Bachelor of Education (Secondary) (BSED)
University of Southern Queensland
About
Description not available for this course.
Structure
Core courses
| Course | Semester of offer External/Online | Semester of offer Toowoomba Campus | Semester of offer Springfield Campus |
|---|---|---|---|
| ESF1100 The Educator as Professional | 1, 2 | 1, 2 | 1, 2 |
| ESD1100 Adolescence to Adulthood Development | 1, 3 | 1 | 1 |
| ESP1200 The Beginning Teacher | 1, 2 | 1, 2 | 1, 2 |
| EDS2401 Junior Secondary Curriculum and Pedagogy | 1, 2 | 1 | 1 |
| ESB2100 Positive Behaviour for Learning: Taking Responsibility | 1, 2 | 1 | 1 |
| EDC2300 Assessment Practices for Secondary | 1, 2 | 1 | 1 |
| ESP3100 Social and Emotional Wellbeing in Contemporary Secondary School Context | 1,2 | 1 | 1 |
| EDC2400 Educating Learners with Special Needs Across Contexts | 1, 2, 3 | 1, 2 | 1, 2 |
| ESP2200 Senior Secondary Curriculum and Pedagogy | 1, 3 | 1 | 1 |
| EDC1300 The Collaborative Educator | 2 | ||
| ESN4200 Numeracy and Learning Analytics | 2, 3 | ||
| EDS4401 Reflexive Professional Practice | 1, 2 | 1 | 1 |
| ESI4100 Promoting Inclusive Practices | 1, 3 | ||
| EST4100 Designing Digital and Blended Learning Spaces | 1 | 1 | 1 |
| EDS4250 Literacies Across the Curriculum | 1, 3 | 1 | 1 |
| EDC4000 Preparing for the Profession | 1, 2, 3 | 2 | 2 |
| EDC2200 First Nations Education | 1, 2 | 1, 2 | 1, 2 |
| EDX4150 Transitions in Post-Compulsory Education | 2, 3 |
Entry requirements
Admission requirements
To be eligible for admission, applicants must satisfy the following requirements:
- Have achieved a minimum Overall Position (OP) 15, tertiary entrance rank 68 or equivalent qualification.^
Academic:
- English (4, SA) or equivalent
- Mathematics A, B or C (4, SA) or equivalent
- Compulsory prior study for selected Teaching Areas.
- English Language Proficiency requirements for Category 5. All students are required to satisfy the applicable English language requirements.
Non-academic:
As a result of a national requirement, submission of a 1000-word personal statement that demonstrates Australian Institute for Teaching and School Leadership (AITSL) competencies. The personal statement must address two categories that show your understanding of and motivations for studying the program:
- Category 1: Interest in teaching children/young people;
- Category 2: Involvement in personal learning and leadership activities.
Information regarding the rationale surrounding this admission requirement, is available at Ask USQ.
For information regarding the selection guidelines for Initial Teacher Education (ITE) programs, including what is expected of you in your 1000-word personal statement, please visit the Queensland Tertiary Admissions Centre (QTAC) website.
These are determined by the University for specific programs each Semester. The 2019 OP and tertiary entrance ranks are based on agreed QTAC schedules which assess formal study at Year 12 or equivalent level, tertiary, preparatory, professional or vocational qualifications or work experience, as detailed in the QTAC Assessment of Qualifications Manual and QTAC Assessor Guidelines. Special admissions may help you get into the program of your choice by increasing your Selection Rank. The additional points don't apply to all applicants or all programs. Please read the information about USQ's Special Admissions carefully to find out what you may be eligible for.
Learning outcomes
Program objectives
Upon successful completion of the Bachelor of Education program, students should be able to:
- Know students and how they learn (possess a broad and coherent body of knowledge, with depth in the underlying principles and concepts)
- Know the content and how to teach it (transmit knowledge, skills and ideas to others)
- Plan for and implement effective teaching and learning (well-developed cognitive, technical and communication skills to select and apply methods and technologies to transmit knowledge, skills and ideas to others)
- Create and maintain supportive and safe learning environments (apply knowledge and skills with initiative and judgement in planning, problem-solving and decision making in professional practice)
- Assess, provide feedback and report on student learning (analyse, generate and transmit solutions to unpredictable and sometimes complex problems and transmit knowledge and ideas to others)
- Engage in professional learning (through collaborative professional practice apply a broad and coherent body of knowledge and skills in a range of contexts to undertake professional work and as a pathway for further learning)
- Engage professionally with colleagues, parents/carers, and the community (through professional integrity and ethical practice present a clear, coherent and independent exposition of knowledge and ideas in order to communicate knowledge, skills and ideas to others).
Institution
