Bachelor of Science with the degree of Bachelor of Education (Secondary)
SCES19V1
| Minimum number of credit points for this 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 |
| Minimum number of credit points designated as Science | 42 |
| Completion of specified Foundation units | |
| Completion of a qualifying major for the Bachelor of Science with the degree of Bachelor of Education (Secondary) | |
| 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.
Foundation Units
Credit points
100 level
200 level
300 level
400 level
Qualifying Majors for the Bachelor of Science with the degree of Bachelor of Education (Secondary)
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 081340J |
| Overview and Aims of the Program | This program combines a qualifying major from the Bachelor Science with the equivalent of two years of full time professional study. 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 authentic 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. develop and 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. design and implement learning tasks 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 science students (K, L, T) 5. explain the implications for learning of students’ physical, cultural, social, linguistic and intellectual characteristics (K) 6. assess, provide feedback and report on student learning (K) 7. 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) 8. apply practical strategies for creating rapport with students and guiding 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 modes and forms of communication appropriate to the audience within educational contexts (C, I, E) 11. through the qualifying major, develop a coherent content knowledge in one or more of the sciences taught in secondary schools (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: lab reports, fieldwork tasks, 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 their developing understanding of the discipline and the connections between educational theory and professional practice. Examples of these include: lab reports, fieldwork tasks, assignments, examinations, research-based tasks, planning lessons and units of work, designing assessment tasks, maintaining reflective journals, evaluating case studies of teaching practice, and 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: • secondary teacher • corporate educational services researcher • educational adviser • educational planning and policy researcher/writer • science-related education consultant. |
| 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. |
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