Diploma of Secondary School Teaching
Central Queensland University
About
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)
Structure
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Core Structure
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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)
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Biology Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Business Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Chemistry Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
English Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Geography Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Health and Physical Education Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
History Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Home Economics Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Industrial Technology and Design Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Junior English & History Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Junior Mathematics & Science Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Mathematics Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Psychology Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| 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
| column1 | ||
|---|---|---|
| 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
Entry requirements
What do I need to start?
Entry Scores
Entry Requirements
Applicants are required to provide certified evidence of teacher registration.
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.
Assumed Knowledge
N/A
Fees and Charges
- Domestic Fees -->
Learning outcomes
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.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Business Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school business teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school business teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school business teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school business teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Chemistry Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school chemistry teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school chemistry teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school chemistry teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school chemistry teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
English Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school English teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school English teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school English teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school English teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Geography Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school geography teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school geography teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school geography teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school geography teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Health and Physical Education Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school health and physical education teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school health and physical education teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school health and physical education teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school health and physical education teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
History Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school history teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school history teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school history teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school history teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Home Economics Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school home economics and hospitality teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school home economics and hospitality teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school home economics and hospitality teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school home economics and hospitality teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Industrial Technology and Design Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school home economics and hospitality teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school home economics and hospitality teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school home economics and hospitality teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school home economics and hospitality teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Junior English & History Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to junior secondary school English and History teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to junior secondary school English and History teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to junior secondary school English and History teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within junior secondary school English and History teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Junior Mathematics & Science Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to junior secondary school mathematics and science teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to junior secondary school mathematics and science teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to junior secondary school mathematics and science teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within junior secondary school mathematics and science teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 |
| 1. KNOWLEDGE Have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning | --> | --> | --> | --> | |
| 2. SKILLS Have cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources | --> | --> | --> | --> | |
| 3. SKILLS Have cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or management requirements | --> | --> | --> | --> | |
| 4. SKILLS Have specialist technical and creative skills to express ideas and perspectives | --> | ||||
| 5. SKILLS Have communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge | --> | --> | --> | --> | |
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate application with depth in some areas of specialisation, in known or changing contexts | --> | --> | --> | ||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Be able to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations | --> | --> | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to broad parameters for quantity and quality | --> | --> | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but generally well- defined parameters | --> | --> | --> | --> | --> |
Mathematics Learning Outcomes
- 1.
- Interpret and apply curriculum, teaching standards and educational policy relevant to secondary school mathematics teaching contexts
- 2.
- Apply technical and theoretical content knowledge relevant to secondary school mathematics teaching contexts
- 3.
- Design learning sequences that align curriculum, teaching and learning strategies and assessment requirements applicable to secondary school mathematics teaching contexts
- 4.
- Communicate effectively with educational stakeholders to support the delivery of the curriculum within secondary school mathematics teaching contexts
- 5.
- Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | 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 | --> | --> | --> | --> | --> |
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.
| column1 | column2 | ||||
|---|---|---|---|---|---|
| | 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 | --> | --> | --> | --> | --> |
Institution
