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens on-line; as well as reading on-line written and audio/visual materials
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against identified criteria and identifying sources and strategies to enhance practice and improve professional learning.

• Appropriately and actively participating in activities related to the course of study.

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Competently using a range of digital tools to create presentations and construct digital portfolios of evidence.

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in a range of educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
• Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and other learning settings while refraining from the use of words/actions that show intolerance of difference.
• Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

• Complying with legislative and regulatory requirements for teaching.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples are:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other’s point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group, professional context or workplace.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Engaging in the online learning environment including completion of relevant on-line assessments and participation in on-line forums and/or accessing, reading and responding to emails.
• Competently and appropriately constructing written assessment work in a logical, coherent manner with correct grammar and punctuation to the required academic standards.
• Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, teaching and reflection tasks.

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading, analysing, comprehending and synthesising multiple sources of information including institutional policy and legislative, systemic and organisational requirements for effective teaching and learning in educational settings.
• Applying knowledge of policy and procedures in educational practice.
• Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
• Listening actively to information within a variety of academic and practical situations.
• Constructing written texts proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.

Examples are:

• Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens on-line; as well as reading on-line written and audio/visual materials
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.
• Reflecting on your progress against identified criteria and identifying sources and strategies to enhance practice and improve professional learning.

• Appropriately and actively participating in activities related to the course of study.

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
• Competently using a range of digital tools to create presentations and construct digital portfolios of evidence.