Bachelor of Arts - Psychology with the degree of Bachelor of Education (Primary)
APEP19V1
| Minimum number of credit points for the degree | 96 |
| Of your 96 credit points, complete a maximum of 36 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 60 |
| Minimum number of credit points at 300 level or above | 30 |
| Completion of a designated PACE unit | |
| Completion of other specific minimum requirements as set out below |
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
200 level
300 level
400 level
or
or
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Continuation with the honours year is subject to meeting honours admission requirements. Should a student not meet the requirements, they will graduate with a Bachelor of Arts - Psychology.
Admission to the honours years will require a weighted average SNG (Standard Numerical Grade) of 70 over all Psychology units and a weighted average SNG of 75 over all 300 level Psychology units and a minimum of 72 credit points.
General Coursework Rule 10(7) stipulates that if a student fails a required unit twice in an undergraduate professional program listed on Schedule 2, they may be permanently excluded from further enrolment in that program.
Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy.
Student completing a single Education degree are advised to seek academic advice.
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 079889A |
| Overview and Aims of the Program | This award is designed for intending primary teachers. It combines an accredited undergraduate sequence in psychology with a primary teaching qualification. Throughout the program students are engaged in an exploration of evidence-based practice in educational theory, curriculum and pedagogy alongside studies of psychology. During this degree students develop a scientific understanding in the psychological processes that underlie behaviour including perception, cognition, learning, motivation, neuroscience, psychopathology, personality, emotion, developmental psychology and social relationships, as well as training in the analysis of data and research methodologies. The integrated professional experience component 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: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. demonstrate a knowledge and understanding of the major concepts, theoretical perspectives, empirical findings, and historical trends in the core topics of psychology (K, T) 2. understand, apply, conduct, and evaluate the research methods used in psychology, including research design, data analysis and interpretation and the appropriate use of technologies by which to do this (K, P, I) 3. use the concepts, language, major theories, and perspectives of the discipline to account for psychological phenomena (K, C) 4. identify relevant theory and concepts, relate these to appropriate methodologies and evidence, and draw appropriate conclusions (K, T, P, I, J) 5. demonstrate the capacity for critical thinking and independent learning to solve problems related to a range of issues, including behaviour and mental processes (K, T, P, I, J, L) 6. communicate concepts and results clearly and effectively both in writing and orally (C ) 7. engage in a critical review of appropriate and relevant information regarding psychological processes and demonstrate analytical research skills in evaluating psychological literature (K,T,C,P) 8. recognise and evaluate arguments and other persuasive appeals and approaches to problems (K, T, C, P, I) 9. identify how psychological principles can be used to explain social issues and inform public policy and apply psychological concepts, theories, and research findings as these relate to everyday life (A, J, E) 10. develop insight into your own and others’ behaviour and mental processes and apply effective strategies for self-management and self-improvement (J) 11. articulate how psychological principles can be used to explain social issues and inform public policy (E) 12. examine the sociocultural and international contexts that influence individual differences (E) 13. demonstrate a capacity for responsibility and accountability with regard to their own learning (J, L) 14. develop and integrate an in-depth, broad and coherent knowledge of, discipline content, educational theory and practice (K, P, I) 15. apply the skills in classroom practice required of a graduate primary teacher (K, T, P, C, J) 16. design learning experiences that reflect best practice and meet curriculum, assessment and reporting requirements (K, P, I) 17. plan for, facilitate and critically reflect on learning programs for primary students (K, L, T); 18. explain the implications for learning of students’ physical, cultural, social, linguistic and intellectual characteristics (K) 19. assess, provide feedback and report on student learning 20. acknowledge and respect the diversity of students, including Indigenous and LGBTQI students and those of diverse linguistic, cultural, religious and socioeconomic backgrounds, in order to differentiate teaching (K, P, T) 21. apply practical strategies for creating rapport with students and guiding student behaviour (K, P, T) 22. work collaboratively and ethically with colleagues, engage with external professional associations and community representatives, and work effectively with parents/carers (J, E) 23. 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 critical reading of professional literature, analysis, interpretation and planning based on current syllabi, curriculum frameworks and continua across stages of learning, problem-centred learning tasks, development of pedagogical resources using technological tools, evaluating case studies of classroom management planning and practice. Psychology is a broad discipline, and the range of units offered in this program reflects that breadth. Over the four years of the program students will be exposed to all the major areas of psychological study, from the most fundamental brain research through to social issues such as the causes of intergroup conflict. The learning and teaching methods employed throughout the program also reflect this breadth, from laboratory-based practical work through to sophisticated, reflective field-work, as represented in our 3rd-year Professional and Community Engagement (PACE) unit. The overarching pedagogical approach throughout the program is student-centred learning, with an emphasis, not simply on the acquisition of discipline knowledge, but also on the development of higher-order critical thinking and problem-solving approaches to a range of psychological processes and issues. Although units differ with respect to formal or recorded lecture offerings, there is a focus in every unit on small-group learning through laboratory practicals and/or tutorial exercises and discussions. Students are also encouraged to engage with iLearn discussions of lecture and tutorial material, and to test the development of their own understanding via online tests and quizzes. First-year psychology students are also required to participate in Departmental research projects in order to learn how research is conducted and to encourage interaction with more senior scholars in the field. |
| 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 of these include tasks focused on: • critical reflection of professional experience practices • 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 units of work to peers • planning and engaging in suitable learning programs utilising 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 • on-line discussions • short-answer quizzes • designing plans for other aspects of professional practice such as classroom organisation and management • responding to cases via online discussions/blogs. PSYCHOLOGY There is a range of assessment methods used throughout the Psychology program, each of which has been designed to measure the extent to which students can demonstrate their acquisition of the program learning outcomes. Assessment is both formative and summative, with students being presented with multiple opportunities throughout the program to improve their critical thinking, problem solving, and effective communication skills, while also demonstrating their acquisition of important discipline knowledge. Across the four years of the program, assessment methods will usually include: • web-based quizzes • research reports • class presentations • essays • literature reviews • multiple-choice tests and exams • essay and short-answer-based exams • designing experiments • research participation (compulsory at 1st year) • conducting individual and group-based research projects • placement and reflective project report (PACE unit). |
| 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 (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| 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. |
| 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 e.g. corporate educational services consultant; government researcher, adviser, policy or program writer; market researcher; primary teacher or school counsellor (with additional study). This degree also qualifies students for employment in professional areas such as health and social welfare, social policy, market research, and various functions associated with human resources and services. It is also the basis for further studies where you are able to gain specialised vocational training in the professional practice of psychology such as clinical, organisational or forensic psychology, counselling, clinical neuropsychology, health and community psychology and research. |
| 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. |
| Fitness to Practice Requirements | Students undertaking this program and its associated placements are required to demonstrate that they are fit to practice and compliant with these requirements. Students need to demonstrate that they are able to practice safely and properly throughout their program and placements to meet core learning outcomes. Students identified at risk of not meeting Fitness to Practice Requirements will be notified, provided with support and monitored to assist them in achieving the program and/or placement requirements. Students who fail to meet Fitness to Practice requirements will be permanently excluded from the program. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. Accreditation with the NSW Board of Studies Teaching and Educational Standards (BOSTES) until end of 2018. Grade of ACCREDITATION WITHOUT CONDITIONS awarded by the Australian Psychology Accreditation Council. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements