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Key details
Duration
Locations
Entry requirements
View full entry requirementsCredit points required
80Course code
Overview
The Diploma of Educational Studies is a flexible one-year qualification designed to support diverse career and study pathways in education. The course equips you with foundational knowledge and skills to work in a variety of educational settings, including school-age education support, out-of-school-hours care, and community-based learning environments.
This course also provides entry-level preparation for roles supporting learners with diverse needs, including in remote, regional, and First Nations contexts.
Career opportunities
Graduates may pursue employment in educational and community settings across Australia, subject to state and territory requirements. Potential roles include:
- Aboriginal and/or Torres Strait Islander Education Worker
- Language and Culture Teaching Assistant
- Homeland Teaching Assistant
- Education Assistant (including Special Needs and Inclusion Support)
- Teacher Aide or Classroom Assistant
- Support Worker in Out-of-School-Hours or Vacation Care Programs
- Education Support Worker
Credit transfers and advanced standing
Credit transfer
For further information on credit transfer and how to apply visit ASK CDU
Credit transfers and advanced standing
Credit transfer
For further information on credit transfer and how to apply visit ASK CDU
Fees
Commonwealth supported places
Commonwealth Supported places are available in this course to students who meet one of the following residency requirements:
(a) be an Australian citizen, who will complete some of your course of study while resident in Australia; or
(b) a New Zealand citizen; or an Australian permanent visa holder; or an eligible former permanent humanitarian visa holder; who studies the entire course while living in Australia.
Further information about fees and charges can be found at Fees and Payments.
Why study education at CDU?
Educate and inspire the next generation with a teaching degree at CDU. You'll gain the skills and knowledge to enter the classroom with confidence, equipped with a nationally-accredited degree to work anywhere in Australia.
- Choose to study online, on campus, part-time or full-time as it suits you
- Complete placements close to home
Unique opportunities for regional and remote placements
Why study education at CDU?
Educate and inspire the next generation with a teaching degree at CDU. You'll gain the skills and knowledge to enter the classroom with confidence, equipped with a nationally-accredited degree to work anywhere in Australia.
Why study education at CDU?
Educate and inspire the next generation with a teaching degree at CDU. You'll gain the skills and knowledge to enter the classroom with confidence, equipped with a nationally-accredited degree to work anywhere in Australia.
- Choose to study online, on campus, part-time or full-time as it suits you
- Complete placements close to home
Unique opportunities for regional and remote placements
Why study education at CDU?
Educate and inspire the next generation with a teaching degree at CDU. You'll gain the skills and knowledge to enter the classroom with confidence, equipped with a nationally-accredited degree to work anywhere in Australia.
What will I study?
The Diploma of Educational Studies is based around eight 10 credit point units, organised in three streams: early childhood education and care, primary education and secondary education. It is delivered externally and internally and can be completed in one-year full time or two-years part time.
Course structure
A candidate must successfully complete units totalling 80 credit points (cp) as detailed below. All units are valued at 10 credit points unless otherwise indicated.
| Unit type | Credit Points | Specific requirements |
| Core Units (1 unit) | 10cp | Compulsory Core units totalling 10 credit points as detailed below. LAL100 Language, Literacy and Sustainability |
| Specialist Elective (5-7 units) | 50-70cp | Specialist Elective units totalling 50-70 credit points selected from the list of available units detailed below: The following groups serve as a guide to help you choose units that align with your future study or career goals. You may select specialist electives from a single teaching area or combine units from multiple teaching areas. To maximise credit into a Bachelor of Education or Associate Degree course, students should select units from ONE teaching area. First Nations Cultural and Language Education (transition to XFNLE1) (new specialisation from 2026) Early Childhood and Primary (transition to WEDEC2 or WEDB01) (new specialisation from 2026) Primary Education(transition to WEDP02) Secondary Education(transition to WEDS02) |
| Electives (0-2 units) | 0-20cp | Units totalling 0-20 credit points selected from undergraduate units offered by the University. |
| 80cp | Total Credit Points |
Course Rules (unless otherwise indicated in the course structures above)
- See the Higher Education Course Rules (Award Requirements) in the Units and Courses Policy.
Course Changes and Transition Arrangements - 2026
- From 2026, the Early Childhood Education and Care specialisation will no longer be available for new admissions. It will be replaced by Early Childhood and Primary, with some minor updates to the unit options.
- Continuing students enrolled in the Early Childhood Education and Care specialisation may complete their course under the existing structure or elect to transfer to an alternative specialisation.
Course Changes and Transition Arrangements - 2025
SBI171 has been replaced by (but is not equivalent to) SBI161. Students who have already completed SBI171 prior to 2025 should not complete SBI161.
Study plan
STUDENTS COMMENCING IN SEMESTER 1
The Recommended Study Plans provided below are suitable for students enrolling in a full-time or part-time study load. Students entering this course with advanced standing, or wishing to vary their study plan due to work, personal, financial or other reasons should use the table as a guide to create an individual study plan.
When designing an individual study plan:
- maintain the basic order in which units are to be attempted; and
- check the prerequisite and assumed knowledge for each unit as some units assume you have completed foundation unit/s in the unit area at a lower level.
| Legend: | CO = Core Unit | SE = Specialist Elective | E = General Elective |
Full-Time Study Plan
| Semester 1 | Semester 2 | ||
| Year 1 | |||
| LAL100 Language Literacy and Sustainability | CO | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective OR Elective | SE/E |
| Specialist Elective | SE | Specialist Elective OR Elective | SE/E |
| Legend: | CO = Core Unit | SE = Specialist Elective | E = General Elective |
Part-Time Study Plan
| Semester 1 | Semester 2 | ||
| Year 1 | |||
| LAL100 Language Literacy and Sustainability | CO | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 2 | |||
| Specialist Elective | SE | Specialist Elective OR Elective | SE/E |
| Specialist Elective | SE | Specialist Elective OR Elective | SE/E |
Specialist Elective Availabilities
| Semester 1 | Semester 2 | Summer Semester | Intensive |
| First Nations Cultural and Language Education (transition to XFNLE1) (new specialisation from 2026) | |||
| CRA102 Art, Dance, Songs and Stories of Place ETL102 Introduction to Teaching and Learning IAS163 Introduction to Linguistics EST203 First Nations Contexts in Learning and Teaching Practice | ETL102 Introduction to Teaching and Learning EST202 First Nations Languages and Literacies EST203 First Nations Contexts in Learning and Teaching Practice TES204 Understanding Language Acquisition | EST203 First Nations Contexts in Learning and Teaching Practice | ETL102 Introduction to Teaching and Learning (INT 4, 6) IAS163 Introduction to Linguistics (INT 4) EST202 First Nations Languages and Literacies (INT 3, 4, 6) EST203 First Nations Contexts in Learning and Teaching Practice (INT 4, 5, 6) TES204 Understanding Language Acquisition (INT 6) |
| Not offered EST211 Teaching Aboriginal and Torres Strait Islander Languages in Schools | |||
| Early Childhood and Primary(transition to WEDEC2 or WEDB01) (new specialisation from 2026) | |||
| ECL123 Mathematics in Early Years ECL155 Preparation for Teaching in Early Childhood Education ELA100 English Language for Literacy ECE101 Human Development and Play Pedagogies EMA141 Numeracy Education | ECL123 Mathematics in Early Years ECL155 Preparation for Teaching in Early Childhood Education ELA100 English Language for Literacy EMA141 Numeracy Education ESC105 Science and Humanities in Early Childhood | EMA141 Numeracy Education | ECL123 Mathematics in Early Years (INT 3) ELA100 English Language for Literacy (INT 5) ECE101 Human Development and Play Pedagogies (INT 2) |
| Primary Education(transition to WEDP02) | |||
| ELA100 English Language for Literacy EMA141 Numeracy Education ETL102 Introduction to Teaching and Learning HSC132 Introduction to Health Promotion IAS101 Indigenous Australia IAS131 Colonising Australia IAS133 Introduction to International Relations | ELA100 English Language for Literacy EMA141 Numeracy Education ENV103 Environmental Issues ESC102 Scientific Inquiry for Primary Education ETL102 Introduction to Teaching and Learning HSC132 Introduction to Health Promotion IAS101 Indigenous Australia IAS133 Introduction to International Relations | EMA141 Numeracy Education HSC132 Introduction to Health Promotion IAS101 Indigenous Australia | ELA100 English Language for Literacy (INT 5) ETL102 Introduction to Teaching and Learning (INT 4, 6) |
| Secondary Education(transition to WEDS02) | |||
| EMA141 Numeracy Education ENG151 Statics ENV102 The Diversity of Life ETL102 Introduction to Teaching and Learning HIT137 Software Now IAS101 Indigenous Australia IAS131 Colonising Australia SBI150 Cellular Biology SBI161 Anatomy and Physiology 1 SCH104 Introductory Chemistry A SMA101 Mathematics 1A SMA104 Concepts of Mathematics TES102 Language, Meaning and Learning | EMA141 Numeracy Education ENG151 Statics ENV101 Earth Systems ETL102 Introduction to Teaching and Learning HIT137 Software Now IAS101 Indigenous Australia IAS124 Contested Knowledges SBI161 Anatomy and Physiology 1 SCH102 Organic and Inorganic Chemistry SMA101 Mathematics 1A SMA104 Concepts of Mathematics | EMA141 Numeracy Education HIT137 Software Now IAS101 Indigenous Australia SBI161 Anatomy and Physiology 1 SMA101 Mathematics 1A SMA104 Concepts of Mathematics | ETL102 Introduction to Teaching and Learning |
| Early Childhood Education and Care(no longer available in this course from 2026) | |||
| ECL123 Mathematics in Early Years ECL155 Preparation for Teaching in Early Childhood Education ELA100 English Language for Literacy | ECL123 Mathematics in Early Years ECL155 Preparation for Teaching in Early Childhood Education ELA100 English Language for Literacy | ECL123 Mathematics in Early Years (INT 3) ELA100 English Language for Literacy (INT 5) | |
| Not offered ECU100 Arts for Education ECU101 Health and Physical Education in Schools EMA100 Mathematics Education 1: Content Knowledge for Teaching | |||
_____________________________________
STUDENTS COMMENCING IN SEMESTER 2
The Recommended Study Plans provided below are suitable for students enrolling in a full-time or part-time study load. Students entering this course with advanced standing, or wishing to vary their study plan due to work, personal, financial or other reasons should use the table as a guide to create an individual study plan.
When designing an individual study plan:
- maintain the basic order in which units are to be attempted; and
- check the prerequisite and assumed knowledge for each unit as some units assume you have completed foundation unit/s in the unit area at a lower level.
| Legend: | CO = Core Unit | SE = Specialist Elective | E = General Elective |
Full-Time Study Plan
| Semester 1 | Semester 2 | ||
| Year 1 | |||
| LAL100 Language Literacy and Sustainability | CO | ||
| Specialist Elective | SE | ||
| Specialist Elective | SE | ||
| Specialist Elective OR Elective | SE/E | ||
| Year 2 | |||
| Specialist Elective | SE | ||
| Specialist Elective | SE | ||
| Specialist Elective | SE | ||
| Specialist Elective OR Elective | SE/E | ||
| Legend: | CO = Core Unit | SE = Specialist Elective | E = General Elective |
Part-Time Study Plan
| Semester 1 | Semester 2 | ||
| Year 1 | |||
| LAL100 Language Literacy and Sustainability | CO | ||
| Specialist Elective | SE | ||
| Year 2 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective OR Elective | SE/E |
| Year 3 | |||
| Specialist Elective | SE | ||
| Specialist Elective OR Elective | SE/E | ||
Specialist Elective Availabilities
| Semester 1 | Semester 2 | Summer Semester | Intensive |
| First Nations Cultural and Language Education (transition to XFNLE1) (new specialisation from 2026) | |||
| CRA102 Art, Dance, Songs and Stories of Place ETL102 Introduction to Teaching and Learning IAS163 Introduction to Linguistics EST203 First Nations Contexts in Learning and Teaching Practice | ETL102 Introduction to Teaching and Learning EST202 First Nations Languages and Literacies EST203 First Nations Contexts in Learning and Teaching Practice TES204 Understanding Language Acquisition | EST203 First Nations Contexts in Learning and Teaching Practice | ETL102 Introduction to Teaching and Learning (INT 4, 6) IAS163 Introduction to Linguistics (INT 4) EST202 First Nations Languages and Literacies (INT 3, 4, 6) EST203 First Nations Contexts in Learning and Teaching Practice (INT 4, 5, 6) TES204 Understanding Language Acquisition (INT 6) |
| Not offered EST211 Teaching Aboriginal and Torres Strait Islander Languages in Schools | |||
| Early Childhood and Primary(transition to WEDEC2 or WEDB01) (new specialisation from 2026) | |||
| ECL123 Mathematics in Early Years ECL155 Preparation for Teaching in Early Childhood Education ELA100 English Language for Literacy ECE101 Human Development and Play Pedagogies EMA141 Numeracy Education | ECL123 Mathematics in Early Years ECL155 Preparation for Teaching in Early Childhood Education ELA100 English Language for Literacy EMA141 Numeracy Education ESC105 Science and Humanities in Early Childhood | EMA141 Numeracy Education | ECL123 Mathematics in Early Years (INT 3) ELA100 English Language for Literacy (INT 5) ECE101 Human Development and Play Pedagogies (INT 2) |
| Primary Education(transition to WEDP02) | |||
| ELA100 English Language for Literacy EMA141 Numeracy Education ETL102 Introduction to Teaching and Learning HSC132 Introduction to Health Promotion IAS101 Indigenous Australia IAS131 Colonising Australia IAS133 Introduction to International Relations | ELA100 English Language for Literacy EMA141 Numeracy Education ENV103 Environmental Issues ESC102 Scientific Inquiry for Primary Education ETL102 Introduction to Teaching and Learning HSC132 Introduction to Health Promotion IAS101 Indigenous Australia IAS133 Introduction to International Relations | EMA141 Numeracy Education HSC132 Introduction to Health Promotion IAS101 Indigenous Australia | ELA100 English Language for Literacy (INT 5) ETL102 Introduction to Teaching and Learning (INT 4, 6) |
| Secondary Education(transition to WEDS02) | |||
| EMA141 Numeracy Education ENG151 Statics ENV102 The Diversity of Life ETL102 Introduction to Teaching and Learning HIT137 Software Now IAS101 Indigenous Australia IAS131 Colonising Australia SBI150 Cellular Biology SBI161 Anatomy and Physiology 1 SCH104 Introductory Chemistry A SMA101 Mathematics 1A SMA104 Concepts of Mathematics TES102 Language, Meaning and Learning | EMA141 Numeracy Education ENG151 Statics ENV101 Earth Systems ETL102 Introduction to Teaching and Learning HIT137 Software Now IAS101 Indigenous Australia IAS124 Contested Knowledges SBI161 Anatomy and Physiology 1 SCH102 Organic and Inorganic Chemistry SMA101 Mathematics 1A SMA104 Concepts of Mathematics | EMA141 Numeracy Education HIT137 Software Now IAS101 Indigenous Australia SBI161 Anatomy and Physiology 1 SMA101 Mathematics 1A SMA104 Concepts of Mathematics | ETL102 Introduction to Teaching and Learning |
| Early Childhood Education and Care(no longer available in this course from 2026) | |||
| ECL123 Mathematics in Early Years ECL155 Preparation for Teaching in Early Childhood Education ELA100 English Language for Literacy | ECL123 Mathematics in Early Years ECL155 Preparation for Teaching in Early Childhood Education ELA100 English Language for Literacy | ECL123 Mathematics in Early Years (INT 3) ELA100 English Language for Literacy (INT 5) | |
| Not offered ECU100 Arts for Education ECU101 Health and Physical Education in Schools EMA100 Mathematics Education 1: Content Knowledge for Teaching | |||
Entry requirements
Admission criteria
Admission requirements are met by one of the following:
- Successful completion of the Northern Territory Certificate of Education and Training (or equivalent) and the awarding of an Australian Tertiary Admissions Rank (ATAR) of at least 60*.
- Successful completion of a national qualification at Certificate III level or higher.
- Successful completion of at least 0.5 year of full-time study (or equivalent) of a higher education degree/diploma.
- Overseas secondary or tertiary qualifications considered equivalent to the above Australian qualifications.
- Attainment of a STAT Multiple Choice score of 140.
- Successful completion of the Tertiary Enabling Program, the Preparation for Tertiary Success courses, or other recognised tertiary preparation course.
- Submission of an acceptable personal competencies statement and/or employment experience.
- Australian Defence Force (ADF) members with service of 1 year or more at the following ranks (or higher) meet the academic entry requirement for this course:
- Navy: Seaman, Able Seaman, Leading Seaman
- Air Force: Aircraftmen/Aircraftwoman, Leading Aircraftman/Aircraftwoman, Corporal
- Army: Private, Lance Corporal, Corporal
- Current School Leaver Pathways:
- Best of 3 Year 12 subject grades
- School recommendation program
* After any applicable adjustment factors have been applied.
Essential requirements
English language requirements
DOMESTIC STUDENTS
To be eligible for admission to this course, applicants must meet the standard English language proficiency requirements for Higher Education courses at Charles Darwin University (CDU) and provide evidence as part of their application.
You can meet the minimum English language requirement by providing evidence of one of following:
| Previous study in English |
|
| AHPRA Registration | Current registration with the Australian Health Practitioner Regulation Agency (AHPRA). |
| English Test^ | Completion of an approved English Test within two years of commencement, with the minimum scores shown below. |
| Primary language pathway | Completion of six years of primary and/or secondary schooling in a recognised English-speaking country*, including at least two years between years 7-12. |
Additional information about accepted tests and the evidence requirements is available on the English language proficiency requirements page.
^English tests - approved tests and minimum scores
| Undergraduate and postgraduate pathway program requirement | Postgraduate requirement (HDR and coursework) | |
| CDU ELICOS - English for Academic Purposes | Successful completion of EAP003 | Successful completion of EAP004 |
| International English Language Testing System (IELTS) Academic test | Overall minimum: 6.0 No band below: 6.0 | Overall minimum: 6.5 No band below 6.0 |
| Pearson Test of English (PTE) Academic | Overall minimum: 50 No score below: 50 | Overall minimum: 58 No score below: 50 |
| Test of English as a Foreign Language (TOEFL) | Overall minimum: 60 Minimum writing score: 21 | Overall minimum: 79 Minimum writing score: 21 |
| Cambridge English: Advanced (CAE) | Overall minimum: 169 No skill below: 169 | Overall minimum: 176 No skill below: 169 |
Information about test validity, accepted combined test results, IELTS One Skill Retake and evidence requirements is available on the English language proficiency requirements page.
*Recognised English-speaking countries:
| Standard List | Antigua and Barbuda, Australia, Barbados, British Virgin Islands, Canada, Ireland, New Zealand, Singapore, South Africa, United Kingdom, United States of America. |
| Extended List | Bermuda, Botswana, Cayman Islands, Fiji, Kenya, Malawi, Malta, Mauritius, Seychelles, St Vincent and the Grenadines, Tanzania, Trinidad and Tobago, Vanuatu, Zimbabwe. |
All previous studies must have been delivered in English (medium of instruction was English). Applicants who have studied at an institution from a coutnry on the extended list must provide confirmation that their study was completed within the last five years.
For further details on the English requirements for CDU courses, please refer to the CDU English Language Proficiency Policy.
ATAR profile
The following table represents the ATAR and selection rank profile for applicants offered a place on the basis of their ATAR in semester 1, 2025
| ATAR based offers only | ATAR (excluding adjustment factors) | Selection Rank (ATAR plus any adjustment factors) |
|---|---|---|
| Lowest rank to receive an offer | <5 | <5 |
| Median rank to receive an offer | <5 | <5 |
| Highest rank to receive an offer | <5 | <5 |
Notes
"<5" indicates less than 5 ATAR-based offers were made.
Charles Darwin University has arranged some great placements for me, all within 10 minutes of my home in regional New South Wales. I like that you're in a classroom early in the degree, learning the ropes. And I got to experience different types of schools, demographic areas and leadership styles.
Matt
CDU student
My lecturers and the academic staff at CDU have been very supportive in helping me develop strategies to become a competent teacher in Australia.
Sunny
CDU student
Charles Darwin University has arranged some great placements for me, all within 10 minutes of my home in regional New South Wales. I like that you're in a classroom early in the degree, learning the ropes. And I got to experience different types of schools, demographic areas and leadership styles.
Matt
CDU student
My lecturers and the academic staff at CDU have been very supportive in helping me develop strategies to become a competent teacher in Australia.
Sunny
CDU student
Course details
Inherent Requirements
There are inherent requirements for this course. Students must read and understand the requirements for this course.
Australian qualification framework
This course is recognised in the Australian Qualifications Framework at Level 5.
Student profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students that commenced this course and passed the census date in Semester 1, 2025.
| Applicant background (Semester one intake 2025) | No. of Students | % of all Students |
|---|---|---|
| A. Higher education study (includes a bridging or enabling course) | <5 | N/P |
| B. Vocational education and training (VET) study | 6 | .6 |
| C. Work and life experience (Admitted on the basis of previous achievement not in the other three categories) | <5 | N/P |
D. Recent secondary education
(regardless of whether this includes the consideration of adjustment factors such as equity or subject bonus points) | <5 | N/P |
(e.g. portfolio, audition, extra offer conditional on minimum ATAR) | <5 | N/P |
(e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) | <5 | N/P |
| International students | <5 | N/P |
| All students | 10 | 1.0 |
Notes
"<5" - the number of students is less than 5
N/A - Students not accepted in this category
N/P - Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
Additional information
Contact details
For further information about the course, enrolment procedures, closing dates and other administrative issues please contact Student Central on:
You make CDU
Together we are a positive force for change in our communities and the world.
Learn about teaching at CDU
Sunny is from China studying a Master of Teaching at CDU. Hear more about her experience of studying, living, working and playing in Darwin, Northern Territory, Australia.
You make CDU
Together we are a positive force for change in our communities and the world.
Learn about teaching at CDU
Sunny is from China studying a Master of Teaching at CDU. Hear more about her experience of studying, living, working and playing in Darwin, Northern Territory, Australia.
How to apply
There are many ways to apply to CDU. The method you use depends on your course type, where you live and whether you are a new or returning student to CDU.
Remember to apply early for your best chance at securing an offer to study with us.
SATAC
SATAC is the application channel for residents of NT, ACT, SA, WA, QLD, VIC, NSW or TAS.
MyNextCourse
Direct applications are available to students who have completed a CDU or BIITE course at a Certificate III level or higher. Most CDU and BIITE enabling programs are also accepted through this process.
If you do not meet any of the criteria above please visit Pathways to study to view the options available to you.
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