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Bachelor of Arts with the degree of Bachelor of Education (Secondary)


Faculty of Human Sciences
Bachelor of Arts with the degree of Bachelor of Education (Secondary) (BABEd(Sec))
English Language Proficiency:
IELTS of 7.0 overall (with minimum 6.5 in Reading, 6.5 in Writing, 7.5 in Listening, 7.5 in Speaking) or equivalent
Study Mode:
Full-time, Part-time
Attendance Mode:
Candidature Length:
Full-time: 4 years
Study Period Offerings:
Session 1 (February)
Volume of Learning:
Equivalent to 4 years
General requirements:
Minimum number of credit points for this degree 96
Minimum number of credit points at 200 level or above 60
Completion of a qualifying major for the Bachelor of Arts
Completion of a designated People unit
Completion of a designated Planet unit
Completion of a designated PACE unit
Completion of other specific minimum requirements as set out below
Students must complete one designated People unit and one designated Planet unit. Those units must be taken in two different Faculties. Any unit which is listed below or as part of the student's qualifying major(s) will not satisfy the People unit requirement or Planet unit requirement.

In order to graduate students must ensure that they have satisfied all of the general requirements of the award.

Specific minimum requirements:

Credit points

100 level

Education: The Psychological Context (3)
Education: The Social and Historical Context (3)

200 level

Classroom Management and Assessment (3)
Key Competencies in Inclusive Education (3)
Education: The Learner (3)
Education: The Policy Context (3)
6cp from
EDUC units at 200 level or above

300 level

Introduction to Professional Experience in the Secondary School (3)
Curriculum and Instruction in Secondary School I (3)
Curriculum and Instruction in Secondary School II (3)
6cp from
EDTE units at 300 level or above
EDUC units at 300 level or above
TEP units at 300 level or above

400 level

Professional Experience in Secondary School II (3)
Professional Experience in Secondary School I (3)
6cp from
Economics and Business Studies in the Secondary School I (3)
Economics and Business Studies in the Secondary School II (3)
or 6cp from
English in the Secondary School I (3)
English in the Secondary School II (3)
or 6cp from
Geography in the Secondary School I (3)
Geography in the Secondary School II (3)
or 6cp from
History in the Secondary School I (3)
History in the Secondary School II (3)
or 6cp from
Mathematics in the Secondary School I (3)
Mathematics in the Secondary School II (3)
or 6cp from
Languages in the Secondary School I (3)
Languages in the Secondary School II (3)
or 6cp from
Science in the Secondary School I (3)
Science in the Secondary School II (3)
Science in the Secondary School I (3)
Science in the Secondary School II (3)
In the BABEd(Sec) your qualifying major is expected to be in the discipline of your first teaching subject. An Education major would not be appropriate. If you are unsure please seek academic advice from the School of Education.
Units marked with a C are Capstone units.
Units marked with a P are PACE units.
Qualifying Majors for the Bachelor of Arts




Additional Information
AQF Level Level 7 Bachelor Degree
CRICOS Code 081342G
Overview and Aims of the Program This award is designed for intending secondary teachers. The program enables students to complete an academic major in their intended teaching area together with the professional requirements for secondary teaching. 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 secondary 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 secondary 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 secondary 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 secondary 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 secondary 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)
11. develops breadth of knowledge of educational theory (K, T).
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 specific content knowledge for the discipline. Examples of these include:
• concept mapping
• problem solving tasks
• model building
• games and quizzes
• group work
• simulations
• professional experience placement
• critical reading task
• observation activities
• analysing and interpreting curriculum documents
• role play activities
• classroom management planning.
Assessment The program includes a range of formative and summative assessment approaches that allow students to demonstrate their developing understanding of the discipline and the connections between educational theory and professional practice. Examples of these tasks include:
• essays
• research reports
• oral presentations
• debates
• interviews
• online quizzes
• professional experience placements
• assignments and project work
• examinations
• research-based tasks
• planning lessons and units of work
• designing assessment tasks
• maintaining reflective journals
• evaluating case studies of teaching practice
• microteaching tasks.
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
For postgraduate RPL plans visit

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

Campus Wellbeing contact details:
Phone: +61 2 9850 7497

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
• secondary teacher.

Other career options:
• roles in advertising
• business management
• community development
• consultation services
• journalism
• marketing
• media
• politics and government
• publishing
• tourism
• 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

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.

The program is aligned to the National Professional Standards for Teachers and accredited periodically by the NSW Board of Studies Teaching and Educational Standards (BOSTES). The program is currently accredited until the end of 2015.