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CC10 - Diploma of Secondary School Teaching

Overview

Compulsory Residential School

Some units in this course require you to attend a compulsory Residential School or Work Integrated Learning. Please see Course Features in the Getting Started tab for further information.

Course Overview

This is a professional development course for teachers who already hold registration. You can choose one of three pathways in this course:

  • If you are a primary school teacher who wants to transition to teach in secondary schools in either Junior Mathematics & Science; Junior English & History; or one of the teaching areas listed below;
  • If you are a secondary school teacher who wants to improve your discipline (teaching area) content knowledge within one of their current teaching areas (see list below);
  • If you are a secondary school teacher who wants to gain discipline (teaching area) content knowledge in order to add a new teaching area (see list below)

Available teaching areas you can choose in this course include:

  • Biology (including Year 7 - 10 Science)
  • Business
  • Chemistry (including Year 7 - 10 Science)
  • English
  • Geography
  • Health and Physical Education (including Year 7 - 10 HPE & Year 11 - 12 Physical Education)
  • History
  • Home Economics and Hospitality
  • Industrial Technology and Design
  • Mathematics

Career Information

This is a professional development course for people who already hold teacher registration who are either:

  • A primary school teacher who wants to transition to teach in junior secondary in either Mathematics & Science or English & History
  • A secondary school teacher who wants to improve their discipline (teaching area) content knowledge within one of their current teaching areas
  • A secondary school teacher who wants to gain discipline (teaching area) content knowledge in order to add a new teaching area

All three options above provide opportunities for employment in a secondary school teaching context.

Course Details
Duration 2.5 years part-time
Credit Points that Must be Earned 48
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in undergraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Undergraduate Award
Qualification (post nominal) DipSecTch
AQF Level Level 5: Diploma

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 2 - 2020

Online

Term 1 - 2020

Online

Term 2 - 2019

Online

Term 1 - 2019

Online

Term 2 - 2018

Distance

Term 1 - 2018

Distance

Term 2 - 2017

Distance

Term 1 - 2017

Distance

Term 2 - 2016

Distance

Term 1 - 2016

Distance

Term 2 - 2015

Distance

Term 1 - 2015

Distance

Term 2 - 2014

Distance

Term 1 - 2014

Distance
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International Availability

Term 2 - 2020

Sorry, no international availabilities found.

Term 1 - 2020

Sorry, no international availabilities found.

Term 2 - 2019

Sorry, no international availabilities found.

Term 1 - 2019

Sorry, no international availabilities found.

Term 2 - 2018

Sorry, no international availabilities found.

Term 1 - 2018

Sorry, no international availabilities found.

Term 2 - 2017

Sorry, no international availabilities found.

Term 1 - 2017

Sorry, no international availabilities found.

Term 2 - 2016

Sorry, no international availabilities found.

Term 1 - 2016

Sorry, no international availabilities found.

Term 2 - 2015

Sorry, no international availabilities found.

Term 1 - 2015

Sorry, no international availabilities found.

Term 2 - 2014

Sorry, no international availabilities found.

Term 1 - 2014

Sorry, no international availabilities found.
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For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information
Entry Requirements
Applicants are required to provide certified evidence of teaching registration.
Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge

N/A

Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards Not applicable
Professional Accreditation Not applicable
Learned Society Accreditation Not applicable

Residential School Requirements

Compulsory Residential School Depending upon the Major (Teaching Area) chosen, students may need to attend Residential Schools. Full details of any Residential Schools can be accessed via the on-line CQUniversity Student Handbook.
Click here to view all Residential Schools

Practicum/Work Placement

Not applicable

Previous Enrolments

Year Number of Students
2019 12
2018 10
2017 12
2016 8
2015 6
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in educational settngs as private and confidential.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
  • Demonstrating the applicable codes of ethics as they apply in the practice of education.
  • Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
Behavioural Stability

Examples are:

  • Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
  • Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials while refraining from the use of words/actions that show intolerance of difference.
  • Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
  • Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.
Legal Compliance

Examples are:

  • Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers.
  • Complying with relevant child protection and safety legislation and report any notifiable concerns.
  • Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
  • Understanding and adhering to professional policy around the use of social media.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples area:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
  • Listening to other's point of view and actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning.
  • Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
  • Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
  • Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
  • Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
  • Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally.
  • Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Completing academic learning activities and assessment tasks within reasonable set timeframes.
  • Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements.
  • Interpreting student assessment data to determine learning needs and modifying teaching practice.
  • Applying knowledge of policy and procedures in educational practice.
  • Listening actively to information within a variety of academic and practical situations.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
  • Reading and accurately interpreting information related to school and teaching contexts.
  • Completing documentation that is accurate, clear and concise.
  • Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning.
  • Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence.
  • Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
  • Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
  • Monitoring, assessing and managing classroom activities consistently and accurately.
  • Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.
Relational Skills

Examples are:

  • Rapidly build rapport with other students/colleagues/school-based personnel in order to engage them professionally.
  • Maintaining positive working relationships when under stressful circumstances.
  • Displaying empathy and respect to multiple points of view.
  • Maintaining confidentiality in all contexts.
Reflective Skills

Examples are:

  • Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
  • Identifying when a practice issue is outside your scope or expertise.
  • Identifying when your practice may be negatively affected by personal experience and/or reactions.
  • Reflecting on your progress against the Australian Professional Standards for Teachers and identifying sources and strategies to enhance practice and improve professional learning.
Sustainable Performance

Examples are:

  • Appropriately and actively participating in activities related to the course of study, which could be either on-line or on-campus.
  • Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Examples are:

  • Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
  • Maintaining balance while safely transferring equipment.
  • Safely retrieve and utilise teaching materials and equipment.
  • Using a variety of specialised and non-specialised teaching equipment.
  • Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
  • Manipulating delicate, breakable equipment with ease and care.
  • Interacting with a computer through input devices such as a mouse or keyboard.
  • Interacting with mobile devices through inputs such as buttons and a touchscreen.
Interpersonal Engagement

Examples are:

  • Positively and effectively relate to a wide variety of stakeholders.
  • Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
  • Consult and collaborate in creating and maintaining effective working relationships and outcomes.
  • Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
  • Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
  • Recognising others as sentient human beings with rights that must not be violated.
  • Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
  • Demonstrating the skills of collaborating with fellow students and colleagues.
  • Critically self-reflect on situations that may/may not have gone well, and take the learning point(s) from that situation.
  • Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
  • Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
  • Using a range of digital tools to create presentations.
  • Using a range of ICTs to enhance student learning.
  • Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Core Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Biology Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school biology teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school biology teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school biology teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school biology teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Business Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school business teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school business teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school business teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school business teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Chemistry Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school chemistry teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school chemistry teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school chemistry teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school chemistry teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
English Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school English teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school English teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school English teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school English teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Geography Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school geography teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school geography teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school geography teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school geography teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Health and Physical Education Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school health and physical education teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school health and physical education teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school health and physical education teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school health and physical education teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
History Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school history teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school history teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school history teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school history teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Home Economics Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school home economics and hospitality teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school home economics and hospitality teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school home economics and hospitality teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school home economics and hospitality teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Industrial Technology and Design Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school home economics and hospitality teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school home economics and hospitality teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school home economics and hospitality teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school home economics and hospitality teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Junior English & History Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to junior secondary school English and History teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to junior secondary school English and History teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to junior secondary school English and History teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within junior secondary school English and History teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Junior Mathematics & Science Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to junior secondary school mathematics and science teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to junior secondary school mathematics and science teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to junior secondary school mathematics and science teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within junior secondary school mathematics and science teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Mathematics Learning Outcomes
  • 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school mathematics teaching contexts
  • 2. Apply technical and theoretical content knowledge relevant to secondary school mathematics teaching contexts
  • 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school mathematics teaching contexts
  • 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school mathematics teaching contexts
  • 5. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning
2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements
4. SKILLS Have specialist technical and creative skills to express ideas and perspectives
5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality
9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 0 Total credit points: 0

To satisfy the requirements of this award, students must choose one major and complete all unit requirements listed for that major.

Available majors in this course include:

  • Biology (including Year 7 - 10 Science)
  • Business
  • Chemistry (including Year 7 - 10 Science)
  • English
  • Geography
  • Health and Physical Education (including Year 7 - 10 HPE & Year 11 - 12 Physical Education)
  • History
  • Home Economics and Hospitality
  • Industrial Technology and Design
  • Mathematics

Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school Biology teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add Biology as a new teaching area

Compulsory Curriculum and Pedagogy Units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

Biology Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
BIOL11099 Living Systems
BIOL11100 Functional Biology

Biology Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
MARN13007 Coastal Marine Resources
BIOL13031 Ecology: Theory and Application
BIOL12107 Genomes, Genetics & Evolution
ZOOL12009 Invertebrate Zoology
BIOL12105 Scientific Analysis and Statistics
BOTN19001 Australian Botany
MBIO19012 Microbiology
ZOOL19002 Australian Vertebrate Biology
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school Business teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add Business as a new teaching area

Compulsory Curriculum and Pedagogy Units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

Business Discipline Content Knowledge Units

Available units
Students must complete 4 from the following units:
MRKT11029 Marketing Fundamentals
LAWS11030 Foundations of Business Law
ACCT11059 Accounting, Learning and Online Communication
ECON11026 Principles of Economics
MGMT11109 Introduction to Business
HRMT11011 Human Resource Management
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school Chemistry teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add Chemistry as a new teaching area

Compulsory Curriculum and Pedagogy units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

Chemistry Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
CHEM11041 Chemistry for the Life Sciences
SCIE11024 Science Investigation

Chemistry Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
CHEM19085 Environmental Chemistry
CHEM12077 Food Science & Analysis
CHEM13082 Nanotechnology: Health and the environment
CHEM13081 Biomaterials: Environmental and Medical Applications
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school English teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add English as a new teaching area

Compulsory Curriculum and Pedagogy units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

English Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
LITR11043 The Short Story
LITR11055 Popular Genres

English Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
LITR19056 Shakespeare: The Movie
LITR19052 The Modern Novel
LITR19057 Contemporary Australian Literature
LITR19051 Literary Theory
LITR19049 Romantic and Contemporary Poetry
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 6 Total credit points: 48

This major is for:
  • A secondary school Geography teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add Geography as a new teaching area

Compulsory Curriculum and Pedagogy units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

Geography Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
GEOG11023 Physical Geography of Australia
GEOH11001 Introduction to Human Geography

Geography Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
GEOG13013 Sustainable Regions and Cities
EVST19022 Climate Change: Risk and Assessments
EVST19020 Environmental Management Systems
GEOG19021 Geographic Information Systems
EVST19007 Environmental and Social Impact Assessment
GEOG19029 Applied Demography
EVST19008 Development and Environmental Policy
GEOG12020 Australian Weather and Climate
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Health and Physical Education Major

Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school Health and Physical Education teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add Health and Physical Education as a new teaching area

Compulsory Curriculum and Pedagogy units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

Heath and Physical Education Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
ESSC11001 Physical Activity, Fitness and Health
BIOH11005 Introductory Anatomy and Physiology

Health and Physical Education Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
ESSC12001 Exercise and Sport Physiology
ESSC12004 Exercise and Sport Biomechanics
ESSC12005 Applied Exercise and Sport Physiology
NUTR12001 Human Nutrition
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school History teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add History as a new teaching area

Compulsory Curriculum and Pedagogy Units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

History Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
HIST11037 Ancient & Medieval Civilisations: An Introduction
HIST11038 The Modern World Emerges: An Overview

History Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
HIST19031 Australia's Foreign Relations
HIST19038 20th Century: Crucible of the Modern World
EVST19015 Australian Environmental History
HIST19035 Modern South East Asia
HIST19029 Modern Japan
HIST19032 War and Australian Society
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Home Economics Major

Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school Home Economics and Hospitality teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add Home Economics and Hospitality as a new teaching area

Compulsory Curriculum and Pedagogy Units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

Home Economics and Hospitality Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
EDVT11021 Food Technology
EDVT11022 Textile Technology

Home Economics and Hospitality Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
EDSE12023 Individuals, Families & Communities
EDSE14001 Fashion Design
NUTR12001 Human Nutrition
EDSE13001 Culinary Science for Teachers
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Industrial Technology and Design Major

Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school Industrial Teachnology and Design teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add Industrial Teachnology and Design as a new teaching area

Compulsory Curriculum and Pedagogy Units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

Industrial Technology and Design Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
EDSE11022 Timber Technology and Design
EDSE11023 Metal Technologies and Design

Industrial Technology and Design Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
EDSE12027 Industrial Design Processes
EDSE12026 Graphics and 2D Computer Aided Design Technologies
EDSE13002 Industrial Skills
EDSE14005 Manufacturing
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Junior English & History Major

Number of units: 7 Total credit points: 48

This major is for those who are choosing to transition from primary school teaching to teach in junior secondary school contexts in English and History.

Compulsory Curriculum, Pedagogy and Wellbeing Units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDED13434 Learning and Wellbeing in Middle School

Junior Secondary English and History Discipline Content Knowledge Units

Available units
Students must complete the following compulsory units:
LITR11043 The Short Story
HIST11037 Ancient & Medieval Civilisations: An Introduction
HIST11038 The Modern World Emerges: An Overview
LITR11055 Popular Genres
Available units
Students must complete 1 from the following units:
LITR19057 Contemporary Australian Literature
LITR19056 Shakespeare: The Movie
EVST19015 Australian Environmental History
HIST19035 Modern South East Asia
LITR19052 The Modern Novel
LITR19051 Literary Theory
LITR19049 Romantic and Contemporary Poetry
HIST19031 Australia's Foreign Relations
HIST19038 20th Century: Crucible of the Modern World
HIST19029 Modern Japan
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major

Junior Mathematics & Science Major

Number of units: 7 Total credit points: 48

This major is for those who are choosing to transition from primary school teaching to teach in junior secondary school contexts in Mathematics and Science.

Compulsory Curriculum, Pedagogy and Wellbeing Units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDED13434 Learning and Wellbeing in Middle School

Junior Secondary Mathematics and Science Discipline Content Knowledge Units

Available units
Students must complete the following compulsory units:
BIOL11100 Functional Biology
CHEM11041 Chemistry for the Life Sciences
MATH11160 Technology Mathematics
STAT11048 Essential Statistics
Available units
Students must complete 1 from the following units:
MATH12223 Calculus and Linear Algebra A
MATH12224 Calculus and Linear Algebra B
BIOL11099 Living Systems
SCIE11024 Science Investigation
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 1 major
Number of units: 6 Total credit points: 48

This major is for:

  • A secondary school Mathematics teacher who wants to improve discipline (teaching area) content knowledge within their teaching area
  • A school teacher who wants to gain discipline (teaching area) content knowledge in order to add Mathematics as a new teaching area

Compulsory Curriculum and Pedagogy Units

Available units
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDSE14002 Senior Years Learning and Teaching

Mathematics Discipline Content Knowledge Level 1 Units

Available units
Students must complete the following compulsory units:
MATH11160 Technology Mathematics
STAT11048 Essential Statistics

Mathematics Discipline Content Knowledge Advanced Level Units

Available units
Students must complete 2 from the following units:
MATH12223 Calculus and Linear Algebra A
MATH12224 Calculus and Linear Algebra B
MATH13217 Advanced Calculus
MATH13218 Advanced Applications of Mathematics
More Details

Students undertaking an Initial Teacher Education course are expected to undertake and meet the benchmark in the Personal Literacy and Numeracy Test for Initial Teacher Educators (ITE). These tests are part of the ITE requirements from January 2018 and there is an expectation that students enrolled in an ITE course in 2017 will be undertaking the tests and successfully meet the benchmarks.