Bachelor of Education (Secondary / Middle Years - Graduate Entry)
Course Overview / Course Structure
| Course Name | Bachelor of Education (Secondary/Middle Years – Graduate Entry) |
| Level | Undergraduate |
| Type | Full-time or part-time |
| Mode | On-campus |
| Duration | 2 years (full-time equivalent) |
| Credit Points | 200 |
| Starting Semesters | 1 (Sem 2 – part-time only) |
| Course Code | ED18 |
| CRICOS Code | 056909C |
| Host School | Education and Humanities |
Course Specific Enquiries
Ph: +617 3347 7900
Email: enquiries@chc.edu.au
Credit for Prior Study Enquiries
Ph: +617 3347 7900
Email: enquiries@chc.edu.au
Admissions, Enrolments & General Enquiries
Ph: +617 3347 7900
Email: enquiries@chc.edu.au
General Information
The Bachelor of Education (Secondary/ Middle Years – Graduate Entry) is a two-year full-time course, or part-time equivalent, for applicants who have completed a previous Bachelor degree. It provides initial teacher education for people who wish to work in classroom settings in middle and/or secondary schools. The Bachelor of Education (Sec/MY-GE) is available via on-campus study only.
Entry Requirements
Entry to the Bachelor of Education (Secondary/ Middle Years – Graduate Entry) is open to applicants who have completed a relevant previous Bachelor degree, at an accredited higher education institution, which includes majors of 80 credit points and/or minors of 40 credit points, in fields recognised as teaching areas by the Queensland Studies Authority (QSA). Where the content of the previous degree does not satisfy such requirements, further studies in these areas will be required.
Workload for the Course
The BEd (Sec/MY - GE) requires a minimum of 200 credit points for completion. Each credit point indicates an expected student involvement of one hour per week for one semester. A standard unit carrying a weighting of 10 credit points normally involves 10 hours of study and research per week. Full-time students normally undertake five units per semester with a weighting of 50 credit points and an expectation of 50 hours of work per week over a semester. Part-time students normally undertake three or fewer units per semester, with an equivalent workload per unit. Students who wish to undertake more than a normal full-time load are to consult the Coordinator; this is only approved in unusual circumstances.
Students must also fulfil other requirements as relevant to the course, including Student Teacher Embedded Practice (STEP), Professional and Community Experiences (PACE) and Senior First Aid, CPR and Lifesaving certification.
Students may apply for transfer of credit from previous studies. Application for transfer of credit should be made at the time of entry into the course, although later applications will be accepted. However, students should be aware that transfer of credit will not be granted for units in which students are currently enrolled. During their course of study, students may also apply to engage in cross-institutional study towards the requirements of the course. A maximum of 50% of the course may be undertaken through transfer of credit and/or cross-institutional study. All policies which pertain to transfer of credit cross-institutional study are available on the CHC website (www.chc.qld.edu.au).
The maximum recommended time for completion of the course is 10 years. Extensions beyond this time may be available in special circumstances by application to the Dean of Education and Humanities.
Career Outcomes
 |
Teacher – Secondary Years (generally Year 7 through to Year 12) |
Professional Recognition
Provisional registration with the Queensland College of Teachers
Attendance
Attendance rules may vary from school to school and course to course. Students have a responsibly to ensure that they are fully aware of the attendance policies which apply to the schools to which their units belong. It is the School of Education and Humanities' aim that, in the process of higher education studies, students become responsible disciples and self-directed learners, and internalise the culture and values of Christian scholarship in general and of their chosen profession in particular. Such aims have a bearing upon the administration of attendance requirements. Students need to accept responsibility for maximising their learning and engaging in the learning opportunities and activities of the course. Prescribed attendance requirements for individual units will be published in the outlines provided to students at the beginning of each semester. Lecturers will keep records of student class attendance. Students may place their semester results in jeopardy or even fail a unit because of an inability to satisfy attendance requirements as follows:
1. Students are expected to attend all scheduled classes and to be punctual in their attendance at CHC activities. The School of Education and Humanities requires students to attend at least 80% of class time unless a reason for absence (such as illness, traffic hold-ups, mechanical breakdown, attendance at family ceremonies) has been accepted by the unit lecturer. Students who are unable to attend classes should phone the CHC Reception to advise of their absence. To substantiate reasons for absences of more than two days, students are to provide documentation (such as a medical certificate) for that period.
2. Should students be absent at a time when they are on formal Professional Experience activities, they are to phone the school or organisation concerned by 8.00 am and leave a message for their mentors. If students are unable to do this, they are to phone the School of Education and Humanities Professional Experiences Program Coordinator at CHC after 8.30 am. A medical certificate is required after two consecutive days' absence from formal Field Studies/Professional Experience activities. Should a student be absent for more than one day during formal Professional Experience activities, special arrangements are to be made with the Professional Experience Program Coordinator to make up these days.
Course Structure
The BEd (Sec/MY- GE) consists of five strands:
|
Christian Studies |
|
Education Studies |
|
Middle Years Studies |
|
Curriculum Studies |
|
Professional Experience |
Strands consist of units which are at both introductory and advanced levels of study. Generally, advanced units have prerequisite conditions which allow the sequencing of units to achieve a logical progression in content, experiences and levels of difficulty. Unless special permission has been received from the Course Coordinator, students will not be allowed to enrol in advanced units unless all prerequisite conditions have been successfully fulfilled.
The table below indicates the credit point structure of the courses, including credit points by strand.
| Christian Studies Education Studies Professional Experience Curriculum/Discipline Studies Middle Years Studies TOTAL |
30 credit points 80 credit points 30 credit points 20 credit points 40 credit points 200 credit points |
Students in the BEd (Sec/MY - GE) complete 20 credit points of Methodology units within the Curriculum Studies strand, as indicated below.
|
Methodology units |
Christian Studies
The Christian Studies strand develops the biblical and theological foundations necessary to a Christian understanding of education, and addresses a range of aspects of Christian belief as a basis for the development and application of a Christian worldview.
|
Christian Studies units CS100 - Christian Discipleship CS200 - Christianity and Worldviews CS300 - Christian Spirituality and Philosophy |
Education Studies
The Education Studies strand includes studies in developmental psychology, sociology and the philosophy of teaching and learning. It provides a basis for the development of a professional understanding of education and emphasises the development of the personal, professional and practical skills of the teacher, including the development of higher education study, research and writing skills. Units in the strand cover teaching skills and process, approaches to classroom organisation and management, curriculum development, and children in inclusive classrooms.
Middle Years Studies
Secondary/ Middle Years Studies strand provides insight into relevant knowledge and issues appropriate to particular periods of human lifespan development.
Curriculum Studies
(Students complete four Middle Years units) Students complete two Senior Years units.
|
Curriculum Studies units SY201 - Senior Years Curriculum Studies I SY201 - Senior Years Curriculum Studies II |
Professional Experience
The Professional Experience strand provides extensive opportunities for students to put their teaching skills into practice in schools and other community settings. It contains a series of components which comprise a body of experience totalling at least 80 days.
STEP/PACE (Student Teacher Embedded Practices/Professional and Community Experiences)
20 days of professional experiences, observations, investigations and activities undertaken in non-contact time, and community-based experiences.
School-based Professional Experiences units
Four-week blocks of formal classroom contact in Semesters 3, 4 and 5 of the course.
|
Professional Experience units SP231 - School-Based Professional Experiences (GE) I SP332 - School Based Professional Experiences (GE) II SP433 - School-Based Professional Experiences (GE) III |
Course Overview
Click here to download Course Overview
Year-Level Themes
Year level themes guide the work of student teachers in each year of their studies, and provide a mechanism for sequencing the units and other requirements being undertaken during each semester of the course.
Year 1
Learning To Learn
The focus of Year 1 is to extend or confront and challenge the learning which students have developed in their prior formal education, so as to provide a suitable rationale for coursework and study which inducts students into tertiary study and life. It provides them with the knowledge, tools, skills and experiences at the 100-level of study to enable them to develop a secure foundation upon which further studies can be developed.
Learning To Teach
Year 2 provides students with foundational knowledge, tools, skills and experiences to assist them to begin developing their professional understandings and personal practices of teaching. Many of these are necessarily quite experiential and teacher-centred, as student teachers begin to develop the strategies, tactics and skills for a confident start to teaching.
Year 2
Teaching For Learning
As students commence Year 3, they will have developed foundational knowledge, tools, approaches, skills and experiences. The focus of Year 3 is to encourage student teachers to progress to more child/student-centred approaches, where teaching is more focused on learning.
Teaching For Transformation
Year 4, with its emphases on the preparation for and implementation of the School-based Internship, requires students to begin to make the transition from student teaching to beginning teaching. The focus of Year 4 is to assist students to become professional beginning teachers. It is intended not only that this transition occur, but also that there be radical transformation of students' understanding and mastery of experiential and experimental approaches to teaching that promote learning.
