Inherent requirements are the essential components of a course or unit that a you must perform to achieve the core learning outcomes of your course or unit.

If you have a permanent or temporary disability, or chronic health condition, you may be able to have reasonable adjustments made to enable you to meet course requirements.

We are committed to making reasonable adjustments to teaching and learning, assessment, professional experience, clinical placements and other activities to enable students to participate in their course.

We encourage you to speak with either faculty advisors or QUT Equity Services to explore what adjustments may be possible.

What courses does this apply to?

These requirements apply to the Bachelor of Education and any double degrees that include the Bachelor of Education.

About our education courses

The Bachelor of Education (Secondary), Bachelor of Education (Primary), and Bachelor of Education (Early Childhood) are accredited courses with the Queensland College of Teachers. Graduates from these courses will be eligible for registration as teachers within Queensland. Pre-service teachers, and graduates, are expected to meet minimum practice requirements as part of this registration.

Graduates from these courses will be qualified to teach independently in all Queensland schools. Therefore, it is a requirement of these courses that pre-service teachers successfully undertake professional experience in a variety of settings demonstrating the full range of skills required of a graduate teacher.

Fundamental to the practice of a teacher is the assurance of children and young people’s wellbeing, safety and care. Therefore, although, where possible, reasonable adjustments may be made to support pre-service teachers with a disability, there is an underlying requirement for all pre-service teachers and graduates to be able to work independently in a safe manner and deliver appropriate care for all school pre-service teachers.

The following requirements combine in the delivery of effective teaching practice. Therefore, they should not be read separately but in combination with each other and realised through the totality of professional practice.

Review the inherent requirements below and make sure this course is right for you.


You must be able to consistently and effectively use and apply cognitive skills in a timely manner.

Skills and capabilities required

In professional experiences, pre-service teachers are expected to:

  • Locate appropriate and relevant information (APST 2.1, 2.2).
  • Integrate, reflect on and implement theoretical knowledge to differentiate teaching practice (APST 1.2, 1.5).
  • Interpret and apply data, measurements and numerical criteria in a range of contexts (APST 3.6, 5.4, 5.5).
  • Synthesise and interpret information and data to make and implement decisions and respond to children and young people demands (APST 3.6, 5.1, 5.3, 5.4).
  • Communicate complex ideas effectively to a range of people including children and young people, and colleagues (APST 3.5, 6.3, 7.3).
  • Conceptualise, integrate, process, interpret and implement knowledge and information to perform teaching tasks in a timely manner (APST 2.1, 2.2, 3.2, 3.4, 3.6).

Justification for inherent requirement

Learning environments are complex with teachers required to process a wide range of information and make effective decisions regularly in supporting children and young people’s outcomes and creating and maintaining positive learning envrionments.

Teachers draw upon a comprehensive theoretical base to interpret and analyse educational settings and adjust their professional practice to ensure the safety and wellbeing of all learners. The ability to process significant amounts of information and make quick decisions is an essential part of professional teaching practice.

Potential adjustments

Teachers are required to demonstrate the ability to make quick and independent decisions in educational settings. Adjustments can provide support to pre-service teachers to consolidate foundational knowledge and develop mechanisms (e.g. notebooks, memory aides) for recall and processing of information.


You must be able to communicate effectively in verbal and non-verbal forms, including spoken and written English.

Skills and capabilities required

In professional experiences, pre-service teachers are expected to:

  • Speak in front of small and large groups of children, young people and colleagues (APST 3.5).
  • Provide clear instructions and presentations of ideas to individuals and larger groups (APST 4.2).
  • Use verbal language in a range of different social situations with adults and children (APST 7.3).
  • Recognise, interpret and respond appropriately to behavioural clues and gestures to ensure proper behaviour management and safety.
  • Demonstrate sensitivity in communicating with children and young people from diverse backgrounds (APST 1.3, 1.6).
  • Construct and produce a range of written texts using correct conventions of spelling and grammar (APST 2.3).
  • Communicate to children and young people with clarity and in an appropriate manner (APST 3.5).

Justification for inherent requirement

Communication is fundamental to the educational process. Verbal communication is the primary medium of communication in an educational setting. Timely, accurate, clear and effective delivery of information provides clear instruction and initiation of learning. Adequate verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders.

Written communication, such as providing feedback to children or parents, is an essential component of professional practice and is a key form of communication with a range of key stakeholders.

Empathy and active listening are required in diverse social and linguistic contexts. In order to build rapport in work and professional relationships, the ability to observe and understand non-verbal cues is essential.

The ability to maintain consistent and appropriate facial expressions and eye contact (where appropriate), promotes the trust and respect necessary for good interpersonal relationships.

Safe and effective teaching practice requires the capacity to observe, interpret and respond appropriately to non-verbal communication, particularly in situations where children may not be able to verbalise distress, discomfort or fear.

Potential adjustments

In professional experience, pre-service teachers must be able to demonstrate effective communication with children and young people and parents/carers and colleagues as part of a teaching team and educational site. It is expected that a pre-service teacher, who has not previously studied in a recognised English-speaking country, can demonstrate competence in English at a level equivalent to IELTS 6.5.

Prior to the final professional experience placement pre-service teachers will be required to successfully complete the National Literacy and Numeracy Test for Initial Teacher Education Pre-service teachers and will be required to meet the English proficiency standards for the Queensland College of Teachers (see the Queensland College of Teachers website for further information).

Support can be provided to pre-service teachers from non-English speaking backgrounds to improve their communication prior to professional experience. Pre-service teachers may employ tools and supports to ensure effective communication, such as dictionaries where appropriate, provided such tools do not interfere with the safe and independent management of the learning environment.

Sensory ability

You must be able to safely and effectively complete tasks with visual, tactile and/or auditory components.

Skills and capabilities required

In professional experiences, pre-service teachers are expected to:

  • Observe behaviours and contribute to social and behavioural assessments (APST 4.1).
  • Monitor children and young people’s behaviour, well-being and safety (APST 4.2).
  • Provide safe supervision of children and young people in a variety of educational and community settings (APST 4.4).
  • Manipulate a range of education resources and equipment effectively and safely (APST 3.4, 4.2).
  • Communicate empathetically through active listening with children, young people, colleagues and parents (APST 3.5, 6.3, 7.3).

Justification for inherent requirement

Observation, evaluation and responding to a range of situations in a variety of contexts is fundamental to effective, independent and safe teaching practice. Pre-service teachers are expected to manage a range of behaviours within learning environments, in school grounds, and learning environments outside the school (e.g. excursions or sporting events) ensuring compliance, engagement, safety and well-being.

Often one teacher will be responsible for the safe management of large numbers of children and young people. It is therefore necessary for pre-service teachers to have sufficient ability to be able to monitor and respond to these situations.

Potential adjustments

In professional experience, pre-service teachers are expected to demonstrate the full range of tasks and skills appropriate for a graduate teacher. This includes the independent and safe management of classrooms and educational settings.

Pre-service teachers may utilise a range of hearing and visual supports (e.g. hearing aids, text enlargement, familiarisation with a school or learning environment setting); however, these supports and strategies must be consistent and not compromise care or safety.

Motor skills

You must be able to safely and effectively complete professional experience that requires fine and gross motor skills.

Skills and capabilities required

In professional experiences, pre-service teachers are expected to:

  • Manipulate equipment and resources within learning environments (APST 3.4).
  • Support children and young people to establish orderly and workable routines (APST 4.2, 4.3).
  • Grasp, press, push, turn, squeeze and manipulate various objects such as safety equipment (where appropriate) (APST 3.4, 4.4).
  • Use computer equipment effectively and efficiently (APST 4.5).
  • Demonstrate and perform physical tasks and routines as suitable to the learning environment, such as lifting young children or engaging in learning tasks on the floor (APST 3.3).

Justification for inherent requirement

Motor skills are important for teachers to perform, coordinate and prioritise education and care.

Potential adjustments

The demands for motor skills may vary between discipline areas with pre-service teachers specialising in science subjects having a greater reliance on fine motor skills, while pre-service teachers specialising in physical education and health may have a greater reliance on gross motor skills.

Pre-service teachers can be supported in making informed decisions about the appropriate areas of study. Pre-service teachers may use supports and tools, such as medical technologies, in undertaking professional practice, provided such do not interfere in the provision of care or ensuring safety.

Pre-service teachers must be able to demonstrate sustained and consistent professional practice, which normally requires the capacity to complete a minimum full-day of professional practice to five weeks full-time professional practice.

Professionalism and interpersonal relationships

You must be able to work with others effectively, cooperatively, and in a professional and ethical manner in diverse educational settings.

Skills and capabilities required

In professional experiences, pre-service teachers are expected to:

  • Work effectively with colleagues and as part of a teaching team (APST 6.3).
  • Engage productively in seeking, giving and receiving constructive feedback on professional practice (APST 6.3).
  • Interact with children and young people, parents and carers, colleagues and school leadership teams in a professional manner (APST 7.1, 7.3).
  • Adhere to legislative requirements, ethical guidelines and workplace policies (APST 7.1, 7.2).
  • Manage emotions effectively when working with children and young people (APST 4.3).
  • Demonstrate personal insight and ability to reflect on the impact of personal and professional behaviour (APST 6.2).
  • Manage uncertainties and adapt to change.
  • Work productively and supportively with children and young people from diverse cultural and linguistic backgrounds (APST 2.4, 3.7, 4.1).

Justification for inherent requirement

Teaching practice often occurs in unpredictable and complex environments, where the teacher is viewed as the benchmark of acceptable behaviour and conduct, including emotional self-regulation. Therefore, pre-service teachers must be able to demonstrate their ability to be able to manage complex and stressful situations, applying objective and professional management of emergent issues.

Further, teachers are expected to be able to work with a range of stakeholders (children, parents, colleagues, school leaders) from diverse backgrounds appropriately and sensitively in a variety of contexts.

Potential adjustments

Supports can be provided to pre-service teachers to manage stress and emotions across professional experience placements including access to university counselling and psychological services.