Templates and resources are available for teacher education providers and panel members engaged in national accreditation of initial teacher education (ITE) programs, either for program submission or to keep up to date with accreditation requirements.
Significant dates for 2022
|Stage two accreditation submissions||Individualised dates as advised|
|Annual statement on programs||28 June 2022|
Graduates of primary ITE programs will have a broad range of teaching skills and knowledge as well as a deeper focus in a particular subject. The primary specialisation requirements are set out in Program Standard 4.4 in Accreditation of Initial Teacher in Australia: Standards and Procedures. Updated information is provided in the Primary Specialisation - Graduate outcomes stimulus paper.
Implementation of Program Standard 4.4 is required for commencing students no later than 2019.
Program Standard 1.2 requires that preservice teachers demonstrate their skills, knowledge and practices across the spectrum of teaching activities including planning, teaching, assessing and reflecting. Evidence is drawn from practice and aligned to the Graduate Teacher Standards.
The TPA must be a valid and reliable assessment, with clear and measurable achievement criteria. Full implementation is required for cohorts completing their program from 2019.
For further information see AITSL’s overview for schools: Teaching performance assessments: an overview for schools
The transition to Australian Curriculum (version 8.2) means that primary programs must include study of languages in their program design.
The study of languages as a curriculum area in primary programs may be covered, for example, through references to general concepts such as the nature of language learning, languages and culture, language learning and literacy development etc.; or as a dedicated languages program with a focus on the proficiency in the language being learnt.
ITE providers need to respond to Program Standard 4.2 by making a case for their approach in accreditation applications, including a sound rationale for program design. For example, a provider might note that language specialists are prepared via specialised programs and that their program prepares generalist primary teachers with an understanding of the languages requirements of the curriculum. It would then be at the panel discretion to determine if the Program Standard is satisfactorily met based on the applicable jurisdictional needs.
Information about languages as a primary curriculum area can be accessed at: