Bachelor of Teaching
Central Queensland University
About
This is an exit only award.
Students will be eligible to exit the Bachelor of Education (Early Childhood) and receive the award of the Bachelor of Teaching (Early Childhood) on completion of the 24 units listed.
Students will be eligible to exit the Bachelor of Education (Primary) and receive the award of the Bachelor of Teaching (Primary) on completion of any 24 units from the host course.
Students will be eligible to exit the Bachelor of Education (Secondary) and receive the award of the Bachelor of Teaching (Secondary) on completion of any 24 units from the host course.
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: 24 | Total credit points: 144 |
No additional notes.
Students will be eligible to exit the Bachelor of Education (Early Childhood) and receive the award of the Bachelor of Teaching (Early Childhood) on completion of the 24 units listed.
Students will be eligible to exit the Bachelor of Education (Primary) and receive the award of the Bachelor of Teaching (Primary) on completion of any 24 units from the host course.
Students will be eligible to exit the Bachelor of Education (Secondary) and receive the award of the Bachelor of Teaching (Secondary) on completion of any 24 units from the host course.
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Early Childhood Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| Number of units: 24 | Total credit points: 144 |
No additional notes.
Students will be eligible to exit the Bachelor of Education (Early Childhood) and receive the award of the Bachelor of Teaching (Early Childhood) on completion of the 24 units listed.
| column1 | ||
|---|---|---|
| Available units | ||
| Students must complete the following compulsory units: | ||
| --> EDCU11031 | Development and Learning through Life | --> |
| --> EDED11454 | Education as a Profession | --> |
| --> EDCU11032 | Health and Physical Education | --> |
| --> EDCU11033 | Multiliteracies | --> |
| --> EDED11456 | Communication in Educational Environments | --> |
| --> EDED11457 | Responding to Diversity and Inclusion | --> |
| --> EDED11455 | Curriculum Foundations and Decision-Making | --> |
| --> EDFE11038 | Professional Practice 1 - Introduction to Teaching | --> |
| --> EDED11458 | Indigenous Studies and Learning | --> |
| --> EDEC11027 | Early Childhood Pedagogies | --> |
| --> EDCU12039 | Design and Digital Technologies | --> |
| --> EDCU12044 | Literacy and Numeracy for Teachers | --> |
| --> EDCU12040 | Biological and Earth and Space Sciences | --> |
| --> EDEC11026 | The Arts and Learning in the Early Years | --> |
| --> EDCU12038 | Teaching for Mathematical Proficiency | --> |
| --> EDCU12042 | History Curriculum and Pedagogy | --> |
| --> EDCU12043 | English - Teaching Language Use in Context | --> |
| --> EDFE11039 | Professional Practice 2 (ECE) – Kindergarten | --> |
| --> EDFE13032 | Professional Practice 3 (Primary/ECE) - Managing the Differentiated Classroom | --> |
| --> EDCU13020 | Mathematics Curriculum | --> |
| --> EDEC11030 | Teaching Health and Sustainability in the Early Years | --> |
| --> EDEC11029 | Policy and Research in Early Childhood | --> |
| --> EDCU14034 | Teaching English Language Learners | --> |
| --> EDEC11028 | Leadership, Advocacy and Management in Early Childhood | --> |
Students who are in the Catholic Education strand must have completed the following two units as per the course structure from the host course instead of EDFE13032 Professional Practice 3 (Primary/ECE) - Managing the Differentiated Classroom and EDEC11030 Teaching Health and Sustainability in the Early Years.
| column1 | ||
|---|---|---|
| Available units | ||
| Students must complete 2 from the following units: | ||
| --> RELG13001 | Contemporary Meanings and Religious Texts | --> |
| --> EDFE12044 | Professional Practice 3 - The Catholic School Placement | --> |
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Primary Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| Number of units: 24 | Total credit points: 144 |
No additional notes.
Students will be eligible to exit the Bachelor of Education (Primary) and receive the award of the Bachelor of Teaching (Primary) on completion of any 24 units from the host course.
Course Structure
--> In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Secondary Major
--> View Full Course Structure -->| column1 | column2 |
|---|---|
| Number of units: 24 | Total credit points: 144 |
No additional notes.
Students will be eligible to exit the Bachelor of Education (Secondary) and receive the award of the Bachelor of Teaching (Secondary) on completion of any 24 units from the host course.
Entry requirements
What do I need to start?
Entry Scores
Entry Requirements
Exit only award
Security Requirements
N/A
Health Requirements
N/A
Assumed Knowledge
Exit only award
Fees and Charges
- Domestic Fees -->
- International Fees -->
Learning outcomes
Core Learning Outcomes
- .
| column1 | column2 |
|---|---|
| | Course Learning Outcomes |
| Australian Qualifications Framework Descriptors | |
| 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 |
Early Childhood Learning Outcomes
- 1.
- Critically analyse learning theory, educational theory and practice, and be cognisant of legislation and policy frameworks and standards for professional conduct
- 2.
- Review and select resources and strategies that enhance engagement and learning in diverse early childhood education and care settings and contexts
- 3.
- Devise learning sequences that align early childhood curriculum, teaching and learning strategies, assessment and reporting requirements
- 4.
- Implement teaching and learning sequences that comply with the requirements of relevant legislative and regulatory bodies for early childhood education and care settings
- 5.
- Manage individual and cultural diversity to create inclusive and supportive learning environments
- 6.
- Communicate effectively with specialist and non-specialist audiences to support the interests of learners and learning communities
- 7.
- Synthesise theoretical understanding and practical skills to make decisions in response to assessment data and diverse learning, cultural and/or social needs and contexts
- 8.
- Reflect on one’s own practice as a way of identifying personal learning needs
- 9.
- Employ a holistic approach to teaching and learning that considers childrens' physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning
- 10.
- Embed strategies for connecting with families, communities and professional stakeholders to advocate for the rights, interests and capabilities of children
- 11.
- Reflect on the principles underpinning ethical practice in early childhood education and care settings to make informed and intuitive judgments in response to the holistic development of children
| column1 | column2 | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| | Course Learning Outcomes | ||||||||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
| 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 | --> | --> | --> | --> | --> |
Primary Learning Outcomes
- 1.
- Critically analyse learning theory, educational theory and practice, and be cognisant of legislation and policy frameworks and standards for professional conduct
- 2.
- Review and select resources and strategies that enhance engagement and learning in diverse primary school settings and contexts
- 3.
- Devise learning sequences that align primary school curriculum, teaching and learning strategies, assessment and reporting requirements
- 4.
- Implement teaching and learning sequences that comply with the requirements of relevant legislative and regulatory bodies for primary school settings
- 5.
- Manage individual and cultural diversity to create inclusive and supportive learning environments
- 6.
- Communicate effectively with specialist and non-specialist audiences to support the interests of primary school learners and learning communities
- 7.
- Synthesise theoretical understanding and practical skills to make decisions in response to assessment data and diverse learning, cultural and/or social needs and contexts
- 8.
- Reflect on one’s own practice as a way of identifying personal learning needs.
| column1 | column2 | |||||||
|---|---|---|---|---|---|---|---|---|
| | Course Learning Outcomes | |||||||
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 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 | --> | --> | --> | --> |
Secondary Learning Outcomes
- 1.
- Critically analyse learning theory, educational theory and practice, and be cognisant of legislation and policy frameworks and standards for professional conduct
- 2.
- Review and select resources and strategies that enhance engagement and learning in diverse secondary school settings and contexts
- 3.
- Devise learning sequences that align secondary school curriculum, teaching and learning strategies, assessment and reporting requirements
- 4.
- Implement teaching and learning sequences that comply with the requirements of relevant legislative and regulatory bodies for secondary school settings
- 5.
- Manage individual and cultural diversity to create inclusive and supportive learning environments
- 6.
- Communicate effectively with specialist and non-specialist audiences to support the interests of learners and learning communities
- 7.
- Synthesise theoretical understanding and practical skills to make decisions in response to assessment data and diverse learning, cultural, and/or social needs and contexts
- 8.
- Reflect on one’s own practice as a way of identifying personal learning needs
- 9.
- Apply discipline specific content knowledge to secondary school learning environments
| column1 | column2 | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| | 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 | --> | --> | --> | --> |
Institution
