Bachelor of Arts/Bachelor of Teaching

Year

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Why study the Bachelor of Arts/Bachelor of Teaching at UNE?

Teaching is a rewarding career choice for those who enjoy being part of children's development. The professional skills learned will be valued by the community and will bring teachers into contact with people of all ages. Teachers are members of one of the largest professions of our society. The degree will give students the opportunity to develop the skills, knowledge and attitudes needed to become a successful secondary teacher. Students are encouraged to be independent learners who are able to adapt efficiently and constructively to meet the changes which occur in the teaching profession.

Teacher Registration: Students should note that teacher registration requirements vary from state to state. UNE bases its degree structures on the NSW Institute of Teachers guidelines for teacher registration (website: http://www.nswteachers.nsw.edu.au/). It is the responsibility of each student to check their eligibility to teach with the relevant state authority (including students who intend to teach in NSW).

Career Opportunities

Secondary teacher

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Degree Snapshot

DURATION

4 Years Full-time
Up to 10 years Part-time

FEES

CSP
International

2012 ATAR / OP

77.10 / 11

2013 STUDY OPTIONS

Armidale

Trimester 1, Off Campus
Trimester 1, On Campus
Trimester 2, Off Campus
Trimester 2, On Campus

Official Abbreviation

BA/BTeach

Course Type

Undergraduate

CRICOS Code

029635D

Commencing

Location	Admission Period	Mode of Study
Armidale	Trimester 1	Off Campus
Armidale	Trimester 1	On Campus
Armidale	Trimester 2	Off Campus
Armidale	Trimester 2	On Campus

Course Duration

4 Years Full-time
Up to 10 years Part-time

2012 ATAR

77.10

2012 OP

Fees

CSP / International

Total Credit Points

192

Intensive Schools

Intensive mandatory schools may be a requirement of some of the units in this course. See Unit Catalogue for specific requirements.

Entry Requirements

A candidate shall be qualified for admission (see Admission Rule Undergraduate Policy).

Assumed knowledge is any two units of English.

English Language Proficiency

At least one of the following criteria must be met:

A1. English is the applicant's first language; or

A2. Satisfactory completion, not more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in a country in which English is the primary official language or co-official language and in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the National Office of Overseas Skills Recognition (NOOSR); or

A3. Satisfactory completion, not more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in an institution in which English is the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the National Office of Overseas Skills Recognition (NOOSR); or

A4. (a) An IELTS (Academic) overall score of at least 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

(b) A Professional English Assessment for Teachers (PEAT) result of Band A in each of the four areas: speaking, listening, reading and writing; or

(c) An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing.

Band 4 Literacy Requirements

Candidates must also demonstrate the equivalent of NSW HSC Band 4 Standard English or English as a Second Language. Candidates who cannot demonstrate this level of attainment will be required to apply for admission into the Teacher Education Enabling Course and complete ENGL001. Candidates may, with approval of the Course Coordinator, be concurrently enrolled in the Bachelor of Arts/Bachelor of Teaching and the Teacher Education Enabling Course, subject to meeting the Progress and Conduct rules.

Additional Requirements

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

All students intending to undertake a professional experience placement whose work is categorised as 'practical training as part of an educational or vocational course'; in schools or other educational institutions (e.g. pre-schools, kindergartens and child care centres) must complete a Working with Children Check application.

Anaphylaxis Training*

The New South Wales Department of Education and Communities requires that all initial teacher education students are trained in anaphylaxis management before they can undertake any professional experience in New South Wales public schools.

*These requirements are subject to change. Current information and further information (including requirements for other states) can be obtained at: http://www.une.edu.au/education/profexp/letter-to-students.php

Fit for practice

Candidates entering a pre-service teaching program in Education will:

a) follow the SOE Code of Conduct, in particular, the Professional Experience Conduct for professional placement;

b) exercise sound judgment based on cognitive, mental and physical health and be able to respond appropriately to demands of classroom situations;

c) demonstrate personal resilience and persistence to cope and maintain wellbeing under stressful situations;

d) demonstrate satisfactory academic progression prior to professional placement;

e) safeguard the University's integrity and demonstrate duty of care to students while engaged in professional experience;

f) show personal maturity to ensure that a professional relationship is established with students;

g) communicate to students with clarity and in an appropriate manner that relates to the age of the student profile;

h) literacy and numeracy are key attributes that a student in pre-service programs should possess and model these skills in interactions they have within the classroom and broader non education settings;

i) be able to create, evaluate and reflect on the physical and emotional safety of children in a variety of situations and environments; and

j) be able to establish and maintain effective professional relationships with colleagues and the broader school community.

Students who have a disability that may or will prevent them from meeting the above professional experience requirements should contact the Disability Unit.

Students who have difficulties in meeting some of the above professional experience requirements will be required to contact Professional Experience Office to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Practical, Clinical or Work Experience

Professional experience (practicum) is a pivotal part of any preservice teacher education program. Experienced teachers within schools are selected by the schools to function as school-based educators of student teachers in supervising the placements. Preservice teachers are supported in not only developing essential teaching competencies, but also in thoughtfully combining those practical experiences with a theoretical framework developed within academic units. In the secondary teaching courses each curriculum area has associated practicum requirements and the coordination of enrolment in such linked units is required.

Students are required to complete 80 days of supervised professional experience. This professional experience is embedded into five core units of study. This time is structured as block placements of up to four weeks duration and students need to plan for this full time commitment. Generally, external candidates are permitted to undertake the practicum in approved schools of their own choice.

Fast Track

Due to academic qualification requirements this course cannot be completed in less than three years unless the period of candidature has been reduced for advanced standing granted.

Scholarships

The University offers a number of faculty/college and country scholarships available to Australian citizens and permanent residents.

Academic Colours

Violet (BCC 179)

Further Information

You can find instant answers to many of your questions or contact UNE directly via AskUNE

These course rules & plans are ONLY to be used if you commenced, transferred or changed versions in the Bachelor of Arts/Bachelor of Teaching in 2013.

Admission to Candidature

A candidate shall be qualified for admission (see Admission Rule Undergraduate Policy).

English Language Proficiency

At least one of the following criteria must be met:
A1. English is the applicant's first language; or
A2. Satisfactory completion, not more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in a country in which English is the primary official language or co-official language and in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the National Office of Overseas Skills Recognition (NOOSR); or
A3. Satisfactory completion, not more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in an institution in which English is the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the National Office of Overseas Skills Recognition (NOOSR); or
A4. (a) An IELTS (Academic) overall score of at least 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
(b) A Professional English Assessment for Teachers (PEAT) result of Band A in each of the four areas: speaking, listening, reading and writing; or
(c) An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing.

Band 4 Literacy Requirements

Additional Requirements

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

Anaphylaxis Training*

Fit for Practice

Candidates entering a pre-service teaching program in Education will:

follow the SOE Code of Conduct, in particular, the Professional Experience Conduct for professional placement;
exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of classroom situations;
demonstrate personal resilience and persistence to cope and maintain wellbeing under stressful situations;
demonstrate satisfactory academic progression prior to professional placement;
safeguard the University's integrity and demonstrate duty of care to students while engaged in professional experience;
show personal maturity to ensure that a professional relationship is established with students;
communicate to students with clarity and in an appropriate manner that relates to the age of the student profile;
literacy and numeracy are key attributes that a student in pre-service programs should possess and model these skills in interactions they have within the classroom and broader non-education settings;
be able to create, evaluate and reflect on the physical and emotional safety of children in a variety of situations and environments; and
be able to establish and maintain effective professional relationships with colleagues and the broader school community.

Students who have a disability that may or will prevent them from meeting the above professional experience requirements should contact the Disability Unit.

Students who have difficulties in meeting some of the above professional experience requirements will be required to contact the Professional Experience Office to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Period of Candidature

The period of candidature shall be:
(a) four years as a full-time candidate;
(b) up to ten years as a part-time candidate.

Due to academic qualification requirements this course cannot be completed in less than three years unless the period of candidature has been reduced for advanced standing granted.

Course Requirements

1. To qualify for the award a candidate must pass units to the value of 192 credit points which includes 80 days of embedded professional experience.

2. Candidates must complete ENGL001 in the Teacher Education Enabling Course within the first two years of candidature.
OR
Candidates who have attained the required level of literacy must provide evidence to be recognised that the requirements for the Teacher Education Enabling Course have been met.

3. The Arts component of the combined degree shall total at least 96 credit points and comprises:
(a)(i) 36 credit points from Group 1 in one curriculum area as specified in Rule 3.( b), which includes not more than 12 credit points at 100 level and at least 12 credit points at 300 level; and
(ii) 36 credit points from Group 1 in a second curriculum area as specified in Rule 3.(b), which includes at least 12 credit points at 200/300 level; and
(iii) 24 credit points from Group 1 as specified in Rule 3.(b), which includes at least 12 credit points at 200/300 level; or
(iv) 24 credit points from Group 1 in any curriculum area as specified in Rule 3.

(b) Curriculum areas include: Aboriginal Studies; Drama; Economics; English; Geography; Ancient History; Modern History; Modern Languages; Society and Culture, including: Aboriginal Studies, Archaeology, Asian and Pacific Studies, Civics-Government-Politics, Philosophy, Psychology (one unit allowed), Religious Studies, Sociology; Studies in Religion and Teaching English to Speakers of Other Languages (TESOL).

4. The Teaching component of the combined degree shall total 96 credit points including 80 days of embedded professional experience and comprises:
(a) 54 credit points from Group 2 including 80 days of embedded professional experience;
(b) at least 24 credit points from Group 3 depending upon the number and combination of designated teaching areas/teaching specialisations; and
(c) at least 6 credit points from Group 4 depending upon the number and combination of designated teaching areas/teaching specialisations; or

5.(i) Candidates undertaking 24 credit points from Group 3 must complete 18 credit points from Group 4 including 6 credit points from each of Groups 4A, 4B and 4C; or
(ii) Candidates undertaking 36 credit points from Group 3 must complete 6 credit points from either Group 4A, 4B or 4C.

Program of Study

Candidates shall complete an approved program of study as outlined in the Course Schedule comprising:

Course Structure	Credit Points
Bachelor of Arts component:
Two Curriculum Areas	72 cps
Listed Units (chosen from curriculum areas)	24 cps
*Bachelor of Teaching component:*
Compulsory Teaching Units (including 80 days embedded Professional Experience)	54 cps
Curriculum Units	24/36 cps
Listed Elective Teaching Units	6/18 cps
Total	192 cps

To view complete Program of Study click here

Award of Degree

Candidates who meet the course requirements shall be awarded the Bachelor of Arts/Bachelor of Teaching.

Exit Pathways

Candidates who discontinue their studies in the course may be eligible to exit with the non-accredited, non-teaching qualification, Bachelor of Educational Studies, on completion of 144 credit points including at least 36 credit points at 300-level or above.

Progress and Conduct

Any candidate who has not demonstrated NSW HSC Band 4 Standard English or English as a Second Language or equivalent interstate attainment by beginning of the third years of candidature will be excluded from the course.

Improper Conduct

Candidates are referred to the Student Coursework Plagiarism and Academic Misconduct Rules.

Course Aims

The Bachelor of Arts/Bachelor of teaching aims to provide candidates with:

(i) a professional qualification that meets the well accepted requirements for secondary initial teacher education in Australia, including the accreditation requirements of the Australian Institute for Teaching and School Leadership; and

(ii) UNE Graduate attributes:

- knowledge of discipline

- communication skills

- global perspective

- information literacy

- life-long learning

- problem solving

- social responsibility; and

- team work

Learning Outcomes

Upon completion of this course, students will be able to:

satisfy the seven elements prescribed by the Australian institute for Teaching and School Leadership:
know their students and how students learn;
know their subject/content and how to teach that content to their students;
plan for and implement effective teaching and learning;
create and maintain supportive and safe learning environments;
assess, provide feedback and report on student learning;
continually improve by engaging in professional learning; and
continually engage professionally with colleagues, parents/carers and the community.

Graduate Attributes

Knowledge of a Discipline

Knowledge of discipline is taught in units completed in the non-education component as well as the pedagogy of teaching. It is assessed through face-to-face and/or online activities and assessment tasks. It is practised through professional experience in secondary school settings.

Communication Skills

Communication skills are an integral part of teaching and learning. They are taught, assessed and practised through professional experience in a variety of settings and assessment tasks, including online activities.

Global Perspectives

This attribute is specifically taught and assessed in education units that have a more global focus or require planning and programming related to diverse cultures.

Information Literacy

Information literacy is specifically taught in the core ICT unit in education and is also an integral part of most units in the non-education component. It is assessed and practised via the online Learning Management System, eSubmission of word processed assignments, online quizzes. Some assignments also require particular information literacy skills.

Life-Long Learning

Teaching is a profession that is characterised by change and lifelong learning. In this course students will be taught a number of attributes that reflect a lifelong approach to education.

Problem Solving

Problem solving is taught throughout the degree via an emphasis on the development of reflective practice. Students practise problem solving in assessment tasks that require application of their learning in a variety of practical and professional contexts.

Social Responsibility

There are units throughout the degree in both education and non-education components that have a specific focus on social responsibility. There is an emphasis for students to take responsibility for others and to understand that personal beliefs and actions impinge on others.

Team Work

Students work in cooperative groups, either face-to-face or online, in many education units. Some units have collaborative assignments. Students learn that personal accountability is imperative as it affects the collaborative outcome.