Bachelor of Education (Health and Physical Education)

What is this course about?

CSU's Bachelor of Education (Health and Physical Education) is a nationally accredited and registered tertiary degree which facilitates employment as a health and physical education teacher.

The aim of the course is to provide an educational environment in which students can develop critical and reflective thinking, pedagogical understanding to gain knowledge, attitudes and skills necessary to enable them to work as a professional health and physical educator.

This course includes for periods of practical experience through workplace learning.

Honours

Students who have a Grade Point Average of 5.5 or higher who are currently enrolled in the Bachelor of Education (Health and Physical Education) Pass stream will be eligible to enrol in the Honours stream. The Honours component introduces research methodology and research in education and equips students for further study in postgraduate programs.

Further study

Concurrent study in an area of choice is available via: Graduate Certificate in Classroom Technology or Graduate Certificate in Indigenous Education.

Additional admission requirements

Campus

Bathurst

Duration

4 years full-time on campus

Admission rank cut-offs

70.00

CRICOS code

036168A

Graduation requirements

To graduate with the Bachelor of Education (Health and Physical Education), students must satisfactorily complete 264 points.

To graduate with the Bachelor of Education (Health and Physical Education) (Honours), students must satisfactorily complete 280 points.

Course structure

This course includes an internship and two workplace experiences.

Workplace learning

Refer to the workplace learning information for further requirements associated with studying this course.

Admission requirements

To study this course, you will need to indicate your likelihood of success through previous studies and other attainments and experience.

Cost of study

When weighing up the costs of study, consider the benefits of having the qualification you need to achieve your personal and professional goals.

Where it will take you

Employment trends indicate that a high employment rate is expected in the teaching service.

Graduates have entered the teaching service with the Department of Education and Training (DET), the independent schools, Catholic and Diocesan systems of schooling. Recognition of the award will also see graduates employed overseas and in other Australian states.

Second teaching method minor pathway

Students can elect to follow a second teaching method sequence or extend their human movement study through applied physical activity subjects. Both pathways constitute five subjects which may require study through distance education.

Minor studies offered in Mathematics, English, Information Technology, Human Society and its Environment (HSIE) and Science satisfy NSW requirements for a second designated teaching area.

National Criminal Record Check 

Students may be required to undergo a criminal record check and/or complete a Prohibited Employment Declaration under the Child Protection Act 1998 as part of professional experience requirements. These checks are intended to identify people who might, because of convictions for such things as violence or sexual offences, put students/clients' personal safety or health at risk. Traffic violations and other minor offences are not of interest.

As such, prospective students should be aware that an inability to obtain a criminal record clearance or complete a Prohibited Employment Declaration may limit practicum opportunities in some organisations and industries. Furthermore, criminal convictions involving violence or sexual offences may limit continued enrolment in a course and/or employment opportunities after completing the course.

If you have any queries regarding these matters, including the opportunities available for review of a particular case, contact the Course Director.

Workplace learning

Students undertake four placements in the workplace, two Professional experience placements, and an internship in each of these locations.

Professional experience

It is expected that students will complete at least one of the placements in a rural community. Preservice teachers will be required to successfully complete the professional experience program and submit a critical professional commentary for final terms of this subject.

As the preservice teacher's next placement is an internship, there is a requirement that she/he will be capable of demonstrating active engagement as a new professional and meet the accreditation requirements of the NSWIT in respect of Graduate Teaching Standards.

Internship

The Internship is the culmination of the professional experience program in this course. It is anticipated that preservice teachers will return to the same setting as their second professional experience to enable him/her to build on their understanding and relationships developed in that context.

Anaphylaxis training for all initial teacher education students

The NSW Institute of Teachers now requires that all initial teacher education students have training in anaphylaxis. In order to meet this requirement, ALL students must complete the training module found at http://etraining.allergy.org.au. The online module takes approximately one hour to complete.

On successful completion of the online module, participants will receive a certificate of completion. A copy of this certificate must be attached to your application for your professional experience placement. The NSW Institute suggests that students also present a copy of their certificate of completion to principals at the commencement of their professional experience placements. The training must be successfully undertaken every two years and students will need to ensure that their certificate of completion is current.

The NSW Department of Education and Communities advises that students who do not successfully complete this training, as verified by the university, will not be able to undertake professional experience activities in NSW public schools.

PASS STREAM

28 core subjects (224 points):

LIT101 Language and Text (for students who have not completed HSC English minimum Band 4 (Standard, English as a Second Language or Advanced))
EEP441 Reconceptualising Secondary Education
EHR109 Introduction to Sport and Exercise Behaviour
EHR114 Aquatics and Track & Field
EHR122 The Health and PE Professional 1
EHR125 Anatomy and Physiology for Health & Physical Education
EHR121 Movement Education and Gymnastics
EHR123 Contemporary Issues in Health
EHR124 Movement Education and Dance
EED442 Teaching for Learning
EHR214 Skill Acquisition
EMR441 Curriculum Method 1: Personal Development, Health & Physical Education
EED441 Constructions of Adolescence and their Educational Implications
EHR212 Young People's Health and Wellbeing: Perspectives and Pedagogies
EPT241 Professional Experience - Introduction to the Secondary Context
EHR219 Games, Sports and Contemporary Physical Activities
EHR202 Human Exercise Physiology
EPT441 Professional Experience 1
EHR215 Health and Physical Activity Promotion
EEP443 Aboriginal Perspectives for Secondary Education
EMR442 Curriculum Method 2: Personal Development, Health & Physical Education
EHR218 Biomechanics
EEL441 Literacies for Learning
EEP442 Cultural Politics of Education
EPT442 Professional Experience 2
EHR305 Young People and Health Advocacy
ESS441 Inclusive Learning & Teaching
EPT445 Professional Experience - Internship

Minor Pathways (40 points):

Applied Studies in Physical Activity minor:

EHR221 Conditioning and Physical Activity
EHR213 Applied Psychology for Sport and Exercise
Or
EHR120 Anatomy and Physiology for Human Movement II
EHR113 Growth, Development and Ageing
EHR217 Principles of Sports Coaching and Performance
EHR303 Contemporary Issues in Physical Activity

Mathematics minor:

EMM441 Curriculum Method 1: Mathematics
MTH101 Computer Aided Mathematics 1 with Applications
MTH102 Computer Aided Mathematics 2 with Applications
MTH203 Numerical Methods
MTH218 Multivariable Calculus

English minor:

EML441 Curriculum Method 1: English
LIT107 English Literature 1
LIT108 English Literature 2
LIT214 Australian Literature
LIT222 Contemporary Children's Texts
LIT316 Children's Fiction

Information, Communication and Technology minor:

EMT443 Curriculum Method 1: Information Technology
ITC105 Business and Technical Communication
ITC114 Database Management Systems
ITC182 Foundations of Information Technology
ITC242 Introduction to Data Communications

Geography minor:

EMH441 Curriculum Method 1: Society and Environment
GEO164 Earth System Processes
PKM105 People and Places
PKM302 The Philosophy of Outdoor Education
PKM307 Environmental Planning

History minor:

EMH441 Curriculum Method 1: Society and Environment
HST101 The Contemporary World 1
HST102 The Contemporary World 2
HST201 Colonial Australia
HST204 Twentieth Century Australia

Science minor:

BIO100 Concepts of Biology
EMS441 Curriculum Method 1: Science
Plus, either:
CHM104 Chemistry 1A
CHM107 Chemistry 1B
or
PHY101 Mechanics and Thermal Physics
PHY102 Electricity and Waves

HONOURS STREAM

Honours Pathway (56 points) will replace the Minor Pathway (40 points) thus increasing the student load by 16 points.

The Honours pathway will include the 28 core subject (224 points) plus the following 56 points of Honours subjects:

EER408 Educational Research: Methods and Practices (8 points)
EER409 Educational Research: Culture, Design and Development (8 points)
EEB415 Dissertation Proposal and Literature Review ( 8 points)
ERP405 Educational Honours Dissertation (P/T) (32 points).

Rationale for the inclusion of EEP441 Reconceptualising Secondary Education in Session 1 of enrolment pattern:

To ensure that all students have access to the curriculum in the subject, teaching and learning activities will be scaffolded. Likewise, assessment taks will be presented in such a manner where appropriate scaffolding will be made so that students will have adequate understanding of the task. As this subject occurs early in the course, topics have been designed to ensure they are delivered at a foundation level with commensurate learning support. The topics include issues on professional teaching standards, general issues about secondary schooling, issues about reflective practice and the ideas surrounding schooling in Australia.

Professional Experience Overview:

Professional Experience programs are a significant component of the course and have been developed as a co-operative partnership between the University and schools. The programs are administered through the Professional Experience Office by the Professional Experience Co-ordinator (academic member) and Professional Experience Liaison Officers (administrative member) of the School of Teacher Education.

The Bachelor of Education (Health and Physical Education) addresses contemporary issues in education and secondary schooling in particular. The program involves a series of developmentally appropriate school-based programs that provide opportunities for preservice teachers to demonstrate their professional growth as a teacher. The program addresses the current personal and professional demands on teachers - to be a colleague, a collaborative learner, to be a reflective problem solver, accepting the challenge to enhance the learning opportunities of students in complex learning environments and adjust to the demands of unfamiliar teaching environments while facilitating quality learning outcomes. Preservice teachers will be expected to take personal responsibility for the manner in which they accept the challenge and develop as a teacher and learner.

During professional experience placements the day-to-day mentoring and guidance of the preservice teachers is the responsibility of the Professional Associates (classroom teachers), initially selected from schools within Charles Sturt University's extensive geographical area. The Professional Associates are guided in their duties by the Professional Experience Handbook and Attachment and by university supervisors who make regular contact during the course of the program.

The professional preparation of a beginning teacher is more than the development of teaching aids and teaching techniques. Self-sufficiency, independence, flexibility of teaching styles, the ability to adapt to a variety of teaching and learning situations and a positive attitude towards continual development are considered essential qualities of teachers. Preservice teachers experience a diversity of teaching settings during the course, selected from a variety of schools in urban, regional, isolated and overseas communities, where appropriate. Indeed, coping effectively with diverse situations and diverse students is essential to the successful completion of pre-service preparation. The subjects are designed to assist a preservice teacher to make explicit connections between the campus and school-based components of the course.

Stages of Professional Experience:

The professional experience program has four major components beginning in Session Four and continuing into the final Session (Eight). These experiences are stand-alone subjects in that they do not have significant portions of academic load to be completed by preservice teachers. Staff allocated to the subject will have workload allocated to enable them to work more closely with schools.

The outcomes from the placement are assessed, by university staff and professional associates, as either Satisfactory or Unsatisfactory, using assessment profiles structured on increasing expectations across the four programs. The assessment profiles reflect a progression towards demonstration of the Standards requirements of a graduate teacher.

If a preservice teacher experiences difficulty achieving the expected outcomes on any individual placement, she/he will be supported through a Developmental Support Program. The program takes a variety of forms but may result in extra time being spent in the schools. A preservice teacher who fails to respond satisfactorily to the targeted support will be counselled by the Professional Experience Co-ordinator and Course Coordinator with a view to redirection of their career, or, in some cases, exclusion from the course.

Introduction to the Secondary Context (20 days):

Is the first subject and introduces students to the profession of teaching in a secondary context and enables them to examine their suitability for this profession through observation and application of emerging knowledge of teacher identities. It also explores teacher professionalism and the PDHPE Key Learning Area of the secondary curriculum. This is an academic subject with a 20 day in school placement.

Professional Experience 1 & 2 (25 days each):

These experiences take place in the middle of Session 5 and the end of Session 7, respectively. It is expected that students will complete at least one of the placements in a rural community. Preservice teachers will be required to successfully complete the professional experience program and submit a critical professional commentary for final terms of this subject.

As the preservice teacher's next placement is an internship, there is a requirement that she/he will be capable of demonstrating active engagement as a new professional and meet the accreditation requirements of the NSWIT in respect of Graduate Teaching Standards.

The Internship (25 days):

The Internship is the culmination of the professional experience program in this course. It is anticipated that preservice teachers will return to the same setting as Professional Experience 2 to enable him/her to build on their understanding and relationships developed in that context. The Internship serves as a phase of induction into the profession and broadens the conceptualisation of the school, its community and the profession.

In response to a Faculty decision, as from 2008 all teacher education professional experience subjects offered at CSU will have no extraneous assessment tasks other than that directly related to the final assessment as specified in the Professional Experience Assessment Profile in each subject.

Key Subjects

From 201030 the following key subjects will apply for both the Honours and Pass streams:

EHR122 The Health and PE Professional 1
EMR441 Curriculum Methods 1: PDHPE
EMR442 Curriculum Methods 2: PDHPE
LIT101 Language and Text

Enrolment pattern

PASS STREAM

Flexible Offering (Session 1 or 3)

LIT101 Language and Text*

* It is recommended that this subject be undertaken within the first two years of study.

YEAR 1

Session 1

EEP441 Reconceptualising Secondary Education
EHR109 Introduction to Sport and Exercise Behaviour
EHR114 Aquatics and Track & Field
EHR122 The Health and PE Professional 1

Session 2

EHR125 Anatomy and Physiology for Health & Physical Education
EHR121 Movement Education and Gymnastics
EHR123 Contemporary Issues in Health
EHR124 Movement Education and Dance

YEAR 2

Session 1

EED442 Teaching for Learning
EHR214 Skill Acquisition
EMR441 Curriculum Method 1: Personal Development, Health & Physical Education
[ ] Minor subject
Or
EHR221 Conditioning and Physical Activity

Session 2

EED441 Constructions of Adolescence and their Educational Implications
EHR212 Young People's Health and Wellbeing: Perspectives and Pedagogies
EPT241 Professional Experience - Introduction to the Secondary Context
[ ] Minor subject
Or
EHR213 Applied Psychology for Sport and Exercise
or
EHR120 Anatomy and Physiology for Human Movement II

YEAR 3

Session 1

EHR202 Human Exercise Physiology
EHR219 Games, Sports and Contemporary Physical Activities
EPT441 Professional Experience 1
[ ] Minor subject
Or
EHR113 Growth Development & Ageing

Session 2

EEP443 Aboriginal Perspectives for Secondary Education
EHR215 Health and Physical Activity Promotion
EHR218 Biomechanics
EMR442 Curriculum Method 2: Personal Development, Health & Physical Education

YEAR 4

Session 1

EEL441 Literacies For Learning
EEP442 Cultural Politics of Education
EPT442 Professional Experience 2
[ ] Minor subject
Or
EHR217 Principles of Sports Coaching and Performance

Session 2

EHR305 Young People and Health Advocacy
EPT445 Professional Experience - the Internship
ESS441 Inclusive Learning and Teaching
[ ] Minor subject
Or
EHR303 Contemporary Issues in Physical Activity

HONOURS STREAM

Flexible Offering (Sessions 1 and 3)

LIT101 Language and Text*

* It is recommended that this subject be undertaken within the first two years of study.

YEAR 1

Session 1

EEP441 Reconceptualising Secondary Education
EHR109 Introduction to Sport and Exercise Behaviour
EHR114 Aquatics and Track & Field
EHR122 The Health and PE Professional 1

Session 2

EHR125 Anatomy and Physiology for Health & Physical Education
EHR121 Movement Education and Gymnastics
EHR123 Contemporary Issues in Health
EHR124 Movement Education and Dance

YEAR 2

Session 1

EED442 Teaching for Learning
EHR202 Human Exercise Physiology
EHR214 Skill Acquisition
EMR441 Curriculum Method 1: Personal Development, Health & Physical Education

Session 2

EED441 Constructions of Adolescence and their Educational Implications
EEP443 Aboriginal Perspectives for Secondary Education
EHR212 Young People's Health and Wellbeing: Perspectives and Pedagogies
EPT241 Professional Experience - Introduction to the Secondary Context

YEAR 3

Session 1

EER408 Educational Research: Methods and Practices
EER409 Educational Research: Culture, Design and Development
EHR219 Games, Sports and Contemporary Physical Activities
EPT441 Professional Experience 1

Session 2

EEB415 Dissertation Proposal and Literature Review
EHR215 Health and Physical Activity Promotion
EHR218 Biomechanics
EMR442 Curriculum Method 2: Personal Development, Health & Physical Education

Session 3

ERP405 Educational Honours Dissertation (P/T) (16 points)

YEAR 4

Session 1

EEL441 Literacies For Learning
EPT442 Professional Experience 2
ERP405 Educational Honours Dissertation (P/T) (16 points)

Session 2

ESS441 Inclusive Learning and Teaching
EHR305 Young People and Health Advocacy
EEP442 Cultural Politics of Education
EPT445 Professional Experience - the Internship

Professional recognition

The Bachelor of Teaching (Secondary) course and the Bachelor of Education (Health and Physical Education) were submitted to the NSW Institute of Teachers for certification as appropriate pre-service secondary teaching qualifications (August 2007) and a response to matters required for final approval has been additionally submitted (March 2008).

The Bachelor of Education (Health and Physical Education) like all predecessor courses, will be recognised as a nationally accredited and registered tertiary degree which facilitates employment as a health and physical education teacher.

Special admission requirements

The Australian Institute for Teaching and School Leadership (AITSL) set graduate standards and course requirements which are administered by the NSW Institute of Teachers. All students who graduate from this course must meet the prerequisite standard of literacy.

The assumed knowledge / entry requirement is:

  • Higher School Certificate minimum Band 4 in English Advanced, Standard English or English as a Second Language

or

  • other English studies to an equivalent standard.

Where you do not meet these entry requirements, CSU offers concurrent study in English before graduation.

 

Bachelor of Education (Health and Physical Education)(Honours)

Eligibility for admission into the Bachelor of Education (Health and Physical Education) (Honours) is dependent on students performance in the first two sessions of enrolment in the Bachelor of Education (Health and Physical Education) PASS stream and/or gaining a Grade Point Average of 5.5 or higher. Admission may also be at the Course Coordinator's discretion.

Admission requirements

To be admitted into the course, prospective students need to indicate their likelihood of success through:

  1. previous studies, and
  2. other attainments and experience.

Previous studies

Previous studies include:

  • the NSW Higher School Certificate or interstate /overseas equivalent;
  • the International Baccalaureate Diploma;
  • a completed or part completed course of a university, college of advanced education or other accredited tertiary institution;
  • a completed or part completed course of a TAFE college or other accredited post-secondary institution (including TAFE Tertiary Preparation Certificate);
  • an approved Foundation Studies program certificate;
  • completion of undergraduate subjects as an Associate Student with the University or through another University, or Open Universities Australia.

NSW and interstate school leavers are normally selected on the basis of their Australian Tertiary Admissions Rank (ATAR) or interstate equivalent. You may also be admitted on the basis of a strong performance in subjects relevant to your course preferences.

Currently no secondary school subjects are prerequisites for admission to particular CSU courses however some courses assume a certain level of knowledge. This will be specified in the course information if applicable.

English language proficiency

Applicants will be deemed to have sufficient English proficiency if they:

  • have completed all their formal studies in one or more of the following countries; or
  • were born in one of the following countries and have completed at least one qualification in one of those countries; or
  • have completed senior secondary study or at least one year of full-time University study in one of the following countries: American Samoa, Australia, Canada, Fiji, Ireland, Kenya, New Zealand, Papua New Guinea, Singapore, Solomon Islands, South Africa, United Kingdom, USA, Zambia
    or
  • have successfully completed one year of full-time (or part-time equivalent) post-secondary study at an affiliate institution of the University, with English as the medium of instruction and assessment.

All other applicants must explicitly demonstrate proficiency.

Acceptable tests for English proficiency

Any of the following results, attained within the last two years, can be used to demonstrate English proficiency:

  • an Academic IELTS (International English Language Testing System) overall score of at least 6.0, and with no score below 5.5;
  • a TOEFL (Test of English as a Foreign Language) paper-based score of 550 and TWE of 5.0;
  • a TOEFL computer-based score of 213 and Essay Rating of 5;
  • a TOEFL internet-based score of 80 for undergraduate and postgraduate coursework programs, and 90 for postgraduate research candidates with a minimum score of 25 in the writing section.
  • a Combined Universities Admission Test (CULT) overall score of at least 65;
  • a C pass in English at the GCE 'A' level examinations in either Singapore or the United Kingdom;
  • completion of the International Baccalaureate diploma with English A2 at higher or sub. Level;
  • a C pass in 'Use of English' in the Hong Kong Advanced Level Examination (HKALE);
  • completion of the UNSW Foundation Studies Certificate with a C pass in 'Use of English';
  • completion of an AQF Certificate IV (including English for Academic Purposes);
  • successful completion of at least one year of study in a course at Associate Diploma or Diploma level on the Register of Australian Tertiary Education;
  • a score of 155 in the verbal component of the STAT test;
  • a Pass grade in the Uniworld English College English for Tertiary Entrance course; or
  • IRI Diploma of English.

An applicant who does not otherwise meet the University's requirements may be admitted on the recommendation of the Dean of the appropriate faculty.

Attainment and experience

You may also be admitted to a course based on other attainments and experience. These may include:

  • voluntary or paid work experience;
  • performance in tests and examinations conducted by professional recognised bodies;
  • participation in continuing education programs and/or staff development programs conducted by adult education agencies, consultancies, professional bodies or employers;
  • completion of the Special Tertiary Admissions Test (STAT).

Internet access

CSU places great emphasis on services to its students. It is a leader in the provision of online services and, in particular, the use of the internet in the support of teaching, administration and communications with students.

The online environment is so integrated into all aspects of student life and the learning experience at CSU that the University now assumes that all on campus and distance education students at CSU will have ongoing access to an internet connected computer capable of communicating with CSU online systems.

Students enrolled in Information Technology subjects (i.e. with an ITC subject code) may be required to have additional hardware and/or software that is deemed essential for the completion of the learning activities in that subject.

 

Australian Institute for Teaching and School Leadership - Employment Requirement

AITSL has introduced changes to the assessment criteria for English language proficiency to be consistent with teacher registration requirements in Australian states and territories, as per below:

English Language proficiency requirements

An Academic version of the International English Language Testing System (IELTS) Test Report Form (TRF) that shows:

  • a score of at least 7.0 for Reading and Writing; and
  • a score of at least 8.0 for Speaking and Listening.

The IELTS test scores must appear on a single IELTS TRF and be the result of a test undertaken during the 12 month period prior to submitting an application.

OR

An applicant has completed study assessed by AITSL as comparable to at least four years of full-time (or part-time equivalent) higher education (university) study, that results in a qualification/s comparable to the education level of an Australian bachelor degree or higher, (must include a recognised initial teacher education qualification) in Australia, Canada, New Zealand, the Republic of Ireland, the United Kingdom or the United States of America.

New South Wales Institute of Teachers - Employment Requirement

ACCEPTED ENGLISH LANGUAGE TESTS
The tests and results which are accepted by the NSW Institute of Teachers are listed below.

International English Language Testing System (IELTS)
The IELTS test for academic purposes is an appropriate test for prospective teachers. The Institute requires that the applicant needs to attain a minimum overall score of 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing. The test is widely accepted as an international standard for English language skills. Testing and locations can be found at www.ielts.org.

Professional English Assessment for Teachers (PEAT)
The applicant must have Band A in each of the four areas: speaking, listening, reading and writing. This test has been developed for teachers intending to teach in the NSW Department of Education and Training (DET). DET requires relevant teachers to undertake the PEAT. The DET has advised that Band A is required for teaching in government schools. It is available at the University of NSW Institute of Languages. The website is www.lang.unsw.edu.au/PEAT/. Only the DET may refer teachers to undertake PEAT.

International Second Language Proficiency Rating (ISLPR)
The applicant must have a score of at least 4+ in each of the four areas: speaking, listening, reading and writing. This test was originally developed as the ASLPR (Australian Second Language Proficiency Rating). It was developed at Griffith University and is available in a form specifically designed to test language proficiency in the teaching context. The website is www.islpr.org.

EXCEPTIONS
The following applicants generally do not need to complete one of the approved language tests:

  • applicants for whom English is their first language
  • applicants who have gained the majority of their qualifications in English, in a country where English is the main language. These countries are: Australia, Canada, New Zealand, Republic of Ireland, United Kingdom (England, Scotland, Wales and Northern Ireland), Republic of South Africa and the United States of America
  • applicants who can provide evidence that they have successfully taught in English in a school in a country where English is the main language for a substantial period of time

CURRENCY OF RESULTS
The Institute has accepted the advice of the test providers regarding the length of currency of results. Applicants who submit results from IELTS must submit results from a test taken within a period of two years of their application for provisional or conditional accreditation. Applicants who submit results from ISLPR must submit results from a test taken within a period of twelve months of their application for provisional or conditional accreditation. A successful PEAT does not lose currency.

See the Workplace learning tab for special requirements for Professional Experience Placements.

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This course is available to commence study in

Session 1; Session 2

Australian and New Zealand students

Apply through UAC for Session 1 or Session 2

Full-time on campus study commencing in Session 1 or Session 2

Admission code: 213357

International Students

Apply online

Admission code: IEPE

Mail your application

Recruitment agent

Contact a Recruitment agent in your country who can answer your questions about CSU as well as help with the student visa application process.

More information:

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Prospective Student Inquiries

Australian campus business hours are Monday to Friday 9.00am to 5.00pm, Australian Eastern Time (GMT +10).

info.csu can provide support and guidance to prospective students on everything you need to know on the University, courses, fees, accommodation, etc.

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