/prod01/channel_8/media/scu-dep/current-students/images/Coffs-harbour_student-group_20220616_33.jpg)
/prod01/channel_8/media/scu-dep/current-students/services/counselling/images/RS21533_English-College-Student_20191210_DSC_6961.jpg)
/prod01/channel_8/media/scu-dep/study/scholarships/images/STEPHANIE-PORTO-108-2.jpg)
/prod01/channel_8/media/scu-dep/study/arts-and-humanities/images/RS20958_Chin-Yung-Pang-Andy_20190309__79I5562-960X540.jpg)
/prod01/channel_8/media/scu-dep/experience/images/SCU-INTNL-STUDY-GUIDE-280422-256.jpg)
/prod01/channel_8/media/dep-site-assets/component-library/screenshots/online-1X1.jpg)
Bachelor of Arts/Bachelor of Education (Primary/Secondary)
Bachelors Double DegreeCourse snapshot
Domestic snapshot
-
Start Date
-
Duration
4 years full-time; 8 years part-time
4.5 years minimum for students commencing in Session 2 -
Location
View in availability
Some units are only delivered online. Online students may also be required to attend on-campus workshops. -
Placements
NA
-
ATAR
70 / 13
-
Inherent Requirements
NA
-
Entry Requirements
-
Course abbreviation
BA/BEd(Prim/Sec)
-
Course code
3207312
-
Credit points
384
-
Equivalent units
32
-
Indicative Fee
Overview
Graduates of this combined degree can teach in both primary and secondary schools (Kindergarten to Year 12), significantly expanding their career opportunities. Students complete curriculum studies in six key learning areas for primary school teaching and one secondary teaching subject in English, mathematics, geography or modern history.
Entry into our teaching degrees is based on an indicative ATAR of 70 or OP of 13 with no additional prerequisite entry requirements. Our education degrees are combined with a Bachelor of Arts to ensure a comprehensive foundation for our educations students in relevant discipline areas like mathematics, English and science. Our suite of Bachelor of Arts/Bachelor of Education combined degrees enable students to commence first year foundation studies which meet the new English, mathematics and science requirements. Our foundation studies provide a solid base of knowledge in six key learning areas, including literacy and numeracy. Graduates will be equipped to teach in early childhood, primary or secondary settings, depending on their chosen course.
Starting in their second year, and continuing throughout the remainder of their degree, students study curriculum, pedagogy and effective teaching strategies. This includes discipline studies in their chosen secondary teaching subject. They also begin significant blocks of professional teaching experiences in primary and secondary schools to thoroughly prepare them for teaching practice.
These experiences give students the opportunity to put theory into practice and to observe and reflect on the dynamics of the education environment. Students graduate with the broad capabilities to increase employment opportunities in schools and other education-related fields.
| Graduate Attribute | Course Learning Outcome |
|---|---|
| Intellectual rigour | Demonstrate analytical thinking, critical thinking and problem solving skills. Demonstrate cognitive and technical skills which show broad understanding and depth relevant to the education profession. |
| Creativity | Demonstrate an ability to identify and solve problems with intellectual independence. Demonstrate an ability to develop innovative and creative responses to challenges in an educational setting. |
| Ethical practice | Demonstrate knowledge of ethical, legal and human rights principles in education settings. Demonstrate an understanding of and commitment to legislative requirements and codes of conduct relevant to the education profession. |
| Knowledge of a discipline | Demonstrate broad and coherent knowledge and understanding of the relevant curriculum frameworks. Demonstrate a solid knowledge of the pedagogy of effective educational practice. |
| Lifelong learning | Demonstrate the capacity for self-reflective learning and critical thinking with responsibility and accountability in professional practice. Demonstrate skills in maintaining or advancing information and literacy skills to keep currency with pedagogical practice and professional development. |
| Communication and social skills | Communicate clearly, coherently and independently with exposition of knowledge and ideas in both oral and written forms. Demonstrate teamwork skills and leadership in professional and learning community settings. |
| Cultural competence | Demonstrate an understanding of and respect for diversity in others and self identify and apply proactive and inclusive strategies to encourage and support student engagement. |
Students complete significant blocks of in-school supervised professional experiences throughout the degree to demonstrate their capabilities as school teachers.
In order to teach in secondary schools, students must undertake eight units including two secondary curriculum specialisations units and six units from one of the following areas:
- English (L, O)
- Mathematics (O)
- Modern History (O)
- Geography (L, O)
L = Lismore, O = Online
Some units may include on-campus workshops. Availability of units may be subject to change.
| Location | Teaching period | UAC code | QTAC code |
|---|---|---|---|
| Coffs Harbour | Session 1, Session 2 | 330152 | 050551 |
| Gold Coast | Session 1, Session 2 | 330162 | 050561 |
| Lismore | Session 1, Session 2 | 330112 | 050511 |
| Online | Session 1, Session 2 | N/A | N/A |
Career Outcomes
Courses are accredited with the NSW Education Standards Authority (NESA) and the Queensland College of Teachers (QCT). Courses have national accreditation through the Australian Institute for Teaching and School Leadership (AITSL).
Usually, Australian teacher qualifications are recognised internationally, but students need to check with potential employers and teacher registration authorities in other countries regarding accreditation requirements.
Requirements
We encourage you to apply for the courses you most want to study. If you are not eligible to enter your chosen course right now, our team will work with you to find the best pathway option.
Before applying, make sure you double check all entry requirements, gather required documentation and review the University’s Rules Relating to Awards, noting any specifics listed below.
Entry requirements
- Applicants for admission to candidature at a New South Wales campus of Southern Cross University must have satisfied requirements specified by the NSW Education Standards Authority (NESA) for admission to an initial teacher education course that is approved for the purposes of enabling graduates to apply for registration as a teacher in New South Wales.
- Applicants for admission to candidature at a Queensland campus of Southern Cross University must have satisfied requirements specified by the Queensland College of Teachers for admission to an initial teacher education course that is approved for the purposes of enabling graduates to apply for registration as a teacher in Queensland.
-
To meet the University’s minimum English Language Proficiency requirement an applicant must satisfy one of the following criteria:
-
have completed senior secondary study to the equivalent of the Australian year 12 or have completed at least one year of full-time study (or equivalent part-time study) at AQF diploma equivalent or higher where:
- the country where those studies were undertaken is listed in Schedule A of the Rules Relating to Awards – Rule 2; and
- the language of instruction was English; or
-
achieved a minimum test score, within two (2) years of the date of application for admission, equal to or above the minimum listed below:
- International English Language Test System (IELTS). The applicant must have a minimum overall score of 7.5, including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing; or
- International Second Language Proficiency Rating (ISLPR). The applicant must have a score of at least 4+ in each of the four areas: speaking, listening, reading and writing.
- successfully completed SCU's Preparing for Success Program.
-
have completed senior secondary study to the equivalent of the Australian year 12 or have completed at least one year of full-time study (or equivalent part-time study) at AQF diploma equivalent or higher where:
For the purposes of satisfying English Language Proficiency requirements for admission, applicants will only be considered on the above criteria and will not be considered on the basis of other criteria established by the Rules Relating to Awards – Rule 2, Section 1 – English Language Proficiency Subsection.
Course requirements
-
To be eligible for the award of Bachelor of Arts/Bachelor of Education (Primary/Secondary) a candidate shall successfully complete:
-
not less than thirty-two (32) units comprising:
- all eleven (11) units listed in Part A of the Schedule of Units; and
- all thirteen (13) units listed in Part B of the Schedule of Units; and
- one eight (8) unit First Teaching Subject from Part C of the Schedule of Units.
- Both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) as required by the Federal Government.
-
not less than thirty-two (32) units comprising:
- A candidate who while enrolled for the Bachelor of Arts/Bachelor of Education (Primary/Secondary) has completed the requirements for the Bachelor of Educational Studies may elect to be awarded the Bachelor of Educational Studies following withdrawal from candidature for the Bachelor of Arts/Bachelor of Education (Primary/Secondary).
- Permission to undertake a professional experience placement will at all times be at the discretion of the Head of School.
Inherent Requirements
Inherent Requirements apply to this course as defined on the Student Access and Inclusion website. If you have a disability or health condition which may impact on your ability to meet these requirements please refer to the Student Access and Inclusion website for further information and contact details.
Course structure
Your course progression is in the recommended order you should complete your course in. It is important that you follow this to ensure you meet the course requirements. For further assistance see How to Enrol in Units using My Enrolment.
Students should use course progression information to select units specific to their course and enrol in these units using My Enrolment.
| Unit Code | Unit Title | Level of learning | Notes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
PART A |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU10128 | Introduction to Teaching | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU10712 | Supporting Learners with Diverse Abilities | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20001 | Literacy, Assessment and Information & Communication Technology | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU83003 | Inclusive Teaching | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ENG10010 | Foundations: Language & Literacy | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| MAT10002 | Foundations: Mathematics and Numeracy | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU10514 | Understanding Children and Young People | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| TCH10014 | Professional Experience I: Becoming a Teacher | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| TCH20001 | Professional Experience II: Effective Teaching | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| TCH30002 | Professional Experience III: Transition to the Profession | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| CUL00210 | Australia, Asia and the World | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
PART B Primary |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ENG10004 | Foundations: English | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20007 | English Education: Curriculum and Pedagogy | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU30004 | English Education: Issues | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20009 | Mathematics Education: Curriculum and Pedagogy | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU30005 | Mathematics Education: Issues | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| HUM10001 | Foundations: Human Society and its Environments | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20008 | Human Society and its Environments: Curriculum and Pedagogy | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| SCI10003 | Foundations: Science and Technology | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU30006 | Science and Technology Education: Curriculum and Pedagogy | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| CAR10003 | Foundations: The Arts | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20006 | Creative Arts Education: Curriculum and Pedagogy | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| HEA10003 | Foundations: Personal Development, Health and Physical Education | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20010 | Personal Development, Health and Physical Education: Curriculum and Pedagogy | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
PART C Secondary |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||