| AQF Level |
Level 7 Bachelor Degree |
| CRICOS Code |
075047J |
| Overview and Aims of the Program |
This award is designed for intending primary teachers. The program combines an academic major in discipline studies or in Education with the equivalent of two years full time professional study. In these professional requirements students are engaged in an exploration of evidence-based practice in educational theory, curriculum and pedagogy. The integrated professional experience program allows students to apply, in primary classroom contexts, the pedagogical knowledge and skills they develop in their academic and curriculum-based methodology units. |
| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
1. develop a coherent content knowledge in one or more disciplines relevant to primary teaching (K, P, I)
2. develop and integrate an in-depth, broad and coherent knowledge of discipline content, educational theory and practice (K, P, I)
3. apply the skills in classroom practice required of a graduate primary teacher (K, T, P, C, J)
4. design learning experiences that reflect best practice and meet curriculum, assessment and reporting requirements (K, P, I)
5. plan for, facilitate and critically reflect on learning programs for primary students (K, L, T)
6. explain the implications for learning of students’ physical, cultural, social, linguistic and intellectual characteristics (K)
7. differentiate teaching to meet the specific learning needs of all primary students including Aboriginal and Torres Strait Islander students (K, P, T)
8. apply practical strategies for creating rapport with students and managing student behaviour (K, P, T)
9. work collaboratively and ethically with colleagues, engage with external professional associations and community representatives, and work effectively with parents/carers (J, E)
10. use a range of representational forms to communicate effectively to audiences within educational contexts (C, I, E). |
| Learning and Teaching Methods |
The program includes a range of learning and teaching approaches that allow students to develop and practise the knowledge and skills of a graduate teacher including content knowledge for each Key Learning Area. Examples of these include:
• concept mapping
• problem solving activities
• model building
• games and quizzes
• group work
• simulations
• professional experience placements
• critical reading of professional literature
• analysis of curriculum and classroom practice based on contemporary theory and thinking
• lesson and unit planning based on current syllabi and curriculum frameworks
• development of teaching resources using technological tools
• planning and presenting units of work to peers. |
| Assessment |
The program includes a range of formative and summative assessment approaches that allow students to demonstrate their developing critical understanding of educational theory, pedagogical approaches and professional practice. Examples include the following task types:
• essays
• research reports
• oral presentations
• debates
• interviews
• on-line discussions
• short-answer quizzes
• responding to cases via online discussions/blogs
• identifying themes in the professional literature
• assessment of individual students through interview
• review of educational assessment practices;
• analysis of key concepts and approaches in syllabi
• evaluating cases of quality teaching
• planning for teaching and learning in single and integrated Key Learning Area
• planning and presenting to peers units of work
• planning and engaging in suitable learning programs utilizing facilities in the wider community (e.g. Powerhouse Museum)
• constructing assessment tasks across Key Learning Areas using a variety of strategies and rubrics for evaluation
• critical reflection of professional experience practices
• designing plans for other aspects of professional practice such as classroom organisation and management. |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
Teaching or other education related fields including:
• educator and trainer of adults
• educational adviser to government or other agencies
• education policy planner
• educational researcher
• primary teacher.
Other career options include roles in:
• advertising
• business management
• community development
• consultation services
• journalism
• marketing
• media
• politics
• government; publishing; tourism and writing. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| External Benchmarks |
The Council of Deans provides a forum for collaborative development of policy and procedures for teacher education. The accreditation process through BOSTES provides an assessment of the program against the AITSL program standards. |
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification.
Accreditation with the NSW Board of Studies Teaching and Educational Standards (BOSTES) - pending. |
