CM11 - Graduate Certificate in Educational Neuroscience

Overview

Course Overview

This course is for anyone involved in education - whether as a teacher, an academic, a psychologist, a parent –who is interested in cutting edge neuroscientific evidence that will immediately inform and improve practice.

You will learn how to create optimal learning experiences using brain-friendly approaches that will improve achievements and wellness. Areas that you will learn about include our social brain, optimising learning and memory, neuroplasticity, genes and epigenetics, addressing stress, linking brain research with teaching and learning strategies, and teaching students about their brain and how it works.

The course content and assessments are brain-friendly as you will soon discover! Study in a student-friendly online learning environment that is self-paced and fits into your lifestyle.

Career Information

This course provides professional development for teachers, clinicians, academics and other professionals who would like to complete studies in a flexible and self-paced environment to gain neuroscientific insights to inform practices. Undertaking this course enables teachers to meet Continuing Professional Development obligations for registration. For other professionals, it may contribute to industry update requirements and significantly enhance professional practice.

Course Details
Duration 0.5 years full-time or 3 years part-time
Credit Points that Must be Earned 24
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) GradCertEdNeuroSc
AQF Level Level 8: Graduate Certificate
Course Fees
Indicative Year - 2025
  • Domestic Full Fee Paying – Indicative First Year Fee - $7,602
  • International Indicative First Term Fee - $9,360
  • International Indicative First Year Fee - $9,360
Indicative Year - 2024
  • Domestic Full Fee Paying – Indicative First Year Fee - $6,888
  • International Indicative First Year Fee - $6,888
Indicative Year - 2023
  • Domestic Full Fee Paying – Indicative First Year Fee - $6,378
  • International Indicative First Term Fee - $8,400
  • International Indicative First Year Fee - $8,400
Indicative Year - 2022
  • Domestic Full Fee Paying – Indicative First Year Fee - $7,566
  • International Indicative First Year Fee - $8,400
  • International Indicative First Term Fee - $8,400
Indicative Year - 2021
  • Domestic Full Fee Paying – Indicative First Year Fee - $5,880
  • International Indicative First Term Fee - $8,400
  • International Indicative First Year Fee - $8,400

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
Not Applicable
International Students
CRICOS Codes
Not Applicable
Where and when can I start?

Domestic Availability

Hyperflexible Annual Term - 2026

Online

Hyperflexible Annual Term - 2025

Online

Hyperflexible Annual Term - 2024

Online

Overseas Availabilities

Hyperflexible Annual Term - 2026

Online

Hyperflexible Annual Term - 2025

Online

Hyperflexible Annual Term - 2024

Online
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information
Entry Requirements

To be eligible for entry into this course, applicants must hold one of the following:

  • A completed Australian Qualifications Framework (AQF) equivalent Bachelor degree or higher equivalent qualification; OR
  • A completed and recognised AQF comparable Diploma level qualification with a minimum of 3 years of professional experience in the facilitation of learning of others; OR
  • A minimum of 5 years professional experience in the facilitation of learning of others.

Applicants who hold relevant qualifications with extensive employment experience in an educational setting will be referred to the Head of Course for consideration of admission.

Employment experience must be shown on a letter of employment which is presented on company letterhead as well as signed and dated by a delegated authority. The letter must contain position title, duties performed and length of service.

English Language Proficiency Requirements:

If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland, South Africa or United States of America, you are required to meet the English Language Proficiency requirements set by the University. Applicants are required to provide evidence of completion of:

  • A secondary qualification (Year 11 and 12, or equivalent), or
  • An Australian Qualifications Framework (AQF) diploma level qualification, or
  • Bachelor level qualification study for a period of at least 2 years full time with a minimum overall GPA 4.0

completed within Australia, Canada, New Zealand, United Kingdom, South Africa, Ireland or United States of America, which will meet the English proficiency.

If you do not satisfy any of the above, you will need to undertake an English language proficiency test and achieve the following scores:

  • An International English Language Testing System (IELTS Academic) overall band score of at least 6.0 with a minimum 5.5 in each subset; or
  • Test of English as a Foreign Language (TOEFL) - Requires 550 or better overall and minimum TWE score of 4.5 (Paper Based Test), or 75 or better overall and no score less than 17 (Internet Based Test); or
  • Pearson Test of English Academic (PTE Academic) - Requires an overall score of 54 with no sub-score less than 46: or
  • An Occupational English Test with Grades A or B only in each of the four components.

English test results remain valid for no more than two years between the final examination date and the date of commencement of the study and must appear on a single result certificate.

International Students should visit http://www.cqu.edu.au/international for further information.

Each student will be assessed individually.

Assumed Knowledge

This is a hyperflexible course that is available 24/7 and 365 days a year to support the self-paced study by students.

Security Requirements

Not applicable.

Health Requirements

Not applicable.

Fees and Charges
Be Different
  • Indicative Year - 2025
    • Domestic Full Fee Paying – Indicative First Year Fee - $7,602
    • International Indicative First Term Fee - $9,360
    • International Indicative First Year Fee - $9,360
  • Indicative Year - 2024
    • Domestic Full Fee Paying – Indicative First Year Fee - $6,888
    • International Indicative First Year Fee - $6,888
  • Indicative Year - 2023
    • Domestic Full Fee Paying – Indicative First Year Fee - $6,378
    • International Indicative First Term Fee - $8,400
    • International Indicative First Year Fee - $8,400
  • Indicative Year - 2022
    • Domestic Full Fee Paying – Indicative First Year Fee - $7,566
    • International Indicative First Year Fee - $8,400
    • International Indicative First Term Fee - $8,400
  • Indicative Year - 2021
    • Domestic Full Fee Paying – Indicative First Year Fee - $5,880
    • International Indicative First Term Fee - $8,400
    • International Indicative First Year Fee - $8,400
Higher Education
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards Not applicable
Accreditation
  • Core

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

Not applicable

Previous and Current Enrolments

Year Number of Students
2024 39
2023 32
2022 33
2021 52
2020 19
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

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).

Adhering to ethical guidelines set by local, state, and national education authorities, focusing on professional conduct, confidentiality, non-discrimination, and respectful interactions. Regular training, professional development, and ongoing self-reflection are essential. 

Treating personal information as confidential, respecting diversity, and seeking mentorship when facing complex ethical dilemmas.

Academic Integrity: Commitment to ethical guidelines and original work.

Behavioural Stability

Reflecting on personal behaviours, being receptive to feedback, interacting respectfully with diverse backgrounds, demonstrating cultural competence, managing challenging behaviours, processing emotions effectively, and maintaining behavioural stability in educational settings.

Legal Compliance

Proactively stay informed about changes in legislation. This includes understanding educational standards, certification requirements, and any mandatory training or professional development. By doing so, they can ensure compliance with data privacy laws, safety protocols, and inclusive education policies and feel in control of their legal obligations.

Communication Skills (Verbal, Non-verbal, Written and Technology)

Expressing ideas in written and visual formats that are cohesive, continuous, concise, and clear.

Presenting ideas logically and concisely.

Engaging readers/viewers by communicating ideas effectively, using precise and clear word choice and sentence structure.

Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Conceptualising and applying knowledge, completing tasks within set timeframes, synthesising information, interpreting student data, adhering to policies, active listening, accurate documentation, and effective use of literacy and numeracy skills.

Critical Thinking: Objectively analyse information, consider multiple perspectives, recognise biases, logically connect ideas, and reflect on beliefs. Prioritise logic and evidence over emotions and personal bias in evaluating information.

Proficiency in conducting and integrating research.

Reflective Practice: Capability to reflect on and articulate learning experiences.

Creativity: Innovative presentation of knowledge and insights.

Presentation Skills: Clarity and coherence in written and visual formats.

Independence: Self-motivation and proactive learning.

Sensory Abilities (Visual, Auditory, Tactile)

Recognising objects at various distances, monitoring student safety and behaviour, managing learning activities, hearing verbal communication, supporting learners in physical tasks, and providing tactile or emotional support as needed.

Visual and Auditory Accessibility: Students must be able to see and hear various online resources. This includes access, as needed, to assistive technologies like screen readers, magnification tools, and audio enhancements to accommodate visual and auditory needs.

Content Creation and Assessment Participation: Students must be able to do online quizzes, create short videos and write assessment responses. Accessible software and tools that facilitate content creation and submission for students with diverse abilities can meet this requirement.

Relational Skills

Building rapport with colleagues, maintaining positive relationships under stress, displaying empathy and respect for diverse viewpoints, and ensuring confidentiality.

Encouraging and motivating students through praise and constructive feedback.

Working effectively with colleagues to enhance the educational environment.

Being flexible and open to change in response to students' needs and feedback.

Reflective Skills

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 a practice issue is outside your scope or expertise.

Identifying when your practice may be negatively affected by personal experience and/or reactions.

Identifying sources and strategies to enhance practice and improve professional learning.

Capability to reflect on and articulate learning experiences

Sustainable Performance

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

Engaging with learning resources and assessments with adequate, sustained physical energy and concentration levels.

Managing time with adequate self-discipline to meet deadline

Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of an educator.

Maintaining balance while transferring equipment, safely retrieving and using teaching materials.

Utilizing various teaching equipment, navigating different classroom environments, incorporating fine motor skills, handling delicate equipment, and interacting with computers and mobile devices.

Interpersonal Engagement

Respecting others in the workplace by treating all with dignity and kindness, valuing their contributions, and fostering a collaborative and inclusive environment. This includes actively listening to others, providing constructive feedback, and avoiding behaviours perceived as discriminatory or harassing.

Positively and effectively relate to a wide variety of stakeholders.

Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.

Consulting and collaborating to create and maintain effective working relationships and outcomes.

Creating and maintaining cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.

Demonstrating the skills of collaborating with students and colleagues.

Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Information and Communication Technology (ICT) Abilities

Technological Proficiency: Comfort with digital platforms and tools.

Competently use desktop operating systems and productivity software, operate various electronic technologies, create digital presentations, enhance student learning with ICTs during placements, and understand strategies for the safe, responsible, and ethical use of ICT in education.

Core Learning Outcomes
  • 1. Explain the social brain’s responses to optimal and compromised learning environments
  • 2. Analyse and communicate solutions to educational issues using advanced theoretical and technical knowledge about neuroeducation
  • 3. Apply knowledge and skills from Educational Neuroscience to demonstrate well-developed judgment, responsibility and autonomy.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3
1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications
11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units
12. FOUNDATIONAL SKILLS sufficient to undertake qualifications
13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units
14. Course content drawn from higher education units
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
More Details
There is no additional information for this course.