Bachelor of Education (BEDU) - BEd
QTAC code (Australian and New Zealand applicants): Secondary (Toowoomba campus: 908411; Fraser Coast campus: 918411); Early Childhood (Distance education: 908185; Toowoomba campus: 908181; Springfield campus: 928181; Fraser Coast campus: 918181); Primary (Toowoomba campus: 908171; Fraser Coast campus: 918171; Springfield campus: 928171); Special Education (Toowoomba campus: 908241; Springfield campus: 928241)
CRICOS code (International applicants): 065048B
| On-campus^ | Online# | |
| Semester intake: | Semester 1 (March) Semester 2 (July) | Semester 1 (March) Semester 2 (July) |
| Campus: | Fraser Coast, Springfield, Toowoomba | - |
| Fees: | Student contribution amount Tuition fee International fee | Student contribution amount Tuition fee International fee |
| Standard duration: | 4 years full-time, 9 years part-time | |
| Footnotes | |
| ^ | Not all specialisations within the Bachelor of Education are made available every year in on-campus mode at all three campuses. |
| # | Not all specialisations within the Bachelor of Education are made available every year in online mode. |
Contact us
| Future Australian and New Zealand students | Future International students | Current students |
| Ask a question Freecall (within Australia): 1800 640 678 Phone (from outside Australia): +61 7 4631 5315 Email: studyedu@usq.edu.au |
Ask a question Phone: +61 7 4631 5543 Email: international@usq.edu.au |
Ask a question Freecall (within Australia): 1800 007 252 Phone (from outside Australia): +61 7 4631 2285 Email usqassist@usq.edu.au |
Program focus
In this innovative and flexible program, graduates will develop the ability to design and deliver effective teaching programs for a diverse range of learners. A suite of core courses, that are common to all specialisations, covers contemporary educator's development and knowledge, and prepares the student for their area of specialisation. There is a professional experience component within this program
Specialisations
Students can select from five sector specialisations:
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Early Childhood (Fraser Coast, Springfield, Toowoomba)
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Primary (Fraser Coast, Springfield, Toowoomba)
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Secondary (Fraser Coast, Toowoomba)
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Special Education (Springfield, Toowoomba)
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Technical and Vocational Education (online only).
Career opportunities
Graduates of the Bachelor of Education program will be well qualified for employment as teachers in schools in Queensland, elsewhere in Australia and in many overseas jurisdictions, subject to local requirements.
Graduates from particular specialisations will also be well qualified for employment in Child Care, Kindergarten and Pre-School contexts (Early Childhood); in public and private Special Education and/or Disability Services (Special Education); in a range of alternative education settings (Secondary) and in the diverse and expanding post-compulsory sector (Technical and Vocational Education).
Further career opportunities exist in the many emerging fields where, in conjunction with other attributes and qualifications, teaching-related skills are critical, including sport and leisure centre management, personal training, life coaching, human services and financial planning. There are numerous career opportunities available in industry, particularly in the roles and functions related to training.
Professional accreditation
Graduates from the program will have met the qualifications requirement for teacher registration with the Queensland College of Teachers.
Graduates from the BEd (Early Childhood) will have also met the requirements of the Queensland Department of Communities and equivalent state and federal authorities in other Australian jurisdictions.
Graduates from the BEd (Technical and Vocational Education) who choose to extend EDV3500 Competency Based Training and Assessment to meet the requirements for the Bremer TAFE course TAA40104 – Certificate IV in Training and Assessment will have met the industry standard for training delivery in Australia’s VET system.
Program aims
The Bachelor of Education program aims to graduate students who meet the academic requirements for registration as a teacher in Queensland (see http://www.qct.edu.au/standards/index.html) and who demonstrate:
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The knowledge, skills, practices and values inherent in the Queensland College of Teachers’ ten Professional Standards for Queensland Teachers;
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The qualities and skills required of a USQ graduate (see Section 4.2.5 of the University Calendar);
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The attributes of a Faculty of Education graduate;
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High levels of facility with personal and professional literacies; and
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A particular awareness, understanding and positive orientation towards redressing the educational disadvantages suffered by indigenous students.
BEd (Early Childhood)
The Early Childhood specialisation also aims to prepare graduates who satisfy the requirements of Queensland’s Department of Communities for working as educators with children from birth to eight years of age in a range of early childhood settings.
BEd (Primary)
The Primary specialisation also aims to prepare graduates who have had the opportunity to develop in-depth knowledge and understanding of the work of educators in P-7 settings. Included among these options are: enhanced opportunities to focus on research in education; a focus in a particular curriculum area; on the Early Years of School; on Special Education, on Physical Education, or on Middle Schooling.
BEd (Secondary)
The Secondary specialisation also aims to prepare graduates with sound levels of content knowledge in their nominated teaching areas.
BEd (Special Education)
The Special Education specialisation also aims to prepare graduates who are equipped to operate successfully as teachers in both Primary and Special Education settings.
BEd (Technical and Vocational Education)
The Technical and Vocational Education specialisation aims to prepare graduates who are able to help learners to effectively transition from school to work, and develop into self-directed, lifelong learners.
Admission requirements
Normal entry for early childhood, primary, secondary and special education
Applicants who have completed Year 12 at a Queensland secondary school (or equivalent) are eligible for consideration under the standard admission requirements. The Overall Position (or equivalent) is used as the general basis for selection. Applicants must have obtained at least ‘Sound Achievement’ (or equivalent) in English and must satisfy any pre-requisites for any content studies in courses offered by other Faculties. Entry may be subject to availability of places.
Normal entry for technical and vocational education
To be eligible for normal enrolment in the Bachelor of Education (Technical and Vocational Education), an applicant must meet the following criteria:
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have at least a recognised formal trade or professional qualification, or equivalent, in his/her content area
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have substantial workplace experience in his/her proposed teaching content area
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have access to an approved instructional setting in the post-compulsory education and training sector. Such engagement must enable applicants to plan, implement and evaluate actual instructional programs as required by specified courses within the program. Written verification of such engagement will be required before enrolment can be confirmed.
All specialisations: special entry
Subject to the policies and regulations of the University of Southern Queensland and Faculty of Education, applicants who do not hold formal, recognised qualifications as listed above, but who have extensive relevant industrial, commercial and/or professional training and work experience such that they are acceptable for employment as teachers/trainers in the post-compulsory education and training sector, may be considered for special entry to the program.
All specialisations: international students
International students must have completed the equivalent to Queensland secondary school Year 12 and be at university entry level standing. International students whose first language is not English must demonstrate their proficiency in the English language with the provision of a recent IELTS test of 6.5 or higher with no subset of less than 6.0. For TOEFL and other equivalents, please refer to this website: University's English language requirements
How to apply
Domestic students
Application for undergraduate programs may be made through the Queensland Tertiary Admissions Centre (QTAC). The same procedure applies whether you plan to study on-campus or by distance education. If you completed Year 12 at a Queensland secondary school you will be assessed for entry on the basis of your Overall Position (OP) or equivalent score. Year 12 students from other states or territories are considered for entry on the basis of their UAI, ENTER or TER. Other applicants will be based on their overall Rank. You should ensure you submit your application by the closing dates.
Technical and vocational education specialisation
Application for the Technical and vocational education specialisation in this program may be made directly to USQ.
International students
This program is offered to international students. An international student is a person who is not an Australian or New Zealand citizen and not an Australian permanent resident. Please refer to USQ International for information about entry requirements, visa arrangements and how to apply
Program fees
Student contribution amount
For domestic students who are offered Commonwealth supported places, the Government pays some money directly to the University, but students are also required to make a contribution. This contribution is called the ‘student contribution’. For more information about student contribution amounts, including the calculation of fees for a particular program of study, refer to USQ fees.
Tuition fee
Domestic fee-paying places are funded entirely through the tuition/direct fees paid by the student. Tuition/direct fees vary depending on the courses that are taken. For more information about Tuition Fees, including the calculation of fees for a particular program of study, refer to USQ Fees.
International fees
International students pay tuition fees. For details about international student fees, refer to the International Fee Schedule provided by USQ International.
Program structure
The four-year Bachelor of Education requires 32 units at undergraduate level. Where such structures allow, and at the discretion of the specialisation coordinator, up to four units may be completed at postgraduate level. A minimum of eight units must be completed with USQ, to be eligible to receive this award.
Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.
| Duration and Mode of Offer | Four years fulltime, or equivalent, either ONC or WEB |
| Mode of Delivery | Fleximode |
| Units | 32 units, including 105 days of professional experience. Professional experience placements may be scheduled outside usual University teaching weeks. Travel to locations away from the areas local to the student’s home campus may be necessary in order to complete the professional experience requirements. Each year a number of core and cross-specialisation courses will be offered in Semester 3 in on-line mode. |
Required time limits
Students have a minimum of 4 years and a maximum of 9 years to complete this program.
Requirements to complete the program
In order to complete the Bachelor of Education a student must complete 32 units of study, according to each specialisation’s pattern of required courses (core, shared and specialisation), plus electives or discipline studies.
The required courses for each specialisation are detailed in the following table:
In addition to the required courses, each specialisation requires a number of approved electives and/or “teaching area” discipline studies, as below:
| BEd(EC) | BEd(Pri) | BEd(Sec) | BEd(SpEd) | BEd(TVE) | |
| Units of Approved Electives | 3 | 6 | 0 | 3 | 1 |
| Units of Discipline Studies | 0 | 0 | 14 | 0 | 13 |
Major studies
Specialisation Objectives
The Bachelor of Education program has five specialisations: Early Childhood, Primary, Secondary, Special Education and Technical and Vocational Education. Although the number and variety of non-school options is increasing for graduates, each specialisation targets preparation for employment in educational settings appropriate to the relevant sector:
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B Ed (Early Childhood)
The target settings include Child Care Centres, Kindergartens, Pre-Schools and Years Prep-3 in Primary Schools.
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B Ed (Primary)
The major target setting is Years Prep-7 in Schools.
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B Ed (Secondary)
The major target setting is Years 8-12 in Schools and the growing range of non-school settings catering for alternative pathways in the senior years.
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B Ed (Special Education)
The major target settings include Years Prep-7 in Primary Schools, Special Education Units and Special Schools.
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B Ed (Technical & Vocational Education
The major target setting is encompassed by the broa-d range of post-compulsory education and training settings, in addition to both school and non-school settings catering for alternative pathways in the senior years.
Majors available in the secondary and technical and vocational education specialisation
Two specialisations require in-depth discipline area studies in two "teaching areas".
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B Ed (Secondary)
Students are required to complete a total of 14 units of study across two defined “teaching areas”. Approved teaching areas change from time to time with change in Queensland Studies Authority or Education Queensland policy and/or practice. Course selection is subject to available offers and to the approval of the specialisation coordinator. The following teaching areas are expected to be available to students commencing in 2009 as either majors, minors or both:
Accounting Japanese language Agricultural science Junior science Ancient history Legal studies Australian indigenous studies Mandarin chinese Biology Mathematics Business education Modern history Chemistry Music craft & music history Computing/IPT Physical education Drama and theatre studies Physics Economics Post-compulsory teaching and learning English and communications Senior sciences French language Special education Geography Studies of society & environment German language Visual arts Indonesian language Vocational education Industrial technology and design Vocational education teaching area
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B Ed (Technical & Vocational Education)
Students are required to complete a total of 13 units of study across one (in the case of prospective Industrial Design and Technology teachers) or two defined content areas. Approved content areas change from time to time with change in the profession’s policy and/or practice. Course selection is subject to available offers and to the approval of the specialisation coordinator. Students entering with trade or other appropriate qualifications in a defined area may receive credit for some of these studies at the discretion of the specialisation coordinator.
Further, two of the specialisations offer optional internal pathways, as below:
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B Ed (Primary)
A Middle Years of Schooling pathway is available. Students who wish to focus on the Middle Years of School (Years 5-9) must take EDO3112 plus a total of five courses across two “teaching areas”, three in the first area and two in the second. These courses are taken in the place of 6 electives in the Primary specialisation. Availability of these courses is subject to offers made by relevant Faculties/Institutions and course selection is subject to the approval of the specialisation coordinator.
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B Ed (Technical & Vocational Education)
There is an “Industrial Design and Technology” pathway within the B Ed (TVE). Students who elect to follow this option will replace 3 Advanced Discipline Studies courses with MAT1100 Foundation Mathematics, ENG1100 Introduction to Engineering Design and MEC1201 Engineering Materials.
Elective courses
Subject to approval by the relevant specialisation coordinator, students in some specialisations will be able to study a number of electives as specified in the table under Requirements to Complete the Program.
Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.
Electives will be selected from suitable courses offered by Faculties at USQ. In addition to appropriate courses drawn from other B Ed specialisations, electives offered by the Faculty of Education are as follows:
EDO2461 Teaching and Learning in Physical Education
EDO2462 Biophysical Foundations of Physical Activity
EDO3461 Sociocultural Foundations of Physical Activity
EDO3462 Practical Studies in Physical Education
EDO4461 Curriculum Studies in Health and Physical Education
EDO3112
EDO3475 Music in Arts Education
EDO3476 Drama in Arts Education
EDO3471 Multiliteracies: Understanding Texts
EDO3472 Reading the Visual in Children's Literature
EDO3561
EDO3562
EDO3681
EDO3682
EDO4675 Research Approaches for Contemporary Educators
EDO3341
EDO3211
EDO4351
Practical experience
The Bachelor of Education program complies with all requirements of the Queensland College of Teachers in terms of the minimum number of supervised days mandated (80) and exceeds the College’s minimum requirements for the total number of days of professional experience overall (105, rather than 100).
The professional experience components of the program are all tied to identified courses within each specialisation, so that students undertake a professional experience placement in a minimum of six of their eight semesters of fulltime enrolment.
In order to undertake courses to which professional experience placements are attached at any stage in the program it is a requirement that students will have satisfactorily completed all professional experience courses in previous years in the program enrolment pattern. In the case of EDC4200 Internship for Educators there is the additional requirement that students undertaking the placement in a Queensland school will need to have been granted an Internship Authority by the Queensland College of Teachers.
The Faculty of Education appoints a specific liaison staff member for every student and host school/site for every placement, with the critical role of being the key source of information, advice and support for all parties involved in the placement.
For further information, see http://www.usq.edu.au/education/profexp/default.htm
IT requirements
Students must have reliable and ready access to email and the internet. Broadband would be a significant advantage. See http://www.usq.edu.au/ict/students/standards/hardware.htm
Other program requirements
In order to undertake the professional experience, and certain other activities with young people identified in various course specifications, it is required that Queensland-based students hold a current positive notice indicating that they are deemed suitable for working with children and young people. Further information about the “Blue Card” suitability process is available from the Commission for Children and Young People: see http://www.ccypcg.qld.gov.au/index.html
Related programs
There are two three-year programs embedded within two specialisations in the Bachelor of Education. Students who complete either of these three-year awards may elect to articulate directly into the fourth year of the Bachelor of Education within the relevant specialisation. These three-year degrees are as follows:
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Bachelor of Early Childhood
Embedded within the 4-year B Ed (Early Childhood) degree there is a 3-year Bachelor of Early Childhood (BECH) award.
The structure for the 3-year award is comprised exactly of the first three years of the B Ed (Early Childhood) 4-year program.
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Bachelor of Vocational Education and Training
Embedded within the 4-year B Ed (Technical & Vocational Education) degree there is a 3-year Bachelor of Vocational Education & Training (BVET) award.
The structure for the 3-year award is comprised exactly of the first three years of the B Ed (Technical & Vocational Education) 4-year program, with a single exception: in the third year of fulltime study, BVET students take FET5602 Theories for Learning Futures , while B Ed (TVE) students take EDX3250 .
Exit points
The Bachelor of Education contains provision for three generic exit awards, as follows:
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Bachelor of General Education Studies (BGES) - available at the completion of 24 approved units;
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Associate Degree in Education Studies (DAES) - available at the completion of 16 approved units; and
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Diploma of Education Studies (DPES) - available at the completion of 8 approved units
Exemptions
Students may seek exemption from units on the basis of documented prior study at University level or equivalent qualifications and experience. Such applications will be considered on their merits in relation to the extent to which the documentation supplied by the student demonstrates a clear match with the objectives of the course for which the exemption is sought. In relation to this general provision, two specialisations have particular circumstances that also apply:
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B Ed (Early Childhood)
Students who have completed the Diploma or Advanced Diploma of Community Services (Children’s Services) or approved equivalent with a Registered Training Organisation may be eligible for up to 8 and 12 units exemption respectively.
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B Ed (Technical & Vocational Education)
Students who have trade qualifications, recognised Diplomas or a combination of other equivalent qualifications and documented experience may be eligible for exemptions in the Content Area Studies components of their program.
Honours
Students who meet the following requirements may be eligible to graduate with honours. The minimum levels of achievement normally required for each class of honours are shown in the table below. To be assured of achieving a particular class of honours students must have achieved the specified grade in EDO4351, Supervised Project and the minimum GPA requirements for all of the courses studied, or for the last 16 courses studied, or for the last eight courses studied.
| Class of Honours | GPA calculated from the grades achieved in: | Minimum grade achieved in EDO4351 | ||
| All courses studied in the program | The last 16 courses studied | The last eight courses studied | ||
| First Class Honours | 6.0 | 6.2 | 6.5 | A |
| Second Class Honours — Division A | 5.5 | 5.7 | 5.9 | B |
| Second Class Honours — Division B | 5.0 | 5.1 | 5.3 | C |
| Minimum number of courses required | 20 | 16 | 8 | |
The class of honours to be awarded to a student is thus dependant upon:
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the Grade Point Average calculated from the grades achieved in the courses studied in, or transferred to, the program; and
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the grade achieved in the two unit course EDO4351, Supervised Project.
While not required, it is recommended that potential honours students pursue a research pathway by taking the course: EDO4675, Research Approaches for Contemporary Educators.
In this section:
- B Ed (Early Childhood) - recommended enrolment pattern for first year students in 2009
- B Ed (Primary) - recommended enrolment pattern for first year students in 2009
- B Ed (Secondary) - recommended enrolment pattern for first year students in 2009
- B Ed (Special Education) - recommended enrolment pattern for first year students in 2009
- B Ed (Technical & Vocational Education) - recommended enrolment pattern for first year students in 2009
- B Ed (Technical & Vocational Education) - Industrial Design and Technology strand - recommended enrolment pattern for first year students in 2009
- B Ed (Early Childhood) Commenced semester 1 2008 - transition plan for second year students in 2009
- B Ed (Early Childhood) Commenced semester 2 2008 - transition plan for second year students in 2009
- B Ed (Primary) commenced semester 1 2008 - transition plan for second year students in 2009
- B Ed (Primary) commenced semester 2 2008 - transition plan for second year students in 2009
- B Ed (Secondary) commenced semester 1 2008 - transition plan for second year students in 2009
- B Ed (Secondary) commenced semester 2 2008 - transition plan for second year students in 2009
- B Ed (Special Education) - transition plan for second year students in 2009
- B Ed (Technical & Vocational Education) commenced any semester 2008 - transition plan for second year students in 2009
- B Ed (Technical & Vocational Education) - Industrial Design and Technology strand - transition plan for second year students in 2009
B Ed (Early Childhood) - recommended enrolment pattern for first year students in 2009
The recommended enrolment patterns for each of the five specialisations are as follows:
Students should not deviate from this pattern without first discussing it with the Program Administration Office or the Program Coordinator.
Students following a non-standard enrolment pattern should consult the course synopses section to ascertain if a course is offered in another term. Students should select elective courses from the Electives list presented earlier.
Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.
| Footnotes | |
| OE | Before enrolling in this course students must check that they have satisfied the 'Recommended prior study' or 'Other enrolment' requirements set out in the Other requisites section of the course specification. |
B Ed (Primary) - recommended enrolment pattern for first year students in 2009
Students should not deviate from this pattern without first discussing it with the Program Administration Office or the Program Coordinator.
Students following a non-standard enrolment pattern should consult the course synopses section to ascertain if a course is offered in another term. Students should select elective courses from the Electives list presented earlier.
Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.
| Course | Year of program and semester in which course is normally studied | Enrolment requirements | Comments | |||||
|---|---|---|---|---|---|---|---|---|
| On-campus (ONC) | Distance education (EXT) | Online (WEB) | ||||||
| Year | Sem | Year | Sem | Year | Sem | |||
| EDC1100 Lifespan Development and Learning | 1 | 1 | 1 | 1, 3 | ||||
| EDC1200 Self, Education and Society | 1 | 1 | 1 | 1, 3 | ||||
| EDX1250 The Arts Curriculum and Pedagogy | 1 | 1 | 1 | 1, 3 | ||||
| EDX1170 Foundations of Language and Literacies | 1 | 1 | 1 | 1, 3 | ||||
| EDC1300 Perspectives in Education | 1 | 2 | 1 | 2, 3 | ||||
| EDC1400 Foundations of Curriculum and Pedagogy | 1 | 2 | 1 | 2, 3 | OE | 10days professional experience | ||
| EDX1450 HPE Curriculum and Pedagogy | 1 | 2 | 1 | 3 | ||||
| EDX1280 Foundations of Numeracy | 1 | 2 | 1 | 3 | ||||
| EDC2100 Managing Supportive Learning Environments | 2 | 1 | 2 | 1, 3 | OE | |||
| EDC2400 Diversity and Pedagogy | 2 | 1 | 2 | 1, 3 | ||||
| EDP3111 The Middle Years | 2 | 1 | Co-requisite: EDC1400 OE | 10 days professional experience | ||||
| EDX2260 Teaching Science for Understanding | 2 | 1 | 2 | 1, 2 | OE | |||
| EDC2300 Assessment and Reporting | 2 | 2 | 2 | 2, 3 | ||||
| EDC2200 Indigenous Perspectives for Educators | 2 | 2 | 2 | 2, 3 | ||||
| EDX2170 English Curriculum and Pedagogy | 2 | 2 | 2 | 2 | Pre-requisite: EDX1170 OE | |||
| EDP2222 Pedagogy and Curriculum 2 | 2 | 2 | 2 | Co-requisite: EDC1400 OE | 15 days professional experience | |||
| EDC3100 | 3 | 1 | 3 | 1, 3 | EDP3111 EDP2222 | 15 days professional experience | ||
| EDX2190 | 3 | 1 | 3 | 3 | ||||
| EDX3270 | 3 | 1 | 3 | 1 | ||||
| EDX3280 | 3 | 1 | 3 | 1 | ||||
| EDX3160 Science Curriculum and Pedagogy | 3 | 2 | 3 | 2 | ||||
| Elective | 3 | 2 | 3 | 2 | ||||
| Elective | 3 | 2 | 3 | 2 | ||||
| EDP3333 | 3 | 2 | EDP3111 EDP2222 | 15 days professional experience | ||||
| EDP4130 Technology Curriculum and Pedagogy | 4 | 1 | EDC3100 EDP3333 | 15 days Professional Experience | ||||
| Elective | 4 | 1 | 4 | 1 | ||||
| Elective | 4 | 1 | 4 | 1 | ||||
| EDP4140 Second Language Learning and Pedagogy | 4 | 1 | ||||||
| Elective | 4 | 2 | 4 | 2 | ||||
| Elective | 4 | 2 | 4 | 2 | ||||
| EDC4100 The Emergent Professional | 4 | 1, 2 | 4 | 1, 2 | OE | |||
| EDC4200 Internship for Educators | 4 | 1, 2 | 4 | 1, 2 | Co-requisite: EDC4100 OE | 25 days Unsupervised Professional Experience | ||
| Footnotes | |
| OE | Before enrolling in this course students must check that they have satisfied the 'Recommended prior study' or 'Other enrolment' requirements set out in the Other requisites section of the course specification. |
B Ed (Secondary) - recommended enrolment pattern for first year students in 2009
Students should not deviate from this pattern without first discussing it with the Program Administration Office or the Program Coordinator.
Students following a non-standard enrolment pattern should consult the course synopses section to ascertain if a course is offered in another term. Students should select elective courses from the Electives list presented earlier.
Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.
| Course | Year of program and semester in which course is normally studied | Enrolment requirements | Comments | |||||
|---|---|---|---|---|---|---|---|---|
| On-campus (ONC) | Distance education (EXT) | Online (WEB) | ||||||
| Year | Sem | Year | Sem | Year | Sem | |||
| EDC1100 Lifespan Development and Learning | 1 | 1 | 1 | 1, 3 | ||||
| EDC1200 Self, Education and Society | 1 | 1 | 1 | 1, 3 | ||||
| Discipline Studies | 1 | 1 | 1 | 1 | Check offer/mode | |||
| Discipline Studies | 1 | 1 | 1 | 1 | Check offer/mode | |||
| EDC1300 Perspectives in Education | 1 | 2 | 1 | 2, 3 | ||||
| EDC1400 Foundations of Curriculum and Pedagogy | 1 | 2 | 1 | 2, 3 | OE | 10 days Professional Experience | ||
| Discipline Studies | 1 | 2 | 1 | 3 | Check offer/mode | |||
| Discipline Studies | 1 | 2 | 1 | 3 | Check offer/mode | |||
| EDS2401 Middle Phase Curriculum and Pedagogy | 2 | 1 | Co-requisite: EDC1400 OE | 15 days Professional Experience | ||||
| Discipline Studies | 2 | 1 | 2 | 1 | Check offer/mode | |||
| Discipline Studies | 2 | 1 | 2 | 1 | Check offer/mode | |||
| Discipline Studies | 2 | 1 | 2 | 1 | Check offer/mode | |||
| EDC2300 Assessment and Reporting | 2 | 2 | 2 | 2, 3 | ||||
| EDS2402 Planning for Learning and Teaching | 2 | 2 | Co-requisite: EDC1400 or EDU1010 OE | 15 days Professional Experience | ||||
| Discipline Studies | 2 | 2 | 2 | 2 | Check offer/mode | |||
| Discipline Studies | 2 | 2 | 2 | 2 | Check offer/mode | |||
| EDC3100 | 3 | 1 | 3 | 1, 3 | EDS2401EDS2402 | 15 days Professional Experience | ||
| EDC2100 Managing Supportive Learning Environments | 3 | 1 | 3 | 1, 3 | OE | |||
| Discipline Studies | 3 | 1 | 3 | 1 | Check offer/mode | |||
| Discipline Studies | 3 | 1 | 3 | 1 | Check offer/mode | |||
| EDS3450 | 3 | 2 | ||||||
| Discipline Studies | 3 | 2 | 3 | 2 | Check offer/mode | |||
| Discipline Studies | 3 | 2 | 3 | 2 | Check offer/mode | |||
| Discipline Studies | 3 | 2 | 3 | 2, 3 | Check offer/mode | |||
| EDS4401 Beginning Professional Practice | 4 | 1 | EDC3100 | 25 days Professional Experience | ||||
| EDC2400 Diversity and Pedagogy | 4 | 1 | 4 | 1, 3 | ||||
| EDX4150 Transitions in Secondary Education | 4 | 1 | ||||||
| EDS4250 Literacies Across the Curriculum | 4 | 1 | ||||||
| EDC2200 Indigenous Perspectives for Educators | 4 | 2 | 4 | 2, 3 | ||||
| EDX3250 | 4 | 2 | 4 | 2 | ||||
| EDC4100 The Emergent Professional | 4 | 1, 2 | 4 | 1, 2 | OE | |||
| EDC4200 Internship for Educators | 4 | 1, 2 | 4 | 1, 2 | Co-requisite: EDC4100 OE | 25 days Unsupervised Professional Experience | ||
| Footnotes | |
| OE | Before enrolling in this course students must check that they have satisfied the 'Recommended prior study' or 'Other enrolment' requirements set out in the Other requisites section of the course specification. |
B Ed (Special Education) - recommended enrolment pattern for first year students in 2009
Students should not deviate from this pattern without first discussing it with the Program Administration Office or the Program Coordinator.
Students following a non-standard enrolment pattern should consult the course synopses section to ascertain if a course is offered in another term. Students should select elective courses from the Electives list presented earlier.
Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.
| Footnotes | |
| * Offered on campus Toowoomba only | |
| * | Not available 2009 |
| OE | Before enrolling in this course students must check that they have satisfied the 'Recommended prior study' or 'Other enrolment' requirements set out in the Other requisites section of the course specification. |
B Ed (Technical & Vocational Education) - recommended enrolment pattern for first year students in 2009
Students should not deviate from this pattern without first discussing it with the Program Administration Office or the Program Coordinator.
Students following a non-standard enrolment pattern should consult the course synopses section to ascertain if a course is offered in another term. Students should select elective courses from the Electives list presented earlier or may seek approval from the Specialisation Coordinator to undertake an alternative elective course.
Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum number required, students may be transferred to a different mode or offering and advised of this change prior to semester start.
| Course | Year of program and semester in which course is normally studied | Enrolment requirements | Comments | |||||
|---|---|---|---|---|---|---|---|---|
| On-campus (ONC) | Distance education (EXT) | Online (WEB) | ||||||
| Year | Sem | Year | Sem | Year | Sem | |||
| EDC1100 Lifespan Development and Learning | 1 | 1 | 1 | 1, 3 | ||||
| EDC1200 Self, Education and Society | 1 | 1 | 1 | 1, 3 | ||||
| Discipline Studies | 1 | 1 | 1 | 1 | Check offer/mode | |||
| Discipline Studies | 1 | 1 | 1 | 1 | Check offer/mode | |||
| EDC1300 Perspectives in Education | 1 | 2 | 1 | 2, 3 | ||||
| EDC1400 Foundations of Curriculum and Pedagogy | 1 | 2 | 1 | 2, 3 | OE | 10 days Professional Experience | ||
| Discipline Studies | 1 | 2 | 1 | 3 | Check offer/mode | |||
| Discipline Studies | 1 | 2 | 1 | 3 | Check offer/mode | |||
| EDV3551 Vocational and Workplace Literacies | 2 | 1 | ||||||
| EDC2400 Diversity and Pedagogy | 2 | 1 | 2 | 1, 3 | ||||
| EDV3401 Program Design and Evaluation | 2 | 1 | Co-requisite: EDC1400 OE | 15 days Professional Experience | ||||
| Discipline Studies | 2 | 1 | 2 | 1 | Check offer/mode | |||
| EDC2300 Assessment and Reporting | 2 | 2 | 2 | 2, 3 | ||||
| EDC2200 Indigenous Perspectives for Educators | 2 | 2 | 2 | 2, 3 | ||||
| Discipline Studies | 2 | 2 | 2 | 2 | Check offer/mode | |||
| Discipline Studies | 2 | 2 | 2 | 2 | Check offer/mode | |||
| EDC3100 | 3 | 1 | 3 | 1, 3 | EDV3401 | 15 days Professional Experience | ||
| Advanced Discipline Studies | 3 | 1 | 3 | 1 | Check mode/offer | |||
| Advanced Discipline Studies | 3 | 1 | 3 | 1 | Check mode/offer | |||
| EDC2100 Managing Supportive Learning Environments | 3 | 1 | 3 | 1, 3 | OE | |||
| EDV3500 Competency Based Training and Assessment | 3 | 2 | ||||||