AQF levels are a component of the Australian Qualifications Framework (AQF), which is a national system of 10 levels that defines complexity and depth of knowledge and skills for Australian qualifications.

These levels range from:

• AQF Level 1: Certificate I, to
• AQF Level 10: Doctoral degree.

For University of Sydney courses, the AQF levels are as follows:

• Level 7: Bachelor degree
• Level 8: Bachelor (Honours), Graduate Certificate and Graduate Diploma
• Level 9: Masters degree
• Level 10: Doctorate degree

The Threshold Standards require that all academic teaching staff, including casual and fixed-term, meet the following criteria:

• Hold a qualification in a relevant discipline at least one AQF level higher than the course they teach, coordinate, or supervise (AQF+1), OR
• Have equivalent relevant academic, professional, or practice-based experience and expertise that is formally recognised.¹

Exceptions

For doctoral degrees, staff supervising candidates are required to hold a doctoral degree or have equivalent research experience.

These criteria are colloquially known as the “AQF+1 rule”.

If a staff member does not meet this requirement or have recognised equivalent experience, they are required to complete a Training and Supervision Program to gain recognised teaching experience.

¹ Details on qualification requirements and determining professional equivalence of teaching staff together with examples for how to determine equivalent experience are given in Schedule 2 of the Learning and Teaching Policy 2024.

As described above, the AQF level applies to the course, not to individual units of study. In most cases, the AQF level required to teach a unit is based on the AQF level of the course it belongs to:

Embedded programs (nested courses) below AQF 10

In programs where there are nested courses (such as Graduate Certificates or Diploma within a Masters degree, the highest AQF-level in the sequence determines the required teaching qualification.

For example,

• If a Graduate Certificate (AQF 8) or Graduate Diploma (AQF 8) is part of a Masters degree (Coursework) (AQF 9), academic teaching staff are required to be qualified to teach at AQF 9 level.
• If undergraduate and postgraduate students share classes, the teacher is required to be qualified to teach at the postgraduate level, because the classes must support the higher learning outcomes.

Shared units for developing core and enabling knowledge and skills

Some units are shared across courses at different AQF levels to develop core and enabling knowledge and skills. In these cases, the required educator qualifications should be based on the unit’s role in its primary discipline as determined by the faculty of teaching, not the AQF level of enrolled students.

For example,

• MATH1061 taught by the Faculty of Science.

A 1000-level unit that forms part of majors such as Mathematics within multiple Bachelor degrees (AQF 7). It is also taken by students in the Bachelor of Engineering (Honours) (AQF 8). Teachers are required to be qualified to teach AQF 7 courses

• INFO1110 taught by the Faculty of Engineering.

A 1000-level unit that contributes to the Bachelor of Engineering (Honours) (AQF 8). It is also taken by students from AQF 7 degrees such as the Bachelor of Science. Teachers are required to be qualified to teach AQF 8 courses. 

* Or a student who is enrolled in an AQF 8 qualification who has attained a minimum 144 credit points and has a Weighted Average Mark (WAM) of 75.

** If the candidate does not have other professional or academic experience in higher education, they must undergo the Training and Supervision Program.

For professional or research experience to be considered as equivalent to other requirements, the individual must have at least one of:

1. Leadership in developing professional standards or innovations in professional practice;
2. Performance in a senior role requiring high level judgement and provision of expert advice;
3. Experience managing significant projects in the relevant field;
4. Testimonials, awards, letters of support, or other recognition demonstrating leadership or expertise in the relevant field;
5. Contributions to the relevant field through participation in peak industry bodies, advisory boards, professional networks, or community organisations;
6. Recent peer reviewed publications in the relevant field;
7. Annual professional or clinical development endorsed by the relevant industry body;
8. Recognition as an influential contributor to the field, evidenced by invitations as a keynote speaker or appointment to an expert panel; or
9. Leadership or management of research acknowledged by peers.

Specialist components are those where the content knowledge or skills developed require teachers with personal, professional, community or business experience outside that available in the continuing academic workforce. These components may be taught in a variety of modes and mediums, including guest lectures and skill demonstrations.

Examples include experienced business leaders, community health experts, popular music performers, judges, journalists, politicians, civil servants, novelists and professional scientists and engineers.

These specialist components are more likely to occur in “fields of education that are professionally focused, emergent academic disciplines or highly professional specialist subjects within a discipline” (TEQSA Guidance Note Determining Equivalence of Professional Experience and Academic Qualifications) and are likely to form a small part of a unit of study.

This program provides a pathway for academic staff who do not currently hold an AQF+1 qualification, or have not yet attained recognised teaching experience, to meet the University’s eligibility requirements for teaching.

It supports compliance with the Learning and Teaching Policy 2024 and the Threshold Standards, ensuring the University maintains quality and consistency in teaching standards.

This program is designed for teachers involved in:

• Tutorial parts of Seminars, Tutorials, and Workshops
• Demonstration parts of Workshops, Practicals, and Demonstrations.

These roles are defined in Schedule 2 of the Learning and Teaching Procedures 2025.

Completion of this program is required for teachers who:

• Do not hold a qualification that is one AQF level higher than the unit(s) they teach, and
• Are teaching in
  1. demonstration activities in Workshops, Practicals, and Demonstration or
  2. tutorial activities in Seminars, Tutorials and Workshops

Even with training and supervision, teachers without an AQF qualification, or who hold an AQF 7 qualification and are enrolled in an AQF 8, may only teach in 1000 or 2000-level units of an AQF 7 or 8 degree.

The program spans the first two semesters of teaching (labelled A and B below) and is required to contain training, direct observation, support and evaluation.

The training and supervision program outlined below is a guidance model. The implementation of the program is locally determined by faculties in 2026 to meet the individual disciplinary needs. The Education and Students Portfolio will work with faculties to support local implementation. 

1.    Demonstration Activities Stream

(occurring in Workshops, Practicals, Demonstrations)

2.    Tutorial Activities Stream

(occurring in Seminars, Tutorials, Workshops)

Teachers who successfully complete both Semester A and B of the relevant stream (Tutorial or Demonstration) will be recognised as having Recognised Teaching Experience in accordance with the Learning and Teaching Policy 2024. This recognition confirms compliance with TEQSA requirements, demonstrates teaching quality, and supports ongoing professional development.

The AQF+1 rule requires that teaching staff normally hold a qualification at least one AQF level higher than the course they teach, coordinate or supervise. This applies to all teaching activities including lecturing, tutoring, demonstrating and marking.

Yes. The AQF+1 requirement applies to all teaching staff, including casual academics, honours students and postgraduate students. Where AQF+1 is not met, approved equivalency and mandatory training and supervision must be in place.

The AQF level is determined by the course, not the unit. In embedded programs, the highest AQF level in the sequence applies. In mixed undergraduate/postgraduate classes, staff must meet the higher AQF requirement.

Equivalent experience may include relevant industry leadership, higher education teaching experience, professional accreditation, peer‑reviewed publications, or senior professional roles. Equivalence must be documented and approved by the Head of School.

Staff whose highest completed qualification is AQF 7 may only teach 1000‑ and 2000‑level units in AQF 7 or 8 degrees. They cannot coordinate units or act as sole teachers.

The program supports staff who do not meet AQF+1 to gain recognised teaching experience. It runs over the first two semesters of teaching and includes training, observation, mentoring, evaluation and recorded outcomes.

Yes. Experienced practitioners may teach specialist components of units under the oversight of AQF+1‑qualified academic staff. These components usually form a small part of the overall unit.

Yes. AQF+1 applies to all teaching activity, including marking of assessments and examinations. Faculties should consider calibration and moderation where postgraduate students are marking.

No. The current changes primarily affect new casual academic appointments. Existing staff arrangements will be reviewed in a later phase during 2026–2027.

Casual Academic Onboarding Forms now require recording the candidate’s AQF level, teaching eligibility, and acknowledgement of AQF+1 or commitment to the Training and Supervision Program to meet TEQSA requirements.

Honours and postgraduate students may teach if they are enrolled in a qualification at AQF+1 and complete the required training and supervision. Faculties should carefully manage teaching hours and marking loads to ensure teaching does not compromise study or research progress.

Heads of School are responsible for approving equivalence based on documented evidence. Records of approvals must be retained in accordance with University recordkeeping and privacy policies.