Certificate in Teaching

Learn to teach better: groups or individuals, any age or context. Understand the psychology of teaching; explore the scope of teaching opportunities and find employment possibilities that suit you.

Course CodeVGN004
Fee CodeCT
Duration (approx)600 hours

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Gain Insight and Understanding to Teach

  • Learn to teach people - in a school, as a teachers aid or instructor, as a private tutor, a coach, in a workplace, or anywhere!
  • Understand how people learn: discover the psychology of learning
  • Explore opportunities to put teaching skills into practice, for a sustained career in an industry that is rapidly changing.

"Lifelong Learning" is a key Catchphrase of Government and Industry Today.

Gone are the days of a single, life-long career path. Experts tell us we'll change careers repeated in our lifetime, and each time we'll need training and teachers to get there.

How can you take advantage of this trend? How can you turn your existing knowledge, skills and experience into a satisfying and rewarding career? A Teaching Certificate from ACS could be your first step...

This course is designed to fill a gap between an extensive education degree, and very short "train the trainer" type courses. It provide a foundation for teaching people of any age, giving you basic communication skills for delivering a learning experience, either in a classroom, or face to face, and more.
  • Enrol and commence studying any time
  • Work at your own pace and focus on things of greater interest to you.
  • Great tutors, highly qualified and with years of experience, stand ready to support you every step of the way


Core ModulesThese modules provide foundation knowledge for the Certificate in Teaching.
 Classroom Delivery Skills BGN106
 Delivering Distance Education BGN108
 Educational Psychology BPS105
Elective ModulesIn addition to the core modules, students study any 3 of the following 11 modules.
 Child Psychology BPS104
 Food Coaching VRE110
 Leadership BBS110
 Motivation VBS111
 Research Project I BGN102
 Workshop I BGN103
 Adolescent Psychology BPS211
 Developmental Psychology BPS210
 Business Coaching BBS304
 Ecotourism Tour Guide Course BTR301
 Life Coaching BPS305

Note that each module in the Certificate in Teaching is a short course in its own right, and may be studied separately.

Teaching is Changing - What Teachers Need to Learn is Changing Too

Traditional, mainstream education involves putting a teacher in the front of a classroom, with at least 20, (sometimes many more) people listening to lectures and making notes.

As we have learnt more about "how people learn" and as the tools of teaching have become increasingly sophisticated (eg. electronic communications, internet, digital imaging), the better educators have begun to develop new, cutting edge approaches to education.

Many teaching courses are still producing graduates for the "old system" of teaching. On that count, this course is different. 

We believe that teachers who have a sustained career in education, need to learn to be more innovative and creative in their approach to teaching; and develop a capacity to stay up to date with and apply cutting edge techniques and technologies over the coming decades, as the face of teaching changes dramatically.


Recommended Reading

Extract from the book:


Don’t think that all you need to do is get a qualification to get a job. A qualification only gets noticed when you apply for a job. After that, it is what you know and how you perform at work that allows you to keep and advance in a job. Learning about an industry helps build awareness, knowledge, and skills that are valuable to an employer.

There are many options for people looking to accumulate new skills. Here we will look at different education options: 

  • Some courses will teach you something quickly, then test you soon after (before you forget), and declare you “qualified” These courses are “quick and nasty”. They can give you qualifications, but unless you get into a job soon after the training you may well have forgotten everything you were taught by the time you have to apply it in the workplace.

  • Other courses are slow, more thorough, but very specialised. These can make you into a real expert at something, and highly employable, as long as “experts” are needed in that thing. It can however make you appear “redundant” when the demand for that type of expert subsides.

  • Yet other courses prove a very broad based foundation in an industry or discipline; giving you a fundamental understanding of principles that underpin the whole industry. This type of course is broad based, and may not give you the skills that are immediately applicable in the workplace; but with a proper foundation, you are able to develop highly specific skills and knowledge faster. You will have a broader awareness of an industry and be far more adaptable throughout your career. When you study your field broader and deeper it takes longer, but you are going to be more attractive to enlightened employers, and will have a more sustainable career.

Different Schools for Different Purposes

Parents, employers and potential students (even adults) will often assume a school, college or university is going to do one thing for them while the institution itself is aiming to do something different.

Choose a learning style that suits
Everyone learns differently. Some people will learn better when information is presented visually, others orally, and others learn from doing things themselves (kinaesthetically).
All too often, people choose what and where to study based upon the “topic” they want to study, and the “visibility” of the course on offer. Most courses however are geared to deliver a learning experience in a style that better suits some class members than others.

Courses will use different methods of teaching, and some may suit you better than others. Teaching practice is generally defined into 5 main models. There are no definite boundaries between each of the models. No one model is regarded as superior to another.

Exposition Model
This approach is teacher-centred, whereby the teacher narrates and explains, and practice and revision is used to consolidate the learning. It is based on the traditional approach. It is not inflexible, but the narration, explanation, revision and practice are considered basic to effective teaching. Content focuses on traditional subjects, with a strong emphasis on the basic skills.

Behavioural Model
This model is based on well-structured steps of learning and the use of reinforcement.  This has been used in formal full-class teaching or face-to-face instruction. This approach is still teacher-directed. With modern technology and on line training techniques (like video conferencing), it is now possible to apply this model to distance education.

Cognitive Development Model
Here, the teacher creates a supportive atmosphere, selects tasks according to the student’s developmental level, and elicits the student's reasoning in relation to the tasks. This approach requires planning of steps, but emphasis is on student's reasoning. A number of cognitive approaches are examined within the context of this model. The pupil learns in a resource-rich situation by using reasoning to solve problems. Distance education allows each student to be treated as an individual, giving each student a selection of optional assignments from which to select, according to the level at which the student is capable.

Interaction Model
This model emphasises learning based on the student's interaction with other people and with society, i.e. personal interaction. This model works mostly in group situations. The focus is on social interaction. Content focuses on social-moral-cultural problems which produces self-aware people. There are many ways a student can interact with their teacher and other students, including in person, over the phone, by email, skype, and video conferencing.

Transaction Model
This is a pupil-centred model involving a range of teacher structuring with which the self-directed student interacts. It is assumed that change (learning) results from those interactions.  The teacher functions more as a guide. Focus is the action (transaction) of the learner. This model is derived from progressive education and open learning. Distance education can work extremely well for this system.

Different schools suit different people. Some people learn fast, and others slow. Some can read something and remember it, while others need repetition to remember. Some will not remember what they read, no matter how many times they read it; but if they apply that information in a real life situation, they may remember it for life. Everyone learns differently. This is a fact that is understood and appreciated by educational psychologists. 

If you want to learn it is important that the school and style of learning is matched to the student. A distance education course may suit one person best for learning about horticulture, another may be better attending lectures at a university, and another may learn more by working alongside a gardener as a ‘hands on’ apprentice.
Not all university, vocational, or distance learning courses are the same either.


MEMORY TIPS  - hints for learning easier.

Memory tricks and tips can be very useful in helping us to remember.

  • Visualise to make remembering easier –If you can associate a thought with a visual image, the thought is always easier to remember.  E.g. If you are trying to remember how to propagate a plant from a cutting; try visualising what the cutting looks like. If you want to perform the perfect dive, visualise how you will hold your body, stand, and dive. Draw or find an illustration of the point then try to remember this picture as your summary.

  • Association makes remembering easier – Trying to associate something with something else can help our learning.  For example, if you are good at understanding engines, you may find it useful to try and understand the human body in terms of engines, such as the heart is an engine, the mouth and digestive system, the fuel system and so on. Also adding an acronym or story or something or someone from your life you can attach mentally to the idea or concept can work or picture the person that said it or where you were when you heard the facts. How were they acting How would you act… if you are a kinaesthetic learner?

Going over and over facts can be one method of learning. This is often the method that people use in exams. For example, if you were learning how to spell hard words in school for a spelling test, the best way is repetition. 

Learning to put our learning into new situations and contexts can ensure that our learning is improved.  For example, learning to use those words in different sentences and in different ways can improve our understanding of the word and actually improve our spelling of the word. That was a simple example, but if we learn something in one environment, we can also learn to use it in other situations. For example, if we learn how to embroider in school, we may find that eventually we learn how to use those sewing and embroidery skills in other areas, until eventually we can be a designer or tailor or dress maker and so on.

Essays and pieces of writing

• If you have essays to write here is a tip to structure them easily. Break it into five simple steps; make up your own rhyme if you like to remember these. Make sure you essay or piece of writing has an introduction—they why you are writing and what you are writing about, then three paragraphs that build on this with the facts or arguments (or as many paragraph ass it takes to reach the required number of words) then add the final paragraph, which should be a conclusion and almost brief summary of what the whole piece of writing has been about. Check the house style that is the format the essay must be in and also the style of referencing so that you have referred to all the references you have used, online and in texts, correctly. Your teacher can give you advice on this if it is not provided with your assignments and workbooks.

• For any notes, essays or terms check and recheck that you have the grammar and the spelling right, don’t just rely on a computer spell check.

Less is sometimes more
When you are given all the facts, there is nothing left to be filled in…. filling in the blanks stretches the brain; allows you to consider a greater range of options to fill the blanks.  So if you are told certain facts that give us the basis of information, then we can use experience, knowledge and research to find out more and enhance our learning.  Sometimes there is no one true answer, but rather several shades of grey. We mentioned the nature and nurture debate earlier. There is no right answer here.

Where Can This Course Take Me?

Just about any previous working experience can be turned into a rewarding career in Education.

Government agencies and private businesses of all sizes include education in their budgets; ongoing training and education is becoming a workplace right rather than a privilege. Opportunities abound - work from home, for a multinational or a local community group. The possibilities are endless. Now is the time to take action!

Career opportunities abound:

  • teach adults, adolescents or children

  • train and teach in your area of expertise, in the private or public sector

  • private tutoring roles, self-employed or in local small business

  • consultancy roles with large organisations and businesses

  • work for community groups or not-for-profit agencies

  • work in rehabilitation and support contexts

  • immigrant and refugee support

  • online training: develop your own training website


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Lyn Quirk

M.Prof.Ed.; Adv.Dip.Compl.Med (Naturopathy); Adv.Dip.Sports Therapy Over 30 years as Health Club Manager, Fitness Professional, Teacher, Coach and Business manager in health, fitness and leisure industries. As business owner and former department head fo
Jade Sciascia

Biologist, Business Coordinator, Government Environmental Dept, Secondary School teacher (Biology); Recruitment Consultant, Senior Supervisor in Youth Welfare, Horse Riding Instructor (part-completed) and Boarding Kennel Manager. Jade has a B.Sc.Biol, Di
Christine Todd

University lecturer, businesswoman, photographer, consultant and sustainability expert; with over 40 years industry experience B.A., M.Plan.Prac., M.A.(Social). An expert in planning, with years of practical experience in permaculture.
Rosemary Davies

Businesswoman, Journalist, Editor, Broadcaster, Teacher, Consultant for over 30 years.
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