-
CQUni Phonebook CQUni Phonebook
-
User Quick links Profile
CQUni Handbook
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
- Junior English and History (combined)
- Junior Mathematics and Science (combined)
- Mathematics
- Psychology (including Year 7 - 10 Science)
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 or one of the other teaching areas available
- 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 |
| Course Fees |
Indicative Year - 2025
Indicative Year - 2024
|
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.
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 - 2026
Online
Term 1 - 2026
Online
Term 2 - 2025
Online
Term 1 - 2025
Online
Term 2 - 2024
Online
Term 1 - 2024
Online
Term 2 - 2023
Online
Term 1 - 2023
Online
Term 2 - 2022
Online
Term 1 - 2022
Online
Term 1 - 2021
Online
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
Show All
International Availability
Term 2 - 2026
Sorry, no international availabilities found.
Term 1 - 2026
Sorry, no international availabilities found.
Term 2 - 2025
Sorry, no international availabilities found.
Term 1 - 2025
Sorry, no international availabilities found.
Term 2 - 2024
Sorry, no international availabilities found.
Term 1 - 2024
Sorry, no international availabilities found.
Term 2 - 2023
Sorry, no international availabilities found.
Term 1 - 2023
Sorry, no international availabilities found.
Term 2 - 2022
Sorry, no international availabilities found.
Term 1 - 2022
Sorry, no international availabilities found.
Term 1 - 2021
Sorry, no international availabilities found.
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.
Show All
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/
Entry Requirements - What do I need to start?
Entry Scores
Academic Requirements
Applicants are required to provide certified evidence of teacher registration.
Assumed Knowledge
N/A
Security Requirements
Nil security requirements.
Health Requirements
Students must meet the inherent requirements for the chosen teaching area (major) pathway selected and must ensure they adhere to any requirements within the scope of teaching these subjects within schools.
Fees and Charges
Course Features
Awards and Accreditation
| Interim Awards | Not applicable |
|---|---|
| Exit Awards | Not applicable |
| Accreditation |
|
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 and Current Enrolments
| Year | Number of Students |
|---|---|
| 2024 | 7 |
| 2023 | 12 |
| 2022 | 12 |
| 2021 | 13 |
| 2020 | 13 |
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.
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 settings 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.
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.
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.
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.
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.
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.
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.
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.
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.
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 taking 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.
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.
- Understanding the ethical and professional ramifications of engaging with Artificial Intelligence (AI) when performing academic tasks and assessment.
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
Psychology Learning Outcomes
- 1. Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school psychology teaching contexts
- 2. Apply technical and theoretical content knowledge relevant to secondary school psychology teaching contexts
- 3. Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school psychology teaching contexts
- 4. Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school psychology 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 | |||||
| 10. FOUNDATIONAL KNOWLEDGE sufficient to undertake qualifications | |||||
| 11. ACQUISITION AND APPLICATION of knowledge in new or existing disciplines or professional areas drawn from higher education units | |||||
| 12. FOUNDATIONAL SKILLS sufficient to undertake qualifications | |||||
| 13. ACQUISITION AND APPLICATION of skills in new or existing disciplines or professional areas drawn from higher education units | |||||
| 14. Course content drawn from higher education units | |||||
| KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | |||||
Course Structure
In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Core Structure
| Number of units: 0 | Total credit points: 0 |
|---|
No additional notes.
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
- Junior English and History (combined)
- Junior Mathematics and Science (combined)
- Mathematics
- Psychology (including Year 7 - 10 Science)
Biology Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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 Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Biology Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Business Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Business Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Chemistry Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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 Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Chemistry Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
English Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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 Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the English Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Geography Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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 Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Geography Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Health and Physical Education Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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 Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Health and Physical Education Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
History Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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 Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the History Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Home Economics Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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 Discipline Content Knowledge Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Home Economics Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Industrial Technology and Design Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
This major is for:
- A secondary school Industrial Technology 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 Technology 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 Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Industrial Technology and Design Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Junior English & History Major
| Number of units: 7 | Total credit points: 48 |
|---|
No additional notes.
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
Students are to complete 5 discipline content knowledge units comprising:
2 x Level 1 units from the English Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
2 x Level 1 unit from the History Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
1 x Advanced Level unit from either the English or History Minors listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Junior Mathematics & Science Major
| Number of units: 7 | Total credit points: 48 |
|---|
No additional notes.
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
Students are to complete 5 discipline content knowledge units comprising:
2 x Level 1 units from the Mathematics Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
1 x Level 1 unit from the Biology Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
1 x Level 1 unit from the Chemistry Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
1 x Advanced Level unit from the Biology or Chemistry Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Mathematics Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
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 Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Mathematics Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
Psychology Major
| Number of units: 6 | Total credit points: 48 |
|---|
No additional notes.
This major is for:
- A secondary school Psychology 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 Psychology 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 | |
Psychology Discipline Content Knowledge Units
Students are to complete 2 x Level 1 and 2 x Advanced Level units from the Psychology Minor listed in the handbook for CC13 Bachelor of Education (Secondary)
When selecting units, students must adhere to any pre- or co-requisites, the term of offering and any residential school requirements
More Details
Location of Study
This course can only be studied within Australia.
Course Planners
Please see Course Planners for planners that outline a recommended enrolment pattern for timely completion, or contact Course Management if you need assistance to structure a tailored course planner.