DIPLOMA OF EDUCATIONAL STUDIES

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2026 TUITION FEES: A$24,950

Non-Tuition Fees: Refer to Incidental Fees.

More details about fees and payment options

This content is for domestic students. If you are not a domestic student, please switch from domestic to international content.

Progression:

Students will progress to their bachelor degree upon completion of their Griffith College diploma with a GPA equivalent to Griffith University’s admission rank requirement for entry to the bachelor program. Contact Griffith College for GPA to rank equivalencies. Diploma students who do not meet the progression requirements for their pathway to Griffith University can apply for a place in their preferred degree via QTAC, and be considered along with other external applicants subject to QTAC admissions requirements and processes.

Students will receive 70 credit points upon transition to the Bachelor of Education. 80 credit points is equivalent to one year of full-time study. Completion of degrees where students obtain less than 80 credit points of advanced standing in the degree may take additional time.

*Online is only available for the Diploma portion of this package, please select your Bachelor campus using the corresponding QTAC code.

The course offers students a broad introduction to the skills involved in acquiring information and in displaying knowledge to others. It includes the basic knowledge and skills required to successfully participate in an undergraduate degree program and to operate effectively in a professional context.

This is a core first year course and has no pre-requisite, co-requisite or prior-assumed course requirements. This course enables students to examine, understand and develop theoretical perspectives and practical applications of professional and personal communication in educational environments.

The course places the learning and developmental needs of pre-service teachers in primary and secondary education settings within the broader frame of lifelong learning which promotes self-directed learning across the lifespan, including the self-directed learning of pre-service teachers.

This course introduces philosophy generally and the philosophy of education in particular. Content is examined through the lens of practical applications to ethical and critical reasoning in and about education.

Students will identify, examine, apply and evaluate the principles and practices of curriculum design, programming and the selection of pedagogical strategies for quality teaching and learning. The course emphasises theory/practice connections and balances internationally recognised theoretical principles with practical, constructive applications.

The course is designed to fulfil the mathematics pre-requisite requirement for Diploma of Educational Studies students to enter the 2^nd year of the Bachelor of Education. It includes basic arithmetic, algebra, functions and their graphs, logarithms, growth and decay, finance, and trigonometry.

Teaching and learning in the digital age demands that all teachers have more than a casual familiarity of the relationships between their content area knowledge, pedagogical (teaching skills) knowledge, and their technological knowledge. This course focuses on introducing a variety of Information and Communication Technology (ICT) tools and strategies that teachers can utilise to effectively engage students and diversify their learning opportunities across subject areas. Lectures, in conjunction with 1:1 computer activities, will provide opportunities for you as a pre-service teacher to develop and demonstrate your technical skills as well as time to investigate contemporary issues mandated by employing bodies.

Education and the work of teachers is shaped by historical and cultural contexts. Over time, beliefs about what it means to be a ‘good student’ and ‘good teacher’ change and evolve. This course examines the ways in which social beliefs and attitudes influence the design and delivery of different forms of education, and the way these beliefs shape students’ educational experiences and outcomes. We study issues relating to the education of Australia’s diverse student population. We emphasise the importance of educators having a detailed and informed knowledge base relating to diversity and social justice which they can draw upon when responding to their students’ needs and emphasis the crucial role that reflective practice plays in helping educators understand their own attitudes.