qtac teacher personal statement

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Scripting must be enabled to use this site., personal teaching statement.

Initial teaching degrees require students to submit a Personal Teaching Statement alongside their application. The statement consists of four questions to demonstrate your suitability to teach.

How you provide your response to these questions will depend on how you are applying, which are outlined below. You can apply through our How to Apply page.

The four questions are:

• Tell us what has inspired you to become a teacher and tell us why you think teaching is a good career choice for you. In your response, describe who and what has inspired you to become a teacher and describe the types of skills and abilities you will bring to teaching.
• Describe one or two leadership, community and/or learning & development activities that you have engaged in. In your response describe how these leadership, community and/or learning & development activities demonstrate your conscientiousness and coping strategies when you are faced with challenges.
• Describe how you manage your time when you are both planning and coordinating activities in your personal schedule. In your response provide examples of how you have put both your planning and coordinating skills to use.
• Tell us about one or two times where you have utilised your problem solving skills to achieve an outcome. In your response explain what you learned, regardless of whether the outcome you achieved was positive or undesirable.

The Future Students Team is happy to help you if you have any questions, and you can contact us on 1800 818 865 or through AskUNE .

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QTAC, on behalf of Queensland universities, manages the initial teacher personal statement and questionnaire. If you want a copy of your submitted responses and statement, you'll need to contact QTAC.

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TSS - Teacher Selector Statement

This form is ONLY for current students and applicants who have received an email request from ACU requesting completion of this form or who have requested to transfer to an ITE course via Student Connect.

If you’re applying for an ITE course as a new student to ACU, you should follow the instructions in your application to QTAC/UAC/VTAC/ACU, and as outlined in Entry Requirements for Teaching

If you have any questions or need assistance,  visit AskACU

What is a Teacher Selector Statement?

A Teacher Selector Statement (TSS) is required for all applications to ACU for an initial teacher education qualification in Queensland, New South Wales, Australian Capital Territory and Victoria from 2018 onwards.

The Australian Institute for Teaching and School Leadership (AITSL) has responded to the Federal Government's request to create selection guidelines for all universities to assess both the academic and non-academic qualities of all students applying for entry into a teaching degree.

The Teacher Selector Statement allows applicants to demonstrate their suitability to teaching, with the right mix of qualities to enable them to become an effective teacher.

What do I need to do?

You need to write a concise 1-2 page (approximately 1000 words) statement to demonstrate your suitability to teaching. In your statement, you must address the categories and indicators outlined below. The statement can be word processed or neatly handwritten.

When you’ve prepared your statement you need to upload it to this form as a single document. Your application cannot be considered until you submit your TSS.

What should I include in my Teacher Selector Statement?

Submit your Teacher Selector Statement

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Griffith Personal Statement

Admission pathways to Griffith

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An experience-based admission pathway

We understand success at university is about much more than completing a qualification. It’s about enabling you to bring the power of all your personal, work and life skills to your studies. We want to work with you to bring out the very best of you through your unique study experience at Griffith.

The Griffith Personal Statement offers an admission pathway into a range of undergraduate degrees. If you do not satisfy the minimum Selection Rank, or do not have the subject prerequisites for admission, you may be invited to complete the Griffith Personal Statement.

You don’t need to apply separately for the Griffith Personal Statement, simply preference an eligible degree in your QTAC application. Please note this is a mature student admission pathway for domestic applicants and is not available to Year 12 school leavers.

Statement criteria

The Griffith Personal Statement offers you the opportunity to apply to be considered for admission to Griffith on the basis of your skills and knowledge as well as your personal and professional competencies. Griffith is interested in you—not just your qualifications but you as a person. We would like to know more about the values, viewpoints, learning and leadership you have developed throughout your work and life experience.

The Griffith Personal Statement will ask you to answer a number of questions based on criteria we know are good predictors of success at university. Questions include attributes such as commitment, preparation, self-reflection and experience.

There are no right or wrong answers. We are looking for applicants who can demonstrate their capacity and commitment to study through self-reflection, creativity and independent thinking.

When you are offered a place at Griffith, you will also be eligible to receive three of our Griffith Credentials (21st Century Skills).

See the Griffith Credentials site to find out more.

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Writing a Personal Statement

Going for your first NQT post can be a daunting prospect... especially when in teaching, you need to write a personal statement to support your application form.

Schools use your personal statement to help short list candidates for a position by checking off the criteria of the person specification that they can see in your statement. It is always a good idea to write your personal statement alongside the person specification, ensuring that you have included all the "essential" criteria and as much of the "desirable" criteria you can that are assessed through the application.

Where possible, you should also use the language of the school you are applying to - their vision, values, mission and ethos statements will help you here and should be available on the school's website. You will also sometimes find these in the application pack. Read this carefully and then read it again, reading between the lines of what they might be looking for.

Here is an example of the structure of a personal statement for a trainee teacher applying for their first NQT job:

Begin with an impact statement that summarises your philosophy on teaching or that refers to the mission/vision/values/ethos of the school you are applying to:

I believe that it is, as Einstein said, the supreme art of the teacher to awaken joy in creative expression and knowledge. As a passionate teacher, dedicated to ensuring the very best outcomes for all students I teach, this statement resonates with me as I endeavour to awaken joy in all of the learners within my classroom. It was your belief all young people have the right to a transformational educational experience, that will enable them, no matter what their starting point, to fulfil their potential and realise their ambitions that first attracted me to your school as it aligns with my own personal and professional philosophy on education.

Throughout my practice, I constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. I have consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between me and pupils. I am very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. In my lesson, I generate high levels of enthusiasm, participation and commitment to learning.

Back this up with an example from your training.

I have also assumed a high level of responsibility for the attainment progress and outcomes of the pupils I have taught. I have demonstrated confident judgement in planning for pupil progression both within individual lessons and over time and I am able to articulate a clear and well-justified rationale as to how I am building on prior achievement. Within my lessons, I seek to actively promote engaging and effective methods that support pupils in reflecting on their learning. I have demonstrated that I am able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment. I regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

In order to plan effective lessons, I draw on my in-depth subject and curriculum knowledge of [your subject or phase] to plan confidently for progression and to stimulate and capture pupils’ interest. Throughout my training, I have demonstrated very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in my planning. I am astutely aware of my own development needs in relation to extending and updating my subject, curriculum and pedagogical knowledge in my early career and have been proactive in developing these effectively during my training. I always model very high standards of written and spoken communication in all professional activities. I also successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

I plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. I am highly reflective in critically evaluating my practice. I am able to accurately judge the impact of my practice on individual and groups of learners and can use my evaluation to inform future planning, teaching and learning. During my training, I have shown initiative in contributing to curriculum planning and developing and producing effective learning resources in my placement settings.

I have been able to quickly and accurately discern my learners’ strengths and needs and I have been proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. I have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners

I can confidently and accurately assess pupils’ attainment against national benchmarks. I use a range of assessment strategies very effectively in my day-to-day practice to monitor progress and to inform future planning. In my practice, I systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. I have shown that I am able to assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.

I have been able to rapidly adapt to the different circumstances in which I have trained, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. I have also demonstrated an ability to adapt to remote working and remote delivery in response to the Global Pandemic. I consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. I am able to manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Where it is needed, I actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

During my training, I have been proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. I have built strong professional relationships and have demonstrated that I am able to work collaboratively with colleagues on a regular basis. I have taken responsibility for deploying support staff in my lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. I deliberately seek out opportunities to develop my own professional learning and respond positively to all the feedback I receive. I have also demonstrated that I can communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but I am also proactive in communicating in relation to individual pupils’ emergent needs.

I always treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position. I realise the need to safeguard pupils' well-being, in accordance with statutory provisions. I show tolerance of and respect for the rights of others. I do not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. I always ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law. I am always punctual and have good attendance. I have attended numerous CPD sessions and will continue to do so. I have also completed a weekly duty (before school and at break} and attends daily briefings (whole school, subject or pastoral). I have taken on board the policies of the school and maintain a high standard in all my practices. I have a good understanding of the framework within which I work and my professional duties

End with a statement that implies/assumes you will be invited for interview:

I would relish the opportunity to work at your school and look forward to discussing this further with you at interview.

You can download the word version of this

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How to write a teacher personal statement

Your personal statement is your first opportunity to show the school you’re a great fit for the job, and gets you closer to being shortlisted for an interview. The more you show how your skills and interests match the school’s ethos and values, the better. We’ve spoken to a range of teachers to get their top tips for success.

What experience do you have?

Schools want to hear about your trainee experience with different subjects, key stages, types of school, and working with a range of pupils.

Think about your approach to teaching, how you keep pupils engaged, and how you communicate with different kinds of people (children, staff, parents and carers). Ensure you provide evidence for how you have improved student engagement and built positive relationships with pupils.

Schools will be interested in your approach to behaviour management, so think about your go-to strategies.

Are you engaged in teaching theory and research?

Think about any research that has affected your teaching practice. Explain what has worked well and if it didn’t, what you learnt.

Are you up to date on safeguarding statutory guidance?

You need to demonstrate your awareness of the importance of safeguarding and the requirements of Keeping Children Safe in Education . Include any examples of how you worked with a Designated Safeguarding Lead.

What are your skills and qualities?

Are you a well-organised, confident, and motivated teacher? Say it, and provide examples! Schools are looking for great communicators, team players and relationship builders. Make sure you say how you create a positive learning environment, and consider skills like time management, organisation, and flexibility. Schools will also want to know how you overcome challenges.

How can you contribute to wider school life?

Set yourself apart by showing how your hobbies and achievements could contribute to the wider school community. Could you run an after school club or organise school trips?

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qtac teaching personal statement examples

You will also need to provide two written statements addressing the following categories: Category 1: Your Motivation and Suitability to Become a Teacher. Category 2: Your Involvement in Personal Learning and Leadership Activities. To help you prepare your written statements before accessing the questionnaire, please refer to our Fact Sheet ...

You will need to submit a concise 1-2 page (approximately 1000 words) statement with your application. In your statement, address the categories and indicators as outlined below. The statement can be word-processed, typewritten or neatly handwritten. For more information about the Personal Statement for Application to Initial Teacher Education ...

motivation and suitability for teaching. Who or what has inspired you to become a teacher? Why is teaching a good career choice? Why are you interested in teaching children/young people? What subjects are you interested in and why? What does being a good teacher mean to you? What skills and abilities do you have that will make you a good ...

It is always a good idea to write your personal statement alongside the person specification, ensuring that you have included all the "essential" criteria and as much of the "desirable" criteria you can that are assessed through the application. Where possible, you should also use the language of the school you are applying to - their vision ...

Example 2: Experienced teacher. As a teacher with 10 years of experience, I'm excited to apply my skills and experiences to the history teacher position at Laguna Bay Middle School. I earned a bachelor's degree in history and have five years of experience teaching history to middle and high school students.

An integral part of your initial teaching degree application, the Teacher Personal Statement is a written response provided at part of your application. This is completed as part of your application to QTAC or UAC. This allows us to assess your suitability for teaching against the non-academic capabilities common in successful teachers, as ...

In your response provide examples of how you have put both your planning and coordinating skills to use. ... If you are applying through QTAC, once you have applied for a Teaching degree, you will be emailed with your next steps. ... Please note that the completion of the Personal Teaching Statement will be a condition of your acceptance.

Keep It Concise and Well-Structured: Teaching personal statements should be clear, concise, and well-structured. Aim for a maximum of 500-600 words. Use headings or bullet points to organize your content. Start with a captivating opening paragraph and conclude with a strong summary of your qualifications and enthusiasm for teaching.

Applying through QTAC. You will need to submit a personal statement alongside your initial teacher course application through QTAC. You will be required to write approximately 1,000 words addressing two separate categories to demonstrate your interest in teaching and your personal learning and leadership qualities.

use examples based on your recent teaching experience. tailor your personal statement according to the school/age group. use good, clear, written English, using first person terms such as 'my' and 'I'. be original and honest. avoid clichés and general statements, such as 'I've always wanted to teach'. demonstrate a passion for teaching.

Raquel applied for EAS in the Home Environment category as part of her QTAC application. She wrote a long personal statement describing all of the hardships she had experienced as a teenager and young adult. As evidence, she supplied a protection order against her ex-partner and a support letter from a social worker who was aware of her background.

The Griffith Personal Statement offers you the opportunity to apply to be considered for admission to Griffith on the basis of your skills and knowledge as well as your personal and professional competencies. Griffith is interested in you—not just your qualifications but you as a person. We would like to know more about the values, viewpoints ...

The personal statement presents the perfect opportunity to show you are an exceptional candidate, understand teaching and know the school you are applying to. It is not an easy task and is a tricky thing to get right. It requires being concise and clear - it shouldn't be too long or read like a list. You should talk about yourself and your ...

Teacher Training Personal Statement Example 2. I am applying for these courses because I believe it will help me succeed in my dream to become a teacher. I have always craved teaching and learning, one of my first memories is of me, around the ages of 4 teaching my toys how to count and taking a register, ever since then I have known I wanted ...

Use emotional language to touch your reader. Help them imagine themselves in the situation you are describing. Help them feel what it was like in the situation that drove your desire in becoming a teacher. This is a major key in rousing your reader's emotions. 4. Make sure you start your personal statement strongly.

Keep a positive tone. Write in an optimistic and confident tone, even if you tackle difficult topics. The statement should show how you will address problems and create solutions, and the style should reflect this. Avoid vague or weak phrases like "I'm not sure, but I think I would be a good candidate for the show.".

Write in English (or Welsh if you're applying to Welsh providers) and avoid italics, bold or underlining. Get the grammar and punctuation right and redraft your statement until you're happy with it. It's a good idea to write your personal statement in a word processor first, then copy and paste it into your application.

Search for roles. Your personal statement is your first opportunity to show the school you're a great fit for the job, and gets you closer to being shortlisted for an interview. The more you show how your skills and interests match the school's ethos and values, the better. We've spoken to a range of teachers to get their top tips for ...

There are four questions about your motivation and suitability for teaching. In your personal statement, you must answer all four questions in approximately 250 words for each question. These courses fulfill the Australian Institute for Teaching and School Leadership and Federal Government's request to include academic and non-academic selection criteria for all students applying for entry ...

The Educational Access Scheme (EAS) helps QTAC applicants whose recent study was impacted by financial or personal challenges. If your EAS application is successful, you may receive adjustments to your QTAC selection rank. This can help you compete for tertiary study on a more equal basis. If you are eligible for the Financial Hardship category ...

Aimed at trainee teachers, this fantastic resource provides (ECT) NQT personal statement examples for you to utilise in your own writing. It lists a range of things you should consider and top tips for your statement. For example: Back up everything you write about with an example from your recent teaching experience.

Current Students; Give to UNE; Future Students. Scripting must be enabled to use this site., personal teaching statement. Initial teaching degrees require students to submit a Per

Applicants whose most recent study was negatively impacted by COVID-19 can apply for the Educational Access Scheme. Each applicant must make a case based on their individual circumstances and supply all the supporting documents normally required for the category in which they are applying. Some examples of COVID-19-related circumstances we have ...

THE LOGIC OF COMPOUND STATEMENTS Example 2.3.13: Proof by Contradiction Write down a logical proof demonstrating the validity of the following argument. P =⇒R P =⇒¬R ∴ ¬P First we apply the conditional identity to both of our premises. Begin by noticing that we can apply conjunction to our first two hypotheses

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Admission Criteria

When we assess your application, we use  eligibility  and  merit  to decide if you can get into a course. 

Eligibility

Institution admission criteria apply to every applicant for every course offered. The criteria can be different for each institution. Common admission criteria include:

• English language proficiency
• course quota (the estimated number of places available in a course)
• exclusion (whether you have previously been excluded from an institution; this might affect whether you can get into the course you want)
• age requirements
• prerequisites

Some courses have additional admission criteria such as a personal statements, questionnaires, portfolios, auditions, interviews or tests, which are considered instead of, or together with, your academic qualifications.

Each institution sets its own admission criteria and most offer additional pathway options to applicants who don’t meet these general requirements.  Visit the individual institution pages  for details.

How you compete for a place

We put all applicants competing in the offer round in an ‘order of merit’, where the applicant with the best ATAR/selection rank is first and the applicant with the next best ATAR/selection rank is second etc.

We make offers by going down the order of merit until all places in the course are filled.

Where we stop is called the minimum selection threshold (ie the lowest ATAR/selection rank offered).

The minimum selection threshold:

• is not set beforehand
• can be used as a guide (only) as to what future cut-offs may be.
• do not usually change much from year to year, but do change on occasion.
• can change across semesters and between offer rounds for the same semester
• reflect supply and demand for a course (ie the number of places in the course, the number of applicants for the course and the quality of those applicants). This is not an indicator of the quality of the course.

To check previous years’ selection rank threshold information, search for the course entry  on our website.

Current Year 12 students will be considered for an offer based on their ATAR/Selection Rank (or other recognised qualifications undertaken while at school).

Current International Baccalaureate (IB) students  will be assigned a selection rank based on the score from the completed IB Diploma. As agreed by admissions centres around Australia, the IB score is converted to a ‘combined rank’. The combined rank is on the same scale as the Australian Tertiary Admissions Rank (ATAR). This is then converted to QTAC selection rank. Visit  IB studies  for more information. IB Diploma students will be considered for an offer based on this selection rank (or other recognised qualifications undertaken while at school). For more information contact QTAC or the relevant institution.

Current New Zealand NCEA Level 3 students  completing the New Zealand National Certificate of Educational Achievement (NCEA) Level 3 will have an Interstate Transfer Index (ITI) calculated by the New Zealand Qualifications Authority (NZQA) and provided to QTAC

Current Non-standard Year 12 students  studying programs of study including Australian Christian Education, Steiner Education and home schooling should contact QTAC or the relevant institution for more information on how this will be assessed. You must provide proof of completion of an accredited Year 12 program of study and official results from the US Scholastic Aptitude Test (SAT). Current Non-standard Year 12 students are classified as “All Other Applicants” when lodging a QTAC application.

Current Queensland Senior External Examination students  will be assigned a selection rank based on results from Queensland External Senior Exam subjects. Refer to  Queensland Senior External Examination  or contact QTAC for more information.

Other recognised qualifications  completed when at school such as competency-based and graded AQF certificates III and IV (completed), diplomas, higher education study, and some creative arts qualifications (in the areas of music, dance, and speech) may also be assigned a selection rank. For more information contact QTAC or the relevant institution.

You are also required to meet relevant subject prerequisites for the course you are applying for. These can be satisfied by successfully completing Senior secondary subjects (or equivalent).

Year 12 results (OP/ATAR/selection rank) do not expire once you have left school. Whether this result is considered for an offer to a course depends on whether you have additional qualifications, including other recognised qualifications completed while at school or after school. This includes formal qualifications such as Senior External Examination results, higher education study, VET study such as completed competency-based and graded AQF certificates III and IV (completed), and diplomas, bridging and enabling courses. Other post-secondary professional and paraprofessional qualifications (including creative arts, language and civil aviation qualifications, and professional registrations) and defence force service are also considered.

You may also use other admission pathways such as employment experience and the Special Tertiary Admissions Test (STAT); age restrictions apply.

Each institution sets its own entry criteria; which of these qualifications will be considered for entry will depend on the institution and/or course you are applying to. For more information,  contact QTAC  or the relevant institution.

If you’ve completed or partially completed higher education study (a tertiary course), institutions may consider this, and any other qualifications you have for entry.  Each institution sets its own entry criteria, which of these qualifications will be considered for entry will depend on the institution and/or course you are applying to. Refer to tertiary study  and the  institution pages  for more information.

If you’ve completed/partially completed higher education study (a tertiary course) and want to transfer to another course at a different institution, you should apply through QTAC. If you want to transfer to another course at the same institution, check with your institution to see if you need to apply though QTAC. In either case, you may be eligible for advanced standing/academic credit (application for advanced standing/academic credit is made direct to the institution)

You are also required to meet relevant subject prerequisites for the course you are applying for. These can be satisfied by successfully completing Senior secondary subjects (or equivalent). You must also satisfy any additional selection criteria – such as a portfolio, an interview, an audition, a questionnaire, a personal statement or a test – in addition to submitting a QTAC application. Visit the relevant  institution page  entry for their admission criteria.

If you’ve completed VET study at AQF certificate III level or higher, institutions may consider this, and any other qualifications you have for entry.  Each institution sets its own entry criteria; which of these qualifications will be considered for entry will depend on the institution and/or course you are applying to. Refer to  competency based training  and  institution pages  for more information. You must also satisfy any additional selection criteria – such as a portfolio, an interview, an audition, a questionnaire, a personal statement or a test in addition to submitting a QTAC application.

You are also required to meet relevant subject prerequisites for the course you are applying for. These can be satisfied by successfully completing Senior secondary subjects (or equivalent). You must also satisfy any additional selection criteria – such as a portfolio, an interview, an audition, a questionnaire, a personal statement or a test – in addition to submitting a QTAC application.  Refer to the relevant institution page  entry for their admission criteria.

Post-secondary professional and paraprofessional qualifications and service will be considered, including:

• some creative arts, language and civil aviation qualifications
• memberships of professional associations for which qualifying exams are undertaken
• police, defence and emergency services experience

Other admission pathways such as employment experience and the Special Tertiary Admissions Test (STAT) may be accepted; age restrictions apply. Refer to  admissions pathways  for more information.  STAT results are not accepted for current Year 12 students or for applicants under the age of 18. STAT is not accepted for graduate entry programs. Each institution sets its own entry criteria, which of these will be considered for entry will depend on the institution and/or course you are applying to. Refer to the relevant  institution page  for more information. You must also satisfy any additional selection criteria – such as a portfolio, an interview, an audition, a questionnaire, a personal statement or a test in addition to submitting a QTAC application.

You are also required to meet relevant subject prerequisites for the course you are applying for. These can be satisfied by successfully completing Senior secondary subjects (or equivalent). Subject prerequisites generally cannot be met through certificate-level study.

Most institutions offer pathways options for applicants who don’t meet the entry requirements for their degree courses, or need further support and preparation before studying at degree level. These generally include non-degree courses such as foundation studies, preparatory courses and certificate, diploma or associate degree courses.

If you successfully complete a pathway course, an institution may guarantee you entry into a particular degree course. Otherwise, you can use your non-degree studies to apply and compete for admission to other degree courses. You may also be awarded credit for some studies undertaken in your non-degree course.

For more information, visit  Enabling programs and bridging studies .

You may also be able to use your pathway program from one institution to help you get into tertiary courses at another. Check with the relevant institution which preparatory programs they accept.

You must also satisfy any additional selection criteria – such as a portfolio, an interview, an audition, a questionnaire, a personal statement or a test in addition to submitting a QTAC application.

If you are applying on the basis of overseas qualifications,  visit International applications  and contact the relevant institution/s to discuss your eligibility for admission before you apply through QTAC.  

• Australian Qualifications Framework (AQF) Certificates I and II
• Statements of attainment
• courses delivered by Australian private providers that are not accredited. Only those courses accredited under the AQF, or by the relevant state/territory accreditation authority, will be taken into account. Qualifications undertaken with private providers will not be assessed without proof of accreditation for the particular course.
• short courses run by a university (eg Project Management Essentials)
• other short courses such as first aid certificates.

If you’d like your qualifications assessed before you apply for study, our  Qualifications Assessment Service  can provide you with a qualifications assessment statement.

Courses related to health, education and welfare may have additional requirements that need to be satisfied including:

• tests such as the University Clinical Aptitude Test (UCAT)
• requirements for clinical/internship placements undertaken as part of your course
• accreditation and procedures for employment after you have completed the course
• questionnaires and/or personal statements.

Applicants to initial teacher education courses must satisfy  academic and non-academic entry requirements.

Courses related to creative and performing arts may have additional requirements that need to be satisfied, including:

• questionnaire.

You need to demonstrate that you can speak, write, read and comprehend English to a standard set by the institution. If English is not your first language  check how you can demonstrate your English language proficiency .

If you complete Year 12 in Queensland in 2023 and are eligible for an ATAR, QTAC will calculate your ATAR and you’ll receive it on 15 December 2023. 

For all other applicants, we will allocate a selection rank based on your assessable qualification(s). Contact us on 1300 467 822 for information about selection ranks.

• you meet the course prerequisites and institution admission rules, and
• you don’t/won’t get an offer in a higher preference.

You will simply receive an offer the next time the course is offered.

• you meet the minimum ATAR/selection rank
• you don’t/won’t get an offer in a higher preference.

This has to happen where there are more applicants than places. 

For these courses, we will let you know whether your ATAR/selection rank is meeting the minimum to compete for a place.

If your ATAR/selection rank is not meeting the minimum to compete for a place

We will let you know, and

• we will look at your next preference to see if we can make you an offer in it. Letting you know you are not being considered for the course means you can change your preferences sooner.

If your ATAR/selection rank is meeting the minimum to compete for a place

We will let you know, and if:

• you don’t/won’t get an offer in a higher preference, then
• you may get an early offer if you are highly competitive.

If you cannot receive an early offer, we’ll wait until the course’s major offer round so that you can compete for a place.

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ATAR Report Webinar Booking Form

This free Webinar (via Zoom) will provide an overview of the 2021 ATAR Report and scaling to assist school leaders, guidance officers and teachers in understanding the ATAR Report and to be able to answer questions from students, staff and parents.

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