Charles Sturt University
Charles Sturt University

Additional Qualifications & Additional Basic Qualifications

General Information

  • All Additional Qualification courses offered through Charles Sturt University are accredited with and regulated by the Ontario College of Teachers.
  • The CSU Additional Qualifications courses are firmly grounded in the Ontario College of Teachers Standards of Practice and the Ethical Standards. These standards are woven through each of the modules in all courses and form an integral part of the learning.
  • CSU Additional Qualification courses are recognized by QECO for grid movement purposes.
  • All AQ/ABQ courses are $680 for face-to-face or on-line delivery.
  • CSU reserves the right to close admission to courses when maximum numbers have been reached. Notification will be posted on the website.

Courses

CSU Ontario offers Additional Qualifications courses and one Additional Basic Qualification course.

AQ courses available:

 Course Face to Face Distance
French as a Second Language, Part I
*
 
Mathematics Primary and Junior, Part 1
*
*
Reading, Part 1
*
*
Special Education, Part I
*
*
Kindergarten, Part 1
*
Kindergarten, Part 2 * *
Mathematics Primary & Junior, Part 2
*
*
Reading, Part 2
*
*
Special Education, Part 2
*
*

ABQ course: Intermediate

 Course Face to Face Distance
Dramatic Arts
*
*
English
*
*
Geography
*
*
History
*
*
Mathematics
*
*
Science - General
*
*
Visual Arts
*
*

Key Dates

Fall 2014

AQ/ABQ Session Dates for Face to Face/Blended and Distance: September 27 - December 9, 2014

Registration opens: Now

Registration closes: September 15, 2014


FSL Part 1 Session Dates for Face to Face: November 11, 2014 - March 7, 2015

French Proficiency Test: October 21, 2014

 

Admission Requirements

Upon successful completion of these courses, candidates will be recommended to the Ontario College of Teachers to have additional qualifications added to their Certificates of Qualification. All Additional Basic Qualification, Additional Qualification courses lead to recommendation to the Ontario College of Teachers, provided all prerequisites have been met at the time of admission. It is the candidates' responsibility to acquaint themselves with Regulation 184/97 and any other requirements of the Ontario College of Teachers

Admission Requirements:

  • Eligibility prerequisites / document verfication
    Applicants are responsible for ensuring they satisfy the specific eligibility prerequisites prior to the course start date. Failure to submit the necessary documents will result in the applicant being removed from the course.

    Admission into Part 1 of a Three Part AQ or a One Part course The applicant must be a member in good standing with the Ontario College of Teachers.

    Admission into Part 2 of a Three Part AQ
    (a) The applicant must be a member in good standing with the Ontario College of Teachers;

    (b) The applicant must hold the corresponding Part 1 AQ (shown on the member's OCT Certificate of Qualifications); and

    (c) The applicant must provide evidence of at least one year (194 days) of successful teaching experience in Ontario, verified by the appropriate Supervisory Officer (not a Principal) or evidence of at least one year of successfull teaching experience outside of Ontario, verified by the appropriate Supervisory Officer (not a Principal).

    (d) Please complete the Verification of Teaching Experience Form and submit this with your application.

    Admission into Part 3 (Specialist) of a Three Part AQ
    (a) The applicant must be a member in good standing with the Ontario College of Teachers;

    (b) The applicant must hold the corresponding Part 1 and Part 2 AQ (shown on the member's OCT Certificate of Qualifications); and

    (c) The applicant must provide evidence of at least two years (388 days) of successful teaching experience, including one year of experience in Ontario in the subjects in which the qualification is being sought. The experience must be verified by the appropriate Supervisory Officer (not a Principal).

    (d) Please complete the Verification of Teaching Experience Form and submit this with your application.
  • Intermediate ABQ courses  must have 2 full undergraduate courses in the area or related area of the specialization
  • FSL - satisfactory completion of the Fluency Test

    The FSL Fluency Test is a component of admission to the FSL Part 1 AQ course. It will be conducted on April 24, 2014 starting at 4:30 pm, at the CSU Ontario Burlington campus. Participants will sit a written section of the test followed by an oral and comprehension section. Participants should allow 3 hours for the full test. NOTE: High School proficiency certificate may be deemed sufficient for entry into this course.
    All applicants for the FSL course will automatically be registered to attend the Fluency Test on this date.

    Payment of C$50 is required on the day.

    Results of the French Fluency Test will be provided to CSU Ontario for the purposes of admission to the French as Second Language AQ course only. Results will not be advised to any other party. A passing grade must be attained in order to meet the admission requirements to the AQ course, French as a Second Language Part 1.
 

Application and Supporting Documentation Requirements

If you are applying to Charles Sturt University for the first time, you must complete all steps in these instructions; if you have previously studied at CSU (in any course), go straight to Step 2.

  1. First time applicants to CSU only must complete Form 1: CSU Application for Admission as well as the AQ/ABQ Application in step 2. Please note that this is a generic, university-wide form and some questions may not be applicable to you as a Canadian citizen. Please fill it out to the best of your ability.
  2. All applicants must complete the Additional Qualification / Additional Basic Qualification Program Application For Admission form
  3. With your completed application form you must ALSO provide:
    - Copy of Transcript of undergraduate degree (for applicants to the Intermediate courses ONLY who have not previously studied with CSU)
    - Photocopy of Record of Landing (if you are not a Canadian citizen)
  4. Scan application forms and email to canada@csu.edu.au or fax to 905-333-6562.
  5. Payment will be made during the first week of classes for face-to-face offerings. Payment information will be sent to online candidates.
 

Course Fee

$680 for each AQ/ABQ course.

$50 fee for the French Fluency test (to be paid on the day of the test). 

Payment is not due until after you have started the course. Payment is due between the first and second class.

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Subject Overview

Workload

All courses will have a minimum of 100 hours of contact and at least 25 hours of class preparation including assigned readings, studying and assignment preparation.

French as a Second Language, Part I

The Additional Qualification course: French as a Second Language, Part I is an introductory course that focuses on the theory and practice underpinning French as a Second Language education. This course will be of interest to teachers who wish to acquire fundamental knowledge and skills in French as a Second Language education: Core, Extended and Immersion. Candidates will have opportunities to reflect, communicate and apply their learning through practical learning experiences.

Mathematics Primary and Junior, Part 1

The focus of this course is on helping teachers develop theoretical understandings, curriculum applications, and practical pedagogical strategies necessary to design, implement and assess effective mathematics programs for students in the primary and junior divisions. It includes general principles of curriculum design and implementation, effective teaching strategies, the integration of information technology, building a climate conducive to the intellectual, social, emotional, physical, development of the primary and junior child. Teachers will learn to combine their knowledge of active student engagement, program planning and delivery of mathematics for primary and junior learners and their own understanding of mathematics.

Mathematics Primary and Junior, Part 2

This course is designed to extend and deepen the application of concepts explored in part one. Communicating with parents and building capacity with colleagues will be explored. Candidates will have opportunities to apply their learning through practical experiences, discussions, networking and sharing.

Reading, Part I

This introductory course is designed to assist teachers seeking to enhance professional practice, and extend knowledge and skills in the development and delivery of reading programs. Reading, Part I explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment and ethical considerations related to teaching and learning across the divisions. Critical to the implementation of this course is the modeling of a positive learning environment that reflects care, professional knowledge, ethical practice, leadership and ongoing learning. Using an inquiry approach, candidates will explore integrated delivery models, topics and issues of particular relevance to the context in which they work or may work. The CSU Additional Qualification course, Reading, Part I is aligned with current Ontario Curriculum, relevant legislation, government policies, and resources.

Reading, Part 2

This course will extend and deepen the concepts explored in part one. Candidates will create support networks, receive feedback and share the products of their learning. Working closely with diverse communities will be a critical part of this course.

Special Education, Part I

This introductory course is designed to assist teachers in developing positive and inclusive learning experiences for students. Teachers enhance their skills by combining their knowledge of student development and learning with their understanding of the strengths and needs of students identified as exceptional. This Additional Qualifications course focuses on the theory and practice underlying special education in the province of Ontario. It explores exceptionalities, teaching strategies and competencies, legislative underpinnings, program planning and other issues related to teaching and learning with special needs students in inclusive classrooms.

Special Education, Part 2

This course builds on part one, providing more in-depth information and practice in special education in Ontario. The course focuses on meeting the individual needs of learners with special needs, with an emphasis on assessment and the links to planning.

Kindergarten, Part 1

Part 1 will examine the benefits of planned, purposeful play-based learning experiences that ensure the on-going learning of every child. This course is for teachers interested in enhancing their professional knowledge about effective practice with children aged 3.5 to 6 years. Teachers must have the primary basic qualification to enrol in this course.

Kindergarten, Part 2

 Kindergarten AQ, Part 2 will build upon the knowledge and skills addressed in Part 1 by continuing to emphasize the child-centred pedagogical framework laid out in Ontario Ministry of Education program: The Full-Day Early Learning-Kindergarten Program (Draft Version), 2010-2011 and the expectations provided by Ontario College of Teachers Additional Qualification Course Guideline, Kindergarten Part 2 (April 2011).At the root of this framework is the reciprocal relationship between educator (s) and student (s) which informs teaching and learning within the early years. The essential understanding that the conversation, observation and documentation on the part of the educators within the Full Day setting forms the platform for program development will be explored and developed throughout this course. Throughout Kindergarten AQ, Part 2, educators will engage in a teacher inquiry based upon the implementation of a student-led inquiry supported by the principles and intent within the FDEL.K Program, Draft 2010.

Intermediate Division - Dramatic Arts, English, Geography, History, Mathematics, Science - General, Visual Arts

The focus of this course is on helping teachers develop theoretical understandings, curriculum applications, and practical pedagogical strategies necessary to design, implement and assess effective programs for students in the intermediate division. It includes general principles of adolescent development and learning, curriculum design and implementation, effective teaching strategies, the integration of information technology, building a climate conducive to the intellectual, social, emotional, physical, cultural and moral development of the adolescent in contemporary society, and working in elementary and secondary environments. Teachers will learn to combine their knowledge of active student engagement, program planning and delivery for adolescent learners and their understanding of particular subject matter identified as their teachable subject. At least one half of the course will concentrate on subject specific curriculum.

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The Bachelor of Primary Education Studies program is offered under the written consent of the Minister of Training, Colleges and Universities for the period from 17 June 2010 to 30 June 2017. The consent from the Minister of Training, Colleges and Universities to offer the Bachelor of Primary Education Studies has been extended until June 30, 2017. The terms and conditions of the original consent relating to the delivery of the above-noted program, as identified in the original letter of consent dated June 17, 2010 remain in force. Charles Sturt University has been granted a consent by the Minister of Training, Colleges and Universities to offer the Master of International Education (School Leadership) for a five-year term starting 17 April 2009. An application for renewal of the consent has been submitted and the current consent remains in effect until a decision on the renewal application is made. Charles Sturt University shall ensure that all students admitted to the above-named program during the period of consent will have the opportunity to complete the program within a reasonable time frame. Prospective students are responsible for satisfying themselves that the programs and the degrees will be appropriate to their needs (e.g. acceptable to potential employers, professional licensing bodies or other educational institutions).