Bachelor of Education (Secondary)
EDSE19V1
• Completion of the relevant New South Wales Education Standards Authority (NESA) subject content requirements for Primary or Secondary teaching, which will be assessed upon application
| Minimum number of credit points for the degree | 72 |
| Of your 72 credit points, complete a maximum of 30 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 42 |
| Minimum number of credit points at 300 level or above | 18 |
| 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
or both
and
200 level
300 level
400 level
Any level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
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 | 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: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. integrate an in-depth, broad and coherent knowledge of, discipline content, educational theory and practice relevant to secondary teaching (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. 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) 7. Assess, provide feedback and report on student learning (K, P, T) 8. apply practical strategies for creating rapport with students and guiding student behaviour (J, E) 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 modes and forms of communication appropriate to the audience 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. 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 (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 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. |
| 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. Accredited with the NSW Board of Studies Teaching and Educational Standards (BOSTES) until end of 2018. |
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