| AQF Level |
Level 7 Bachelor Degree |
| CRICOS Code |
080287F |
| Overview and Aims of the Program |
This award provides a secondary teaching qualification for those who hold a previous, recognised bachelors degree and meet minimum subject content requirements for their intended first teaching subject. The program can be completed in the equivalent of two years after automatic credit for previous studies is granted. Students engage 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 and integrate an in-depth, broad and coherent knowledge of, discipline content, educational theory and practice (K, P, I)
2. apply the skills in classroom practice required of a graduate secondary teacher (K, T, P, C, J)
3. apply your content knowledge in a specific subject area to design learning experiences that reflect best practice and meet curriculum, assessment and reporting requirements (K, P, I)
4. plan for, facilitate and critically reflect on learning programs for secondary students (K, L, T)
5. explain the implications for learning of students’ physical, cultural, social, linguistic and intellectual characteristics (K)
6. differentiate teaching to meet the specific learning needs of all secondary students including Aboriginal and Torres Strait Islander students (K, P, T)
7. apply practical strategies for creating rapport with students and managing student behaviour (K, P, T)
8. work collaboratively and ethically with colleagues, engage with external professional associations and community representatives, and work effectively with parents/carers (J, E)
9. use a range of representational forms to communicate effectively to audiences within educational contexts (C, I, E)
10. 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. Examples of these include:
• professional experience placements
• critical reading tasks
• observation activities
• analysing and interpreting curriculum documents
• role play activities and classroom management planning. |
| Assessment |
The program includes a range of formative and summative assessment approaches that allow students to demonstrate the connections between educational theory and professional practice. Examples of these include:
• professional experience placements
• 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 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:
• educational planning advocate
• corporate educational services consultant
• government researcher, adviser or policy program writer
• training agency consultant
• secondary school teacher.
|
| 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.
Accredited with the NSW Board of Studies Teaching and Educational Standards (BOSTES) until end of 2015. |
