Personal statement (Education courses)

All applicants must submit a personal statement, equivalent to the UAC Teaching Questionnaire if applying for one of the following teaching courses:

  • Bachelor of Business Master of Teaching in Secondary Education (BBus MTeach)
  • Bachelor of Communication (Writing and Publishing) Master of Teaching in Secondary Education (BComm MTeach)
  • Bachelor of Economics Master of Teaching in Secondary Education (BEcon MTeach)
  • Bachelor of Education Futures Master of Teaching in Primary Education (BEd MTeach)
  • Bachelor of Engineering Studies Master of Teaching in Secondary Education (BEngSt MTeach)
  • Bachelor of Science Master of Teaching in Secondary Education (BSc MTeach)
  • Master of Teaching in Primary Education (MTeach)
  • Master of Teaching in Secondary Education (MTeach)
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 into a teaching degree. The criteria of the personal statement will allow you to demonstrate whether you possess the right combination of qualities for being an effective teacher. This task gives you the opportunity to describe your aspirations for becoming a teacher, your leadership, community and/or learning development experiences and time-management and problem solving skills.
  • 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 and development activities that you have engaged in.
    In your response, describe how these leadership, community and/or learning and 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.

Some examples to guide your responses might include:

School experience

  • co-curricular participation (eg arts, sports, debating, social justice)

  • projects (eg curriculum projects, science fairs)

  • leadership experiences (eg student leadership positions, arts, sports)

  • support of other learners (eg peer mentoring, coaching, buddy programs)

Work experience

  • employment history and roles

  • employment involving children or young people

  • work-based training undertaken

  • work-based training provided

Volunteer and community experience

  • volunteer or community experience (eg community groups, parish/church groups, cadets, lifesaving, fundraising, clubs)

  • community learning and training experiences (eg Guides, Scouts, Duke of Edinburgh Award, St Johns)

Personal talents, interests and abilities

  • elite performance (eg athletics, creative arts, other areas)

The disadvantage that you have overcome

  • social, cultural or economic

  • geographical – remote and rural

  • personal and health.

Acknowledgement of Country

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.