Bachelor of Education (K-12 Teaching)

Why study the Bachelor of Education (K-12 Teaching) at UNE?

The Bachelor of Education (K-12 Teaching) is a unique dual sector teacher education course that offers two career pathways for graduates. It is an undergraduate teacher education qualification that encompasses working in both Primary Schools and Secondary Schools. All candidates complete a NESA or National primary specialisation with a curriculum focus.

The following are NESA-approved primary specialisations: a Language (if taken as a first teaching area) or Mathematics.

Students completing a NESA-approved specialisation will receive a NSW Department of Education code on their teacher registration documentation which may advantage them for future employment in NSW Government schools.

Students may also choose to complete a National specialisation in one of English or Literacy.

Being a teacher is a rewarding career for those who enjoy being part of children's growth and learning. The professional understandings and abilities learned in the Bachelor of Education (K-12 Teaching) will be valued by the broader community. Students will have opportunities to develop their skills, knowledge and attitudes to become a successful teacher and a member of one of the largest professions worldwide.

IMPORTANT ADVICE

The NSW Government raised admission requirements for undergraduate teaching courses in 2016. The new requirements are considerably higher than before and specify a minimum of three Band 5 HSC results, including one in English, or bridging units or alternative pathway as approved by NESA. Further information is available via the NESA Teacher Accreditation website. In addition to the above, from 2018 initial teacher education students must satisfy the School of their suitability for teaching through the satisfactory completion of a non-academic capability assessment.

UNE offers pathways to teaching for those applicants who do not meet the new admission requirements:

Option 1 - You may complete an appropriate number/combination of NESA-approved bridging units or the first year of your undergraduate studies in a non-teacher education course such as the Bachelor of Educational Studies or Bachelor of Arts or Bachelor of Science. You may then apply to transfer, with Advanced Standing (credit), to the Bachelor of Education (K-12 Teaching); or

Option 2 - You may complete an undergraduate non-teacher education course such as the Bachelor of Arts, Bachelor of Science or Bachelor of Educational Studies. You can then apply for the Master of Teaching (Primary) or the Master of Teaching (Secondary) as a graduate entry student.

Career Opportunities

Primary Teaching; Secondary Teaching; or Education related career choices.

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Degree Snapshot

DURATION

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

FEES

Commonwealth Supported Place

2017 ATAR / OP

77.10 / 11

2018 STUDY OPTIONS
Armidale

Trimester 1, Online
Trimester 1, On Campus
Trimester 2, Online
Trimester 2, On Campus
Trimester 3, Online

Official Abbreviation BEd(K-12 Teach)
Course Type Undergraduate
Commencing
Responsible Campus Admission Period Mode of Study
Armidale Trimester 1 Online
Armidale Trimester 1 On Campus
Armidale Trimester 2 Online
Armidale Trimester 2 On Campus
Armidale Trimester 3 Online
Course Duration
  • 4 Years Full-time
  • Up to 10 years Part-time
2017 ATAR 77.10
2017 OP 11
Fees Commonwealth Supported Place
Total Credit Points 192
How to Apply

All domestic students apply through the link below

For more information, click here

Intensive Schools

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

Entry Requirements

A candidate shall:

(a) be qualified for admission (see Admission Undergraduate and Postgraduate (Coursework) Rule and Admission Undergraduate and Postgraduate (Coursework) Procedures); and

(b) (i) have a minimum of three Band 5 and/or E3 HSC results, including one in English; or

(ii) have completed at least a year (48 credit points) of discipline studies (non-Education units) in a higher education qualification; or

(iii) have completed a NESA-approved alternative pathway; and

(c) satisfy the School of their suitability for teaching through the satisfactory completion of the Personal Statement for Initial Teacher Education Course Entry; and

(d) comply with the University's English Language Requirements for Courses in Education Accredited by the NSW Education Standards Authority.

Assumed knowledge is any two units of English, and any two units of mathematics.

Additional Requirements

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

Working with Children Check*

All students intending to enrol in units of study involving a practical experience placement or otherwise requiring interaction with children, will be required to obtain and maintain a NSW Working with Children Check clearance (or equivalent, depending upon relevant State requirements). The student is required to provide the University with appropriate evidence of their clearance, which will be verified at UNE. Relevant Government agencies will advise the University of any bar that may be placed upon a student, and UNE will respond accordingly.

Child Protection Awareness Training*

All teacher education students must complete online Child Protection and Awareness Training prior to the commencement of their first professional experience placement in a school setting.

Anaphylaxis Training*

All initial teacher education students must be trained in anaphylaxis management before they can undertake any professional experience in a school setting.

*These requirements are subject to change. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for current information (including requirements for other states).

Fit for Practice/Informed Consent Information

Prospective candidates should only accept an offer of a place in this course if they are able to meet the following "Fit for Practice" requirements:

(a) abide by relevant UNE Rules and Procedures, for example, Student Behaviouraly Misconduct Rules, and any relevant School of Education Policies, for example, the Professional Experience Policy for professional placements;

(b) exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of teaching 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/children while engaged in professional experience;

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

(g) communicate to students/children with clarity and in an appropriate manner that relates to their age/profile;

(h) possess and model the literacy and numeracy skills expected of teachers in interactions they have within the classroom and broader settings;

(i) be able to create, evaluate and reflect on the physical and emotional safety of students/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/early childhood community.

Candidates who have or who develop a disability that may or will prevent them from meeting the above professional experience requirements should contact Student Support to see if reasonable adjustments are practicable.

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

Professional Placements

A requirement of accreditation is that school professional placements must be undertaken in a school using NSW Education Standards Authority syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required professional experience (practicum) days in schools not using NSW Education Standards Authority syllabuses or equivalent Australian syllabuses. Limited placements can occur in non-Australian settings in accordance with the NESA policy regarding overseas placements. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for further information. Students who are required to undertake professional experience placement must read, understand and adhere to the Professional Experience Policy of the School of Education.

Practical, Clinical or Work Experience

This course has 80 days of professional experience of which 40 days of professional experience are in primary school settings and 40 days of professional experience are in secondary school settings.

Advanced Standing

Candidates are referred to the University Policy on Advanced Standing.

Candidates admitted under Rule (b)(ii) will be eligible for up to 48 credit points of Specified Advanced Standing based on their undergraduate studies.

Scholarships

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

Academic Colours

Violet (BCC179)

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 Education (K-12 Teaching) in 2018.

Admission to Candidature

A candidate shall:
(a) be qualified for admission (see Admission Undergraduate and Postgraduate (Coursework) Rule and the Admission Undergraduate and Postgraduate (Coursework) Procedures); and
(b) (i) have a minimum of three Band 5 and/or E3 HSC results, including one in English; or
(ii) have completed at least a year (48 credit points) of discipline studies (non-Education units) in a higher education qualification; or
(iii) have completed a NESA-approved alternative pathway; and
(c) satisfy the School of their suitability for teaching through the satisfactory completion of Personal Statement for Initial Teacher Education Course Entry; and
(d) comply with the University's English Language Requirements for Courses in Education Accredited by the NSW Education Standards Authority.

Additional Requirements

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

Working with Children Check*

All students intending to enrol in units of study involving a practical experience placement or otherwise requiring interaction with children, will be required to obtain and maintain a NSW Working with Children Check clearance (or equivalent, depending upon relevant State requirements). The student is required to provide the University with appropriate evidence of their clearance, which will be verified at UNE. Relevant Government agencies will advise the University of any bar that may be placed upon a student, and UNE will respond accordingly.

Child Protection Awareness Training*

All teacher education students must complete online Child Protection and Awareness Training prior to the commencement of their first professional experience placement in a school setting.

Anaphylaxis Training*

All initial teacher education students must be trained in anaphylaxis management before they can undertake any professional experience in a school setting.
*These requirements are subject to change. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for current information (including requirements for other states).

Fit for Practice/Informed Consent Information

Prospective candidates should only accept an offer of a place in this course if they are able to meet the following Fit for Practice requirements:

  • abide by relevant UNE Rules and Procedures, for example, Student Behaviour Misconduct Rules, and any relevant School of Education Policies, for example, the Professional Experience Policy for professional placements;
  • exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of teaching 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/children while engaged in professional experience;
  • show personal maturity to ensure that a professional relationship is established with students/children;
  • communicate to students/children with clarity and in an appropriate manner that relates to their age profile;
  • possess and model the literacy and numeracy skills expected of teachers in interactions they have within the classroom and broader settings;
  • be able to create, evaluate and reflect on the physical and emotional safety of students/children in a variety of situations and environments; and
  • be able to establish and maintain effective professional relationships with colleagues and the broader school/early childhood community.

Candidates who have or develop a disability that may or will prevent them from meeting the above professional experience requirements should contact Student Support to see if reasonable adjustments are practicable.

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

Professional Placements

A requirement of accreditation is that school professional placements must be undertaken in a school using NSW Education Standards Authority syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required professional experience (practicum) days in schools not using NSW education Standards Authority syllabuses or equivalent Australian syllabuses. Limited placements can occur in non-Australian settings in accordance with the NESA policy regarding overseas placements. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for further information. Students who are required to undertake professional experience placement must read, understand and adhere to the Professional Experience Policy of the School of Education.

Advanced Standing

Candidates are referred to the University Policy on Advanced Standing.

Candidates admitted under Rule (b)(ii) will be eligible for up to 48 credit points of Specified Advanced Standing based on their undergraduate studies.

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

(a) 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 and including not more than 60 credit points at 100-level; at least 72 credit points at 300-level and not more than 24 credit points at 400-level.

(b) All candidates will either complete a Secondary Teaching area contributing to a Primary Specialisation in one of the following: English, a Language or Mathematics; or will otherwise complete a Primary Specialisation in Literacy.

(c) Candidates must pass the National Literacy and Numeracy Test for Initial Teacher Education Students to qualify for the award. The test must be passed before the final professional experience placement.

(d) During the final professional experience placement, candidates must complete a Teaching Performance Assessment (TPA). Candidates must pass the TPA in order to graduate.

A candidate shall complete:
(a) 108 credit points from Group 1 - Core Units including 80 days of embedded professional experience; and
(b) 24 credit points from Group 2 - Secondary Curriculum Units; and
(c) 60 credit points from Group 3 - Single or Combined Secondary Teaching Areas; OR
(d) 60 credit points from Group 4 and/or Group 5 made up of 36 credit points in a First Secondary Teaching Area; and 24 credit points in an Additional Secondary Teaching Area.

Program of Study

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

Course Structure Credit Points
Core Units
(including 80 days embedded Professional Experience)
108 cps
National Literacy and Numeracy Test for Initial Teaching Education Students 0 cps
Teaching Performance Assessment 0 cps
Secondary Curriculum Units 24 cps
Discipline Units (a Combined or Single First Secondary Teaching Area
OR a First Secondary Teaching Area and an Additional Secondary Teaching Area)
60 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 Education (K-12 Teaching).

Exit Pathways

Candidates who discontinue their studies in the course may be eligible to exit with the non-accredited, non-teaching qualification, Diploma in Educational Studies, on completion of 48 credit points at 100-level or above.
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.
Candidates who apply to discontinue their studies must apply for re-admission and will be subject to current course requirements of the Bachelor of Education (K-12 Teaching). This may mean that they will not receive full recognition for their previous studies should the course structure have changed in response to University or external accreditation body requirements.

Academic Progress

Any candidate who has not successfully passed the National Literacy and Numeracy Test for Initial Teacher Education Students before their final professional placement may be asked to show cause why their candidature should not be discontinued and they be transferred to another course.

Any candidate unable to pass the Teaching Performance Assessment will be transferred to another (non-teacher education) course.

Candidates are referred to the Course Progression Rule and the Course Progression Procedures.

Appeals

Candidates are referred to the Academic Assessment Appeals Policy and the Academic Assessment Appeals Procedures.

Improper Conduct

Candidates are referred to the Student Coursework Academic Misconduct Rule and the Student Coursework Academic Misconduct Procedures.

Course Aims

The Bachelor of Education (K-12 Teaching) aims to provide graduates with an accredited professional qualification meeting the requirements of the Australian Institute for Teaching and School Leadership (AITSL) for initial teacher education programs, and ensuring all graduates meet the Australian Professional Standards for Teachers at the Graduate Career Stage for both Primary and Secondary settings.

Learning Outcomes Upon completion of this course, students will be able to:
  1. know their students and how students learn;
  2. know their subject/content and how to teach that content to their students;
  3. plan for and implement effective teaching and learning;
  4. create and maintain supportive and safe learning environments;
  5. assess, provide feedback and report on student learning;
  6. continually improve by engaging in professional learning; and
  7. continually engage professionally with colleagues, parents/carers and the community.
Graduate Attributes
Knowledge of a Discipline

Graduates will have the broad and coherent knowledge to effectively plan and deliver education in primary and secondary school settings and will understand the cultural contexts and global perspectives of both their own teaching discipline and schooling in general and the diversity of the student population. They will be able to demonstrate intercultural competence by responding flexibly to the needs of students, colleagues, families and community members.

Communication Skills

Graduates will be able to communicate effectively, both orally and in writing, with students, colleagues, parents and other stakeholders.

Problem Solving

Graduates will be able to exercise critical thinking and judgement in identifying and solving problems with intellectual independence.

Information Literacy

Graduates will be able to demonstrate knowledge and understanding of digital resources and tools and their safe, legal and ethical use, and be able to apply this knowledge in the school setting.

Ethical Conduct and Social Responsibility

Graduates will have developed responsibility for others and an understanding that personal beliefs and actions impinge on others. They will demonstrate this through ethical conduct and by being sensitive and responsive to the needs of children, colleagues, families and the community.

Lifelong Learning

Graduates will understand the importance of life-long learning and will be equipped with the skills to pursue professional and personal development.

Independence and Collaboration

Graduates will be able to work independently and collaboratively with others to achieve educational and professional goals.

How to Apply

Domestic Students

All domestic students apply through the link below

For more information, click here

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