Current students

Course search

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
CRICOS course code052318C
Deakin course codeE455

For continuing students only. Final intake was 2009.

Course sub-headings

Course overview

Deakin's Bachelor of Teaching (Primary and Secondary) covers both primary and secondary education, allowing you to gain expertise in both areas.


Graduates will meet entry requirements of the teaching profession in Australia and qualify to gain employment as primary and secondary education teachers in all states and territories of Australia.*


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

 

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.


As part of the course you will complete supervised school experience involving a minimum of 45 days of primary school experience and 45 days of secondary experience, which will give you a hands-on experience in a classroom setting.

* Interstate applicants who intend to teach in a state other than Victoria should seek confirmation from the relevant employing authority that the content and structure of their initial degree will qualify them for employment in primary and secondary schools on

satisfactory completion of this course.

 

The course is offered full time and part time in campus mode at Burwood (Melbourne).


Note: The postgraduate primary teaching course that commenced in 2007, ‘E665 Graduate Diploma of Teaching (Primary)' is offered in campus mode at Waurn Ponds (Geelong).

Professional recognition

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

Back to top


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.

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.

Contact hours

For each unit of study students are expected to participate in at least three hours of formal contact each week of trimester. A minimum of six hours of study time in addition to the formal contact is also expected for each unit each week.

Back to top

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

Back to top

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 includes the 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.

Back to top

Course structure


Level 1

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

 

Burwood (Melbourne)
Trimester 1

EEE404 Children: Culture, Development and Learning  

ECJ411 Language, Dance, Drama and Humanities, Societites and Environments Education (ECJ411 no longer available for enrolment)
ECJ412 Humanities, Societies and Environments, Language, Music: Education   

EEP501 Primary School Experience 5A  


Trimester 2

EEE405 Creating Effective Learning Environments  

ECJ413 Visual Arts, Language, Humanities, Societites and Environments Education (ECJ413 no longer available for enrolment)
ESH500 Primary Physical and Health Education  

EEJ421 Effective Teaching of Mathematics, Science and Technology  

EEP502 Primary School Experience 5B  

EEP503 Primary School Experience 5C  


Level 2

Burwood (Melbourne)
Trimester 1
EEE504 Curriculum, Assessment and Reporting  

EXC510 Bridging the gap: Mathematics and Language Education in the Middle Years (EXC510 no longer available for enrolment)

EEY501 Secondary School Experience 5A  

Secondary Curriculum Study A or middle school (first method area 1 unit)
Secondary Curriculum Study A or middle school (second method area 1 unit)


Trimester 2

EEE505 Becoming a Professional Educator  

EEH530 Promoting Student Wellbeing  

EEY502 Secondary School Experience 5B  

EEY503 Secondary School Experience 5C  

Secondary Curriculum Study B or senior school (first method area 1 unit)

Secondary Curriculum Study B or senior school (second method area 1 unit)
Notes:
(i) All units are 1 credit point unless otherwise noted
(ii) EEE404, EEE405, EEJ421, EEE504, EEE505, EEH530 are 0.75 credit point units
(iii) EEP501, EEP502, EEP503, EEY501, EEY502, EEY503 are 0.25 credit point units


Level 2 - for students who commenced at Waurn Ponds (Geelong) in 2007 only:
Trimester 1

EEE405 Creating Effective Learning Environments  

EXC510 Bridging the gap: Mathematics and Language Education in the Middle Years (EXC510 no longer available for enrolment)
EEY501 Secondary School Experience 5A  

Secondary Curriculum Study A or middle school (first method area 1 unit)
Secondary Curriculum Study A or middle school (second method area 1 unit)


Trimester 2

EEE505 Becoming a Professional Educator  

EEH530 Promoting Student Wellbeing  

EEY502 Secondary School Experience 5B  

EEY504 Secondary School Experience 5D  

Secondary Curriculum Study B or senior school (first method area 1 unit)
Secondary Curriculum Study B or senior school (second method area 1 unit)
Notes:
(i) All points are 1 credit point unless otherwise noted (see below)
(ii) EEE404, EEE504, EEJ421, EEE405, EEE505, EEH530 are 0.75 credit point units
(iii) EEY504 is a 0.50 credit point unit
(iv) EEP501, EEP502, EEP503 and EEY501 are 0.25 credit point units


Teaching methods

The mix of Secondary Curriculum units will depend on the academic studies students have undertaken in their first degree. Students are encouraged to consult with a course adviser on how best to build on their first degree majors and sub-majors to establish their secondary teaching methods.
The standard study program includes two teaching methods comprising two units each, middle and senior levels (i.e. part 1 and part 2, referred to as Secondary Curriculum Study A and B).


Secondary Curriculum Studies (Methods)
Burwood (Melbourne)
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) .


*Visual Arts

(ECA431/432 students select Visual Arts specialism)

ECA431 Arts Education Discipline Study 1  

ECA432 Arts Education Discipline Study 2  


*Dance
(ECA431/432 students select Dance specialism)
ECA431 Arts Education Discipline Study 1  

ECA432 Arts Education Discipline Study 2  


*Music
(ECA431/432 students select Music specialism)
ECA431 Arts Education Discipline Study 1  

ECA432 Arts Education Discipline Study 2  


*Drama

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

ECA432 Arts Education Discipline Study 2  


*Media
(ECA435/436 students select Media studies specialism)
ECA435 Arts Education Discipline Study 5  

ECA436 Arts Education Discipline Study 6  

*Students taking two single methods in Visual Arts, Dance, Music, Drama or Media should enrol in ECA431 and ECA432 for one of their single methods (the choices here are Visual Arts, Dance, Music or Drama) and in ECA435 and ECA436 for the other single method (the choices here are from Visual Arts, Dance, Music, Drama and Media). Note that Media is only available as a single method choice under the unit codes ECA435 and ECA436.
For Double methods in Visual Arts, Dance, Music or Drama, see Double method requirements below.

 
English

ECL461 English Education A  

ECL462 English Education B  


LOTE
ESJ457 Studies in Curriculum (Lote A)  

ESJ458 Studies in Curriculum (LOTE B)  

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 (TESOL 7-10)  

ESJ460 Studies in Curriculum (TESOL or Senior Chemistry)  

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


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  

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


Physical Education

ESH404 Middle School Health and Physical Education: Curriculum Study  

EEH405 Senior Physical Education: Curriculum Study  

 

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 the 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  

ESJ460 Studies in Curriculum (TESOL or Senior Chemistry)  

ESS467 Senior Biology: Curriculum Study  

and

ESS441 Environmental Science and Society: Curriculum Study  

or

ESS415 Resources in the Contemporary Science Curriculum  


Humanities, Societies and Environments (formerly SOSE) and Commerce combination

ECS471 History and Humanities: Curriculum Study A  

ECS420 Contemporary Global Issues in Social, Political and Environmental Learning  

ECS472 History and Humanities: Curriculum Study B  


Double method requirements
Burwood (Melbourne)
To meet the specific requirements for double methods in dance, drama, mathematics, music, humanities, societies and environments (formerly SOSE) and visual arts, the following units must be completed in addition to the relevant secondary curriculum studies units listed above.

Dance

(ECA433/ECA434 students to select Dance specialism)

ECA433 Arts Education Discipline Study 3  

ECA434 Arts Education Discipline Study 4  

 

Drama
(ECA433/ECA434 students to select Drama specialism)

ECA433 Arts Education Discipline Study 3  

ECA434 Arts Education Discipline Study 4  

 

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  


Humanities, Societies and Environments (formerly SOSE)

ECS420 Contemporary Global Issues in Social, Political and Environmental Learning  

ECS421 Learning Beyond the Classroom: Local Communities  


Visual Arts

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

ECA434 Arts Education Discipline Study 4  


Secondary curriculum studies (Methods)
Waurn Ponds (Geelong) - for continuing Waurn Ponds (Geelong) students only
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) .

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 the Senior Chemistry: Curriculum Study specialism.

English

ECL461 English Education A  

ECL462 English Education B  

Note: ECL461, ECL462 Waurn Ponds (Geelong) English students to enrol in the Cloud (online) version of unit.

 
Environmental Science

ESS441 Environmental Science and Society: Curriculum Study  

ESS442 Senior Environmental Science: Curriculum Study  


Health
ESH402 Health Education: Curriculum Study  *

ESH403 Senior Health and Human Development: Curriculum Study  *

Note: ESH402, ESH403 Waurn Ponds (Geelong) Health students to enrol in either the Burwood (Melbourne), or the Cloud (online) version of unit.

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

 


Mathematics

ESM424 Mathematics: Curriculum Study  

ESM425 Senior Mathematics: Curriculum Study  


Music

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

ECA432 Arts Education Discipline Study 2  

Note: ECA431, ECA432 Waurn Ponds (Geelong) music students to enrol in Cloud (online) version of unit.

Physical Education

ESH404 Middle School Health and Physical Education: Curriculum Study  

EEH405 Senior Physical Education: Curriculum Study  


Humanities, Societies and Environments (formerly SOSE)

ECS471 History and Humanities: Curriculum Study A  

ECS472 History and Humanities: Curriculum Study B  

Note: ECS471, ECS472 Waurn Ponds (Geelong) HSE/SOSE students to enrol in Cloud (online) version of unit.


Visual Arts

(ECA431/ECA432 students select the Visual Arts specialism)

ECA431 Arts Education Discipline Study 1  

ECA432 Arts Education Discipline Study 2  

Note: ECA431, ECA432 Waurn Ponds (Geelong) visual arts students to enrol in Cloud (online) version of unit.


Double method requirements
Waurn Ponds (Geelong) - for continuing Waurn Ponds (Geelong) students only
To meet the specific requirements of double methods in music, humanities, societies and environments (formerly SOSE), and visual arts, the following units must be completed in addition to the relevant secondary curriculum studies units listed.

Music

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

ECA434 Arts Education Discipline Study 4  

Note:ECA433, ECA434 Waurn Ponds (Geelong) music students to enrol in Cloud (online) version of unit.

Humanities, Societies and Environments (formerly SOSE)
ECS420 Contemporary Global Issues in Social, Political and Environmental Learning  

ECS421 Learning Beyond the Classroom: Local Communities  

Note: ECS420, ECS421 Waurn Ponds (Geelong) HSE/SOSE students to enrol in Cloud (online) version of unit.


Visual Arts
(ECA433/ECA434 students to select the Visual Arts specialism)

ECA433 Arts Education Discipline Study 3  

ECA434 Arts Education Discipline Study 4  

Back to top


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)

 

Professional 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.

Schedule of School Experience units

Bachelor of Teaching (Primary and Secondary)

EEP501 Primary School Experience 5A  

Burwood (Melbourne)/Waurn Ponds (Geelong) - 15 day block

EEP502 Primary School Experience 5B  

Burwood (Melbourne)/Waurn Ponds (Geelong) - 15 day block

EEP503 Primary School Experience 5C  

Burwood (Melbourne)/Waurn Ponds (Geelong) - 15 day block

EEY501 Secondary School Experience 5A  

Burwood (Melbourne) - 15 day block

Waurn Ponds (Geelong) - 25 day block


EEY502 Secondary School Experience 5B  

Burwood (Melbourne) - 15 day block

EEY503 Secondary School Experience 5C  

Burwood (Melbourne) - 15 day block


EEY504 Secondary School Experience 5D  

Waurn Ponds (Geelong) - 20 day block

 

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

8th June 2007