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Bachelor of Teaching (Primary and Secondary)

Course summary for current students

Award granted Bachelor of Teaching (Primary and Secondary)
Duration2 years full-time or part-time equivalent
Deakin course codeE365

For continuing students only.  Final intake was 2009.

Course sub-headings

Course overview

Deakin's Bachelor of Teaching (Primary and Secondary) is a distinctive qualification enabling graduates to teach in primary and secondary schools. It is offered via Cloud (online) mode.

 

This course is available to bachelor degree (or equivalent diploma) holders from disciplines that enable them to qualify for two single teaching method subjects. Methods usually require a background of study for at least two years, however preference will be given to applicants who have a three year major study in at least one discipline area.

 

The course comprises 16 compulsory units of education and professional studies. As part of the course you are required to complete a highly rewarding professional experience program, involving a minimum 45 days of primary school experience and a minimum 45 days of secondary school experience, working with children and alongside experienced teachers.

 

The course allows you to study specialisations in many areas including arts, humanities, English, health, mathematics, science and environment.

 

On satisfactory completion of this course, candidates are eligible for employment as both primary and secondary (post-primary) teachers.

 

Professional recognition

Approved by Victorian Institute of Teaching (VIT) as a preservice teaching qualification.

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Professional experience requirements

Students are required to undertake professional experience placements concurrently with their primary and secondary curriculum method studies.  Students must be enrolled in an appropriate secondary school experience unit in addition to enrolment in the secondary curriculum study method units.
Students may be required to complete the school experience component of the course outside the academic year.  A satisfactory level of teaching competence during school experience is required for the award of the degree.  Details of professional experience requirements will be found at the end of this section on pre-service courses.

LOTE/TESOL requirements

Students wishing to specialise in teaching languages other than English (LOTE) or teaching English to speakers of other languages (TESOL) within the Bachelor of Teaching (Primary and Secondary) should note the following LOTE/TESOL requirements:

LOTE (Languages other than English)
Students are advised that the requirements of the Victorian Institute of Teaching for primary and secondary teachers of LOTE are as follows:
An Advanced level major study in the language requiring successful completion of Year 12 studies in the language for entry into the program.

NOTE: Native speakers of the language may seek a statement of equivalence from an Australian university, to verify that their knowledge and competence in the language meets the standard of a post-Year 12 Advanced level major study in the language.
All programs or program combinations should equip prospective teachers of languages with:
•    a sufficient level of competence in a range of acceptable spoken and written uses of the standard variety of the language so that they can provide their students with a reliable language model. This includes the ability to use the language:
•    in an appropriate range of registers and contexts
•    as the medium of instruction for classroom and instructional purposes
•    with users from a range of ages, regions and/or social groups, both in Australia and overseas
•    an understanding of the significant works of the language (poetry, prose, drama, song, film etc), both contemporary and traditional, and insights into its related history, culture and social life, including in Australia
•    knowledge of the formal properties of the phonology, syntax and discourse patterns of the standard language; an understanding of the significant features of the main varieties of the language (regional and social); an understanding of the legitimacy of a range of varieties/settings of the language; and an understanding of the contrastive features of English and the language
•    a sound understanding of the pedagogy for teaching languages in the primary and/or secondary schools, including the ability to implement various program models for teaching languages
•    an understanding of contemporary research findings in language acquisition, including oracy and literacy development in the first and second languages
•    educational theory and practice in Australian schools as it relates to the teaching of languages.
 
TESOL (Teaching English to Speakers of Other Languages)
The Victorian Institute of Teaching requirements for TESOL are as follows:


A sub-major study in one of Linguistics or

A second language (i.e. not the teacher's first language) or

Appropriate TESOL Studies that includes the following core content:

    * the nature of the English language and the learning of English including formal systems, spoken and written discourse, language and social context, and bi/multilingual language and literacy development
    * the socio-cultural context of TESOL including educational, cultural, historical and inter-group issues and the implications for teaching and learning
    * acquisition of English as a second or additional language. The study of how a second or additional language is acquired with reference to English with implications for TESOL pedagogy
    * the institutional context of TESOL including the role of the TESOL teacher in the school organisation, with parents (as appropriate) and the wider community
    * together with teaching methodology which covers TESOL principles and approaches for a range of educational contexts, including factors affecting the development of language proficiency, and assessment procedures to facilitate appropriate placement of students with ESL needs.

Special requirements for Cloud (online) students

Campus attendance may be required for some units in the form of vacation schools or weekend schools. It is expected that students will have access to a computer and modem to fully benefit from the Cloud (online) services and course delivery.

Contact hours

For each unit of study students are expected to devote 10 to 12 hours of reading, revision and assignment preparation time for each unit each week.

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Fees and charges

Unit fees can be viewed within individual unit descriptions. You can search for a unit using the Unit Search.

 

Please be aware:

  • Fees are calculated on a per unit basis
  • Fees charged will depend on the individual units chosen
  • Fees per unit/credit point may increase annually due to rises in the cost of course delivery and services

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Course rules

To be awarded the Bachelor of Teaching (Primary and Secondary) a student must satisfactorily complete 16 credit points of study taken from the list of course-grouped units leading to the award.

The course of study shall normally be completed within a period of not less than four trimesters of full-time study or part-time equivalent and not more than nine trimesters of study or part-time equivalent. Further extensions of time may be granted with the permission of the Faculty Board which must not exceed 10 consecutive years from the date the student first enrolled in the course.
The course of study shall include satisfactory completion of at least 45 days of supervised school experience in a primary setting and at least 45 days of supervised school experience in a secondary setting.

The course of study shall include secondary curriculum method studies normally related to at least one major sequence of at least 6 credit points or equivalent and at least one minor sequence of at least 4 credit points or equivalent satisfactorily completed in the approved tertiary program undertaken prior to entry.

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Course structure

Note:  Students enrolled prior to 2007 should contact their enrolment officer for course advice.


Cloud (online)
Cloud (online) enrolled students are expected to take no more than two credit points of study per trimester but have the option of increasing or decreasing this load by negotiation with the course director. Cloud (online) students should note that the normal professional experience (school experience) requirements apply.


Cloud (online)
Level 1
Trimester 1

EEE404 Children: Culture, Development and Learning  

ECL400 Primary Language Education 1  

EEP501 Primary School Experience 5A  


Trimester 2

EEE405 Creating Effective Learning Environments  

EME497 Primary Mathematics Education 1  


Level 2

Trimester 1
ECA551 Primary Arts Education  

ECS501 Primary Humanities, Societies and Environments  

EEP504 Primary School Experience 5D  


Trimester 2

ESH500 Primary Physical and Health Education  

EES540 Primary Science Education  


Level 3

Trimester 1
EME500 Primary Mathematics Education 2  

EEY501 Secondary School Experience 5A  

Secondary Curriculum Study A or middle school (first teaching method)


Trimester 2

ECL500 Primary Language Education 2  

Secondary Curriculum Study B or senior school (first teaching method)

Level 4

Trimester 1
EEE504 Curriculum, Assessment and Reporting  

EEY502 Secondary School Experience 5B  

Secondary Curriculum Study A or middle school (second teaching method)


Trimester 2

EEE505 Becoming a Professional Educator  

Secondary Curriculum Study B or senior school (second teaching method)
Notes:
(i) All units are 1 credit point unless otherwise noted
(ii) EEE404, EEE405, EES540, EEE504, EEE505 are 0.75 credit point units
(iii) EEP504 is a 0.50 credit point unit
(iv) EEP501, EEY501, EEY502 are 0.25 credit point units


Secondary Curriculum Studies
Note: Students are required to undertake professional experience placements concurrently with enrolment in secondary curriculum studies.
Specialist area Guidelines for teachers can be found on the website of the Victorian Institute of Teaching (VIT)

Music

(ECA431/ECA432 students to select Music specialism)

ECA431 Arts Education Discipline Study 1  

ECA432 Arts Education Discipline Study 2  


Visual Arts
(ECA431/ECA432 students to select Visual Arts specialism)
ECA431 Arts Education Discipline Study 1  

ECA432 Arts Education Discipline Study 2  

 
English

ECL461 English Education A  

ECL462 English Education B  


Humanities, Societies and Environments (formerly SOSE)

ECS471 History and Humanities: Curriculum Study A  

ECS472 History and Humanities: Curriculum Study B  


Health
ESH402 Health Education: Curriculum Study  *

ESH403 Senior Health and Human Development: Curriculum Study  *

* ESH402, ESH403 Cloud (online) mode offered in alternate years 2016, 2018.

 

Mathematics

ESM424 Mathematics: Curriculum Study  

ESM425 Senior Mathematics: Curriculum Study  


Environmental Science

ESS441 Environmental Science and Society: Curriculum Study  

ESS442 Senior Environmental Science: Curriculum Study  


Biology

ESS444 Science: Curriculum Study  

ESS467 Senior Biology: Curriculum Study  


Chemistry

ESS444 Science: Curriculum Study  

ESJ460 Studies in Curriculum (TESOL or Senior Chemistry)  

Note: ESJ460 students to select Senior Chemistry: Curriculum Study specialism.

 

Science (General)

ESS444 Science: Curriculum Study  

ESS415 Resources in the Contemporary Science Curriculum  

 

Biology and Chemistry

ESS444 Science: Curriculum Study  

ESS460 Unit description is currently unavailable  

ESS467 Senior Biology: Curriculum Study  

and

ESS441 Environmental Science and Society: Curriculum Study  

or

ESS415 Resources in the Contemporary Science Curriculum  

 

LOTE
ESJ457 Studies in Curriculum 1
ESJ458 Studies in Curriculum 2

Notes:
(i) ESJ457 students to select the LOTE: Curriculum Study specialism.
(ii) ESJ458 students to select the LOTE Materials Development specialism.

TESOL
ESJ459 Studies in Curriculum 3
ESJ460 Studies in Curriculum 4

Note: ESJ460 students to select the TESOL: Curriculum Study B Specialism.


Double method requirements (Cloud (online))
To meet the specific requirements for double methods in Humanities, Mathematics, Music and Visual Arts, the following units must be completed in addition to the relevant secondary studies units listed above.

Humanities, Societies and Environments (formerly SOSE)

ECS420 Contemporary Global Issues in Social, Political and Environmental Learning  

ECS421 Learning Beyond the Classroom: Local Communities  

Mathematics

ESM415 Problem Solving and Modelling in the Mathematics Classroom  

and one of:

ESM438 Evaluating Children's Progress  

or

ESM433 Exploring Space and Number  

Notes:

(i) ESM438 offered in alternate years 2016, 2018.

(ii) ESM433 offered in alternate years 2015, 2017.

 

Music
(ECA433/ECA434 students to select Music specialism)

ECA433 Arts Education Discipline Study 3  

ECA434 Arts Education Discipline Study 4  


Visual Arts

(ECA433/ECA434 students to select Visual Arts specialism)
ECA433 Arts Education Discipline Study 3  

ECA434 Arts Education Discipline Study 4  

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Working with Children Check

 

The Working with Children Act 2005 (Vic.) requires a person who engages in child-related work, as defined in the Act, to obtain an assessment notice under the Act, known as a Working with Children Check (WWCC). The Act is administered by the Department of Justice: justice.vic.gov.au

School experience placements in schools in the course of a university degree are “child-related work”.  Under the Working with Children Act 2005 (Vic.), administered by the Department of Justice, a student teacher must obtain a Working with Children Check (WWCC) before commencing school experience placements in a school.  The WWCC must remain current throughout the course.  It is an offence under the Act to engage in school experience without holding a WWCC.

 

Students will not be allowed to commence school experience in any school in Victoria until a Working with Children Check is obtained.  The Department of Education has requested that on the application form a student nominates the University as the (or one of the) employers.  The University will then be sent a copy of the assessment notice.  Because the University needs to assure a school that a student placed at the school has a current Working with Children Check, each student must give their authority to provide the assurance - a student will be required to sign an authority for the University to inform a school that a WWCC has or has not been obtained.

 

While the University will hold on file documentation relating to the WWCCs obtained by students engaged in school experience, it is each student’s responsibility to ensure that he or she can produce the WWCC card to the school upon request and to keep the WWCC current under the Act.

 

Students are required to apply for a WWCC through a participating Australia Post outlet (which can be found on the Australia Post website or the Department of Justice website) and provide proof to the faculty that the WWCC has been undertaken.

 

Should a student fail to obtain a WWCC, practical training in a school will not be provided, and as practical training is a requirement for completion of a teaching degree, the student may be unable to complete the degree.  Should such a situation arise, the University will provide advice on options for tertiary study.

 

It is the responsibility of students undertaking placements outside Victoria to enquire about and, where necessary, to meet any similar legislative or other requirements concerning working with children.

 

Professional Experience requirements

Students are required for registration purposes (and for the award of the degree) to have completed over the duration of their course a minimum of 90 days of supervised school experience. Students should ensure they are conversant with the Standards for Graduating Students as required by the Victorian Institute of Teaching. The school experience is organised by the Professional Experience Office and students do not make contact with schools regarding placements under any circumstances. Students are required to comply with the on-line instructions regarding enrolment/re-enrolment in school experience; failure to enrol/re-enrol jeopardises a student’s school experience placement.

Students should note that it is a requirement of the course that school experience is undertaken in conjunction with their curriculum studies and Education Major studies and during the time tabled dates unless, in exceptional circumstances, alternative arrangements are negotiated and agreed to in writing with the Professional Experience Office. Students should note that normally any paid or unpaid work undertaken in a school as an unqualified teacher/teacher’s aide will not be recognised for credit as recognised prior learning in supervised school experience for this course. Students may be required to complete the school experience component of the course outside the academic year.

A satisfactory level of teaching competence during supervised school experience is required for award of the degree. An “unsatisfactory” result on any school experience placement will be referred to the Faculty Academic Progress and Discipline Committee.

 

Graduates of an accredited teaching course should note that teacher registration is required in Victoria and is administered by the Victorian Institute of Teaching under the Education and Training Reform Act 2006 (Vic.).  Prospective students should acquaint themselves with the requirements for registration in Victoria or in any other relevant location.  These requirements include the ability to satisfy the Standards for Graduating Students (available at: vit.vic.edu.au)

 

School Experience enrolment

Students need to carefully follow the instructions correctly when enrolling or re-enrolling online in school experience units. Failure to enrol or re-enrol correctly jeopardises a student’s school experience placement and this could lead to a delay in the award of the degree. Students must follow Faculty rules in relation to the number of days of school experience to be completed for each placement as per the Professional Experience Handbook (available from the campus of enrolment) which includes the published school experience timetable. Students should note that a ‘day’ constitutes a whole school day (not part thereof).

Students should obtain a copy of the Professional Experience Handbook each year from the Professional Experience Office (also available at deakin.edu.au/arts-ed/education/schoolexp). Information contained in the Handbook is updated annually and is a summary of Faculty rules in relation to school experience.

Cloud (online) Bachelor of Teaching (Primary and Secondary) students

Students enrol in School Experience units in second trimester and negotiate with the Professional Experience office regarding their placement dates and arrangements. Students will receive a copy of the Professional Experience Handbook from the Professional Experience Office on Waurn Ponds (Geelong) and are encouraged to liaise closely with this Office when enrolled in these units. Cloud (online) students undertake their supervised school experience in two blocks with a minimum of 3 consecutive whole days per week, for each setting. Students who wish to undertake their supervised school experience overseas should note that it is to be conducted only in schools using the English language as the main language for instruction. All arrangements for professional experience must be approved by the Faculty of Arts and Education.

Schedule of School Experience units

Bachelor of Teaching (Primary and Secondary) Cloud (online) mode

EEP501 Primary School Experience 5A (B, G, X)  

X - 25 day block with minimum 3 consecutive days per week

 

 

EEP504 Primary School Experience 5D (X)  

X - 20 day block with minimum 3 consecutive days per week

 

 

EEY501 Secondary School Experience 5A (B, G, X)  

X - 25 day block with minimum 3 consecutive days per week

 

 

EEY502 Secondary School Experience 5B (B, G, X)  

X - 20 day block with minimum of 3 consecutive days per week

 

Deakin University acknowledges the traditional land owners of present campus sites.

8th June 2007