Bachelor of Education (Technology Secondary)
Become a high school teacher with a technology specialisation. Learn to teach tech to teenagers, covering the fundamentals of literacy and numeracy.
About the Course
The Bachelor of Education qualifies you to be a teacher in Australia, and many countries overseas. Our evidence-based course draws on the Faculty of Education’s leadership and research in teacher education that is responsive to local and global contexts.
Graduates will be qualified as a teacher in one of the following five areas:
- Early Childhood/Primary (6 weeks to Year 6);
- Primary (Kindergarten/Prep to Year 6); English Primary Specialisation and specialisation in Science and Maths available
- Primary/Secondary (English Primary Specialisation and one Secondary specialisation);
- Secondary (Two teaching specialisations); or
- Secondary: Design and Technology (choose from Industrial Technology, or Food and Fibre, plus one Secondary specialisation).
The first year of the course provides a distinctive foundation with excellent grounding in literacy, numeracy, and subject content, as well as issues in contemporary education.
Within the four-year full-time equivalent degree (or 3.5 years fast tracked*), you also undertake core learning in Indigenous education, sustainability, inclusive (special) education, along with curriculum and pedagogy learning across disciplines.
All primary and secondary students across Australia need to successfully complete the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to undertaking the second professional experience placement.
If undertaking full-time study from year 2, studying from January to December (6 teaching terms) may be required in some years.
Please note admission to this course includes non-academic requirements.
* Depending on course and specialisation pathway and term commencement.
Course 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, including
- satisfactory completion of the UAC or QTAC non-academic entry requirement test.
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, including
- satisfactory completion of the UAC or QTAC non-academic entry requirement test.
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 Rules Relating to Awards – Rule 2, Section 2 – English Language Proficiency Requirements 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 Transition to Uni Program, or English Language Program.
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 2 – English Language Proficiency Requirements.
Course Structure
Recommended study pattern
TBA
Award requirements
To be eligible to receive the Bachelor of Education, students must complete the equivalent of 32 units (384 credit points), comprising:
- 1 specialisation in (384 Credit points) Primary or Early Childhood/Primary or Primary/Secondary or Secondary or Technology Secondaryand
- 4 Professional Experience units (0 credit points) or
- 5 Professional Experience units (0 credit points) with the Early Childhood/Primary Specialisation and
- both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) as required by the Federal Government
Permission to undertake a professional experience placement requires meeting all academic and non-academic requirements as stipulated by the University and relevant accreditation bodies.
Choose your subjects
Majors
In this specialisation you undertake Design and Technology secondary subjects and combine these with either Industrial Technology or Food and Fibre plus a second teaching area from a range of subjects.
Exit points
Students may be eligible to exit with a Bachelor of Educational Studies after completing the equivalent of 24 units (288 credit points) comprising 8 core units and 16 specialisation units.
Students may be eligible to exit with an Associate Degree of Educational Studies after completing the equivalent of 16 units (192 credit points), comprising 6 core units and 10 specialisation units.
Students may be eligible to exit with the Diploma of Interdisciplinary Studies after completing the equivalent of 8 units (96 credit points) comprising 4 core units and 4 specialisation units.
Course Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a course. These outcomes are aligned with the graduate attributes.
Course Learning Outcomes
- Demonstrate analytical and critical skills to transform and disrupt thinking in educational contexts.
- Demonstrate an understanding of diverse ways of knowing and learning in educational contexts to inform connected and compassionate ways of teaching.
- Demonstrate an ability to identify and solve problems with intellectual independence.
- Demonstrate an ability to develop innovative and creative responses to local and global challenges in educational contexts.
- 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.
- Demonstrate disciplinary, interdisciplinary and transdisciplinary understandings in relation to curriculum content and frameworks.
- Demonstrate and apply pedagogical principles for effective assessment practices and supportive learning environments.
- Demonstrate the capacity for self-reflective learning, integrity and accountability in professional practice.
- Demonstrate ability in maintaining literacy and numeracy skills to keep currency with pedagogical practice and professional development.
- 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.
- 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.
- Demonstrate a broad knowledge and understanding of the impacts of culture, cultural identity and linguistic background on the education of the students from Aboriginal and Torres Strait Islander backgrounds.
