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CC13 - Bachelor of Education (Secondary)

Overview

Course Overview

The Bachelor of Education (Secondary) is an initial teacher education course usually studied over a period of four years. The course qualifies you for professional registration which is administered in Queensland by the Queensland College of Teachers. You will demonstrate evidence of meeting the Australian Professional Standards for Teachers (Graduate career stage) throughout the course of study. On successful completion of the course, you are eligible for employment in secondary schools in two teaching areas throughout Australia.

In addition to building the professional knowledge and skills required to teach effectively, the four year course is designed to foster dispositions for engaging in and contributing to the teaching profession through a commitment to ongoing professional learning.

The course can be studied internally on each of the university’s regional campuses or externally through supported distance delivery.

The Bachelor of Education (Secondary) includes 125 days of planned teaching practice in secondary schools. Professional practice blocks are included in each year of the course structure, and many opportunities for applying theoretical knowledge in practical ways have been embedded in each of the core education units that make up the course.

In the final year, you will be involved in an extensive period of contextual (familiarisation) time in an educational setting to prepare for the ten weeks of consecutive Professional Practice and in the final term, you will be working full-time in that setting to complete Professional Practice 4 – Applied Learning and Teaching and Professional Practice 5 – The Internship.

To graduate with a Bachelor of Education (Secondary), and consistent with external accreditation course requirements, you will complete:

Professional Studies in Education (20 units equivalent)

  • Discipline-specific curriculum and pedagogical studies (2 x 12 credit point units - i.e. 4 units equivalent)
  • General Education Studies (11 x 6 credit point units)
  • Professional Practice (5 x 6 credit point units)

Discipline Studies (Discipline Teaching Area units) (12 units)

  • 6 Discipline Teaching Area 1 units
  • 6 Discipline Teaching Area 2 units

Discipline Teaching area units are selected from the Secondary Discipline Teaching Area list compiled annually based on unit availabilities by the relevant school that hosts the discipline area.

The Bachelor of Education (Secondary) provides a sound depth and breadth of knowledge appropriate for two teaching areas. Discipline Teaching Areas you can choose from in this course include:

  • Accounting
  • 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

Study undertaken for each discipline teaching area is equivalent to a total of three-quarters of a year of successful full-time higher education study, comprising sequential discipline study taken over three years as required by the National Course requirements. In this course, this equates to six units, with no more than two at first-year level and no fewer than two units at third-year level. Annually, units are determined and advised by the School and/or Course Advisor from the various disciplines.

To be eligible for teacher registration, students in this course are required to undertake and pass the National Literacy and Numeracy Test for Initial Teacher Educators (ITE) prior to graduation.

Career Information

Graduates of the Bachelor of Education (Secondary) course can apply for registration as a secondary school teacher and are qualified to teach in State, Catholic and Independent schools throughout Australia with particular expertise in two discipline teaching areas.

The Bachelor of Education (Secondary) is also recognised as a teaching qualification for employment in educational settings internationally, however additional requirements may apply in some locations.

Graduates of this course have developed significant skills that enhance employment opportunities in other sectors. In combination with work experience and personal qualities, graduates may pursue employment in a variety of career paths including:-

  • government departments (e.g. family services, education and health)
  • education administration
  • community development roles
  • training developers

Course Details
Duration 4 years full-time or 8 years part-time
Credit Points that Must be Earned 192
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) BEd(Sec)
AQF Level Level 7: Bachelor Degree
Course Fees
Indicative Year - 2024
  • International Indicative First Term Fee - $14,760
  • International Indicative First Year Fee - $29,520
  • Commonwealth Supported Place – Indicative First Year Fee - $6,676
  • Commonwealth Supported Place – Indicative First Year Fee - $10,380
  • Domestic Full Fee Paying – Indicative First Year Fee - $18,456
  • International Indicative First Term Fee - $16,140
  • International Indicative First Year Fee - $32,280
Indicative Year - 2023
  • Commonwealth Supported Place – Indicative First Year Fee - $6,208
  • International Indicative First Term Fee - $15,870
  • International Indicative First Year Fee - $31,740
Indicative Year - 2022
  • Commonwealth Supported Place – Indicative First Year Fee - $6,644
  • International Indicative First Term Fee - $15,870
  • International Indicative First Year Fee - $31,740

Admission Codes

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 - 2025

Bundaberg
Mackay
Online
Rockhampton

Term 1 - 2025

Bundaberg
Mackay
Online
Rockhampton

Term 2 - 2024

Bundaberg
Mackay
Online
Rockhampton

Term 1 - 2024

Bundaberg
Mackay
Online
Rockhampton

Term 2 - 2023

Bundaberg
Mackay
Online
Rockhampton

Term 1 - 2023

Bundaberg
Mackay
Online
Rockhampton

Term 2 - 2022

Bundaberg
Mackay
Online
Rockhampton

Term 1 - 2022

Bundaberg
Mackay
Online
Rockhampton

Term 2 - 2021

Online

Term 1 - 2021

Bundaberg
Mackay
Online
Rockhampton

Term 2 - 2020

Bundaberg
Mackay
Online
Rockhampton

Term 1 - 2020

Bundaberg
Mackay
Noosa
Online
Rockhampton

Term 2 - 2019

Bundaberg
Mackay
Noosa
Online
Rockhampton

Term 1 - 2019

Bundaberg
Mackay
Noosa
Online
Rockhampton

Term 2 - 2018

On some locations students may be required to complete one or more units in the Distance mode. Please refer to the handbook for individual unit availability or contact your Course Advisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 1 - 2018

On some locations students may be required to complete one or more units via supported distance education (external). Please refer to the handbook for individual unit availability or contact your Course Advisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 2 - 2017

On some locations students may be required to complete one or more units in the Distance mode. Please refer to the handbook for individual unit availability or contact your Course Advisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 1 - 2017

On some locations students may be required to complete one or more units via supported distance education (external). Please refer to the handbook for individual unit availability or contact your Course Advisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 2 - 2016

On some campuses students may be required to complete one or more units in the Distance mode. Please refer to the handbook for individual unit availability or contact your CourseAdvisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 1 - 2016

On some campuses students may be required to complete one or more courses via supported distance education (external). Please refer to the handbook for individual course availability or contact your Program Advisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 2 - 2015

On some campuses students may be required to complete one or more courses in the Distance mode. Please refer to the handbook for individual course availability or contact your Program Advisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 1 - 2015

On some campuses students may be required to complete one or more courses via supported distance education (external). Please refer to the handbook for individual course availability or contact your Program Advisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 2 - 2014

On some campuses students may be required to complete one or more courses in the Distance mode. Please refer to the handbook for individual course availability or contact your Program Advisor.
Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 1 - 2014

Bundaberg
Distance
Mackay
Noosa
Rockhampton
Show All

International Availability

Term 2 - 2025

Bundaberg
Mackay
Rockhampton

Term 1 - 2025

Bundaberg
Mackay
Rockhampton

Term 2 - 2024

Bundaberg
Mackay
Rockhampton

Term 1 - 2024

Bundaberg
Mackay
Rockhampton

Term 2 - 2023

Bundaberg
Mackay
Rockhampton

Term 1 - 2023

Bundaberg
Mackay
Rockhampton

Term 2 - 2022

Bundaberg
Mackay
Rockhampton

Term 1 - 2022

Bundaberg
Mackay
Rockhampton

Term 2 - 2021

Sorry, no international availabilities found.

Term 1 - 2021

Bundaberg
Mackay
Rockhampton

Term 2 - 2020

Bundaberg
Mackay
Rockhampton

Term 1 - 2020

Bundaberg
Mackay
Noosa
Rockhampton

Term 2 - 2019

Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2019

Bundaberg
Mackay
Noosa
Rockhampton

Term 2 - 2018

On some locations students may be required to complete one or more units in the Distance mode. Please refer to the handbook for individual unit availability or contact your Course Advisor.
Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2018

On some locations students may be required to complete one or more units via supported distance education (external). Please refer to the handbook for individual unit availability or contact your Course Advisor.
Bundaberg
Mackay
Noosa
Rockhampton

Term 2 - 2017

On some locations students may be required to complete one or more units in the Distance mode. Please refer to the handbook for individual unit availability or contact your Course Advisor.
Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2017

On some locations students may be required to complete one or more units via supported distance education (external). Please refer to the handbook for individual unit availability or contact your Course Advisor.
Bundaberg
Mackay
Noosa
Rockhampton

Term 2 - 2016

On some campuses students may be required to complete one or more units in the Distance mode. Please refer to the handbook for individual unit availability or contact your CourseAdvisor.
Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2016

On some campuses students may be required to complete one or more courses via supported distance education (external). Please refer to the handbook for individual course availability or contact your Program Advisor.
Bundaberg
Mackay
Noosa
Rockhampton

Term 2 - 2015

On some campuses students may be required to complete one or more courses in the Distance mode. Please refer to the handbook for individual course availability or contact your Program Advisor.
Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2015

On some campuses students may be required to complete one or more courses via supported distance education (external). Please refer to the handbook for individual course availability or contact your Program Advisor.
Bundaberg
Mackay
Noosa
Rockhampton

Term 2 - 2014

On some campuses students may be required to complete one or more courses in the Distance mode. Please refer to the handbook for individual course availability or contact your Program Advisor.
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/
What do I need to start?
Entry Scores
Rank Threshold SR 62.00 | ATAR 62.00
Entry Requirements

QCAA Authority Senior English or equivalent (4, Sound Achievement) and at least one of Mathematics A, B or C (4, Sound Achievement) or equivalent OR

Successful completion of the STEPS course or recognised alternative (non school leavers)

International Students

In addition to the above requirements, international applicants must have a score of at least 7.0 for Reading and Writing and a score of at least 8.0 for Speaking and Listening on an IELTS test undertaken during the 12 month period prior to submitting an application for admission or have successful completion of an AQF Level 7 equivalent qualification in an English speaking country.

Assumed Knowledge
No information available at this time
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards CC23 - Associate Degree of Education CC15 - Diploma of Education CC21 - Bachelor of Teaching
Accreditation
  • Professional Practice: Core
    Queensland College of Teachers

    Graduates are eligible to apply for provisional registration as a teacher upon completion of the course.

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

EDFE14022 - 30 day supervised placement in an educational setting comprising 5 non-assessable contextual days and a 25 day continuous assessable block. Professional Practice 4 provides opportunities for full immersion in all aspects of professional practice and critical reflection during a twenty-five day (five week) placement in a classroom environment. Students take an active role in self-evaluation processes and actively seek constructive feedback to improve their practice and respond to identified learning needs to improve student outcomes during this placement. Students use the Australian Professional Standards for Teachers (Graduate level) as the basis for monitoring and documenting their professional learning and practice and for the purpose of setting professional learning goals.
EDFE11038 - 20 day supervised placement in an educational setting comprising 5 non-assessable contextual days and 5 assessable days completed on a one day per week basis throughout Term 2 of the first year and a 10 day continuous assessable block. Set tasks for this professional practice are outlined in an Information and Reporting Booklet supplied to mentor teachers in schools and/ or other educational settings. Students compile a working portfolio as a collection of evidence for demonstrating these tasks which are linked explicitly to the Australian Professional Standards for Teachers (Graduate level). They complete a self-evaluation against the assessment indicators midway through the 10 day block and receive an interim report from the mentor teacher at this stage. Final assessment is completed by a mentor teacher in the placement workplace in conjunction with a university staff member. Students are assessed on a Pass/ Fail basis at the completion of the 10 day block using the same indicators as the Interim Report. Students must pass the practical placement to pass the unit. Follow-up assessment requires students to make additions to an e-portfolio linking specific evidence from the placement to the professional standards.
EDFE14020 - 25 day extended internship in an educational setting. Students receive an “Internship Authorisation” from the Queensland College of Teachers to be eligible to adopt up to but not exceeding 50% of the mentor teacher’s working load and engage in team teaching with the mentor for the remaining 50%. Full details of the placement are outlined in an Information and Reporting booklet. Students submit evidence of meeting the professional standards at graduate career stage to the mentor teacher and university staff member responsible for Professional Practice 5 on each campus. Mentor teachers are responsible for verifying the evidence statement. On completion of the internship, students present selected aspects of their final e-portfolio to an audience of their peers and pre-service teachers enrolled in the first and second year of the course at a time arranged by the relevant university lecturer on each campus. Distance students complete this activity via Blackboard Collaborate.
EDFE12043 - 25 day supervised placement in an educational setting comprising 10 non-assessable contextual days and 5 assessable days completed on a one day per week basis followed by two 5 day continuous assessable blocks. Professional Practice 2 provides opportunities for full immersion in all aspects of professional practice and critical reflection during a twenty-five day placement in a classroom environment. In particular they will focus on the implementation and application of the curriculum documents for their two teaching areas. During their placement students will take an active role in self-evaluation processes and actively seek constructive feedback to improve their practice and respond to identified learning needs to improve student outcomes during this placement. Students use the Australian Professional Standards for Teachers (Graduate level) as the basis for monitoring and documenting their professional learning and practice and for the purpose of setting professional learning goals.
EDFE13033 - 25 day supervised placement in an educational setting comprising a five-week continuous block. In this unit pre-service teachers engage with the school community and key stakeholders in education in a productive way to achieve optimal personal, social and academic outcomes for students over a twenty-five day (five week) block placement. The unit investigates and critiques theory and skills for effective communication, negotiation, and conflict resolution as applicable to learning environments and teacher-student interactions. In addition, the unit examines the ethical tensions that arise in learning environments and ways of dealing with these dilemmas. The unit also involves focused observation of learning environments, design and implementation of pedagogical strategies, and evaluation of learning outcomes. Pre-service teachers analyse the nexus between teacher pedagogy and teacher-student dialogue in order to engage students in thinking that involves extension, refinement and meaningful use of knowledge. Pre-service teachers will be required to apply knowledge learnt in discipline units to design and implement learning experiences cognisant of student prior knowledge.

Previous and Current Enrolments

Year Number of Students
2024 442
2023 665
2022 645
2021 634
2020 579
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.
  • Receiving a positive notice resulting from a Working With Children check.
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 and Professional Practice settings while refraining from the use of words/actions that show intolerance of difference.
  • Successfully demonstrating the ability to manage challenging behaviours during Professional Practice placements to create and maintain safe and supportive learning environments.
  • 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 (Graduate Career Stage).
  • Complying with relevant child protection and safety legislation and report any notifiable concerns to your professional experience supervisor.
  • 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 during Professional Practice placements.
  • 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 during Professional Practice placements.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
  • Recognising and interpreting non-verbal cues of supervising teachers, students, members of the broader school community and responding appropriately, sensitively and supportively to these cues during Professional Practice placements.
  • 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 in Professional Practice placement contexts.
  • 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 for the effective enactment of Professional Practice in educational settings.
  • Interpreting student assessment data to determine learning needs and modifying teaching practice during Professional Practice placements in educational settings.
  • 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 during Professional Practice placements.
  • Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence during Professional Practice placements.
  • 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 during Professional Practice placements.
  • Receiving a pass standard on the externally administered Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to graduation as a requirement of professional accreditation.
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 the safety, behaviour (including non-verbal behaviour) and engagement of students in school contexts.
  • Observing the behaviour (including non-verbal behaviour) in non-classroom settings situations in school contexts.
  • 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.
  • Supporting learners to accomplish tasks such as climbing, and this support requires tactile communication.
  • Providing tactile and/or emotional support to learners in the event of injury, and/or responding to learners in a first-aid capacity, and/or responding to other circumstances where tactile communication is appropriate e.g. a grieving child.
Relational Skills

Examples are:

  • Rapidly building 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 (Graduate Career Stage) during Professional Practice placements 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, on-campus or Professional Practice placements.
  • Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
  • Maintaining an up-to-date record of planning, teaching, observation and reflection tasks on a daily basis during Professional Practice placements.
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.
  • Moving with ease around a range of classroom environments that include a range of furniture configurations and equipment while performing various tasks.
  • 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.
  • Consultate 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, modifying and reflecting on practice during teaching practice, or modifying and reflecting on work integrated learning in response to supervisor feedback.
  • Critically self-reflecting 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.
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 and construct digital portfolios of evidence against the Australian Professional Standards for Teachers (Graduate Career Stage).
  • Using a range of ICTs to enhance student learning during Professional Practice placements in schools.
  • 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.
Compulsory Requirements
Health Requirements

Students must meet the inherent requirements for the chosen teaching area (minor) pathway selected and must ensure they adhere to any requirements within the scope of teaching these subjects within schools.

COVID-19 Vaccination Advice

Effective 25 September 2023, updates have been made to the COVID-19 vaccination mandate for Queensland Health sites and the Queensland Ambulance Service. While Queensland Health does not currently mandate evidence of COVID-19 vaccination, it's essential to recognise that other organisations may enforce their own vaccination specific criteria. This situation is similar across other states and territories, with the exception of Australian Capital Territory, New South Wales, Victoria and South Australia, where COVID-19 vaccination is mandatory for all healthcare students.    

Security Requirements

Students must be in possession of a current Positive Notice Blue Card (or equivalent “Working with Children” check issued in other Australian states or territories) to be eligible for placement in a school site.

Core Learning Outcomes
  • 1. Apply discipline specific content knowledge to secondary school learning environments
  • 2. Critically analyse learning theory, educational theory and practice, and be cognisant of legislation and policy frameworks and standards for professional conduct
  • 3. Review and select resources and strategies that enhance engagement and learning in diverse educational settings and contexts
  • 4. Devise learning sequences that align curriculum, teaching and learning strategies, assessment and reporting requirements
  • 5. Implement teaching and learning sequences that comply with the requirements of relevant legislative and regulatory bodies for educational settings
  • 6. Manage individual and cultural diversity to create inclusive and supportive learning environments
  • 7. Communicate effectively with specialist and non-specialist audiences to support the interests of learners and learning communities
  • 8. Synthesise theoretical understanding and practical skills to make decisions in response to assessment data and diverse learning, cultural and/or social needs and contexts
  • 9. 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 6 7 8 9
1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning
2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge
3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas
4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence
5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship
7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts
8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters
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
APPLICATION OF KNOWLEDGE & SKILLS Engage in reflective self-evaluation of own cultural values and perspectives to proactively create an inclusive workplace that affirms and celebrates cultural diversity
APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner
Accounting Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Biology Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Business Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Chemistry Learning Outcomes
Please refer to the Core Structure Learning Outcomes
English Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Geography Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Health and Physical Education Learning Outcomes
Please refer to the Core Structure Learning Outcomes
History Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Home Economics & Hospitality Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Industrial Technology & Design Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Mathematics Learning Outcomes
Please refer to the Core Structure Learning Outcomes
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors
Number of units: 18 Total credit points: 120

Year 1 - Term 1
Students must complete the following compulsory units:
EDSE11024 Teaching Youth
EDED11454 Education as a Profession
Year 1 - Term 2
Students must complete the following compulsory units:
EDED11457 Responding to Diversity and Inclusion
EDFE11038 Professional Practice 1 - Introduction to Teaching
Year 1 - Term 3
Students must complete the following compulsory units:
EDED11458 Indigenous Studies and Learning
Year 2 - Term 1
Students must complete the following compulsory units:
EDSE12024 Digital Pedagogies in Secondary Schools
EDSE12025 Engaging Learners: Classroom Management and Neuroscience
Year 2 - Term 2
Students must complete the following compulsory units:
EDSE12021 Middle Years Learning and Teaching
EDFE12043 Professional Practice 2 (Secondary) - Application of Curriculum
Year 3 - Term 2
Students must complete the following compulsory units:
EDED13434 Learning and Wellbeing in Middle School
EDED13435 Students with Special Needs
Year 3 - Term 3
Students must complete the following compulsory units:
EDFE13033 Professional Practice 3 (Secondary) - Engagement with Others
Year 4 - Term 1
Students must complete the following compulsory units:
EDSE14004 Assessment and Reporting in Secondary Schools
EDSE14002 Senior Years Learning and Teaching
EDSE14003 Literacy and Numeracy across the Curriculum
Year 4 - Term 2
Students must complete the following compulsory units:
EDED14354 The Ethical Professional
EDFE14022 Professional Practice 4 (Secondary) - Learning and Teaching in Action
EDFE14020 Professional Practice Specialisation

In addition to the above, students are required to complete six units from Discipline Teaching Area 1 and six units from Discipline Teaching Area 2 as follows:-

Year 1, Term 1

Discipline Teaching Area 1

Discipline Teaching Area 2

Year 1, Term 2

Discipline Teaching Area 1

Discipline Teaching Area 2

Year 2, Term 1

Discipline Teaching Area 1

Discipline Teaching Area 2

Year 3, Term 1

Discipline Teaching Area 1

Discipline Teaching Area 1

Discipline Teaching Area 2

Discipline Teaching Area 2

Year 3, Term 2

Discipline Teaching Area 1

Discipline Teaching Area 2

A list of units relating to the Discipline Areas can be found by accessing the information relating to specific minors in this course. Students should also refer to the More Details section for important information regarding completion of these units.

Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors
Number of units: 6 Total credit points: 36

Students wishing to teach Accounting must complete and pass the two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

Available units
Students must complete the following compulsory units:
COIS11011 Foundations of Business Computing
ACCT11057 Principles of Accounting

Advanced Level Units

Available units
Students must complete 4 from the following units:
ACCT19060 Management Accounting
ACCT19066 Accounting Systems and Assurance
ACCT19061 Advanced Financial Accounting
ACCT19064 Auditing & Professional Practice
ACCT19062 Intermediate Financial Accounting
ACCT19082 Financial Accounting Theory
ACCT19084 Financial Accounting
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors
Number of units: 6 Total credit points: 36

Students wishing to teach Biology (including Year 7-10 Science) must complete and pass the two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

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

Advanced Level Units

Available units
Students must complete 2 from the following units:
BOTN13002 Plants and the Environment
BOTN19001 Australian Botany
MBIO19012 Microbiology
ZOOL13015 Environmental Physiology of Animals
MBIO19013 Environmental Microbiology
ZOOL19002 Australian Vertebrate Fauna
Available units
Students must complete the following compulsory units:
ZOOL12009 Invertebrate Zoology
BIOL12105 Scientific Analysis and Statistics
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors
Number of units: 6 Total credit points: 36

Students wishing to teach Chemistry (including Year 7-10 Science) must complete and pass two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

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

Advanced Level Units

Available units
Students must complete the following compulsory units:
CHEM19085 Environmental Chemistry
EVST19023 Water Resource Management
CHEM13080 Analytical Science
CHEM12077 Food Science & Analysis
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors
Number of units: 6 Total credit points: 36

Students wishing to teach English must complete and pass two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

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

Advanced Level Units

Available units
Students must complete the following compulsory units:
LITR19051 Literary Theory
LITR19049 Romantic and Contemporary Poetry
LITR19056 Shakespeare Today
Available units
Students must complete 1 from the following units:
LITR19052 The Modern Novel
LITR19057 Contemporary Australian Literature
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors
Number of units: 6 Total credit points: 36

Students wishing to teach Geography must complete and pass the two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

Available units
Students must complete 1 from the following units:
GEOH11001 Introduction to Human Geography
GEOG11023 Physical Geography of Australia
Available units
Students must complete the following compulsory units:
GEOG11024 Conservation in Australia

Advanced Level Units:

Available units
Students must complete the following compulsory units:
GEOG13013 Sustainable Regions and Cities
EVST19022 Climate Change: Risk and Assessments

Advanced Level Units

Available units
Students must complete 2 from the following units:
EVST19020 Environmental Management Systems
GEOG19021 Geographic Information Systems
EVST19007 Environmental and Social Impact Assessment
GEOG19029 Applied Demography
EVST19008 Development and Environmental Policy
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors

Health and Physical Education Minor

Number of units: 6 Total credit points: 36

Students wishing to teach Physical Education (including Year 7-10 HPE & Year 11-12 Physical Education) must complete and pass two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

Available units
Students must complete the following compulsory units:
BIOH11005 Introductory Anatomy and Physiology
ESSC11003 Skill Acquisition and Movement

Advanced Level Units

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

ESSC12001 and ESSC12004 have compulsory Residential Schools for Distance students. Please ensure you check the relevant Unit Profile for these details. Please note that residential schools may be held outside the term in which the unit is run.

Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors
Number of units: 6 Total credit points: 36

Students wishing to teach History must complete and pass two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

Available units
Students must complete 2 from the following units:
HIST11037 Dawn of Humanity: An Introduction to World History
HIST11038 The Modern World Emerges: An Overview

Advanced Level Units

Available units
Students must complete 4 from the following units:
HIST19031 Australia on the World Stage: History and Politics
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 2 minors

Home Economics & Hospitality Minor

Number of units: 6 Total credit points: 36

Students wishing to teach Home Economics & Hospitality must complete and pass the two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

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

Advanced Level Units

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

In addition to the on-line Moodle site requirements, EDVT11021 and EDVT11022 also include intensive workshop components delivered face-to-face over 5 days in Rockhamtpon.

Trade Entry:- Students who enter the course with a relevant Trade Qualification can apply for up to 6 units credit towards Discipline Teaching Area 1. For these students, Discipline Teaching Area 2 must comprise the completion of the six (6) units listed above.

Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors

Industrial Technology & Design Minor

Number of units: 6 Total credit points: 36

Students wishing to teach Industrial Technology and Design must complete and pass the two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

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

Advanced Level Units

Available units
Students must complete the following compulsory units:
EDSE12027 Industrial Furnishing Processes
EDSE12026 Graphics, 3D Computer Aided Drafting and Design
EDSE14005 Design and Manufacturing
EDSE13002 Industrial Skills

In addition to the on-line Moodle site requirements, all units that make up this teaching area also include compulsory intensive workshop components delivered face-to-face over 4 days. Please consult the current handbook under "Residential Schools" or further details.

Trade Entry:- Students who enter the course with a relevant Trade Qualification can apply for up to 6 units credit towards Discipline Teaching Area 1. For these students, Discipline Teaching Area 2 must comprise the completion of the six (6) units listed above.

Course Structure

In order to complete this course, you must:

  1. Complete the core structure
  2. Complete 2 minors
Number of units: 6 Total credit points: 36

Students wishing to teach Mathematics must complete and pass two (2) Level 1 units from the list below plus four (4) Advanced level units.

Level 1 Units

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

Advanced Level Units

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

Location of study

This course can only be studied within Australia.

 

Please be advised that units in this course may be delivered in a variety of ways including on-campus/face-to-face, online, in schools (placement) and intensive residential schools. Some units in the course may only be available to be studied online. Students are advised to check the handbook for unit availabilities and the requirements of each unit within the course prior to enrolling.

 

Mid-Year Entry

Students commencing mid-year in the Bachelor of Education courses (CC12, CC14, CC13) have the option to complete an accelerated course structure of 3.5 years. This course structure will align your course completion with those students who commenced in Term 1 of the same year. (Please note, this course structure does not apply to students commencing in Term 1)

 

To be eligible to follow the accelerated course structure, you will be required to enrol as outlined within the Term 2 (mid-year entry) study plans for your course. The mid-year entry study plan includes enrolment over Term 3 and some terms of over-enrolment (5 units per term). Please contact the Course Advice Team via email at spc@cqu.edu.au for a personalised mid-year entry study plan.


Please note, in the event that you receive a failed grade or do not wish to study the required units over Term 3, you will no longer be eligible to follow the accelerated course structure.

 


Course Planners

For Course Planners please refer to http://www.cqu.edu.au/student-life/new-students/planners-and-profiles

 

Literacy and Numeracy Test for Initial Teacher Education (LANTITE)

Students undertaking an Initial Teacher Education (ITE) course must complete both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) with a result of “Standard Achieved” to be eligible for graduation.

 

You will need to have met this requirement to be eligible to register for the two linked final year placements of Professional Practice 3 and Professional Practice 4. Registration for these placements occurs in August of the year prior to their scheduled completion. You will not be able to enrol in EDFE14021 Professional Practice 4 or complete a placement for this unit if you have not submitted a registration form confirming successful completion of LANTITE.

 

Professional Practice

Students will be required to complete 85 assessable supervised placement days in order to satisfy the course accreditation requirements.

  • EDFE11038 - Professional Practice 1: 15 day supervised placement 
  • EDFE12043 - Professional Practice 2: 15 day supervised placement 
  • EDFE13033 - Professional Practice 3: 25 day supervised placement 
  • EDFE14021 - Professional Practice 4: 30 day supervised placement 

As part of QCT accreditation, students must have passed ALL coursework, except EDED14354 The Ethical Professional, and EDFE14020 Professional Practice Specialisation before undertaking EDFE14021 Professional Practice 4 – Engaged Teaching and Learning.

 

Placements should be completed as per the structure identified in the Professional Practice Calendar which can be accessed from the CQUniversity Professional Experience website at the beginning of each academic year. In situations where variations to the calendar are unavoidable, the pre-service teacher should obtain approval by email from the Academic Director of Professional Practice (or their delegate).

 

All professional practice materials, including information and reporting booklets and placement calendars can be located on the following website: https://www.cqu.edu.au/about-us/structure/schools/ea/professional-experience

 

In order to have a placement sourced for you for any of the Professional Practice units, all pre-service teachers will need to register for a placement by completing an online form through the placement system Sonia. All summative reports are also completed through this platform and can be accessed through the following site: https://sonia.cqu.edu.au 

 

 

Pre-service teachers must be aware that they cannot receive remuneration in any form for duties carried out as part of Professional Practice placements.

 

Working with Children Check

Pre-service teachers must be enrolled in a CQUniversity Professional Practice unit and be in possession of a current Positive Notice Blue Card (or equivalent “Working with Children” check issued in other Australian states or territories) to be eligible for placement in a school/early learning centre/educational site. Please log onto the placement system Sonia to access the online form to apply for a Working with Children Check.

 

 

Credit for Prior Learning

Credit transfer will not be granted towards curriculum and pedagogy units within the Bachelor of Education courses on the basis of work experience and/or informal and non-formal learning.

 

Credit transfer will only be granted from formal learning where a student is able to demonstrate that tertiary studies, equivalent in content and depth to the CQU unit, have been successfully completed as part of an accredited Initial Teacher Education Course.

 

It is an expectation that all pre-service teachers must be able to demonstrate the Australian Professional Standards for Teachers at Graduate Career Stage to be registered in Queensland.  Demonstration of the standards necessarily includes relevant knowledge planning, teaching, assessing and reporting in accordance with the mandated curriculum.

 

Core curriculum and pedagogy units are an essential component of the course to ensure that students have all the knowledge and skills necessary to meet the Australian Professional Standards for Teachers (Graduate Career Stage).

 

In addition, graduation from an Initial Teacher Education Course and eligibility for teacher registration requires the completion of a minimum number of assessable placement days in schools or other approved learning sites. For this reason, credit will not be granted for any professional experience other than days completed as part of a formal, supervised assessable placement within an Initial Teacher Education Course.

 

Credit is normally granted only for units satisfactorily completed in the last 5 years for practical placement units and in the last 7 years for curriculum units at a recognised educational institution.

 

Please note: CQUniversity does not accept qualifications that are lower than a Diploma level as a basis for credit towards undergraduate courses, with the exception of the Trade Entry outlined below. Refer to the Credit For Prior Learning website at http://www.cqu.edu.au/credittransfer for further details on the guidelines and application process or contact the Academic Pathways Team at credit@cqu.edu.au

 

 

Trade Entry – Credit Transfer for Trade qualifications:

Students entering the Bachelor of Education (Secondary) course with a recognised Trade qualification who wish to teach Secondary Industrial Technology and Design or Home Economics and Hospitality subject areas may be eligible for Recognition of Prior Learning (RPL) into this course of study.

 

Applicants must provide a Recognition of Prior Learning (RPL) portfolio to support an application for advanced standing of which a maximum of 6 units may be approved towards Teaching Discipline Area 1.

 

The advanced standing application must include a Trade experience portfolio of evidence, comprising the following:

  • Evidence of successful completion of a recognised Trade qualification, or a combination of other relevant qualifications suitable for your chosen discipline teaching area;
  • Evidence of successful completion of a recognised Australian apprenticeship and documented experience in the chosen teaching area; and
  • Documented evidence of 3 to 5 years verifiable post trade work experience in the relevant industry, in the form of a Statement of Service from the employer/s.

Unit outlines are not required for these qualifications.

 

IMPORTANT: Students who are successful in gaining six (6) unit credits for Teaching Discipline Area 1 from their trade qualification MUST complete the six (6) units outlined in the Industrial Technology and Design or Home Economics and Hospitality teaching areas as their Discipline Teaching Area 2.

 

For example, if your trade experience portfolio relates to Hospitality and you are successful in gaining credit for Teaching Area 1 you must then complete the 6 units outlined in the Home Economics and Hospitality Minor as your second teaching area. If you wish to complete two teaching discipline areas no credit from your trade qualification/work experience can be awarded. These requirements are set down by the accrediting body, the Queensland College of Teachers, and must be met in order for credit to be awarded.

 

Discipline Teaching Areas

 

Students to choose two Discipline Teaching Areas from the following list and complete 6 courses per teaching area:

  • Agricultural Science (including Year 7 - 10 Science)
  • Business
  • Biology (including Year 7 – 10 Science)
  • 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 & Hospitality
  • Industrial Technology and Design
  • Mathematics
  • Psychology (including Year 7 - 10 Science)

Please note: There may be issues for students who choose both Home Economics & Hospitality, and Industrial Technology & Design together due to residential school clashes. Due to potential clashes, students may need to extend the length of their course to accommodate a clash free planner. Students are encouraged to seek advice from the Course Advisor regarding their course planner and enrol in the units in the order specified in the course planner.

 

Agricultural Science may not be offered as a school subject in all locations. Students who select this teaching area are advised that they may need to travel or relocate to complete placements. For information on current placement locations for Agricultural Science students, please contact the Academic Director of Professional Practice, Dr Kerry Aprile by emailing k.aprile@cqu.edu.au

 

Career Opportunities

Like other professions, the teaching profession is impacted by issues of supply and demand. It is therefore wise to investigate your employment prospects prior to deciding on a course specialisation. This is especially important if you are unable to relocate.