Diploma of Tertiary Studies [Exit Only]

117621 - Diploma of Tertiary Studies [Exit Only]

Bachelor of Educational Services [Exit Only]

30410A - Bachelor of Educational Services [Exit Only]

BACHELOR OF EDUCATION (SECONDARY)

ED1491:03 is compulsory for all students except those selecting Mathematics as a First or Second Teaching Area. MA1000:03  is compulsory for students selecting Mathematics as a First or Second Teaching Area.

Select ED1491 or MA1000

Core Subjects Level 1

Core Subjects Level 4

ED4460:03 is compulsory for all students except those selecting Health and Physical Education as a Teaching Area.
ED4493:03 compulsory for students selecting Health and Physical Education as a Teaching Area

Select ED4460 or ED4493

Option A is available to students undertaking any teaching area.

Option A

3 credit points applied for an approved Certificate II or higher

VET in Schools – Vocational Knowledge and Skills 

3 credit points applied for TAESS00011/TAESS00019 Assessor Skill Set or TAESS00024 VET Delivered to School Students Teacher Enhancement Skills Set

VET in Schools – Training and Assessment 

This is not available to students undertaking First Teaching Areas: Food Technologies and Design [Industry Entry], or Industrial Technologies and Design [Industry Entry].


Option B (VET in Schools Pathway)

Option A is available to students undertaking any teaching area.  Option B is not available to students undertaking FTA's Food Technologies and Design [Industry Entry] or Industrial Technologies and Design [Industry Entry].

Plus Select Option A or B

Core Subjects Level 2 subjects

Select a Second Teaching Area that is different than your First Teaching Area

Townsville Second Teaching Area

Townsville First Teaching Areas

Cairns Second Teaching Area

Cairns First Teaching Area

Select a teaching area relevant to your location

Core Subjects Level 3 

Structure

This course is nationally accredited through the Australian Institute for Teaching and School Leadership (AITSL) in association with the Queensland College of Teachers (QCT). Graduates of this course are eligible for Teacher registration in Australia.

Integrate curricula, pedagogical and technological knowledge and skills to plan, deliver, assess and critically reflect on learning and development with an emphasis on the needs, abilities and life-worlds, of students and communities in regional, rural, remote and tropical areas

Develop and demonstrate intercultural and ethical approaches to professional practice based on broad knowledge of legislative, regulatory and policy frameworks that address social justice, equity, diversity and sustainability issues

Demonstrate an in-depth understanding and technical ability to safely, creatively and ethically integrate technology and other learning resources into curricula and pedagogical design and delivery

Demonstrate initiative, judgement, professional responsibility and accountability in complex and diverse contexts with a commitment to continuing professional learning.

Critically evaluate and apply educational and developmental theories, principles, content knowledge and contemporary research to meet the needs of diverse students in positive and inclusive learning and care environments with an emphasis on the needs of Aboriginal and Torres Strait Islander students

Establish and maintain positive, engaging, respectful and safe learning environments with students, caregivers and community and collegial interactions with other professionals through the modelling of effective, context-specific oral, written and digital communication and interpersonal skills

Identify, collect, analyse and critically review information to inform professional decision making and enact quality monitoring, assessment and feedback practices

Demonstrate literacy and numeracy mastery, while applying pedagogical strategies to develop, monitor and evaluate students’ literacy and numeracy skills in a variety of curricular contexts

Demonstrate a broad understanding of professional knowledge and practices, relevant to all domains of the Australian Professional Standards for Teachers and other regulatory frameworks relevant to practice in the field of Secondary Education

109410

Inherent requirements are the identified abilities, attributes, skills, and behaviours that must be demonstrated, during the learning experience, to successfully complete a course. These abilities, attributes, skills, and behaviours preserve the academic integrity of the University's learning, assessment, and accreditation processes, and where applicable, meet the standards of a profession. For more information please visit: <a href="https://www.jcu.edu.au/inherent-requirements/bachelor-of-education-secondary-inherent-requirements">Bachelor of Education (Secondary)</a>. All JCU students have the opportunity to demonstrate, with reasonable adjustments where applicable, the inherent requirements for their course. For more information please visit: <a href="https://www.jcu.edu.au/policy/student-services/student-disability">Student Disability Policy and Procedure</a>.

Inherent requirements are the identified abilities, attributes, skills, and behaviours that must be demonstrated, during the learning experience, to successfully complete a course. These abilities, attributes, skills, and behaviours preserve the academic integrity of the University's learning, assessment, and accreditation processes, and where applicable, meet the standards of a profession. For more information please visit: <a href="https://www.jcu.edu.au/inherent-requirements/bachelor-of-education-secondary-inherent-requirements">Bachelor of Education (Secondary)</a>. All JCU students have the opportunity to demonstrate, with reasonable adjustments where applicable, the inherent requirements for their course. For more information please visit: <a href="https://www.jcu.edu.au/policy/student-services/student-disability">Student Disability Policy and Procedure</a>. Offerings: All

Successful completion of Literacy and Numeracy Test for Initial Teacher Education (LANTITE) is an expected requirement of the Australian Ministers for Education for all graduates. Therefore all students enrolled in an initial teacher education course (either undergraduate or postgraduate) will be expected to sit and meet the test standard prior to graduation. All students must sit and meet the standard of the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to graduation. The cost of the testing will be met by the applicant. Refer to teacheredtest.acer.edu.au. All students must successfully complete a final-year teaching performance assessment (Graduate Teacher Performance Assessment [GTPA]) embedded in a subject and a professional placement of no less than four weeks in the final year of the degree, prior to graduation that is shown to: a) be a reflection of classroom teaching practice including the elements of planning, teaching, assessing and reflecting; b) clearly assess the content of the Graduate Teacher Standards; and c) demonstrate an understanding of moderation processes that support consistent decision-making against achievement criteria. The GTPA is built into course requirements and assessments. All students must possess dispositional attributes deemed suitable for the profession of teaching. Trade qualified students undertaking either Industrial Technologies and Design or Food Technologies and Design as a teaching area will require a current TAE40116 Certificate IV in Training and Assessment in order to graduate. For all students undertaking the Bachelor of Education (Secondary), mandatory participation in a 3-day intensive Professional Orientation Program on campus in the final year of the course is a requirement to complete this degree. This program may be undertaken at either the Cairns or Townsville Campus.

Successful completion of Literacy and Numeracy Test for Initial Teacher Education (LANTITE) is an expected requirement of the Australian Ministers for Education for all graduates. Therefore all students enrolled in an initial teacher education course (either undergraduate or postgraduate) will be expected to sit and meet the test standard prior to graduation. All students must sit and meet the standard of the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to graduation. The cost of the testing will be met by the applicant. Refer to teacheredtest.acer.edu.au. All students must successfully complete a final-year teaching performance assessment (Graduate Teacher Performance Assessment [GTPA]) embedded in a subject and a professional placement of no less than four weeks in the final year of the degree, prior to graduation that is shown to: a) be a reflection of classroom teaching practice including the elements of planning, teaching, assessing and reflecting; b) clearly assess the content of the Graduate Teacher Standards; and c) demonstrate an understanding of moderation processes that support consistent decision-making against achievement criteria. The GTPA is built into course requirements and assessments. All students must possess dispositional attributes deemed suitable for the profession of teaching. Trade qualified students undertaking either Industrial Technologies and Design or Food Technologies and Design as a teaching area will require a current TAE40116 Certificate IV in Training and Assessment in order to graduate. For all students undertaking the Bachelor of Education (Secondary), mandatory participation in a 3-day intensive Professional Orientation Program on campus in the final year of the course is a requirement to complete this degree. This program may be undertaken at either the Cairns or Townsville Campus. Offerings: All

Professional practice: This course includes prescribed professional placements. Students may be required to undertake such placements away from the campus at which they are enrolled, at their own expense. Further information about placements can be found at <a href="https://www.jcu.edu.au/policy/procedures/student-services-procedures/coursework-enrolment-procedure">Coursework Enrolment Procedure</a>.
Suitability to Work with Children Card (blue card): This course includes prescribed professional placements that may involve contact with children under 18 years of age. Students are required to obtain a Suitability to Work with Children Card (which involves a criminal history check undertaken by the Queensland Police) before the start of the first placement. Students must retain a current Suitability to Work with Children Card for the duration of their course, as failure to do so will result in the termination of their admission to the course. For more information, refer to: <a href="https://www.qld.gov.au/law/laws-regulated-industries-and-accountability/queensland-laws-and-regulations/regulated-industries-and-licensing/blue-card-services">Bluecard Services</a>

Professional practice: This course includes prescribed professional placements. Students may be required to undertake such placements away from the campus at which they are enrolled, at their own expense. Further information about placements can be found at <a href="https://www.jcu.edu.au/policy/procedures/student-services-procedures/coursework-enrolment-procedure">Coursework Enrolment Procedure</a>.
Suitability to Work with Children Card (blue card): This course includes prescribed professional placements that may involve contact with children under 18 years of age. Students are required to obtain a Suitability to Work with Children Card (which involves a criminal history check undertaken by the Queensland Police) before the start of the first placement. Students must retain a current Suitability to Work with Children Card for the duration of their course, as failure to do so will result in the termination of their admission to the course. For more information, refer to: <a href="https://www.qld.gov.au/law/laws-regulated-industries-and-accountability/queensland-laws-and-regulations/regulated-industries-and-licensing/blue-card-services">Bluecard Services</a> Offerings: All

English and General Mathematics or Mathematical Methods or Specialist Mathematics (Units 3/4,C).
Students considering Mathematics or Physics as teaching areas will need to have passed Mathematical Methods (Units 3/4,C) (or equivalent).
Students considering Chemistry as a teaching area will need to have passed Chemistry (Units 3/4,C) (or equivalent).
Trade qualified students (with Apprenticeship and Trade Certificate III qualifications in Fitting and Turning/Machining, Metals Engineering, Carpentry, Joinery, or related areas) considering the Industrial Technologies and Design teaching area must also have a minimum three years of recent, relevant, post-training industry experience.
Students considering Food Technologies and Design as a teaching area will need to have full chef qualifications (Apprenticeship and Trade Certificate III in Commercial Cookery), or equivalent; and have a minimum three years of recent, relevant industry experience (post training). Trade qualified students considering either Industrial Technologies and Design or Food Technologies and Design as a teaching area will only be granted admission to these teaching areas on the basis of pre-approval by the course coordinator of suitable credit for prior learning and/or industry experience.

English and General Mathematics or Mathematical Methods or Specialist Mathematics (Units 3/4,C).
Students considering Mathematics or Physics as teaching areas will need to have passed Mathematical Methods (Units 3/4,C) (or equivalent).
Students considering Chemistry as a teaching area will need to have passed Chemistry (Units 3/4,C) (or equivalent).
Trade qualified students (with Apprenticeship and Trade Certificate III qualifications in Fitting and Turning/Machining, Metals Engineering, Carpentry, Joinery, or related areas) considering the Industrial Technologies and Design teaching area must also have a minimum three years of recent, relevant, post-training industry experience.
Students considering Food Technologies and Design as a teaching area will need to have full chef qualifications (Apprenticeship and Trade Certificate III in Commercial Cookery), or equivalent; and have a minimum three years of recent, relevant industry experience (post training). Trade qualified students considering either Industrial Technologies and Design or Food Technologies and Design as a teaching area will only be granted admission to these teaching areas on the basis of pre-approval by the course coordinator of suitable credit for prior learning and/or industry experience. Offerings: All

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of an overall score of 6.5 in Academic IELTS (or equivalent) with sub-scores no less than 7.0 in Speaking and Listening and no less than 6.0 in Reading and Writing. The cost of the testing will be met by the applicant. English test results must be no more than two years old at the commencement of the course.

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of an overall score of 6.5 in Academic IELTS (or equivalent) with sub-scores no less than 7.0 in Speaking and Listening and no less than 6.0 in Reading and Writing. The cost of the testing will be met by the applicant. English test results must be no more than two years old at the commencement of the course. Offerings: All

Course and Subject Handbook

109410 - Bachelor of Education (Secondary)