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International Standard Serial NumberISSN 1037-1818

Handbook 2012

Education

The information contained in this Handbook is valid as at the date mentioned below. The University of Southern Queensland reservesthe right not to offer any program or course and to decline the enrolment of students in a program or course, in the light of studentdemand and resource constraints. Program structures, course objectives and content are subject to amendment as circumstancesdictate.

The most up-to-date version of the USQ Handbook is the electronic version at http://www.usq.edu.au/handbook/current/. Anyprinted version or other saved electronic version will be up to date at the time of printing or saving but may not contain the mostrecent information. Please always refer to the Internet address provided.

This version produced 27 Jul 2011.

TheUniversity of

SouthernQueensland

Postal address:The University of Southern

QueenslandToowoomba QLD 4350

Australia

Telephone + 61 7 4631 2100

Telephone 1800 269 500

Telephone +61 7 4631 5543

www.usq.edu.au

Programs

This version produced 27 Jul 2011.CRICOS: QLD 00244B | NSW 02225M2© University of Southern Queensland

Consult the Handbook on the Web at http://www.usq.edu.au/handbook/current for any updates that may occur during the year.Education (2012)

http://www.usq.edu.au/handbook/current

Undergraduate programs

Bachelor of Early Childhood (BECH) - BEChQTAC code (Australian and New Zealand applicants): Toowoomba campus: 908151; Distance education:908155; Fraser Coast campus: 918151; Springfield campus: 928151

CRICOS code (International applicants): 056707B

OnlineOn-campus

Semester 1 (March)Semester 2 (July)Semester 3 (November)

Semester 1 (March)Semester 2 (July)

Semester intake:

-Fraser Coast, Springfield, ToowoombaCampus:

Commonwealth supported placeCommonwealth supported placeFees:Domestic full fee paying placeDomestic full fee paying placeInternational full fee paying placeInternational full fee paying place

3 years full-time, 7 years maximumStandard duration:

To: Bachelor of Education (Early Childhood)Programarticulation:

Contact us

Current studentsFuture International studentsFuture Australian and NewZealand students

Ask a questionFreecall (within Australia): 1800007 252Phone (from outside Australia): +617 4631 2285Email [email protected]

Ask a questionPhone: +61 7 4631 5543Email: [email protected]

Ask a questionFreecall (within Australia): 1800640 678Phone (from outside Australia): +617 4631 5315Email: [email protected]

Program focusEarly childhood programs at USQ aim to develop graduates who are able to give children the best possiblestart in life. The programs emphasise child-centred learning, and developing the skills to create effectiveteaching programs and learning environments that focus on the developing child. You will graduate with skillsto administer a child care centre, plan and work within a budget and effectively manage staff. There is aprofessional experience (prac) component within this program.

Career opportunitiesGraduates of this program are prepared for a successful career as director of a child care centre. Intendingstudents should note that this program does not lead to eligibility for teacher registration in Queensland.

Professional accreditationThe program is not accredited with the Queensland College of Teachers for teacher registration, but is accreditedwith the Queensland Office for Early Childhood Education and Care (formerly the Department of Communities)and equivalent government authorities in other Australian jurisdictions.



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Program aimsThe Bachelor of Early Childhood aims to graduate students who demonstrate:

● the knowledge, skills, practices and values inherent in contemporary understandings of best practice inearly childhood education, particularly as these understandings are reflected in the expectations of theQueensland Office for Early Childhood Education and Care (formerly the Department of Communities)

● the qualities and skills required of a USQ graduate (see The Qualities of a USQ Graduate Policy● the attributes of a Faculty of Education graduate● sound levels of knowledge and understanding appropriate to working as educators with children from

birth to eight years of age and in a range of early childhood settings.

Admission requirementsNormal Entry

Year 12 or equivalent.

Special Entry

Students with Year 10 or equivalent and at least three years full-time equivalent work experience relevant tothe early childhood sector will be considered for admission.

International applicants must have met the University's English language requirements or have completedthe University's ELICOS/EAP programs.

International students

International students must have completed the equivalent to Queensland secondary school Year 12 and beat university entry level standing. International students whose first language is not English must demonstratetheir proficiency in the English language with the provision of a recent IELTS test of 6.0 or higher with nosubset of less than 5.5. For TOEFL and other equivalents, please refer to the International website.

How to apply

Domestic studentsApplication for undergraduate programs may be made through the Queensland Tertiary Admissions Centre(QTAC). The same procedure applies whether you plan to study on-campus or by distance education.

If you completed Year 12 at a Queensland secondary school you will be assessed for entry on the basis ofyour Overall Position (OP) or equivalent score. Year 12 students from other states or territories are consideredfor entry on the basis of their UAI, ENTER or TER and the subject prerequisites indicated. Other applicantswill be based on their overall Rank.

International studentsThis program is offered to international students. An international student is a person who is not an Australianor New Zealand citizen and not an Australian permanent resident. Please refer to USQ International forinformation about entry requirements, visa arrangements and how to apply.

Program fees

Commonwealth supported placeA Commonwealth supported place is where the Australian Government makes a contribution towards the costof your higher education and you as a student pay a student contribution amount, which varies depending onthe courses undertaken. You are able to calculate the fees for a particular course via the Course Fee Finder.Commonwealth Supported students may be eligible to defer their fees through a Government loan calledHECS-HELP.



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Domestic full fee paying placeDomestic full fee paying places are funded entirely through the full fees paid by the student. Full fees varydepending on the courses that are taken. You are able to calculate the fees for a particular course via the CourseFee Finder.Domestic full fee paying students may be eligible to defer their fees through a Government loan called FEE-HELP.

International full fee paying placeInternational students pay full fees. Full fees vary depending on the courses that are taken and whether theyare studied on-campus, via distance education/online. You are able to calculate the fees for a particular coursevia the Course Fee Finder.

Program structureThe three-year Bachelor of Early Childhood requires 24 units at undergraduate level. A minimum of sixsemesters of study must be undertaken.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

Three years full-time, or equivalent, either on-campus(ONC) or online (WEB)

Duration and mode of offer

FleximodeMode of delivery

24 units, including 55 days of practical experience.Practical experience placements may be scheduledoutside usual University teaching weeks. Travel tolocations away from the areas local to the student’shome campus may be necessary in order to completethe practical experience requirements.

Units

Program completion requirementsIn order to complete the Bachelor of Early Childhood a student must complete 24 units of study, as per thelist below.

EDC1100 Lifespan Development and Learning

EDC1200 Self, Education and Society

EDC1300 Perspectives in Education

EDC1400 Foundations of Curriculum and Pedagogy

EDC2100 Managing Supportive Learning Environments

EDC2200 Indigenous Perspectives

EDC2300 Assessment and Reporting

EDC2400 Diversity and Pedagogy

EDC3100 ICT and Pedagogy

EDX1250 The Arts Curriculum and Pedagogy

EDX1450 HPE Curriculum and Pedagogy

EDX2190 Australian History and Society: Curriculum and Pedagogy

EDX2170 English Curriculum and Pedagogy

EDX3160 Science Curriculum and Pedagogy





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EDX1170 Foundations of Language and Literacies

EDX1280 Foundations of Numeracy

EDX2260 Teaching Science for Understanding

EDE2101 Early Childhood Education Contexts

EDE2201 Development and Learning: Birth - 8

EDE2010 Play and Pedagogy I

EDE4012 Cross-cultural Communication in Early Childhood

EDE3009 Professional Practices in Early Childhood

EDE4010 Leadership and Management in Early Childhood

EDE3103 Play and Pedagogy II

Required time limitsStudents have a maximum of 7 years to complete this program.

Practical experienceThe Bachelor of Early Childhood program complies with all requirements of the Queensland Office for EarlyChildhood Education and Care (formerly The Department of Communities) in terms of the placements in eachof Child Care Centres, Kindergartens and Pre-Schools.

The practical experience components of the program are all tied to identified courses within the program, sothat students undertake a practical experience placement in four of their six semesters of full-time enrolment.There are 55 days of practical experience required.

In order to undertake courses to which practical experience placements are attached at any stage in the programit is a requirement that students will have satisfactorily completed all practical experience courses in previousyears in the program enrolment pattern.

The Faculty of Education appoints a specific liaison staff member for every student and host site for everyplacement, with the critical role of being the key source of information, advice and support for all partiesinvolved in the placement.

For further information, see http://www.usq.edu.au/education/profexp/default.htm

IT requirementsStudents must have reliable and ready access to email and the internet. Broadband would be a significantadvantage. See recommended hardware for more information.

Other program requirementsThere are no program requirements other than the satisfactory completion of 24 approved units and 55 daysof approved practical experience. However, in order to undertake the practical experience, and certain otheractivities with young people identified in various course specifications, it is required that Queensland-basedstudents hold a current positive notice indicating that they are deemed suitable for working with children andyoung people. Further information about the “Blue Card” suitability process is available from the Commissionfor Children and Young People.

ArticulationStudents who complete the Bachelor of Early Childhood may articulate to the Bachelor of Education (EarlyChildhood).

Exit pointsThe Bachelor of Early Childhood degree contains provision for two generic exit awards, as follows:



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● Associate Degree in Education Studies (DAES) - available at the completion of 16 approved units● Diploma in Education Studies (DPES) - available at the completion of 8 approved units.

ExemptionsStudents may seek exemption from units on the basis of documented prior study at University level or equivalentqualifications and experience. Such applications will be considered on their merits in relation to the extent towhich the documentation supplied by the student demonstrates a clear match with the objectives of the coursefor which the exemption is sought. In relation to this general provision, students who have completed theDiploma or Advanced Diploma of Community Services (Children’s Services) or approved equivalent with aRegistered Training Organisation may be eligible for up to 8 and 12 units exemption respectively.

Recommended enrolment pattern - for students who commenced in 2009, 2010 or2011Students following a non-standard enrolment pattern should consult the course synopses section to ascertainif a course is offered in another term.


Note:Students should not vary any of these recommended enrolment patterns without prior consultation withStudent Support, Faculty of Education [email protected]

CommentsEnrolment requirementsYear of program and semester in which courseis normally studied

Course

Online(WEB)

External(EXT)

On-campus(ONC)

SemYearSemYearSemYear

1, 3111EDC1100 Lifespan Development andLearning

1, 3111EDC1200 Self, Education and Society1, 3111EDX1250 The Arts Curriculum and

Pedagogy1, 3111EDX1170 Foundations of Language and

Literacies2, 3121EDC1300 Perspectives in Education

10 days practical experience

Pre-requisite: Students mustbe enrolled in one of the following Programs: BEDU orBVET or BECH

1, 2121EDC1400 Foundations of Curriculum andPedagogy

2, 3121EDX1450 HPE Curriculum and Pedagogy1, 2121EDX1280 Foundations of Numeracy1, 2212EDC2100 Managing Supportive Learning

Environments1, 3212EDC2400 Diversity and Pedagogy


Co-requisite: EDC1400122EDE2101 Early Childhood EducationContexts

1, 3212EDX2260 Teaching Science forUnderstanding

2, 3222EDC2300 Assessment and Reporting2, 3222EDC2200 Indigenous Perspectives2222EDE2201 Development and Learning: Birth

- 8


Co-requisite: EDU1010 orEDC1400

2222EDE2010 Play and Pedagogy I



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Course

Online(WEB)

External(EXT)

On-campus(ONC)



Co-Req: EDC1400&EDE2101&EDE2010)/(EDU1010&EDE2101&EDE2010)/(EDC1400&EDP2111&ED

1, 2313EDC3100 ICT and Pedagogy

P2222)/(EDC1400&EDS2401&EDS2402)/(EDC1400&EDV3401)/(EDC1400&SPE3001&SPE3007)/(EDU1010&EDP2111&EDP2222)/(EDU1010&EDS2401&EDS2402)/(EDU1010&EDV3401)/(EDU1010&SPE3001&SPE3007)

1, 3313EDX2190 Australian History and Society:Curriculum and Pedagogy

13EDE3103 Play and Pedagogy II1313EDE4012 Cross-cultural Communication in

Early Childhood2323EDX3160 Science Curriculum and

Pedagogy1, 2323EDX2170 English Curriculum andPedagogy2323EDE3009 Professional Practices in Early

Childhood2323EDE4010 Leadership and Management in

Early Childhood

Transition plan for students who commenced prior to 2009BECH Commenced semester 1 2008

Students should not deviate from this pattern without first discussing it with the Program AdministrationOffice or the Program Coordinator.

Students following a non-standard enrolment pattern should consult the course synopses section to ascertainif a course is offered in another term. Students should select elective courses from the Electives list presentedearlier.



Course

Online(WEB)

External(EXT)

On-campus(ONC)


1, 3111ECE10051111ECE10063111FOE20013111FOE1000

5 days SE11ECP1001

2121ECE11013121ECE20102121ECE11022121ECE2108






Course

Online(WEB)

External(EXT)

On-campus(ONC)


10 days SE21ECP1002

1, 3212EDX1250 The Arts Curriculum andPedagogy

1, 2212EDC2100 Managing Supportive LearningEnvironments

1, 3212EDC2400 Diversity and Pedagogy1, 3212EDX2260 Teaching Science for

Understanding

15 days SE1, 32ECP2001

1, 2222EDX1280 Foundations of Numeracy

10 days SEPre-requisite: Students mustbe enrolled in one of the following Programs: BEDU orBVET or BECH


2, 3222EDC2300 Assessment and Reporting2, 3222EDC2200 Indigenous Perspectives

15 days SECo-Req: EDC1400&EDE2101&EDE2010)/(EDU1010&EDE2101&EDE2010)/(ED


C1400&EDP2111&EDP2222)/(EDC1400&EDS2401&EDS2402)/(EDC1400&EDV3401)/(EDC1400&SPE3001&SPE3007)/(EDU1010&EDP2111&EDP2222)/(EDU1010&EDS2401&EDS2402)/(EDU1010&EDV3401)/(EDU1010&SPE3001&SPE3007)

10 days SES1,S3313EDX2190 Australian History and Society:Curriculum and Pedagogy


Early Childhood331, 3313ECP30012323EDX3160 Science Curriculum and



Early Childhood332, 3323ECP4002

BECH Commenced semester 2 2008Students should not deviate from this pattern without first discussing it with the Program AdministrationOffice or the Program Coordinator.

Students following a non-standard enrolment pattern should consult the course synopses section to ascertainif a course is offered in another term. Students should select elective courses from the Electives list presentedearlier.







Course

Online(WEB)

External(EXT)

On-campus(ONC)


2121ECE11013121ECE20102121ECE11022121ECE2108

10 days SE21ECP1002



Pedagogy1, 2212EDC2100 Managing Supportive Learning

Environments

20 days SE12ECP2001

10days practical experience



2, 322EDC1300 Perspectives in Education2, 322EDX1450 HPE Curriculum and Pedagogy1, 2222EDX1280 Foundations of Numeracy1, 313EDX2260 Teaching Science for

Understanding1, 3313EDC2400 Diversity and Pedagogy





2, 3323EDC2300 Assessment and Reporting2, 3323EDC2200 Indigenous Perspectives2323EDX3160 Science Curriculum and

Pedagogy1, 3314EDX2190 Australian History and Society:

Curriculum and Pedagogy14EDE3103 Play and Pedagogy II1414EDE4012 Cross-cultural Communication in

Early Childhood1, 2424EDX2170 English Curriculum andPedagogy2424EDE3009 Professional Practices in Early

Childhood





Course

Online(WEB)

External(EXT)

On-campus(ONC)


2424EDE4010 Leadership and Management inEarly Childhood




Bachelor of Education (BEDU) - BEdQTAC code (Australian and New Zealand applicants): Secondary (Toowoomba campus: 908411; Distanceeducation: 908415; Fraser Coast campus: 918411; Springfield campus: 928411); Sport, Health & PhysicalEducation Majoring in Primary (Toowoomba campus: 908711; Distance education: 908715; Fraser Coastcampus: 918711; Springfield campus: 928711); Early Childhood (Toowoomba campus: 908181; Distanceeducation: 908185; Fraser Coast campus: 918181; Springfield campus: 928181); Primary (Toowoombacampus: 908171; Distance education: 908175; Fraser Coast campus: 918171; Springfield campus: 928171);Special Education (Toowoomba campus: 908241; Distance education: 908245; Fraser Coast campus: 918241;Springfield campus: 928241); Sport, Health & Physical Education Majoring in Secondary (Toowoombacampus: 908811; Distance education: 908815; Fraser Coast campus: 918811; Springfield campus: 928811)

CRICOS code (International applicants): 065048B

OnlineOn-campus^



Semester intake:

-Fraser Coast, Springfield, ToowoombaCampus:


4 years full-time, 9 years part-timeStandard duration:

FootnotesNot all specialisations within the Bachelor of Education are made available every year in on-campus mode at all three campuses.^

Contact us





Program focusIn this innovative and flexible program, graduates will develop the ability to design and deliver effectiveteaching programs for a diverse range of learners. A suite of core courses, that are common to all specialisations,covers contemporary educator's development and knowledge, and prepares the student for their area ofspecialisation.

Specialisations

Students can select from five sector specialisations:

● Early Childhood (Fraser Coast, Springfield, Toowoomba)● Primary (Fraser Coast, Springfield, Toowoomba)● Secondary (Fraser Coast, Toowoomba)● Special Education (Fraser Coast, Springfield, Toowoomba)● Sport, Health and Physical Education - Primary (Fraser Coast, Springfield, Toowoomba)










● Sport, Health and Physical Education - Secondary (Fraser Coast, Springfield, Toowoomba)● Technical and Vocational Education (online only).

Career opportunitiesGraduates of the Bachelor of Education program will be well qualified for employment as teachers in schoolsin Queensland, elsewhere in Australia and in many overseas jurisdictions, subject to local requirements.

Graduates from particular specialisations will also be well qualified for employment as teachers in Primaryor Secondary schools, in Child Care, Kindergarten and Pre-School contexts (Early Childhood); in SpecialEducation and/or Disability Services and/or Human Services (Special Education); in sports administration,sports marketing, sports coaching, fitness and lifestyle coaching, leisure management, as a sports trainer orin community activities and groups (Sport, Health and Physical Education) in a range of alternative educationsettings and in the diverse and expanding post-compulsory sector (Technical and Vocational Education).

Further career opportunities exist in many emerging fields where, in conjunction with other attributes andqualifications, teaching-related skills are critical, including career opportunities available in industry, particularlyin the roles and functions related to training.

Practical experience All students, domestic and international, must complete a minimum of 45 days of theirsupervised practical experience in Australian schools.

Professional accreditationGraduates from the program will have met the qualifications requirement for teacher registration with theQueensland College of Teachers.

All students, domestic and international, must complete a minimum of 40 days of their supervised practicalexperience in Australian schools.

Graduates from the BEd (Early Childhood) will have also met the requirements of the Office for EarlyChildhood Education and Care (formerly the Queensland Department of Communities).

Graduates from the BEd (Technical and Vocational Education) who choose to extend EDV3500 CompetencyBased Training and Assessment to meet the requirements for the VET qualification TAA40104 – CertificateIV in Training and Assessment will have met the industry standard for training delivery in Australia’s VETsystem.

Program aimsThe Bachelor of Education program aims to graduate students who meet the academic requirements forregistration as a teacher in Queensland (see http://www.qct.edu.au/standards/index.html) and who demonstrate:

● the knowledge, skills, practices and values inherent in the Queensland College of Teachers’ ten ProfessionalStandards for Queensland Teachers

● the qualities and skills required of a USQ graduate (see The Qualities of a USQ Graduate Policy● the attributes of a Faculty of Education graduate● high levels of facility with personal and professional literacies● a particular awareness, understanding and positive orientation towards redressing the educational

disadvantages suffered by indigenous students.

BEd (Early Childhood)

The Early Childhood specialisation also aims to prepare graduates who satisfy the requirements of QueenslandOffice for Early Childhood Education and Care (formerly The Department of Communities) for working aseducators with children from birth to eight years of age in a range of early childhood settings.

BEd (Primary)

The Primary specialisation also aims to prepare graduates who have had the opportunity to develop in-depthknowledge and understanding of the work of educators in P-7 settings. Included among these options are:



http://www.qct.edu.au/standards/index.html



enhanced opportunities to focus on research in education; a focus in a particular curriculum area; on the EarlyYears of School; on Special Education;on Physical Education; or on Middle Schooling.

BEd (Secondary)

The Secondary specialisation also aims to prepare graduates with sound levels of content knowledge in theirnominated teaching areas.

BEd (Special Education)

The Special Education specialisation also aims to prepare graduates who are equipped to operate successfullyas teachers in both Primary and Special Education settings.

BEd (Sport, Health and Physical Education)

The Sport, Health & Physical Education specialisations will also develop in graduates:

● a theoretical basis and practical application of knowledge across the broad area of sport, health andphysical education

● the capacity to perform a wide range of tasks required as part of teaching health and physical educationor as part of involvement in various sport and/or recreational activities and organisations

● the insights and skills to cope with changing career opportunities within the area of sport, health andphysical education.

BEd (Technical and Vocational Education)

The Technical and Vocational Education specialisation aims to prepare graduates who are able to help learnersto effectively transition from school to work, and develop into self-directed, lifelong learners.

Admission requirements

Normal entry for early childhood, primary, secondary, sport, health and physical education and special education

Applicants who have completed Year 12 at a Queensland secondary school (or equivalent) are eligible forconsideration under the standard admission requirements. The Overall Position (or equivalent) is used as thegeneral basis for selection. Applicants must have obtained at least ‘Sound Achievement’ (or equivalent) inEnglish and must satisfy any pre-requisites for any content studies in courses offered by other Faculties. Entrymay be subject to availability of places.

Normal entry for technical and vocational education

To be eligible for normal enrolment in the Bachelor of Education (Technical and Vocational Education), anapplicant must meet the following criteria:

● have at least a recognised formal trade or professional qualification, or equivalent, in his/her content area● have substantial workplace experience in his/her proposed teaching content area● have access to an approved instructional setting in the post-compulsory education and training sector.

Such engagement must enable applicants to plan, implement and evaluate actual instructional programsas required by specified courses within the program. Written verification of such engagement will berequired before enrolment can be confirmed.

All specialisations: special entry

Subject to the policies and regulations of the University of Southern Queensland and Faculty of Education,applicants who do not hold formal, recognised qualifications as listed above, but who have extensive relevantindustrial, commercial and/or professional training and work experience such that they are acceptable foremployment as teachers/trainers in the post-compulsory education and training sector, may be considered forspecial entry to the program.




All specialisations: international students

International students must have completed the equivalent to Queensland secondary school Year 12 and beat university entry level standing. International students whose first language is not English must demonstratetheir proficiency in the English language with the provision of a recent IELTS test of 6.5 or higher with nosubset of less than 6.0. For TOEFL and other equivalents, please refer to this website: University's Englishlanguage requirements

How to apply

Domestic students

Application for undergraduate programs may be made through the Queensland Tertiary Admissions Centre(QTAC). The same procedure applies whether you plan to study on-campus or by distance education. If youcompleted Year 12 at a Queensland secondary school you will be assessed for entry on the basis of yourOverall Position (OP) or equivalent score. Year 12 students from other states or territories are considered forentry on the basis of their UAI, ENTER or TER. Other applicants will be based on their overall Rank.

Technical and vocational education specialisation

Application for the Technical and vocational education specialisation in this program may be made directlyto USQ.


This program is offered to international students. An international student is a person who is not an Australianor New Zealand citizen and not an Australian permanent resident. Please refer to USQ International forinformation about entry requirements, visa arrangements and how to apply

Program fees




Program structureThe four-year Bachelor of Education requires 32 units at undergraduate level. Where such structures allow,and at the discretion of the specialisation coordinator, up to four units may be completed at postgraduate level.A minimum of eight units must be completed with USQ, to be eligible to receive this award.






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Four years fulltime, or equivalent, either ONC or WEBDuration and Mode of Offer

FleximodeMode of Delivery

32 units, including 100 days of practical experience. practical experienceplacements may be scheduled outside usual University teaching weeks. Travelto locations away from the areas local to the student’s home campus may benecessary in order to complete the practical experience requirements. Each yeara number of core and cross-specialisation courses will be offered in Semester3 in on-line mode.

Units

Required time limitsStudents have a minimum of 4 years and a maximum of 9 years to complete this program.

Requirements to complete the program

In order to complete the Bachelor of Education a student must complete 32 units of study, according to eachspecialisation’s pattern of required courses (core, shared and specialisation), plus electives or discipline studies.

Practical experience All students, domestic and international, must complete a minimum of 45 days of theirsupervised practical experience in Australian schools

Language Proficiencey All students, domestic and international, must demonstrate English languageproficiency equivalent to IELTS 7.0 to successfully complete program requirements.

The required courses for each specialisation are detailed in the following table:

BEd(TVE)

BEd(SpEd)

BEd(SHPE)Secondary

BEd(SHPE)Primary

BEd(Sec)

BEd (Pri)BEd(EC)

CoreCoreCoreCoreCoreCoreCoreEDC1100 LifespanDevelopment and Learning

CoreCoreCoreCoreCoreCoreCoreEDC1200 Self, Education andSociety

CoreCoreCoreCoreCoreCoreCoreEDC1300 Perspectives inEducation

CoreCoreCoreCoreCoreCoreCoreEDC1400 Foundations ofCurriculum and Pedagogy

CoreCoreCoreCoreCoreCoreCoreEDC2100 ManagingSupportive LearningEnvironments

CoreCoreCoreCoreCoreCoreCoreEDC2200 IndigenousPerspectives

CoreCoreCoreCoreCoreCoreCoreEDC2300 Assessment andReporting

CoreCoreCoreCoreCoreCoreCoreEDC2400 Diversity andPedagogy

CoreCoreCoreCoreCoreCoreCoreEDC3100 ICT and Pedagogy

CoreCoreCoreCoreCoreCoreCoreEDC4000 ProfessionalPlacement and Portfolio

SharedSharedSharedEDX1250 The Arts Curriculumand Pedagogy




SharedSharedSharedSharedSharedEDX1450 HPE Curriculum andPedagogy

SharedSharedSharedSharedEDX2190 Australian Historyand Society: Curriculum andPedagogy

SharedSharedSharedSharedEDX3280 MathematicsCurriculum and Pedagogy

SharedSharedSharedSharedEDX2170 English Curriculumand Pedagogy

SharedSharedSharedSharedEDX3160 Science Curriculumand Pedagogy

SharedSharedSharedSharedEDX1170 Foundations ofLanguage and Literacies

SharedSharedSharedSharedEDX1280 Foundations ofNumeracy

SharedSharedSharedSharedEDX2260 Teaching Sciencefor Understanding

SharedSharedSharedEDX3270 Literacies Education

SharedSharedSharedEDX4150 Transitions inSecondary Education

SharedSharedSharedEDX3250 Adolescence: Issuesand Challenges

SpecialisationEDE2101 Early ChildhoodEducation Contexts

SpecialisationEDE2201 Development andLearning: Birth - 8

SpecialisationEDE2010 Play and PedagogyI

SpecialisationEDE4012 Cross-culturalCommunication in EarlyChildhood

SpecialisationEDE3009 ProfessionalPractices in Early Childhood

SpecialisationEDE4010 Leadership andManagement in EarlyChildhood

SpecialisationEDE4103 Multilevel EarlyChildhood Pedagogy andCurriculum

SpecialisationEDE3103 Play and PedagogyII

SharedSharedEDH1150 SocioculturalFoundations of Sport andPhysical Activity

SharedSharedEDH2151 Practical Studies inSport and Physical Activity




SharedSharedEDH2152

SharedSharedEDH2253 BiophysicalFoundations of Sport andPhysical Activity

SharedSharedEDH2254 Pedagogy in Sport,Health and Physical Education

SpecialisationEDH3155 AdvancedBiophysical Studies in Sportand Physical Activity

SharedSharedEDH3256

SharedSharedEDH3257 AdvancedCurriculum Studies in Healthand Physical Education

SharedSharedEDH3258

SharedSharedEDH4259

SharedSharedSpecialisationEDP2111 The Middle Years

SpecialisationEDP2222 Pedagogy andCurriculum 2

SharedSharedSpecialisationEDP3333 Pedagogy andCurriculum 3

SharedSharedSpecialisationEDP4130 TechnologyCurriculum and Pedagogy

SpecialisationEDP4140 Second LanguageLearning and Pedagogy

SharedSpecialisationEDS2401 Middle PhaseCurriculum and Pedagogy

SpecialisationEDS2402 Planning forLearning and Teaching

SpecialisationEDS3450 Senior PhaseCurriculum and Pedagogy

SharedSpecialisationEDS4250 Literacies Across theCurriculum

SharedSpecialisationEDS4401 BeginningProfessional Practice

SpecialisationSPE3001 EstablishingInclusive LearningEnvironments

SpecialisationSPE3002 Autism SpectrumDisorder

SpecialisationSPE3003 Teaching Studentswith High Support Needs

SpecialisationSPE3004 Social and EmotionalWellbeing and Learning

SpecialisationSPE3005 ManagingChallenging Behaviours




SpecialisationSPE3006 Language andCommunication Disorders

SpecialisationSPE3007 DifferentiatedCurriculum

SpecialisationSPE3008 Communication andCollaboration

SpecialisationSPE3009 Learning Disabilities,Literacies and Numeracies

SpecialisationEDV4500 Professional StudiesProject

SpecialisationEDV3500 Competency BasedTraining and Assessment

SpecialisationEDV3401 Program Design andEvaluation

SpecialisationEDV3551 Vocational andWorkplace Literacies

SpecialisationEDV4440 AdvancedProfessional Experience

In addition to the required courses, each specialisation requires a number of approved electives and/or “teachingarea” discipline studies, as below:

BEd(TVE)BEd(SpEd)BEd(SHPE)Secondary

BEd(SHPE)Primary

BEd(Sec)BEd(Pri)BEd(EC)

2100174Units of ApprovedElectives

130501400Units of Discipline Studies

Major studies

Specialisation Objectives

The Bachelor of Education program has five specialisations: Early Childhood, Primary, Secondary, SpecialEducation and Technical and Vocational Education. Although the number and variety of non-school optionsis increasing for graduates, each specialisation targets preparation for employment in educational settingsappropriate to the relevant sector:

● B Ed (Early Childhood)The target settings include Child Care Centres, Kindergartens, Pre-Schools and Years Prep-3 in PrimarySchools.

● B Ed (Primary)The major target setting is Years Prep-7 in Schools.

● B Ed (Secondary)The major target setting is Years 8-12 in Schools and the growing range of non-school settings cateringfor alternative pathways in the senior years.

● B Ed (Special Education)The major target settings include Years Prep-7 in Primary Schools, Special Education Units and SpecialSchools.

● BEd (Sport, Health and Physical Education)




The Sport, Health & Physical Education specialisations primarily target preparation for employment inschools and other educational settings appropriate to the broad field of health, fitness, sport and physicaleducation.

● B Ed (Technical & Vocational EducationThe major target setting is encompassed by the broad range of post-compulsory education and trainingsettings, in addition to both school and non-school settings catering for alternative pathways in the senioryears.

Majors available in the secondary and technical and vocational educationspecialisationTwo specialisations require in-depth discipline area studies, in two 'teaching areas', as outlined in the Secondarydiscipline studies booklet.

● B Ed (Secondary)Students are required to complete a total of 14 units of study across two defined “teaching areas”. Approvedteaching areas change from time to time with change in Queensland Studies Authority or EducationQueensland policy and/or practice. Course selection is subject to available offers and to the approval ofthe specialisation coordinator. The following teaching areas can only be taken as majors - Drama, Healthand Physical Education, Languages, Music, Special Education and Visual Arts. Minors can be taken inany of the Business disciplines, English, Junior Science, Legal Studies and (SOSE).

Teaching areaTeaching area

Japanese languageAccounting

Junior scienceAgricultural science

Legal studiesAustralian Indigenous studies

Mandarin ChineseBiology

MathematicsBusiness education

Music craft & music historyChemistry

Physical educationComputing/IPT

PhysicsDrama and theatre studies

Post-compulsory teaching and learningEconomics

Senior sciencesEnglish and communications

Special educationFrench language

Studies of society & environmentGeography

Visual artsGerman language

Vocational educationHistory

Vocational education teaching areaIndonesian language

Industrial technology and design

Normally students from the Bachelor of Education taking a Music Practical discipline/major will not beable to take the Solo Performance modules. However composition, ensemble and musicology are available,subject to an interview. These students should contact The Faculty of Arts Music Program Coordinatorfor further information

● B Ed (Technical & Vocational Education)Students are required to complete a total of 13 units of study across one (in the case of prospectiveIndustrial Design and Technology teachers) or two defined content areas. Approved content areas changefrom time to time with change in the profession’s policy and/or practice. Course selection is subject toavailable offers and to the approval of the specialisation coordinator. Students entering with trade or other



http://www.usq.edu.au/education/studyareas/secondary


appropriate qualifications in a defined area may receive credit for some of these studies at the discretionof the specialisation coordinator.

Further, two of the specialisations offer optional internal pathways, as below:

● B Ed (Primary)A Middle Years of Schooling pathway is available. Students who wish to focus on the Middle Years ofSchool (Years 5-9) must take EDO3112 Middle Years 2 plus a total of six courses across two “teachingareas”, three in the first area and three in the second. These courses are taken in the place of seven electivesin the Primary specialisation. Availability of these courses is subject to offers made by relevantFaculties/Institutions and course selection is subject to the approval of the specialisation coordinator.

● B Ed (Technical & Vocational Education)There is an “Industrial Design and Technology” pathway within the B Ed (TVE). Students who elect tofollow this option will replace three Advanced Discipline Studies courses with MAT1100 FoundationMathematics, ENG1100 Introduction to Engineering Design and MEC1201 Engineering Materials.

Elective coursesStudents in some specialisations are able to study a number of elective courses, as follows:

No of electivesSpecialisation

4 electivesEarly Childhood Specialisation

7 electivesPrimary Specialisation

1 electiveSecondary Specialisation

0 electivesSport, Health and Physical Education (Primary or Secondary)

1 electiveSpecial Education Specialisation

2 electivesTechnical & Vocational Education Specialisation

Students who wish to have a particular focus in their elective studies, may do so by selecting a number ofrelated electives. Alternatively, students may simply choose any combination of unrelated courses from thefull range of electives available from time to time.

Electives may be selected from suitable courses available from a number of sources, including:

● The Faculty of Education’s undergraduate elective suite (see below)● Courses from other BEd specialisations (excluding any courses with embedded professional experience)

For further information and guidance, students should refer to the 2011 elective advice and consult the disciplinestudies and electives, as outlined in the Secondary discipline studies booklet.

Courses offered at USQ by other Faculties (subject to pre-requisites and other restrictions. Minor studies mayalso be undertaken.

In special circumstances, students may seek approval from the specialisation coordinator to undertake coursesfrom other institutions as electives.

Faculty of Education courses that may also be taken as electives

CoursesDiscipline Area

EDX2190 Australian History and Society: Curriculum andPedagogy

Australian History



http://www.usq.edu.au/education/students/currentstudents



http://www.usq.edu.au/handbook/current/optionstudies/optionstudies.html


EDE2201 Development and Learning: Birth - 8Early Childhood Context

EDE3103 Play and Pedagogy II

EDE3009 Professional Practices in Early Childhood

EDE4010 Leadership and Management in Early Childhood

EDO3377 Teaching the National Curriculum : EnglishEnglish

EDP4140 Second Language Learning and PedagogyESL

EDH1150 Sociocultural Foundations of Sport and Physical Activitypreviously EDO3461

Health and Physical Education

EDH2151 Practical Studies in Sport and Physical Activitypreviously EDO3462

EDH2152

EDH2253 Biophysical Foundations of Sport and Physical Activitypreviously EDO2462

EDH2254 Pedagogy in Sport, Health and Physical Education (onlyavailable in 2011 and 2012) previously EDO2461

EDH3155 Advanced Biophysical Studies in Sport and PhysicalActivity previously EDO3465

EDH3256

EDH3257 Advanced Curriculum Studies in Health and PhysicalEducation previously EDO4461

EDH3258

EDH4259

EDX1450 HPE Curriculum and Pedagogy

EDO3471 Multiliteracies: Understanding TextsLiteracies

EDO3472 Reading the Visual in Children's Literature

EDO3681 Teaching the National Curriculum: MathematicsMaths

EDO3682 Higher Order Thinking: Maths P-7

EDO3112 Middle Years 2Middle Years

EDO3475 Music in Arts EducationMusic

EDO3476

EDO4675 Research Approaches for Contemporary EducatorsResearch

EDO3561 Teaching the National Curriculum: ScienceScience

EDO3562 (not offered in 2011)

EDS3450 Senior Phase Curriculum and PedagogySecondary Context

EDS4250 Literacies Across the Curriculum

EDX4150 Transitions in Secondary Education




SPE3002 Autism Spectrum DisorderSpecial Education

SPE3003 Teaching Students with High Support Needs

SPE3004 Social and Emotional Wellbeing and Learning

SPE3005 Managing Challenging Behaviours

SPE3006 Language and Communication Disorders

SPE3007 Differentiated Curriculum

SPE3008 Communication and Collaboration

SPE3009 Learning Disabilities, Literacies and Numeracies

EDO3211 Teaching in Global ContextsTeaching Contexts

EDO3341 Teaching in Rural and Remote Communities

Practical experienceThe Bachelor of Education program complies with all requirements of the Queensland College of Teachersin terms of the minimum number of supervised days mandated (80) and the total number of days of practicalexperience overall (100).

All students, domestic and international, must complete a minimum of 45 days of their supervised practicalexperience in Australian schools

The practical experience components of the program are all tied to identified courses within each specialisation,so that students undertake a practical experience placement in a minimum of six of their eight semesters offulltime enrolment

Practical experience is an integral and embedded practical component of an academic course of study. It is arequirement to pass the practical experience in order to pass the course.

The school or educational site will agree to host a pre-service educator, under the supervision of a suitablementor.

In order to undertake courses to which practical experience placements are attached at any stage in the programit is a requirement that students will have satisfactorily completed all practical experience courses in previousyears in the program enrolment pattern. In the case of EDC4000 Professional Placement and Portfolio thereis the additional requirement that students undertaking the placement in a Queensland school will need tohave been granted an Internship Authorisation by the Queensland College of Teachers.

The Faculty of Education appoints a specific liaison staff member for every student and host school/site forevery placement, with the critical role of being the key source of information, advice and support for all partiesinvolved in the placement.


IT requirementsStudents must have reliable and ready access to email and the internet. Broadband would be a significantadvantage. See http://www.usq.edu.au/ict/students/standards/hardware.htm

Other program requirementsIn order to undertake the practical experience, and certain other activities with young people identified invarious course specifications, it is required that Queensland-based students hold a current positive noticeindicating that they are deemed suitable for working with children and young people. Further informationabout the “Blue Card” suitability process is available from the Commission for Children and Young People:see http://www.ccypcg.qld.gov.au/index.html

In order to complete the Bachelor of Education a student must complete 32 units of study, according to eachspecialisation’s pattern of required courses (core, shared and specialisation), plus electives or discipline studies.




http://www.usq.edu.au/ict/students/standards/hardware.htm

http://www.ccypcg.qld.gov.au/index.html



Language Proficiencey All students, domestic and international, must demonstrate English languageproficiency equivalent to IELTS 7.0 to successfully complete program requirements.

Related programsThere are two three-year programs embedded within two specialisations in the Bachelor of Education. Studentswho complete either of these three-year awards may elect to articulate directly into the fourth year of theBachelor of Education within the relevant specialisation. These three-year degrees are as follows:

● Bachelor of Early ChildhoodEmbedded within the 4-year B Ed (Early Childhood) degree there is a 3-year Bachelor of Early Childhood(BECH) award.The structure for the 3-year award is comprised exactly of the first three years of the B Ed (EarlyChildhood) 4-year program.

● Bachelor of Vocational Education and TrainingEmbedded within the 4-year B Ed (Technical & Vocational Education) degree there is a 3-year Bachelorof Vocational Education & Training (BVET) award.The structure for the 3-year award is comprised exactly of the first three years of the B Ed (Technical &Vocational Education) 4-year program, with a single exception: in the third year of fulltime study, BVETstudents take EDU5221 Professional Learning, while B Ed (TVE) students take EDX3250 Adolescence:Issues and Challenges.

Exit pointsThe Bachelor of Education contains provision for three generic exit awards, as follows:

● Bachelor of General Education Studies (BGES) - available at the completion of 24 approved units;● Associate Degree in Education Studies (DAES) - available at the completion of 16 approved units; and● Diploma of Education Studies (DPES) - available at the completion of 8 approved units

ExemptionsStudents may seek exemption from units on the basis of documented prior study at University level or equivalentqualifications and experience. Such applications will be considered on their merits in relation to the extent towhich the documentation supplied by the student demonstrates a clear match with the objectives of the coursefor which the exemption is sought. In relation to this general provision, two specialisations have particularcircumstances that also apply:

● B Ed (Early Childhood)Students who have completed the Diploma or Advanced Diploma of Community Services (Children’sServices) or approved equivalent with a Registered Training Organisation may be eligible for up to 8 and12 units exemption respectively.

● B Ed (Technical & Vocational Education)Students who have trade qualifications, recognised Diplomas or a combination of other equivalentqualifications and documented experience may be eligible for exemptions in the Content Area Studiescomponents of their program.

HonoursStudents who meet the following requirements may be eligible to graduate with honours. The minimum levelsof achievement normally required for each class of honours are shown in the table below. To be assured ofachieving a particular class of honours students must have achieved the specified grade in EDO4352 HonoursProject 2 and the minimum GPA requirements for all of the courses studied, or for the last 16 courses studied,or for the last eight courses studied.




Minimum gradeachieved inEDO4352

GPA calculated from the grades achieved in:Class of Honours

The last eight unitsstudied

The last 16 unitsstudied

All units studied inthe program

A6.56.26.0First Class Honours

B5.95.75.5Second ClassHonours — DivisionA

C5.35.15.0Second ClassHonours — DivisionB

81620Minimum number ofunits required

The class of honours to be awarded to a student is thus dependant upon:

● the Grade Point Average calculated from the grades achieved in the courses studied in, or transferred to,the program; and

● the grade achieved in the two unit course EDO4352 Honours Project 2Honours students must complete EDO4675 Research Approaches for Contemporary Educators andEDO4351 Honours Project 1 in the year or semester prior to completing EDO4352 Honours Project 2.

An award with honours is not available to students in either of the Sport, Health & Physical Educationspecialisations. Students who commence study in either of the Sport, Health & Physical Educationspecialisations and later decide to pursue honours may transfer to the Bachelor of Education (Secondary) orthe Bachelor of Education (Primary). Normally, this transfer will take effect after completing five full-timeequivalent semesters of study. Following this transfer, students will complete the honours pathway availablein the new specialisation. Such students will graduate with honours from the Primary or Secondary specialisationrather than from their original Sport, Health & Physical Education specialisation.

B Ed (Early Childhood) - recommended enrolment patternStudents should not deviate from this pattern without first discussing it with the Student Support Office orthe Program Coordinator.

Students following a non-standard enrolment pattern should consult the course specifications section toascertain if a course is offered in another semester..


Note: The Early Childhood specialisation is available on-campus at Fraser Coast, Springfield and Toowoomba.


Course

Online(WEB)

External(EXT)

On-campus(ONC)








http://www.usq.edu.au/course/specification/current/



Course

Online(WEB)

External(EXT)

On-campus(ONC)










2, 3222EDC2300 Assessment and Reporting2, 3222EDC2200 Indigenous Perspectives2222EDE2201 Development and Learning: Birth

- 8


Co-requisite: EDU1010 orEDC1400








Early Childhood2323EDX3160 Science Curriculum and



Early Childhood1414EDX3280 Mathematics Curriculum and

Pedagogy1, 2414EDX3270 Literacies Education1414Elective


Co-requisite: EDC31001414EDE4103 Multilevel Early ChildhoodPedagogy and Curriculum

2424Elective





Course

Online(WEB)

External(EXT)

On-campus(ONC)


2424Elective2424Elective

20 days Unsupervisedpractical experience

Co-requisite: (EDG2000 and{EDG2001 or EDS2401} andEDG3000) or (EDC3100 andEDE4103) or (EDP3333 and

22EDC4000 Professional Placement andPortfolio

EDP4130) or (EDC3100 andEDS4401) or (SPE3008 andSPE3006) or (EDC3100 andEDV4440)

B Ed (Primary) - recommended enrolment patternStudents should not deviate from this pattern without first discussing it with the Student Support Office orthe Program Coordinator.



Note: The Primary specialisation is available on-campus at Fraser Coast, Springfield and Toowoomba.


Course

Online(WEB)

External(EXT)

On-campus(ONC)












Co-requisite: EDC1400 or EDU1010

1212EDP2111 The Middle Years


2, 3222EDC2300 Assessment and Reporting2, 3222EDC2200 Indigenous Perspectives1, 2222EDX2170 English Curriculum andPedagogy






Course

Online(WEB)

External(EXT)

On-campus(ONC)




2222EDP2222 Pedagogy and Curriculum 2






1, 2313EDX3270 Literacies Education1313EDX3280 Mathematics Curriculum and

Pedagogy2323EDX3160 Science Curriculum and

Pedagogy2323Elective2323Elective


Co-requisite: EDP2111 orEDP2222



Co-requisite: EDC3100 andEDP3333

14EDP4130 Technology Curriculum andPedagogy

1414Elective1414Elective1414EDP4140 Second Language Learning and

Pedagogy2424Elective2424Elective2424Elective





B Ed (Secondary) - recommended enrolment patternFor further information and guidance on teaching areas please refer to the Discipline Studies and Electives ,as outlined in the Secondary discipline studies booklet.

Students should not deviate from this pattern without first discussing it with the Student Support Office orthe Program Coordinator.







Note: The Secondary specialisation is available on-campus at Fraser Coast and Toowoomba.


Course

Online(WEB)

External(EXT)

On-campus(ONC)



1, 3111EDC1200 Self, Education and Society

Check offer/mode1111Discipline Studies


2, 3121EDC1300 Perspectives in Education







Pre-requisite: Students mustbe enrolled in: GDTL orGDTO or have completed:EDC1400 or EDU1010

1, 212EDS2401 Middle Phase Curriculum andPedagogy




2, 3222EDC2300 Assessment and Reporting


Co-requisite: EDU1010 orEDC1400 or EDS2401

222EDS2402 Planning for Learning andTeaching






P2222)/(EDC1400&EDS2401&EDS2402)/(EDC1400&EDV3401)/(EDC1400&SPE3001&SPE3007)/(EDU1010&EDP2111&EDP2222)/(EDU1010&EDS2401&EDS2402)/(E






Course

Online(WEB)

External(EXT)

On-campus(ONC)


DU1010&EDV3401)/(EDU1010&SPE3001&SPE3007)




Pre-requisite: EDS2401 orEDS2402

1, 223EDS3450 Senior Phase Curriculum andPedagogy





Co-requisite: EDC3100 andEDS3450

14EDS4401 Beginning Professional Practice

1, 3414EDC2400 Diversity and Pedagogy1414EDX4150 Transitions in Secondary

Education

S1 ONC offer atToowoomba only. S2

1, 241, 24EDS4250 Literacies Across the Curriculum

ONC offer at FraserCoast only

2, 3424EDC2200 Indigenous Perspectives2424EDX3250 Adolescence: Issues and

Challenges2424Elective





B Ed (Special Education) - recommended enrolment patternStudents should not deviate from this pattern without first discussing it with the Student Support Office orthe Program Coordinator.







Note: The Special Education specialisation is available on-campus at Fraser Coast, Springfield and Toowoomba.


Course

Online(WEB)

External(EXT)

On-campus(ONC)






10 days practical experience in Main



stream Primary Setting


Environments1, 3212EDC2400 Diversity and Pedagogy1, 3212EDX2260 Teaching Science for

Understanding

10 days practical experience in UpperPrimary Setting



2, 3222EDC2300 Assessment and Reporting2222SPE3002 Autism Spectrum Disorder1, 2222EDX2170 English Curriculum andPedagogy

10 days practical experience in a SpecialEducation Setting

2222SPE3001 Establishing Inclusive LearningEnvironments


Co-Req: EDC1400&EDE2101&EDE2010)/(EDU1010&EDE2101&EDE2010)/(EDC1400&EDP2111&EDP2222)/(EDC1400&ED


S2401&EDS2402)/(EDC1400&EDV3401)/(EDC1400&SPE3001&SPE3007)/(EDU1010&EDP2111&EDP2222)/(EDU1010&EDS2401&EDS2402)/(EDU1010&EDV3401)/(EDU1010&SPE3001&SPE3007)

1313SPE3003 Teaching Students with HighSupport Needs

1313EDX3280 Mathematics Curriculum andPedagogy

1313SPE3005 Managing ChallengingBehaviours

2323EDX3160 Science Curriculum andPedagogy





Course

Online(WEB)

External(EXT)

On-campus(ONC)


15 days practical experience in a Main



stream Primary Setting

2, 3323EDC2200 Indigenous PerspectivesCo-requisite: EDC1400 or EDU1010

2323SPE3007 Differentiated Curriculum

Co-requisite: EDC3100 andSPE3005

1414SPE3009 Learning Disabilities, Literaciesand Numeracies





1414SPE3006 Language and CommunicationDisorders

Pre-requisite: Students mustbe enrolled in the followingProgram: BEDU

2424SPE3004 Social and Emotional Wellbeingand Learning

2424Elective


Co-requisite: (EDG2000 and{EDG2001 or EDS2401} andEDG3000) or (EDC3100 and


in a Mainstream PriEDE4103) or (EDP3333 andmary or Special Education Setting


2424SPE3008Communication andCollaboration

BEd (Sport, Health & Physical Education) Primary - recommended enrolment patternStudents should not deviate from this pattern without first discussing it with the Student Support Office orthe Program Coordinator.

Students following a non-standard enrolment pattern should consult the course specifications section toascertain if a course is offered in another semester.



Course

Online(WEB)

External(EXT)

On-campus(ONC)





Literacies






Course

Online(WEB)

External(EXT)

On-campus(ONC)







Environments1212EDH2151 Practical Studies in Sport and

Physical Activity





2, 3222EDC2300 Assessment and Reporting2222EDH2253 Biophysical Foundations of Sport

and Physical Activity1, 2222EDX2170 English Curriculum andPedagogy


Pre-requisite: EDC14002222EDH2254 Pedagogy in Sport, Health andPhysical Education





1313EDH1150 Sociocultural Foundations ofSport and Physical Activity

1, 2313EDX3270 Literacies Education1313EDX3280 Mathematics Curriculum and

Pedagogy2323EDX3160 Science Curriculum and

Pedagogy2323EDH3256

Pre-requisite: EDX14502323EDH3257 Advanced Curriculum Studies inHealth and Physical Education












Course

Online(WEB)

External(EXT)

On-campus(ONC)


1414EDH21521, 3414EDC2400 Diversity and Pedagogy2, 3424EDC2200 Indigenous Perspectives2424EDH32582424EDH4259

20 days unsupervisedpractical experience


1, 2424EDC4000 Professional Placement andPortfolio


BEd (Sport, Health & Physical Education) Secondary - recommended enrolmentpatternStudents should not deviate from this pattern without first discussing it with the Student Support Office orthe Program Coordinator.

Students following a non-standard enrolment pattern should consult the course specifications section toascertain if a course is offered in another semester.



Course

Online(WEB)

External(EXT)

On-campus(ONC)




Check offer/mode1111Discipline Studies-Second Teaching Area

1111EDH1150 Sociocultural Foundations ofSport and Physical Activity





2, 3121EDX1450 HPE Curriculum and Pedagogy





1S12EDH2151 Practical Studies in Sport andPhysical Activity

1212EDH2152







Course

Online(WEB)

External(EXT)

On-campus(ONC)




Pre-requisite: EDC14002222EDH2254 Pedagogy in Sport, Health andPhysical Education

2222EDH2253 Biophysical Foundations of Sportand Physical Activity







Pre-requisite: EDH2253 orEDO2462

1313EDH3155 Advanced Biophysical Studies inSport and Physical Activity




2323EDH3256Pre-requisite: EDX14502323EDH3257 Advanced Curriculum Studies in

Health and Physical Education2323EDH3258


Co-requisite: EDC3100 andEDS3450

1414EDS4401 Beginning Professional Practice


Education




2, 3424EDC2200 Indigenous Perspectives2424EDX3250 Adolescence: Issues and

Challenges2424EDH4259

20 days unsupervisedpractical experience



EDP4130) or (EDC3100 andEDS4401) or (SPE3008 and





Course

Online(WEB)

External(EXT)

On-campus(ONC)


SPE3006) or (EDC3100 andEDV4440)

B Ed (Technical & Vocational Education) - recommended enrolment patternStudents should not deviate from this pattern without first discussing it with the Student Support Office orthe Program Coordinator.




Course

Online(WEB)

External(EXT)

On-campus(ONC)












12EDV3551 Vocational and WorkplaceLiteracies

1, 3212EDC2400 Diversity and Pedagogy


Co-requisite: EDC140012EDV3401 Program Design and Evaluation













Course

Online(WEB)

External(EXT)

On-campus(ONC)



Check mode/offer1313Advanced Discipline Studies




1, 23EDV3500 Competency Based Training andAssessment

2323EDX3250 Adolescence: Issues andChallenges




Co-requisite: EDC3100 andEDC1400 and EDV3401

1, 34EDV4440 Advanced ProfessionalExperience

Check mode/offer1414Elective

1414EDX4150 Transitions in SecondaryEducation

14EDV4500 Professional Studies Project



2424Elective





B Ed (Technical & Vocational Education) - Industrial Design and Technology strand- recommended enrolment patternStudents should not deviate from this pattern without first discussing it with the Student Support Office orthe Program Coordinator.








Course

Online(WEB)

External(EXT)

On-campus(ONC)
























1313MAT1100 Foundation Mathematics1313ENG1100 Introduction to Engineering

Design1, 2313EDC2100 Managing Supportive Learning

Environments





Course

Online(WEB)

External(EXT)

On-campus(ONC)




2323EDX3250 Adolescence: Issues andChallenges

2323MEC1201 Engineering Materials



Co-requisite: EDC3100 andEDC1400 and EDV3401

1414EDV4440 Advanced ProfessionalExperience

Check mode/offer1414Elective

1414EDX4150 Transitions in SecondaryEducation

1414EDV4500 Professional Studies Project



2424Elective








Bachelor of Education (Early Childhood) (BEEC) - BEd(EarlyChildhood)QTAC code (Australian and New Zealand applicants): Distance education: 908185

CRICOS code (International applicants): 017699J

This program is offered only to continuing students. No new admissions will be accepted. Students whoare interested in this study should consider the Bachelor of Education.

Distance education*On-campus

Fraser Coast, ToowoombaCampus:



FootnotesExternal study can only be undertaken if student is the holder of a Diploma or Advanced Diploma in Childrens Services (or its equivalent), orhas completed a minimum of eight (8) units of Early Childhood on-campus study from USQ or another approved university.

*

Contact us

Current students

Telephone 1800 007 252 (within Australia freecall), +61 7 4631 2285 (from outside Australia), [email protected] or submit a question via USQAssist.

Program focusThis degree prepares students for a career working with young children in a range of early childhood educationsettings, such as child care, kindergarten, pre-school, preparatory grade and early primary school. Graduateswill have the skills to design and deliver effective teaching programs for children up to eight years of age.

Career opportunitiesTeaching opportunities are available in child care centres, kindergartens, pre-schools, preparatory grade,multi-grade early education classes or early primary classes in public and private education sectors throughoutAustralia and internationally.

Professional accreditationThe program will be approved through the Queensland College of Teachers (formerly the Board of TeacherRegistration, Queensland) and Queensland Department of Community Services.

Graduates who successfully complete this program on-campus in Australia will be eligible to apply for teacherregistration in Queensland.

Note: The Queensland College of Teachers (formerly the Board of Teacher Registration, Queensland) isrequired to conduct a national criminal history check on all new applications for teacher registration inQueensland.

Program aimsThis program aims to develop engaged professionals who will be competent educators of children aged birthto eight years, and who will also have the capacity to teach other primary years if required.

This program seeks to prepare graduates who:



./BEDU.pdf




● are reflective and ethical practitioners● are innovators and navigators of change● have a strong sense of self and place in the world● are flexible and creative problem solvers● are transformative intellectuals● are socially just and empowering● value diversity and inclusiveness● are passionate learners and inspire learning in others● are keen to accept responsibility, able to identify and optimise opportunities● demonstrate a current pedagogical content knowledge base● identify, enable and create opportunities for others to construct meaning and develop capacities to manage

their own learning● are engaged and collaborative members of a learning community● are compassionate advocates for education.

Note: This level of award is required for teacher registration in Queensland. Applicants from other States orcountries should check local requirements before enrolling.

Program objectivesThe Bachelor of Education (Early Childhood) seeks to :

● develop an awareness of the ecology of childhood, whole-child philosophies and child-centred practicesthat impact on early childhood education

● promote acceptance of diversity amongst individual children within their family and community contexts● develop knowledge and beliefs about the integrated nature of creativity and problem-centred learning in

early childhood education● develop critical reflection on emerging trends that impact on early childhood education and the rights of

children and families to access quality education.

Admission requirementsEntry to the Bachelor of Education (Early Childhood) normally requires completion of Year 12 or equivalentwith a satisfactory achievement in English. The Overall Position (or its equivalent) is used as the general basisfor selection.


Program fees
















Program structureTo be awarded a four-year Bachelors program in the Faculty of Education, a pre-service educator musthave normally completed 32 units at undergraduate levels 1-4. At the discretion of the ProgramCoordinator, up to 4 units may be completed at postgraduate level.


Duration: four years full-time equivalent study to a maximum duration of nine years.

Mode of Delivery: on-campus

Subject to approval

UnitsCoursesOrganiser4FOE2001Professional Foundations

FOE1002

ECE3003

FOE1000

13ECE1005Professional Literacies

ECE1006

EDX1250 The Arts Curriculum and Pedagogy previously ECE2018

ECE2003

ECE2010

EDX2170 English Curriculum and Pedagogy previously ECE3019

EDE4012 Cross-cultural Communication in Early Childhood

ECE3030

ECE2008

ECE4020

ECE2017

EDX2260 Teaching Science for Understanding previously ECE4023

ECE3005

8ECE1101Pedagogy and Curriculum

ECE1102

ECE2108

ECE2112

EDE3103 Play and Pedagogy II previously ECE3103

EDC1400 Foundations of Curriculum and Pedagogy previouslyECE3104

EDE4103 Multilevel Early Childhood Pedagogy and Curriculum

EDC2400 Diversity and Pedagogy previously ECE4104





3FOE2000Engaged Professional

EDE3009 Professional Practices in Early Childhood previouslyECE4009

EDE4010 Leadership and Management in Early Childhood previouslyECE4010

0ECP1001Practical experience

ECP1002

ECP2001

ECP2002

ECP3001

ECP3002

ECP4002

4Minor (4 courses) or S/electives (4 courses)Minor, S/electives,Honours Honours (see Honours program)

32Total


Core coursesResponsibility for meeting program requirements rests with individual students, who should ensure that theyadhere to the recommended enrolment patterns (included in the Handbook) appropriate for their intendedareas of teaching.

The Bachelor of Education (Early Childhood) program contains 32 one-unit courses, made up of 28 corecourses and four s/elective courses. There are also eight 'stand alone' practical experience courses that havezero academic or financial weighting.

Students must complete eight units (or its equivalent) on-campus before electing to do external study.

Minor studiesMinors will be available in Special Education, Primary Education, Physical Education, Religious Education,Information and Communications Technology, Expressive Arts, Literacy/Children's Literature, Mathematics/ Science/Technology Education or minor/elective packages offered by another Faculty (e.g. psychology,health sciences, management, liberal arts).

Availability of minors will vary according to campus, mode of delivery, and semester or year of offering.Availability of minors will be subject to quota.

Honours : Students who receive the required GPA over 3 semesters of study will be offered the opportunityof enrolling in the program. Students undertaking this program will not take elective/minor courses, and willfollow a modified study pathway from Year 2.

Further Information on the courses available to choose from can be found at the Faculty of Education website.

Practical experienceThere will be a minimum of 110 days of practical experience in a range of relevant settings spread over thefour years . Students must enrol in each of these courses in order to have the days recorded: ECP1001, ECP1002,ECP2001, ECP2002, ECP3001, ECP3002, ECP4001 and ECP4002. Practical experience is available inexternal mode for external students only, holding a minimum of a USQ recognised Diploma inChildren's/Community Services or equivalent.practical experiences sometimes occur outside usual Universityteaching weeks. Travel to settings outside Toowoomba and Fraser Coast area may be necessary to completethe practical experience component of the program.



http://www.usq.edu.au/education/students/current/enrol/prim.htm


Eligibility to Undertake practical experience in Queensland Educational SettingsUnder the terms of theCommission for Children and Young People Act (Qld. 2000), students undertaking practical experience areconsidered to be volunteers engaged in regulated employment. As such, all students must apply to theCommission to be issued with a notice that they are suitable to work in child-related employment. As partof this application, the students must consent to the Commission conducting a criminal history check as thekey element of the process of determining suitability. All applications for a suitability notice must be madeat the local campus of the university at the commencement of their program. Students who do not makeapplication, or who do apply but are subsequently deemed unsuitable, will not be able to undertake thepractical experience components of the program.

Further information, including a list of serious offences which could lead to a pre-service educator beingdeemed unsuitable, are available from the Commission's website at http://www.ccypcg.qld.gov.au/employment/.

IT requirementsStudents will be expected to have access to a computer with common productivity software (e.g. wordprocessing, spreadsheet, presentation software), email and the Internet.

Exit pointsExit points will be available for students who complete various components of the program as shown in thefollowing table.

While University qualifications may be used for a multitude of purposes, students need to be aware thatthe exit programs referred to above, have not been accredited for purposes of teacher certification inP - 12 settings in Queensland, or for group leadership or Directorship in a Childcare Centre inQueensland.

Bachelor of GeneralEducation Studies

Associate Degree inEducation Studies

Diploma inEducation Studies

Subject Group

24168TOTAL

ExemptionsStudents who have completed the Diploma or Advanced Diploma of Community Services (Childrens Services)or approved equivalent with a Registered Training Organisation may be eligible for up to 8 and 12 unitsexemption respectively.

HonoursAdmission Requirements

Normal Entry (ONC-full-time)

Entry may be subject to availability of places. Selected students will be offered the opportunity of followingthe Honours pathway after completion of the first three or four semesters of study in the Bachelor of Education(Early Childhood) program. Students gaining a minimum GPA of 6.0 over the first three semesters will beconsidered for selection. Each year students will be invited to apply for the Honours pathway, offers beingdetermined on the basis of academic merit and the annual quota set for the Honours program.

Program Structure

The Bachelor of Education (Early Childhood) may be awarded with Honours. The class of honours to beawarded to a student is dependant upon:

● the Grade Point Average calculated from the grades achieved in the courses studied in, or transferred to,the program

● the grade achieved by the student in the Honours Courses, EDO4675 Research Approaches forContemporary Educators,EDU4351 and EDU5351 (unless the student is exempted from these courses).



http://www.ccypcg.qld.gov.au/employment/


Students enrolled in the Honours pathway will need to maintain a GPA of at least 4.0 to graduate with Honours.The level of Honours awarded will be determined by a weighting formula that accounts for performance acrossthe four-year program as follows:

Minimum grade achievedin dissertation


All other courses studiedin the Program

Honours courses

A6.05.0First Class Honours

B5.05.0Second Class Honours —Division A

C5.05.0Second Class Honours —Division B

Note: Honours students who fail to meet the requirements of the above levels of award will be eligible forthe award of the Pass Degree where they have passed all Honours courses and have satisfied the requirementsfor the award of Bachelor of Education (Early Childhood). Entry into the Doctor of Philosophy and Doctorof Education requires First Class or Second Class Div A Honours.Core Courses

Courses EDU4351 and EDU5351 together constitute the Honours dissertation with a total word length ofbetween 10,000-15,000 words.Minor studies

A major of five courses will only be allowed when the focus of the Honours research and dissertation is inthe same area as the major.Recommended enrolment pattern

It is strongly advised that students who intend following the Honours pathway discuss enrolment details withthe relevant Program Coordinator as early as possible to ensure an appropriate study pattern.

Other informationApplications for entry should be made through the Queensland Tertiary Admissions CentreQTAC. Refer toApplying to USQ for further information.

Recommended enrolment patternSubject to approval

Students who commenced prior to 2004 should refer to the pattern following this one




Course

Online(WEB)

External(EXT)

On-campus(ONC)


1, 3111ECE10051, 3111ECE10061, 3111FOE20011, 2, 3111FOE1000

5 days SE1111ECP1001



http://www.qtac.edu.au/

http://www.usq.edu.au/studentadmin/default.htm



Course

Online(WEB)

External(EXT)

On-campus(ONC)


2121ECE11012, 3121ECE20102121ECE21082121ECE1102

10 days SE2121ECP1002

3212ECE20031212ECE2017

112ECE20083112FOE2000

10 days SE1, 3ECP2001

2, 3222ECE211222FOE1002

1EDE3103 Play and Pedagogy II

Choose one of the following two courses

2222ECE2109

OR

22MINOR/ELECTIVE 1

10 days SE322222ECP2002

Previously ECE41041, 313EDC2400 Diversity and Pedagogy

Previously ECE4012113EDE4012 Cross-cultural Communication inEarly Childhood

113ECE3030

Previously ECE40231, 313EDX2260 Teaching Science forUnderstanding

10 days SE331, 313ECP3001

Previously ECE30191, 223EDX2170 English Curriculum andPedagogy

23Minor/elective 2

Previously ECE3104Pre-requisite: Students mustbe enrolled in one of the following Programs: BEDU orBVET or BECH


2323ECE4020

10 days SE332, 3323ECP3002


25 days SECo-requisite: EDC3100114EDE4103 Multilevel Early ChildhoodPedagogy and Curriculum

1, 314EDX1250 The Arts Curriculum andPedagogy

14Minor/elective 3224EDE3009 Professional Practices in Early

Childhood





Course

Online(WEB)

External(EXT)

On-campus(ONC)


2, 32EDC2200 Indigenous Perspectives

OR


Previously ECE4010224EDE4010 Leadership and Management inEarly Childhood


2, 3424ECE2104 Families and Society

OR

24MINOR/ELECTIVE 4

20 days Unsupervisedexperience

342, 3424ECP4002




Bachelor of Education (Further Education and Training) (BEFT)- BEd(FET)This program is offered only to continuing students. No new admissions will be accepted. Students whoare interested in this study should consider the Bachelor of Education.

Distance education

Commonwealth supported placeFees:Domestic full fee paying placeInternational full fee paying place


Contact us

Current students


Program focusThis program meets the needs of beginning teachers in post-compulsory education and training environments,with an emphasis on senior secondary school teaching.

Career opportunitiesThis program provides a degree level qualification for those people who wish to pursue a full-time career insenior schooling, post-compulsory teaching and industry training. This program will enable certain graduatesto seek teacher registration in Queensland (provided specific program and Queensland College of TeachersGuidelines are met). Students completing the Industrial Design and Technology specialisation will be able toapply for positions as Manual Arts and Technology Teachers in secondary schools.

Professional accreditationThis degree can be used to gain teacher registration with the Queensland College of Teachers . Graduateswishing to seek this registration must meet the following requirements:

● be eligible to graduate as per the standard program structure*● successfully complete course EDU5111 , or an alternative Education Psychology course approved by the

Program Coordinator● successfully complete their Professional Studies Electives (PSE) in education and training or areas directly

related to education studies● successfully complete 110 days of approved, supervised instructional practice that must include group

instruction with adolescent learners completing accredited programs. The instructional supervisor wouldneed to have instructional qualifications and experience appropriate to teacher registration requirements

● have their instructional practice observed by a nominated USQ staff member or approved proxy● meet all program and Queensland College of Teachers guidelines specific to teacher registration.

Consult the Handbook on the Web at http://www.usq.edu.au/handbook/currentfor any updates that may occur during the year.*

Program aimsThis program is committed to providing authentic learning experiences that support students to link theorywith practice as a foundation for development of expertise. Its graduates will be able to operate as effectiveeducators within secondary and other post-compulsory education/training settings such as industry, TAFE,community and technical colleges. Our staff will provide quality teaching and learning experiences that build



./BEDU.pdf





on learners’ existing knowledge and skills and challenge them to excel in a supportive and flexible adultlearning environment.

This program is distinguished by:

● focus on meeting the needs of beginning teachers in post-compulsory education and training environments,with an emphasis on teaching in the senior phase of learning in secondary schools

● recognition provided for trade and professional qualifications and relevant work experience as part of theprogram

● preparation of students for teacher registration within Queensland.

Further, in responding to the convergence of general and vocational education and to meet an increasingdemand for Industrial Design and Technology (Manual Arts) teachers in Queensland and at a national level,the program includes an Industrial Design and Technology specialisation that will recognise and enablestudents to build on their technical and trade skills and qualifications by developing instructional skills andcapacities as well as enhancing their technical ‘content’ skills and knowledge.

Students should refer also to the Bachelor of Further Education and Training,or Graduate Diploma of Learningand Teaching for alternative programs.

Program objectivesThe Bachelor of Education (Further Education and Training) seeks to:

● provide beginning teachers/trainers in post-compulsory education and training settings with theoreticalfoundations linked to the development of a range of instructional skills for successful professional practice

● facilitate development of knowledge and skills in the design, development, implementation and evaluationeffective programs accommodating a broad range of learner needs and characteristics

● give beginning teachers/trainers in the sector the opportunity to upgrade their knowledge and skills intheir areas of professional content expertise to a level equivalent of two years of full-time undergraduatestudy

● have teachers/trainers in the sector demonstrate professional commitment and motivation to engage inreflective practice, on-going professional development and continuous improvement.

● provide opportunities for teachers/trainers in the sector to gain teacher registration with the QueenslandCollege of Teachers.


To be eligible for normal enrolment in the Bachelor of Education (Further Education and Training), an applicantmust meet the following criteria:


Such engagement must enable applicants to plan, implement and evaluate actual instructional programsas required by specified courses within the program. Written verification of such engagement will berequired before enrolment can be confirmed.

As applicants will be eligible to seek teacher registration in Queensland, they are required to undertakethe practical experience elements of this program predominantly within a high school setting inQueensland. To this end, applicants require written verification from a high school of their willingnessto offer such a practical experience placement prior to confirmation of enrolment in the program.

Special Entry

Subject to the policies and regulations of the University of Southern Queensland and Faculty of Education,applicants who do not hold formal, recognised qualifications as listed above, but who have extensive relevantindustrial, commercial and/or professional training and work experience such that they are acceptable for



./BFET.pdf

./GDTL.pdf

./GDTL.pdf


employment as teachers/trainers in the post-compulsory education and training sector, may be considered forspecial entry to the program. Such persons will need to show evidence of engagement at least on a casual,part-time or voluntary basis as teachers/trainers, curriculum developers or managers of education and training,or similar, in approved instructional settings in the post-compulsory education and training sector. Writtenverification of such engagements will be required before enrolment can be confirmed.

Program fees




Program structureNote: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

Introductory information

There are two program structures for this program that reflect the student’s choice of enrolment in eitherStandard pattern of study, or alternatively, to specialise in Industrial Design and Technology in order toqualify as a Manual Arts or Technology Studies teacher. Regardless of specialisation, to be awarded a four-yearBachelors program in the Faculty of Education, a student must have normally completed 32 units atundergraduate levels 1-4. At the discretion of the Program Coordinator, up to 4 units may be completed atpostgraduate level.

Sequence of study

Students’ enrolment in various courses in the program should roughly reflect the sequence of courses as theyare shown in the following tables. Although program staff undertake to provide accurate and timely adviceto students on their enrolment in the program, it is the student’s responsibility to ensure that they meet theprogram and course requirements – including practical experience – in order to be eligible for graduation fromthe program and teacher registration. Please refer to the Recommended Enrolment Patterns for moreinformation on the recommended sequence of study.

Advanced content (discipline) studies

Advanced content studies provide an opportunity for the student to upgrade their knowledge and skills in theirareas of professional content expertise (ie teaching area/s) to a level equivalent of two years of full-timeundergraduate study. Depending on the program structure undertaken, students are expected to use the advancedcontent studies options to build on their basic content qualifications and skills and to develop up two teachingareas that are linked to Queensland Studies Authority (QSA) authority and authority-registered subject areas.

Standard program structure**












Courses/creditpoints

Courses to be studiedStudy area

7Basic content studies (program entry — trade or equivalent +work experience)

Content and contextstudies(15 courses)

8Advanced discipline content studies – develop technical skillsand knowledge as required for teaching content areas

1FOE1000Education studies(15 courses) 1FET2103 # ##

1TEA2301 ^^

1FET2200

1TEA3401 *

1EDC2200 Indigenous Perspectives

1FET3102

1TEA3301 *

1FET3551

1FET4640

1FET4220

1TEA4321 *

1EDU5111ORFOE2001

1FET4320

1TEA4302 *^

2Select from recommended electives and/or recognition foraccredited professional/industry qualifications combined withrelevant, validated workplace application

Professional studieselectives (2 courses)

32Total

FootnotesIncludes 5 days workplace learning and teaching placement and informs subsequent enrolment pattern#Must be completed prior to enrolment in TEA2301##Must be completed prior to enrolment in TEA3401^^Includes minimum 25 hours teaching/industry placement.*Capstone course — all practical experience requirements must be met prior to a grade being awarded.^


List of approved electives (Standard program structure)

Note - Professional studies electives exemptions for Certificate IV in Training and Assessment (TAA0104):It is recommended that students wishing to teach accredited vocational education and training (VET) coursesat TAFE or in school or community settings complete a Certificate IV in Training and Assessment (TAA04)with a Registered Training Organisation. Students may submit an application for exemption for up to 2Professional Studies Electives for completion of this qualification plus six months workplace application.





ElectivesStudy area

1FET2400Diversity andInclusion

1FET4501Management,workplace andorganisationallearning

1MGT1001 Foundations of Human Resource Management

1EDU5221 Professional Learning

1EDU5211Curriculum studies

1EDU5321 Educating Students with Special NeedsSpecial needs

1EDU5322 Behaviour Management and Support

1FET5621Educationtechnology 1FET5622

1EDU5411Language andliteracy 1LIN5000 The Nature of Language

1LIN8001 Principles of Second Language Learning

1LIN8002 Methodology in Teaching a Second Language

1,2,3EDU5760 Professional StudyWorkplace project


Note:Students may undertake other elective courses offered by USQ or another tertiary or industry educationprovider with approval from the Program Co-ordinator.

Industrial design and technology (ID&T) specialisation structure


Courses to be studiedStudy area

7Basic content studies (program entry — trade or equivalent +work experience)

Content andcontext studies (13courses) 6Advanced content studies — develop technical skills and

discipline knowledge as required for teaching content areas




1FOE1000Education studies(14 courses) 1FET2103 #**

1TEA2301 *^

1FET2200

1TEA3401 *

1EDC2200 Indigenous Perspectives

1FET3102

1TEA3301 *

1FET3551

1FET4640

1FET4220

1TEA4321 *Includes minimum 25 hours teaching/industryplacement.

1EDU5111

1FOE2001

1TEA4302 *##

1MAT1100 Foundation MathematicsIndustrial designand technologyspecialisation (3courses)

1MEC1201 Engineering Materials

1ENG1100 Introduction to Engineering Design

2Select from recommended ID&T electives and/or recognition foraccredited professional/industry qualifications combined withrelevant, validated workplace application

Professionalstudies electives (2courses)

32Total

FootnotesIncludes 5 days workplace learning/teaching placement and informs subsequent enrolment pattern#Must be completed prior to enrolment in TEA2301**Includes minimum 25 hours teaching/industry placement*Must be completed prior to enrolment in TEA3401^

*Includesminimum25hoursteaching/industryplacement.

Capstone course- all practical experience requirements must be met prior to a grade being awarded##


List of approved electives (Industrial design and technology)

Note - Professional studies electives exemptions for Certificate IV in Training and Assessment (TAA0104):It is recommended that students wishing to teach accredited vocational education and training (VET) coursesat TAFE or in school or community settings complete a Certificate IV in Training and Assessment (TAA04)with a Registered Training Organisation. Students may submit an application for exemption for up to 2professional studies electives for completion of this qualification plus six months workplace application.





ElectivesStudy area

1CIV2601Industrial designand technology 1ELE1801 Electrical Technology

1SVY1102 Surveying A

1ENG2002 Technology, Sustainability and Society

1MEC2202 Manufacturing Processes

1MGT2001 Management of Workplace Health and Safety

1FET2400Diversity andinclusion



1FET5502


1EDU5211Curriculumstudies



1FET5621Education andtechnology 1FET5622

1EDU5411Language andliteracy


1FET5621Education andtechnology 1FET5622

For the Industrial Design and Technology specialisation please refer to the next section**


Practical experienceOne of the central aims of this program is to allow students to develop teaching skills and strategies throughmaking links between theory and practice, whilst at the same time developing their teaching content expertise.It is therefore essential that students, during the early stages of their enrolment pattern, complete FET2103 asan orientation to their proposed teaching context. This experience enables students to make more informeddecisions about their subsequent enrolment pattern, in particular the decisions about the advanced contentareas of their teaching.

Students will then undertake a series of approved teaching placements during their enrolment in the programto further develop teaching and instructional expertise, including 110 days of practical experience in anapproved educational setting during the course of their study, 80 of which must be in a secondary schoolsetting and with a minimum of 240 hours of supervised classroom teaching. The five days (or more)completed for the TEA courses as shown in the following program outline may count towards this 100 daysproviding specific requirements are met.

Irrespective of the level of academic performance achieved by students in courses of this program, no studentwill be eligible to graduate from this program without satisfactorily demonstrating current teaching/instructional




competence against the performance criteria identified in the relevant TEA course specifications. Studentsmust have met all practical experience requirements before a final a grade can be awarded forTEA4302(the capstone course) and be deemed eligible to graduate from the program.

Arrangements for teaching placements are initiated by the student and negotiated between the student and thehost school or organisation and approved by the Program Coordinator and/or, in the case of TEA courses, therelevant Course Examiner, in consultation with the Student Support practical experience Office. Students areresponsible for completing and submitting all documentation and records associated with teaching placementsas well as retaining copies for their own records. Specific policies and guidelines in relation to teachingplacements are provided in the FET Teaching Placement Handbook, which is available from the StudentSupport practical experience Office and issued to all new and continuing students at the beginning of eachcalendar year as well as to nominated Mentor/Supervisors on approval of placements.

Residential schoolsThere are no residential schools in this program.

ArticulationStudents who complete the Bachelor of Further Education and Training may be able to gain full credit forthose studies if they subsequently enrol in the Bachelor of Education (Further Education and Training).

ExemptionsStudents entering the Bachelor of Education (Further Education and Training) with appropriate prior trade orprofessional qualifications and/or documented extensive relevant industry training, experience and demonstratedcurrent competence may be granted exemptions from some program requirements, subject to the approvedprogram structure and current policies and regulations of the University of Southern Queensland and theFaculty of Education.

Other informationCourses in this program are offered primarily via print-based materials (EXT) supplemented by onlinecommunication and learning activities on the web-based USQStudyDesk for each course (accessed viaUSQConnect). Some courses are offered via the Internet only (WEB courses). Access to the Internet and anemail address are required to study courses in this program. Study materials for these courses are available atthe commencement of the semester of enrolment in the course.

Standard program structure recommended enrolment patternNote: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Normally exemptedon program entry

7 Basic Content Studies

1, 2, 31FOE100021FET2103

2, 32EDC2200 Indigenous Perspectives1, 2, 311 Advanced Content Study22FET22001, 22TEA2301 *1, 22FET3102



./BFET.pdf



Course

Online(WEB)

External(EXT)

On-campus(ONC)


2, 32FET35511, 2, 331 Advanced Content Study1, 23TEA3401 *

Choose one of the following:

1, 33FOE2001

OR

23EDU51111, 33FET422024TEA3301 *

1, 2, 341 Advanced Content Study14TEA432124FET4320

1, 2, 351 Advanced Content StudyS1,15FET4640

1, 2, 352 Advanced Content Studies1, 2, 352 Professional Studies Electives1, 2, 362 Advanced Content Studies1, 2, 36TEA4302 *

FootnotesStudents must be engaged, at least part-time, in actual instruction while enrolled in these courses. Irrespective of the level of achievement onthe academic assessment in these courses, students will not be awarded a passing grade in these courses without being able to demonstratecurrent instructional competence against the criteria identified for each course.

*

Notes:

Individual program enrolment patterns must meet the program structure requirements outlined above. Students should consult with theProgram Coordinator if assistance is required with enrolment planning.

Industrial Design and Technology recommended enrolment patternNote: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

Enrolment requirementsYear of program and semester in which courseis normally studied

Course

Online(WEB)

External(EXT)

On-campus(ONC)


7 Basic Content Studies1, 2, 31FOE100021FET2103

2, 32EDC2200 Indigenous Perspectives11MAT1100 Foundation Mathematics22FET22001, 22TEA2301 *1, 22FET31021, 22MEC1201 Engineering Materials1, 2, 331 Advanced Content Study1, 23TEA3401 *

Choose one of the following:

1, 33FOE2001





Course

Online(WEB)

External(EXT)

On-campus(ONC)


OR

23EDU51111, 23ENG1100 Introduction to Engineering Design1, 2, 341 Advanced Content Study1, 34FET422024TEA3301 *2, 34FET3551

S1,15FET46401, 2, 352 Advanced Content Studies15TEA4321

1, 2, 361 Professional Studies Elective1, 2, 362 Advanced Content Studies1, 2, 361 Professional Studies Elective1, 2, 36TEA4302 *


*

Notes:





Bachelor of Education (Primary and Middle Schooling) (BPMU)- BEd(Primary&MiddleSchooling)QTAC code (Australian and New Zealand applicants): Toowoomba campus: 908171; Fraser Coast campus:918171; Springfield campus: 928171

CRICOS code (International applicants): 017698K

This program is offered only to continuing students. No new admissions will be accepted. Students whoare interested in this study should consider the Bachelor of Education.

On-campus

Fraser Coast, Springfield, ToowoombaCampus:



Contact us

Current students


Program focusThis degree prepares students for a career as a primary and middle school teacher with the opportunity tomajor in Expressive Arts, Health and Physical Education, Lower Primary (P-3), Special Education, MusicEducation and Middle School Science major, depending on which campus you attend. All of the majors aresubject to quota.

Career opportunitiesTeaching opportunities are available in primary schools and middle schools throughout Australia.

Expressive arts majorThis major provides beginning educators with the opportunity to enhance their creative skills and knowledgeand obtain a deeper understanding of the broad nature of the Expressive Arts area, thereby strengthening thebeginning educator’s Expressive Arts capabilities in schools. This major is subject to quota.

Music majorThis major provides beginning educators with the opportunity to enhance their skills and knowledge andobtain a deeper understanding of the broad nature of the Music area, thereby strengthening the beginningeducator’s Music capabilities in schools. This major is subject to quota.

Health and physical education majorThis major provides a balance of practical and theoretical work needed to teach Health and Physical Educationin schools. Beginning educators with this major have the opportunity of working as either a general classroomteacher or as a specialist Health and Physical Education teacher. Entry into the Health and Physical Educationmajor may require an application and an interview and is subject to a quota.



./BEDU.pdf




Lower primary (P-3) majorThis major will provide beginning educators with an in-depth understanding of the nature of working withchildren in pre-school to Year 3. This major is subject to quota.

Middle school: science majorThe major provides beginning educators who have the desire to teach Science in the Middle Years withadditional content knowledge from across a broad range of science discipline areas. Beginning educators withthe Middle School: Science major are in high demand in schools. This major is subject to quota.

Special education majorThis major provides beginning educators with a deeper understanding of issues associated with special needsin classrooms, including the creation of inclusive classroom settings, behaviour management and teachingand communicating with children with high support needs and disabilities. This major is subject to a quota.

Professional accreditationGraduates of this program who meet the 'good character' and other requirements of the Queensland Collegeof Teachers (formerly the Board of Teacher Registration, Queensland) will be eligible for registration as ateacher in Queensland. Please note that the Board conducts a national criminal history check as a key elementof its consideration of the suitability of all applicants for teacher registration.

Program aimsThe Bachelor of Education (Primary and Middle Schooling) is a four year full-time on-campus programdesigned to prepare students for employment in primary and the newly emerging middle school sector:

● are reflective and ethical practitioners● are innovators and navigators of change● have a strong sense of self and place in the world● are flexible and creative problem solvers● are transformative intellectuals● are socially just and empowering● value diversity and inclusiveness● are passionate learners and inspire learning in others● are keen to accept responsibility, able to identify and optimise opportunities● demonstrate a current pedagogical content knowledge base● identify, enable and create opportunities for others to construct meaning and develop capacities to manage

their own learning● are engaged and collaborative members of a learning community● are compassionate advocates for education and for their community.

Note: This level of award is required for teacher registration in Queensland. Applicants from other States orcountries should check local requirements BEFORE enrolling in this program

Program objectivesThe Bachelor of Education (Primary and Middle Schooling) seeks to:

● provide education professionals with opportunities to develop a range of teaching and learning skills andtheoretical foundations of successful practice, to enable them to design, implement and evaluate programsand practices across a range of teaching and learning environments accommodating a broad range oflearner characteristics, with particular reference to the primary and middle years of schooling

● encourage commitment and motivation such that graduates are keen to engage in ongoing professionaldevelopment and continuous improvement

● enable successful graduates to obtain teacher registration in Queensland.




Admission requirementsNormal Entry (ONC-full-time)

Applicants who have completed Year 12 at a Queensland secondary school (or its equivalent) are eligible forconsideration under the standard admission requirements. The overall position (or its equivalent) is used asthe general basis for selection. Applicants must have obtained at least 'Satisfactory Achievement' or equivalentin English and must satisfy any pre-requisites for content studies from other Faculties.

Entry to the Bachelor of Education (Primary and Middle Schooling) may be subject to availability of places.


Program fees




Program structureTo be awarded a four year Bachelor of Education (Primary and Middle Schooling), normally a beginningeducator must have completed 32 units at undergraduate levels 1-4. At the discretion of the ProgramCoordinator, up to four units may be completed at postgraduate level.


4 years full-time equivalent study (ONC), up to a maximum duration of 9years.

Duration and Mode of Offer:

on-campus .Mode of Delivery:

32 units plus practical experiences (practical experiences sometimes occuroutside the usual University teaching weeks. Travel to settings outside theToowoomba, Springfield and Fraser Coast area may be necessary to completethe practical experience component of this program).

Units:















Core courses

Areas of study and related courses

The Bachelor of Education (Primary and Middle Schooling) is a 32 unit program made up of 26 core courses(including seven 2 unit integrated courses, embedded practical experience, and an internship), and 6 extendedstudies courses. Responsibility for meeting program requirements rests with individual students. Studentsshould ensure that they adhere to the recommended enrolment patterns (included in the Handbook), appropriateto their intended areas of teaching.

UnitsCourses to be StudiedSubject Group and Course Label4FOE1000Faculty Courses (FOE)

FOE1002

FOE2000

FOE2001

8EDU1010Education and Primary Studies(EDU/PRI) EDC2200 Indigenous Perspectives

PRI1142

PRI1491

PRI2151

PRI2211

PRI4001

PRI4002

14PRT2201 *Integrated Studies (PRT)

PRT2202 *

PRT3201 *

PRT3202 *

PRT4201 *

PRT4202 *

PRT4000 *

6Major (6) ORExtended Studies (Majors, Minors,Electives) Minor (4) + Electives (2) OR

Electives (6)

32Total:

Footnotes2 units*

Major studiesIn the Bachelor of Education (Primary and Middle Schooling), students choose either:

● major (6 units)● minor (4 units) + electives (2 units), or● electives (6 units).

Further information on the courses available to choose from can be found at the Faculty of Education website

Students may choose to major in one of the following areas:

Fraser Coast Campus

● Lower Primary● Special Education.



http://www.usq.edu.au/education/students/current/enrol/prim.htm


Springfield Campus

● Lower Primary● Health and Physical Education● Expressive Arts● Music● Special Education.

Toowoomba Campus

● Health and Physical Education● Middle School: Science● Special Education● Lower Primary (P-3).

Recommended enrolment patterns for Major studies are listed below. Students choose six courses from thoselisted in each area.

For continuing students only - Expressive arts majorAvailable at Springfield


SemesterYearCourses12EDU2453

22EDU3453

13EDU1452

13EDO3476

23EDU3457 Independent Project

23MMS1012 Editing

For continuing students only - Expressive arts majorAvailable at Toowoomba

Note:Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

SemesterYearCoursesAny of the 8 courses listed below

12VIDS1100

12MEA1000 Elements of Multimedia

13MEA1002 Creative Editing

13EDO3476

13EDO3505 Negotiated Academic Project

13THE1000 Introduction to Creative Practice

23MUI2001

23MUI2005 Introduction to Music Technology

23ENL2003 The Art of Storytelling





For continuing students only - Health and physical education majorAvailable at Fraser Coast, Springfield and Toowoomba


Entry for students into the Physical Education major/minor requires an application, and interview and issubject to quota.

SemesterYearCourse12EDO2461

12EDO2462

13EDO3461

23EDO3465

23EDO3462

23EDO4461

For continuing students only - Lower primary (P - 3) majorAvailable at Fraser Coast, Springfield and Toowoomba


SemesterYearCourse

1,22EDX1280 Foundations of Numeracy


13EDX1170 Foundations of Language and Literacies

1,33EDX2260 Teaching Science for Understanding

23EDE2201 Development and Learning: Birth - 8

1,23EDC2100 Managing Supportive Learning Environments

For continuing students only - Middle school: science majorAvailable at Toowoomba


SemesterYearCourses

The following two courses are compulsory:

13SEC2505

23SEC3503

Recommended for those interested but with minimal science background

Select four from the following:

12EDU2431

22EDU1431

13EDU3431




23EDU2432

An alternative pathway may be selected by those students who wish to develop specific Middle Schoolcontent knowledge or more knowledge of Early Childhood approaches. These students may vary therecommended pattern by including courses from the following table in their enrolment. Whatever pathwayis selected, SEC2505 and SEC3503 remain compulsory

Science Major: Alternatives selection for non-compulsory courses

12,3BIO1101 Biology 1#

12,3CHE1110 Chemistry 1#

12,3PHY1104 Physics Concepts 1#+

12,3REN1201 Environmental Studies#

12,3CLI1110 Weather and Climate#

12,3PHY1101 Astronomy 1#

12,3ECE2017 #

22,3PHY1102 ^

22,3AGR2301 Agricultural Science#

FootnotesCourse offered in ONC or EXT modes#Residential School (optional)+Course offered in EXT mode only^

For continuing students only - Music majorAvailable at Springfield campus only


SemesterYearCourses12EDU2453

22EDU3453

13EDU3456 Music pedagogy and curriculum 2

13EDU3455 Music pedagogy and curriculum 1


23MUS2087

For continuing students only - Special education majorAvailable at Fraser Coast, Springfield and Toowoomba


SemesterYearCourse12SPE3001 Establishing Inclusive Learning Environments previously

EDU2321

1,22EDC2100 Managing Supportive Learning EnvironmentspreviouslyEDU2322

13SPE3009 Learning Disabilities, Literacies and NumeraciespreviouslyEDU3321




23SPE3002 Autism Spectrum Disorder previously EDU3324

13SPE3003 Teaching Students with High Support Needs previouslyEDU3322

23SPE3007 Differentiated Curriculum previouslyEDU3323

For continuing students only - Information and communication technologies ineducation majorNote: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

SemesterYearCourseGroup 1: Foundational Courses

12EDU1472

22EDU2472

Group 2: Minors and Elective Courses23EDU3472 *

13EDU3473 Information Communication Technology for Educators

Other approved ICT courses (refer to Faculty)

Group 3: Major Courses13EDU5471

23EDU5472

FootnotesNot available in 2008*

For continuing students only - Literacy/childrens literature majorNote: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

SemesterYearPlease choose any six courses from below

12EDO3472 Reading the Visual in Children's Literature

13ECE3019

13EDU3454

13LIN5000 The Nature of Language


For continuing students only - Middle years of learningNote: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

SemesterYear12EDU2490

22EDU2491

13SEC2505

23EDU3493




23EDU5111

One related elective course as approved by the program coordinator

For continuing students only - Middle school: mathematics and technologyNote: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

SemesterYearThe following two courses are compulsory:

13SEC2505

23SEC3503

Recommended pattern as follows:12MAT1100 Foundation Mathematics

22MAC1901 Mathematics for Teachers

Select from the following:23GIS1402 Geographic Information Systems

1,23MEC1201 Engineering Materials

13ECE2017

For continuing students only - Second language teaching majorNote: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

SemesterYearFour courses in a Language Other Than English^

12,3EDU3481

22,3EDU3482

FootnotesStudents studying this major with a view to becoming specialist teachers of Languages Other Than English (LOTE) are advised to consult withthe program coordinator

^

Minor studiesStudents choose four courses from those listed in each area below unless otherwise specified:

Minors will be offered in the above major areas at the campuses indicated..

Australian Indigenous Studies: Four courses to be completed from ANT1001, KNL1001, KNL1002,KNL2001, KNL3001.

Health and Physical Education: Students should complete the following four courses: EDO2462,EDU3461,EDU3462 and EDU4461.

Expressive Arts : Students should complete four of the following courses:

Toowoomba students:EDO3476THE2003 Children's and Young People's TheatreTHE2002 Community and Political TheatreVIS1100MEA1000 Elements of MultimediaENL2003 The Art of Storytelling or




MUI2005 Introduction to Music Technology.

Springfield students:EDO3475 Music in Arts EducationTHE2003 Children's and Young People's TheatreEDU3453EDU3455 Music pedagogy and curriculum 1EDU3456 Music pedagogy and curriculum 2, orEDU1452 .

Literacy/Children's Literature: Four courses to be completed - choices should be discussed with theCoordinator of the area.

Religious Education: This minor is offered cross-institutionally through the Australian Catholic University.This minor gives students a sound basis to apply for teaching positions in Catholic schools. Contact the ProgramAdministration Office for further information.

Elective coursesElectives may be selected from among any undergraduate courses (including those which form part of themajors and minors listed above) for which students have successfully completed any pre-requisite courses.

Practical experienceRequirements for Supervised practical experience (SE) in Primary and Middle Schooling Program

Students enrolling in this program are required to undertake 117 days of embedded practical experience. Atleast 80 days must occur in an approved educational environment under direct supervision (SE). practicalexperiences sometimes occur outside the usual University teaching weeks. Travel to settings outside theToowoomba, Springfield and Fraser Coast area may be necessary to complete the practical experiencecomponent of this program.

Requirements for Non-Supervised Experience (NSE) in Primary and Middle Schooling Program

Students are required to undertake thirty-five days Non Supervised Experience (NSE). These non supervisedexperiences are intended to (i) expand students' understanding of the diverse contexts in which learning cantake place; (ii) raise awareness of factors influencing the teaching-learning process; and (iii) provideopportunities for involvement in relevant educational, workplace or profession development activities. Fivedays were previously connected to and formed part of the course PRI1142 .PRT4000 requires Internshipauthorisation from the Queensland College of Teachers for 30 days unsupervised experience in Queenslandschools.

Eligibility to Undertake practical experience in Queensland Educational Settings

Under the terms of the Commission for Children and Young People Act (Qld. 2000), students undertakingpractical experience are considered to be volunteers engaged in regulated employment. As such, all studentsmust apply to the Commission to be issued with a notice that they are suitable to work in child-relatedemployment. As part of this application, the students must consent to the Commission conducting a criminalhistory check as the key element of the process of determining suitability. All applications for a suitabilitynotice must be made at the local campus of the university at the commencement of their program. Studentswho do not make application, or who do apply but are subsequently deemed unsuitable , will not be able toundertake the practical experience components of the program.

Further information, including a list of serious offences which could lead to a student being deemed unsuitable,are available from the Commission's website at http://www.ccypcg.qld.gov.au/employment/

IT requirementsStudents will be expected to have access to a computer with common productivity software (e.g. wordprocessing, email, web browser).





Exit pointsStudents who are unable to complete the full 32 unit requirement of this program may, subject to ProgramCoordinator approval, be eligible to exit this program with the following qualifications. The relative numberof professional education units and content units are detailed for each qualification. Students who wish to exitat these points must meet the requirements outlined in the following table.

Bachelor of GeneralEducation Studies

Associate Degree inEducation Studies

Diploma inEducation Studies

Subject Group

24168TOTAL

HonoursHonours

Admission Requirements

Normal Entry (ONC-full-time)

Entry may be subject to availability of places. Selected students will be offered the opportunity of followingthe Honours pathway after completion of the first three or four semesters of study in the Bachelor of Education(Primary and Middle Schooling) program. Students gaining a minimum GPA of 6.0 over the first threesemesters will be considered for selection. Each year students will be invited to apply for the Honours pathway,offers being determined on the basis of academic merit and the annual quota set for the Honours program.

Program Structure

The Bachelor of Education (Primary and Middle Schooling) may be awarded with Honours. The class ofhonours to be awarded to a student is dependant upon:

● the Grade Point Average calculated from the grades achieved in the courses studied in, or transferred to,the program

● the grade achieved by the student in the Honours Courses, EDO4675 Research Approaches forContemporary Educators,EDU4351 and EDU5351 (unless the student is exempted from these courses).

Students enrolled in the Honours pathway will need to maintain a GPA of at least 4.0 to graduate with Honours.The level of Honours awarded will be determined by a weighting formula that accounts for performance acrossthe four-year program as follows:

Minimum grade achievedin dissertation


All other courses studiedin the Program

Honours courses

A6.05.0First Class Honours

B5.05.0Second Class Honours —Division A

C5.05.0Second Class Honours —Division B

Note: Honours students who fail to meet the requirements of the above levels of award will be eligible forthe award of the Pass Degree where they have passed all Honours courses and have satisfied the requirementsfor the award of Bachelor of Education (Primary and Middle Schooling). Entry into the Doctor of Philosophyand Doctor of Education requires First Class or Second Class Div A Honours.Core Courses

Courses EDU4351 and EDU5351 together constitute the Honours dissertation with a total word length ofbetween 10,000-15,000 words.Minor studies




A major of five courses will only be allowed when the focus of the Honours research and dissertation is inthe same area as the major.Recommended enrolment pattern

It is strongly advised that students who intend following the Honours pathway discuss enrolment details withthe relevant Program Coordinator as early as possible to ensure an appropriate study pattern.

Recommended enrolment patternThe following pattern over four calendar years of full-time study will ensure that all program requirementscan be completed. Responsibility for meeting program requirements rests with individual students. Studentsshould ensure that they adhere to the recommended enrolment patterns (included in the Handbook).



Course

Online(WEB)

External(EXT)

On-campus(ONC)


1, 2, 3111FOE10001, 3111FOE20013111FOE2000

5 days NSE11PRI1142

21FOE1002PRI1491

5 days SE11EDU1010

21PRI2151

10 days SE12PRT2201 +

12Major/Minor/Elective Course12PRI2211

15 days SEPRT2202 +

2, 322EDC2200 Indigenous Perspectives22Major/Minor/Elective Course13Major/Minor/Elective Course13Major/Minor/Elective Course


23Major/Minor/Elective Course23Major/Minor/Elective Course

15 days SEPRT2201 and PRT220223PRT3201 +

10 days SE1, 34PRT4201 +


32 days NSE24PRT4000 +

24PRI400124PRI4002




Footnotes2 units+

Recommended enrolment pattern - Springfield fast-track students onlyThe following pattern over three calendar years of full-time study will ensure that all program requirementscan be completed. Responsibility for meeting program requirements rests with individual students. Studentsshould ensure that they adhere to the recommended enrolment patterns (included in the Handbook and on theweb as well).


Note: There will be a GPA requirement of 5.5 for all students commencing Fast Track in 2008. ThatGPA must be maintained to remain in the Fast Track.

No new enrolments for Fast Track will be admitted from 2009 onwards.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


1, 2, 3111FOE100011Major/Minor/Elective Course

3111FOE2000

5 days NSE11PRI1142

15 days SEPRT2202 +

5 days SE11EDU1010

21Major/Minor/Elective CoursePRI1491

31PRI22111, 3131FOE2001



22Major/Minor/Elective Course22Major/Minor/Elective Course

15 days SEPRT2201 and PRT220222PRT3201 +

10 days SE1, 32PRT4201 +

32EDU112213Major/Minor/Elective Course13Major/Minor/Elective Course



2, 323EDC2200 Indigenous Perspectives23PRI2151






Course

Online(WEB)

External(EXT)

On-campus(ONC)


23PRI400123PRI4002

Footnotes2 units+




Bachelor of Education (Senior and Middle Schooling) (BESM) -BEd(Senior&MiddleSchooling)QTAC code (Australian and New Zealand applicants): Toowoomba campus: 908411; Fraser Coast campus:918411

CRICOS code (International applicants): 031459G

This program is offered only to continuing students. No new admissions will be accepted. Students whoare interested in this study area should consider the Bachelor of Education.

On-campus

Fraser Coast, ToowoombaCampus:



Contact us

Current students


Program focusThis degree prepares students to teach in secondary, senior and middle school contexts in Queensland and isnormally accepted Australia-wide and in many overseas countries. Two major teaching areas must be selectedfrom: Accounting, Australian Indigenous Studies, Business Education, Computing Studies/IT, Drama andTheatre Studies, Geography, Health and Physical Education, History (Ancient or Modern), Economics, Englishand Communications, German Language, Indonesian Language, Mandarin Chinese, French Language, JapaneseLanguage, Sciences – Biology, Chemistry, Physics, Multi-Strand Science, Mathematics, Music, Legal Studies,Studies of Society and Environment, and Visual Arts.

Note: Some teaching areas are not available at the Fraser Coast campus. Teaching areas may be subject toquota. Application, audition or interview may be required for some teaching areas.

Professional accreditationGraduates of this program who meet the 'good character' and other requirements of the Queensland Collegeof Teachers (formerly the Board of Teacher Registration, Queensland) will be eligible to apply for registrationas a teacher in Queensland. Please note that the Board conducts a national criminal history check as a keyelement of its consideration of the suitability of all applicants for teacher registration.

Program aimsThe Bachelor of Education (Senior and Middle Schooling) is a four-year equivalent full-time on-campusprogram designed to prepare students for employment in a range of sectors that serve the needs of post-primary(adolescent and adult) learners. Graduates from this program typically seek employment in secondary schools,middle schools, senior schools/colleges, or adult and post-compulsory education and training organisations.

This program seeks to prepare graduates who:

● are reflective and ethical practitioners● are innovators and navigators of change



./BEDU.pdf




● have a strong sense of self and place in the world● are flexible and creative problem solvers● are transformative intellectuals● are socially just and empowering● value diversity and inclusiveness● are passionate learners and inspire learning in others● are keen to accept responsibility, able to identify and optimise opportunities● demonstrate a current pedagogical content knowledge base● identify, enable and create opportunities for others to construct meaning and develop capacities to manage

their own learning● are engaged and collaborative members of a learning community● are compassionate advocates for education and the community.

This level of award is required for teacher registration in Queensland. Applicants from other States orcountries should check local requirements BEFORE enrolling in this program.

Program objectivesThe Bachelor of Education (Senior and Middle Schooling) seeks to:

● provide students with a range of teaching and learning skills and theoretical foundations of successfulpractice, to enable them to design, implement and evaluate programs and practices across a range ofadolescent and adult teaching and learning environments accommodating a broad range of learnercharacteristics

● allow students the opportunity to develop knowledge and skills in their areas (normally two) of professionalcontent expertise to advanced level

● encourage commitment and motivation such that graduates will engage in ongoing professionaldevelopment and continuous improvement

● enable successful graduates to obtain teacher registration in Queensland.

Admission requirementsNormal Entry (ONC)

Applicants who have completed year 12 at a Queensland secondary school (or its equivalent) are eligible forconsideration under the standard admission requirements. The Overall Position (or its equivalent) is used asthe general basis for selection. Applicants must have obtained at least 'Satisfactory Achievement' or equivalentin English and must satisfy any pre-requisites for content studies from other Faculties (an interview and folioare required for the Visual Arts strand, interview and audition for Music, and interview and academicrequirement for Health and Physical Education).

Alternative Entry (ONC)

Subject to the policies and regulations of the University of Southern Queensland and the Faculty of Education,applicants who do not hold formal recognised qualifications but who have extensive relevant industrial,commercial and/or professional training and work experience, are encouraged to apply for alternative entryinto the program. To be eligible for admission into the Bachelor of Education (Senior and Middle Schooling)with a major in Industrial Technology and Design or Post-Compulsory Teaching and Learning, applicantsmust normally meet the following criteria:

● hold at least a recognised trade or professional qualification (or equivalent) in approved content areas● have substantial workplace experience (normally at least 5 years) in their approved content area.







Program fees




Program structureTo be awarded a four-year Bachelors degree in the Faculty of Education, students must have normallycompleted 32 units of credit at undergraduate levels 1-4. The Bachelor of Education (Senior and MiddleSchooling) is a 32 unit program, comprised of 14 content studies units and 18 professional educationunits.


practical experience

All students must complete 110 days practical experience of which a minimum of 80 days must be supervised.The organisation and sequencing of practical experience will vary within the program due to the differentnature of some designated majors. This is indicated by the different enrolment patterns incorporated in theprogram structure.

Duration

Four years full-time equivalent study (ONC), up to a maximum duration of 9 years.

Mode of Delivery

On-campus (ONC).

Bachelor of Education (Senior and Middle Schooling)












UnitsStandard Pattern (Senior and Middle SchoolingCategory4FOE1000 (ONC)Faculty Courses

orCMS1000 Communication and Scholarship (EXT)

FOE2000

FOE1002 (ONC)

orEDU1122 (EXT)

FOE2001 (ONC) and (EXT)

orEDU5111 (EXT)

14EDC2200 Indigenous PerspectivesProfessional Studiesin Education PRI1142

TEA2204 *

TEA2205 #

SEC2505

SEC2506 (ONC)

SEC3102 (ONC)

orFET3102 (EXT)

TEA3204 +

TEA4204 ^

FET4320 **

SEC3411

SEC3206 (ONC)

SEC3503

SEC3207

1414 units of content studies such that students develop appropriatetertiary level understanding of the specialised content areas which theyintend to teach. This will include the central concepts, relevantknowledge, the structure of the discipline, and characteristic modes ofinquiry. Content studies will provide an avenue for developing highlevels of content knowledge with an emphasis on academic competence,normally in two specialist areas.

Content Studies

In addition to the 80 days supervised practical experience and 5 daysNon Supervised Experience (NSE), indicated, students must alsocomplete a further 15 days Non Supervised Experience.

Practical experience

32Total

Footnotes10 days SE*15 days SE#25 days SE+30 days SE plus 30 days PCE^5 days non-supervised experience in vocational education/work context**





Major studies

Content studies

Content studies are such that students develop appropriate tertiary level understanding of both the specialisedas well as applied related areas of content they will teach into. This will include the central concepts, relevantknowledge, the structure of the discipline, and characteristic modes of inquiry. Content studies will providethe avenue for developing high levels of content knowledge with an emphasis on academic competence intwo specialist areas.

Normally, content studies in the Bachelor of Education (Senior and Middle Schooling) shall comprise 14 unitsorganised into either two teaching areas (Majors) or one teaching area (Major) and a second teaching area(Minor) based on Major and Minor requirements in the relevant Faculties. This means that some contentstudies, as indicated below, may only be taken as a first teaching area (Major) or may not be taken as a secondteaching area or a Minor. Students are required to select a first teaching area (Major) from Schedule A and asecond different teaching area (Major or Minor) from Schedule B or C. Some teaching areas may not beavailable at both the Toowoomba campus and Fraser Coast campus.

Students already deemed to have completed an approved teaching area will be required to select a secondteaching area from Schedule B or C.

Definitions

1. First Teaching Area (Major)

A first teaching area (major) is a sequence of a minimum of seven and up to a maximum of ten relateddiscipline-based content courses with at least two courses taken at third or advanced level.

2. Second Teaching Area (Major)

A second teaching area (major) is a sequence of seven related discipline-based content courses with at leasttwo courses taken at third or advanced level.

3. Second Teaching Area (Minor)

A second teaching area (Minor) is a sequence of a between four and six related discipline-based contentcourses normally with at least two courses taken at advanced level.

4. Other Approved Teaching Area

An approved trade/trade equivalent qualification or approved vocational diploma in an appropriate contentarea.

Table 1: Schedule for major and minor teaching areas

SECOND TEACHING AREA(MINOR)

SECOND TEACHING AREA(MAJOR)

FIRST TEACHING AREA(MAJOR)

Schedule CSchedule BSchedule AMinimum 4 - Maximum 6Minimum 7Minimum 7 - Maximum 10

Ancient HistoryAncient HistoryAccounting

Australian Indigenous StudiesAustralian Indigenous StudiesAncient History

Business EducationBusiness EducationAustralian Indigenous Studies

Computing StudiesComputing StudiesBusiness Education Computing/IT

EconomicsDramaDrama and Theatre Studies

English and CommunicationsEconomicsEconomics

Junior ScienceEnglish and CommunicationsEnglish and Communications

Industrial Technology and DesignFrench LanguageFrench Language

Legal StudiesGeographyGeography

MathematicsGerman LanguageGerman LanguageThis version produced 27 Jul 2011.CRICOS: QLD 00244B | NSW 02225M

76© University of Southern Queensland



Modern HistoryIndonesian LanguageIndonesian Language

Post-Compulsory Teaching andLearning

Industrial Technology and DesignIndustrial Technology and Design

Studies of Society and EnvironmentJapanese LanguageJapanese Language

Vocational Education Teaching AreaMandarin ChineseMandarin Chinese

MathematicsMarine Studies

Modern HistoryMathematics

Visual ArtsModern History

Vocational Education Teaching AreaMusic Craft and Music History

Health and Physical Education

Senior Sciences

Biology

Chemistry

Physics

Visual Arts

Vocational Education TeachingArea

NOTES:

Some majors may be available via external mode

Some majors are only available through cross institutional study e.g. French, Japanese, Ancient History,Geography.

Not all majors are available at Fraser Coast - check with the program administrator at Fraser Coast

All students intending to undertake major studies in any LOTE area must meet Education Queensland minimumcompetency and fluency requirements if they wish to seek employment with Education Queensland as a LOTEteacher

Vocational Education Teaching Area major is only available with prior approval of the Program Coordinator

Visual Arts requires a separate application, interview and folio

Some areas are available as minors only e.g. Legal Studies

Music may require a separate application and interview

Some majors require a minimum of nine courses to meet the requirements

Further information on the courses in the teaching areas can be found at theFaculty of Education websiste .

Practical experienceStudents enrolling in this program are required to undertake 110 days of practical experience. At least 80 daysmust occur in an approved educational environment under direct supervision, with up to 30 days as NonSupervised Experience.

Supervisors must have academic qualifications and experience appropriate to Teacher Registration inQueensland.

Some practical experience may occur outside the local Darling Downs or Fraser Coast regions.

Eligibility to undertake practical experience in Queensland educational settings

Under the terms of the Commission for Children and Young People Act (Qld. 2000), pre-service teachersundertaking practical experience are considered to be volunteers engaged in regulated employment. Assuch, all pre-service teachers must apply to the Commission to be issued with a notice that they are suitableto work in child-related employment. As part of this application, the pre-service teacher must consent to



http://www.usq.edu.au/education/default.htm


the Commission conducting a criminal history check as the key element of the process of determining suitability.All applications for a suitability notice must be made at the local campus of the university at the commencementof their program. Pre-service teachers who do not make application, or who do apply but are subsequentlydeemed unsuitable, will not be able to undertake the practical experience components of the program.

Further information, including a list of serious offences which could lead to a pre-service teacher being deemedunsuitable, are available from the Commission's website at http://www.ccypcg.qld.gov.au/employment/

IT requirementsStudents will be expected to have access to a computer with common productivity software (e.g. wordprocessing, email, web browser).

Residential schoolsAs part of their content or elective studies, students may enrol in courses that have residential schoolcomponents. Students who choose to enrol in such courses will be expected to meet the residential schoolrequirements associated with the chosen course.

Exit pointsStudents who are unable to complete the full 32 unit requirement of this program may, subject to ProgramCoordinator approval, be eligible to exit this program with the following qualifications. The relative numberof professional education units and content units are detailed for each qualification. Students who wish to exitat these points must meet the requirements outlined in the following table.

No. of UnitsName of Award8DPES Diploma in Education Studies

16DAES Associate Degree in Education Studies

24BGES Bachelor in General Education Studies

Other informationMethod of Application

Applications for normal entry should be made through the Queensland Tertiary Admissions Centre QTAC.Refer to Applying to USQ for further information.

Applications for alternative entry should be made using the USQ Direct Entry Application process detailedat Applying to USQ.

USQ Direct Entry applications should be accompanied by the following:

● certified copies of prior qualifications● evidence of practical experience where required for alternative entry.

Entry to the Bachelor of Education (Senior and Middle Schooling) may be subject to availability of places.

Recommended enrolment patternStudents should not deviate from this pattern without first discussing it with the Program AdministrationOffice or the Program Coordinator.





http://www.usq.edu.au/handbook/current/resschoolsched.html

http://www.qtac.edu.au/




Bachelor of Education (Senior and Middle Schooling)CommentsEnrolment requirementsYear of program and semester in which course

is normally studiedCourse

Online(WEB)

External(EXT)

On-campus(ONC)


1, 2, 3111FOE100011PRI114211Content Studies11Content Studies21FOE100221Content Studies21Content Studies21Content Studies

3112FOE20001, 31,212FOE2001

12Content Studies12SEC250522Content Studies22Content Studies22Content Studies

10 days SE22TEA2204

13Content Studies13Content Studies

15 days SE13TEA2205

13SEC250623Content Studies23Content Studies23Content Studies

25 days SE23TEA3204


Education




30 days SE plus 20days PCE

14TEA4204

2, 324EDC2200 Indigenous Perspectives24SEC3503

2, 3424EDC2300 Assessment and Reporting242EDX3250 Adolescence: Issues and

Challenges




Recommended enrolment pattern for students in Industrial Technology and DesignmajorStudents wishing to undertake this major must possess a vocational qualification and industry experiencesuch that they meet the minimum requirements for delivery of vocational courses in registered trainingorganisations.



Bachelor of Education (Senior and Middle Schooling) with Major inIndustrial Technology and Design


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Choose one of the following two courses:

1, 2, 3111FOE1000

OR

1, 2, 311, 21CMS1000 Communication and Scholarship2, 321EDC2200 Indigenous Perspectives

1, 2111MAT1100 Foundation Mathematics1, 211, 21MEC1201 Engineering Materials


21FOE1002

OR

1, 31EDU11221, 211, 21ENG1100 Introduction to Engineering Design2121Content Studies3112FOE200012TEA34011212Content Studies1212Content Studies


1, 3212FOE2001

OR

22EDU51112222Content Studies2222Content Studies2222Content Studies23FET2200

13FET4640 *1313Content Studies1313Content Studies


23FET3551





Course

Online(WEB)

External(EXT)

On-campus(ONC)


OR

13SEC34112323Content Studies2323Content Studies

13SEC2506


1, 34EDU5321 Educating Students with Special Needs14SEC3206

1, 2, 34FET422024FET2103

24SEC31021, 2, 34TEA430224FET4320 #

24SEC3207

FootnotesStudents who have previously completed course FET3210 are not eligible to undertake this course.*5 days non-supervised experience in Voc Ed/Work Context#




Bachelor of Further Education and Training (BFET) - BFETThis program is offered only to continuing students. No new admissions will be accepted. Students whoare interested in this study should consider the Bachelor of Vocational Education & Training.

Distance education



Contact us

Current students


Program focusThis degree aims to produce teachers/trainers who can work effectively in a range of post-compulsory educationand training settings. It combines practical skills and techniques in the effective design, delivery, managementand evaluation of instructional programs, with a broader base of underlying professional knowledge.

Career opportunitiesThis program provides a degree level qualification for those persons who wish to pursue a career in TAFEteaching, industry training or community education.

Program aimsThis is a three-year (full-time equivalent) degree that focuses on the needs of professional instructors/trainersand managers of training.

The Bachelor of Further Education and Training degree seeks to provide students with a systematic, coherentintroduction to the body of knowledge, the underlying principles and concepts, and the problem-solvingtechniques associated with effective design, delivery and management of instructional programs and processesin the post-compulsory education and training sector.

In addition, the Bachelor of Further Education and Training degree seeks to develop academic skills andattitudes needed to comprehend and evaluate new information, concepts, and evidence from a range of sources.

This program is committed to providing authentic learning experiences that support students to link theorywith practice as a foundation for development of expertise. Its graduates will be able to operate as effectiveeducators within post-compulsory education/training settings such as industry, TAFE, community and technicalcolleges. Our staff will provide quality teaching and learning experiences that build on learners' existingknowledge and skills and challenge them to excel in a supportive and flexible adult learning environment.

This program is distinguished by:

● a focus on meeting the needs of beginning teachers in post-compulsory education and trainingenvironments..

● recognition provided for trade and professional qualifications and relevant work experience as part of theprogram.

Program objectivesThe Bachelor of Further Education and Training seeks to:



./BVET.pdf




● provide beginning teachers/trainers in post-compulsory education and training settings with theoreticalfoundations linked to the development of a range of instructional skills for successful professional practice

● facilitate development of knowledge and skills in the design, development, implementation and evaluationof effective programs accommodating a broad range of learner needs and characteristics

● have teachers/trainers in the sector demonstrate professional commitment and motivation to engage inreflective practices, on-going professional development and continuous improvement

● give beginning teachers/trainers in the sector the opportunity to upgrade their knowledge and skills intheir areas of professional content expertise to a level equivalent to 1.5 years of full-time undergraduatestudy.

It is also a holistic and integrated objective that the Bachelor of Further Education and Training address allUSQ standard graduate attributes.


To be eligible for normal enrolment in the Bachelor of Further Education and Training, an applicant mustmeet the following criteria

● have at least a recognised formal trade or professional qualification, or equivalent, in his/her content area● have substantial workplace experience in his/her content area● have access to an approved instructional setting in the post-compulsory education and training sector.

Such engagement must enable applicants to plan, implement and evaluate actual instructional programsas required by specified courses within this program. Written verification of such engagement will berequired before enrolment can be confirmed.

Special Entry

Subject to the policies and regulations of the University of Southern Queensland and Faculty of Education,applicants who do not hold formal, recognised qualifications as listed above, but who have extensive relevantindustrial, commercial and/or professional training and work experience such that they are acceptable foremployment as teachers/trainers in the post-compulsory education and training sector, may be considered forspecial entry to the program. As for normal entry (above), such persons will need to be engaged at leastpart-time as teachers/trainers, curriculum developers or managers of education and training, or similar, inapproved settings in the post-compulsory education and training sector. Written verification of such engagementswill be required before enrolment can be confirmed.

Program fees















Program structureTo be awarded a three-year Bachelors program in the Faculty of Education, a student must have normallycompleted 24 units at undergraduate levels 1-4. At the discretion of the Program Coordinator, a maximum ofup to 3 units may be completed at level 4 or 5.


UnitsCourses to be StudiedStudy Area1FOE1000Core Studies (1 unit)

1FET2400ProfessionalEducation (8 units) 1TEA2301 *

1TEA3401 *

1TEA3301

1FET3102

FET4640 #

1FET2200

1FET4220

2Select from recommended electives and/or recognition for accreditedprofessional/industry qualifications combined with relevant, validatedworkplace application.

Professional StudiesElectives (2 units)

1TEA4302 *Professional StudiesProject (1 unit)

12Content studies are regarded as those studies undertaken in order toextend the student’s discipline-specific knowledge in his/her majorteaching area/s. Twelve courses relevant to student's professional contentareas, offered by USQ or other appropriate tertiary institutions or industrytraining centres, at an appropriate level, as approved by the ProgramCoordinator. A block of up to 7 units of content studies will usually begranted as exemptions for relevant previously acquired trade/professionalqualifications and experience in the student's teaching/training contentarea. The remaining 5 units of content or context studies must showprogression in learning beyond the level of tertiary study used for theinitial 7 unit block*. Context studies are regarded as education or relatedstudies undertaken in order to extend the student’s capacity to betterrespond to a range of contextual features of the learning environmentin which he/she works. Content and context studies may includeEDC2200 Indigenous Perspectives. Depending on individual needs,students may undertake any combination of content or context studiesas approved by the Program Coordinator.

Content Studies 12units

24 unitsTotal


*

Online delivery only.#

Professional Studies Electives

List of approved electives




Note - Professional studies electives exemptions for Certificate IV in Training and Assessment (TAA0104):It is recommended that students wishing to teach accredited vocational education and training (VET) coursesat TAFE or in industry orcommunity settings complete a Certificate IV in Training and Assessment (TAA04)with a Registered Training Organisation. Students may submit an application for exemption for up to 2Professional Studies Electives for completion of this qualification plus six months workplace application.


ElectivesStudy area



1FET5502


1EDU5211Curriculum studies



1FET5621Educationtechnology 1FET5622

1EDU5411Language andliteracy 1LIN5000 The Nature of Language

1LIN8001 Principles of Second Language Learning

1LIN8002 Methodology in Teaching a Second Language



Practical experience

Maintenance of instructional engagement during enrolment

Throughout the period of enrolment in this program, students are expected to maintain access to trainingdesign and delivery activities in the post-compulsory education sector (other training sector placements onlyon approval from the Program Coordinator) to ensure that all program and specific course objectives can beachieved.

Irrespective of level of academic performance achieved by students in courses of this program, no studentwill be eligible to graduate from this program without satisfactorily demonstrating current instructionalcompetence against the instructional performance criteria identified in courses TEA2301, TEA3401 andTEA4302.

IMPORTANT NOTE: One of the central aims of this program is to allow students to develop teachingskills and strategies, while at the same time linking theory and practice. This is the basis for continualimprovement. It is therefore essential that all students commence the beginning instructional courseTEA2301 before undertaking any instructional placements associated with this program.

IT requirementsUniversity advice on computer technology needs and requirements can be found athttp://www.usq.edu.au/ict/students/standards/default.htm.



http://www.usq.edu.au/ict/students/standards/default.htm


Residential schoolsThere are no residential schools in this program.

Articulation

● On completion of the Bachelor of Further Education and Training, students may gain full articulationinto the four-year Bachelor of Education (Further Education and Training). Consult with the ProgramCoordinator for full details.

Exit pointsStudents who have completed two years equivalent study (16 units) and have satisfied the requirements forthe Associate Degree in Further Education and Training, may exit with this award.

ExemptionsStudents entering the Bachelor of Further Education and Training with appropriate prior trade or professionalqualifications and/or documented extensive relevant industry training, experience and demonstrated currentcompetence may be granted exemptions from some program requirements, subject to the approved programstructures and current policies and regulations of the University of Southern Queensland and the Faculty ofEducation.

Other informationCourses in this program are offered primarily via print-based materials. Some elective courses are offered viathe Internet. Access to the Internet and an email address are required to study a course offered via the Internet.Study materials for these courses are available at the commencement of the semester.

Recommended enrolment patternIt is the students' responsibility to ensure correct enrolment in the program structure to meet graduationrequirements. It is possible for students in this program to have varying enrolment patterns. However, it issuggested that the following courses are taken early in the program. This is a fully external program. Studentsare required to plan appropriate patterns of enrolment and will need to consider semester/s of offering andpre-requisites. The order of courses listed below is the recommended enrolment pattern. For further informationstudents should contact the Program Coordinator.


Important note: One of the central aims of this program is to allow students to develop teaching skillsand strategies, while at the same time linking theory and practice. This is the basis for continualimprovement. It is therefore essential that all students commence the beginning instructional courseTEA2301 before undertaking any instructional placements associated with this program.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Normally exemptedon program entry

7 Basic Content Studies

1, 2, 31FOE10001, 21FET240021FET2200

1, 2, 311 Advanced Content Study



./BEFT.pdf



Course

Online(WEB)

External(EXT)

On-campus(ONC)


1, 22TEA2301 *1, 22FET31021, 2, 322 Advanced Content Studies1, 23TEA3401 *1, 33FET422023TEA3301 *

1, 2, 331 Advanced Content Study1, 2, 341 Advanced Content Study

S1,15FET46401, 2, 352 Professional Studies Electives1, 2, 36TEA4302 *


*

Notes:





Bachelor of Vocational Education & Training (BVET) - BVocEd&TOnline*


Semester intake:


3 years full-time, 7 years part-time.Standard duration:

To: Bachelor of Education(TVE)Programarticulation:

FootnotesCertain courses are also offered in on-campus (ONC) mode. Students should refer to the Handbook for the relevant year of offer to checkavailability of ONC courses.

*

Contact us





Program focusThe program prepares graduates for employment in vocational education and training-related roles. It isparticularly designed for practising professional educators and trainers who are seeking to upgrade or formalisetheir qualifications in education.

Career opportunitiesGraduates will be able to operate as effective educators and trainers within a range of post-compulsory educationand training settings such as TAFE, technical colleges, industry and community education settings. Graduatesare also qualified for the role of training manager in relevant settings, although further postgraduate studieswould be well-regarded.

Professional accreditationGraduates who choose to extend EDV3500 Competency Based Training and Assessment to meet therequirements for the VET qualification course TAA40104 - Certificate IV in Training and Assessment willhave met the industry standard for training delivery in Australia's VET system.The program is not accreditedwith the Queensland College of Teachers.

Program aimsThe Bachelor of Vocational Education and Training program aims to graduate students who demonstrate:

● the knowledge, skills, practices and values inherent in contemporary understandings of best practice invocational education and training, particularly as these understandings are reflected in the expectationsof industry and key training organisations



./BEDU.pdf








● the qualities and skills required of a USQ graduate (see The Qualities of a USQ Graduate)● the attributes of a Faculty of Education graduate● sound levels of knowledge and understanding appropriate to working as educators with learners in the

post-compulsory years and in a range of adult education and training settings.


Normal Entry

To be eligible for normal enrolment in the Bachelor of Vocational Education and Training, an applicant mustmeet the following criteria:


Such access must enable applicants to plan, implement and evaluate actual instructional programs asrequired by specified courses within the program. Written verification of such access will be requiredbefore enrolment can be confirmed.

Special Entry

Subject to the policies and regulations of the University of Southern Queensland and Faculty of Education,applicants who do not hold formal, recognised qualifications as listed above, but who have extensive relevantindustrial, commercial and/or professional training and work experience such that they are acceptable foremployment as teachers/trainers in the post-compulsory education and training sector, may be considered forspecial entry to the program. Such persons will need to show evidence of current engagement at least on acasual, part-time or voluntary basis as teachers/trainers, curriculum developers or managers of education andtraining, or similar, in approved instructional settings in the post-compulsory education and training sector.Written verification of such current engagement will be required before enrolment can be confirmed.

International Students

International students must have completed the equivalent to Queensland secondary school Year 12 and beat University entry level standing. All international student applications will be assessed on a case by casebasis. International students whose first language is not English must demonstrate their proficiency in theEnglish language with the provision of recent IELTS test of 6.0 or higher with no subset of less than 5.5. ForTOEFL and other equivalents, please refer to this website www.usq.edu.au/international/apply

How to apply

Domestic students

Application for the Bachelor of Vocational Education and Training may be made directly to USQ.


This program is offered to international students. An international student is a person who is not an Australianor New Zealand citizen and not an Australian permanent resident. Please refer to USQ International forinformation about entry requirements, visa arrangements and how to apply.

Program fees





www.usq.edu.au/international/apply

http://www.usq.edu.au/futurestudents/apply/applying/undergrad








Program structureThe three-year Bachelor of Vocational Education and Training requires 23 units at undergraduate level, plusEDU5221 Professional Learning . A minimum of six semesters of study (or equivalent where exemptions areawarded) must be undertaken.


Three years full-time, or equivalent, WEBDuration and Mode of Offer

Flexi-modeMode of Delivery

24 units, including 100 hours of practical experience. Practical experienceplacements may be scheduled outside usual University teaching weeks. Travelto locations away from the areas local to the student’s home campus may benecessary in order to complete the practical experience requirements.

Units

Requirements to complete the program

In order to complete the Bachelor of Vocational Education and Training a student must complete 24 units ofstudy, including 13 compulsory courses as per the list below:

EDC1100 Lifespan Development and Learning

EDC1200 Self, Education and Society

EDC1300 Perspectives in Education

EDC1400 Foundations of Curriculum and Pedagogy

EDC2100 Managing Supportive Learning Environments

EDC2200 Indigenous Perspectives

EDC2300 Assessment and Reporting

EDC2400 Diversity and Pedagogy

EDC3100 ICT and Pedagogy

EDV3551 Vocational and Workplace Literacies

EDV3500 Competency Based Training and Assessment

EDV3401 Program Design and Evaluation

EDU5221 Professional Learning

Required time limitsStudents have a maximum of 7 years and a minimum of 3 years to complete this program.









Practical experienceThe practical experience components of the Bachelor of Vocational Education and Training program are alltied to four identified courses. In order to undertake courses to which practical experience placements areattached at any stage in the program it is a requirement that students will have satisfactorily completed allpractical experience courses in previous years in the program enrolment pattern.

Students in the Bachelor of Vocational Education and Training may complete their practical experience inapproved placements. As students are studying wholly at a distance from a USQ campus, special requirementswill need to be met in relation to completion of practical experience, including submission of two digital videorecordings of teaching sessions.

Students in this program will normally undertake their practical experience in the process of their normalwork, completing a total of 100 hours under conditions of clinical supervision with a nominated mentor,attached to four courses.



Other program requirementsThere are no program requirements other than the satisfactory completion of 24 approved units and 100 hoursof approved practical experience. However, in order to undertake the practical experience, and certain otheractivities with young people identified in various course specifications, it is required that Queensland-basedstudents hold a current positive notice indicating that they are deemed suitable for working with children andyoung people. Further information about the "Blue Card" suitability process is available from the Commissionfor Children and Young People.

ArticulationStudents who complete the Bachelor of Vocational Education and Training may articulate to the Bachelor ofEducation (Technical and Vocational Education),subject to arrangements necessary to ensure that all QueenslandCollege of Teachers requirements are satisfied.

Exit pointsThe Bachelor of Vocational Education and Training degree contains provision for two generic exit awards,as follows:

● Associate Degree in Education Studies (DAES) - available at the completion of 16 approved units.● Diploma of Education Studies (DPES) - available at the completion of 8 approved units

ExemptionsStudents may seek exemption from courses on the basis of documented prior study at University level orequivalent qualifications and experience. Applications will be considered on their merits in relation to theextent to which the documentation supplied by the student demonstrates a clear match with the objectives ofthe course for which the exemption is sought.

Students who have trade qualifications, recognised Diplomas or a combination of other equivalent qualificationsand documented experience may be eligible for exemptions in the Content Area Studies components of thisprogram. Students in the Bachelor of Vocational Education and Training are required to complete a minimumof eight courses at USQ in order to meet requirements for graduation.








Recommended Enrolment PatternStudents following a non-standard enrolment pattern should consult the course synopses section to ascertainif a course is offered in another term. Students should select discipline studies courses from those availableand appropriate to their teaching areas.



Course

Online(WEB)

External(EXT)

On-campus(ONC)







25 hours practical experience






















Course

Online(WEB)

External(EXT)

On-campus(ONC)


check mode/offer1313Advanced Discipline Studies

check mode/offer1313Advanced Discipline Studies










Postgraduate programs

Graduate Certificate in Tertiary Teaching and Learning (GCTT)- GradCertTertT&LThis program is offered only to continuing students. No new admissions will be accepted. Students whoare interested in this program should consider the Postgraduate Certificate in Tertiary Teaching andLearning.

Distance education

No new admissionsSemester intake:


1 year full-time, up to 3 years part-timeStandard duration:

Notes:

This program does not qualify you for teacher registration with relevant teaching authorities. If you are interested in a program that enables you toqualify for teacher registration, please refer to the ; Graduate Diploma of Learning and Teaching.

Contact usCurrent students

Ask a questionFreecall (within Australia): 1800 007 252Phone (from outside Australia): +61 7 4631 2285Email [email protected]

Program focusThe program is designed to enable educators in the tertiary sector who already have a degree or diploma, toacquire an innovative credential in tertiary teaching and learning. The program focuses on applying educationaltheories to practical situations in university and other tertiary educational settings in order to design, develop,implement and evaluate emerging learning environments.

Program aimsDemand for professional education and training is increasing. The Graduate Certificate in Tertiary Teachingand Learning is designed to enable educators in the tertiary sector who already have a degree or diploma, toacquire a recognised education qualification. The criterion-oriented program design focuses on the knowledge,skills, performance competencies and attitudes necessary for tertiary educators to develop their planning,instruction, assessment, evaluation and program design capabilities to a high standard.

Program objectivesOn the successful completion of the Graduate Certificate in Tertiary Teaching and Learning, the student willbe able to:

● design, implement and evaluate programs of instruction which meet the needs of the learners in thestudent's particular context within a tertiary teaching organisation

● demonstrate an ability to select and implement teaching and learning strategies appropriate to a giventertiary education context

● assess, analyse and report on learning outcomes in line with accepted guidelines for assessment andmeasurement in tertiary teaching organisations



./PGTT.pdf

./PGTT.pdf

./GDTL.pdf




● engage in self evaluation processes and formulate plans of action for continuous improvement in teachingand learning

● construct an evidence-based portfolio to demonstrate a commitment to continuous improvement in tertiaryteaching and learning.

Admission requirementsTo be eligible for enrolment in this program, an applicant must:

● hold a recognised undergraduate university degree or three-year diploma, or equivalent post-compulsoryqualifications

● be engaged in, or have access to, an appropriate teaching environment; in an approved setting in thetertiary education sector (written verification of such engagement is required before enrolment is confirmed.

In order to satisfy the requirements of the core course EDU5702 Exploring Learning and Teaching in HigherEducation Contexts, students are required to identify and work with a suitable mentor approved by the ProgramCoordinator.

Important Note: Working with Children: State law in Queensland requires that all adults (including Universitystudents, pre-service educators, trainers, vocational teachers, industry educators) working with children underthe age of 18, in the State of Queensland *, obtain approval before commencing such work. Many educationcourses include a practical component (practical experience, project work, research, assessment, etc.) thatmay require engagement with children under the age of 18. It is your responsibility to ensure that you possessa current suitability card (Blue Card) before commencing any practical components of this program. Do NotParticipate in any practical experience with Children under 18 unless you possess a current 'blue card'.For further information refer to the www.ccypcg.qld.gov.au/employment/


If you are undertaking practical experience outside the State of Queensland, Australia, you should check local requirements*

Program fees




Program structureTo be awarded a Graduate Certificate in the Faculty of Education, a student must normally havecompleted four units of credit at levels 1-8, of which no more than two can be at level 8 and no morethan three can be at level 3 or lower.



www.ccypcg.qld.gov.au/employment/












It is the students' responsibility to ensure correct enrolment in the program structure to meet graduationrequirements. The program consists of four units - two Core Studies in education and two Professional StudiesElectives. For this program students are required to complete:

Core Studies (2 Units)EDU5702 Exploring Learning and Teaching in Higher Education Contexts*#

EDU8702 Scholarship in Higher Education: Reflection and Evaluation*^

Professional Studies Electives (2 units)Selected from the following:

EDU8318 Organisational Transformation Through Learning

EDU8701 Teaching and Learning in Contemporary Contexts: Theory and Practice

EDU8117 Networked and Global Learning

FET5601 Learning Design for Flexible Contexts

EDU8406 Theories for Learning Futures

FET5621 *

EDU5713 Assessment, Evaluation and Learning

EDU8114 Online Pedagogy in Practice

EDU8605 Building Communities of Practice

FET8606 Lifelong Career Development

EDU8111 Emerging Environments for Learning

Other courses as approved by the Program Coordinator

FootnotesOnline delivery only*Up to 2 full days of compulsory workshops, 1 full day of optional workshops (may be conducted online).#1 full day complulsory workshop (may be conducted online)^

Notes:

● courses in this program are offered either via print or online delivery. Course selection may vary withmode of delivery.


ArticulationUnder certain circumstances, students completing the Graduate Certificate in Tertiary Teaching and Learning(depending on electives studied), may be able to partially articulate their studies into Masters degreesoffered in the Faculty of Education at University of Southern Queensland. Only courses in levels 5 or 8 maybe used for articulation into a Master of Education program. For further information, contact the ProgramAdministration Office.

Other informationCore courses in this program are offered via online delivery. While some elective courses are delivered using'print-based external' materials, it is not possible to complete the program without access to the Internet. Accessto the Internet and an email address are required to study a course offered via the Internet. Study materialsfor these courses are available at the commencement of the semester and can be accessed via http://usqconnect.usq.edu.au. A username and password are required for access to the study materials.



./GCTT.pdf

./GCTT.pdf

http://usqconnect.usq.edu.au

http://usqconnect.usq.edu.au


Recommended enrolment patternTo be awarded a Graduate Certificate in the Faculty of Education, a student must normally havecompleted four units of credit at levels 1-8, of which no more than two can be at level 8 and no morethan three can be at level 3 or lower.

The developmental nature of this program requires students to follow the recommended enrolment pattern asfollows:

(1) All students must enrol in EDU5702 Exploring Learning and Teaching in Higher Education Contexts,as the first course in this program. It is recommended that no other courses be undertaken alongside inthe same semester, as a core outcome of this course requires students to design and justify a subsequentprogram of study. Students should consult their Program Coordinator for further details.

(2) EDU5702 Exploring Learning and Teaching in Higher Education Contexts has two days of compulsoryworkshops and one day of optional workshops.

(3) Two elective courses are identified in the teaching capacity enhancement plan developed in EDU5702Exploring Learning and Teaching in Higher Education Contexts.

(4) All students must enrol in EDU8702 Scholarship in Higher Education: Reflection and Evaluation as thefinal course in this program.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Core Studies (2 units)

1, 2, 3EDU5702 Exploring Learning and Teaching in HigherEducation Contexts

3EDU8702 Scholarship in Higher Education: Reflection andEvaluation

Professional Studies Electives (2 units)*

21EDU8318Organisational Transformation Through Learning3EDU8701 Teaching and Learning in Contemporary

Contexts: Theory and Practice2EDU8117 Networked and Global Learning1FET5601 Learning Design for Flexible Contexts2EDU8406 Theories for Learning Futures31FET56211, 3EDU5713 Assessment, Evaluation and Learning1EDU8114 Online Pedagogy in Practice1, 2FET8606 Lifelong Career Development3EDU8605 Building Communities of Practice3EDU8111 Emerging Environments for Learning

FootnotesElectives outside of the following list need Program Coordinator approval.*




Graduate Diploma of Learning and Teaching (GDTL) -GradDipL&TCRICOS code (International applicants): 055149B

OnlineOn-campus*#



Semester intake:

-Fraser Coast, ToowoombaCampus:



Notes:

Compulsory Induction A compulsory induction must be undertaken prior to your first semester of study. February for semester 1 commencementor June for semester 2 commencement. The induction is offered in online mode for both semesters. If numbers are sufficient, on-campus inductionwill be held at the Toowoomba campus in February and Fraser Coast campus in June.

FootnotesThe Semester 1 ONC intake is available at the Toowoomba campus only*The Semester 2 ONC intake is available at the Fraser Coast campus only#

Contact us





Program focusThis program is designed to enable degree-level graduates to acquire a recognised teacher educationqualification. This innovative and flexible program develops knowledge, skills and attitudes necessary forsuccess in the work of contemporary educators.

The flexibility of the Graduate Diploma in Learning and Teaching program allows students to balance thecompeting demands of work, family and study.

There is a practical experience component within this program. Students are able to choose from the followingspecialisations:

● Primary (Years Prep - 7)● Middle Years of Schooling (Years 5 - 9)● Secondary (Years 8 - 12)

Career opportunitiesStudents who complete the Graduate Diploma in Learning and Teaching program will be well qualified foremployment as teachers in schools in Queensland, elsewhere in Australia and in many overseas jurisdictions,as well as in a range of alternative education settings and in the diverse and expanding post-compulsory sector.











Other career opportunities exist in the many emerging fields where the teaching-related skills of communicationand educational management are critical, in conjunction with the appropriate specific discipline knowledge.Examples of such careers include sport and leisure centre management, personal training, life coaching andhuman services.

There are further career opportunities available in industry, particularly in the roles and functions related totraining.

Professional accreditationGraduates from the program will have met the “one year of professional studies in education” academicrequirement for eligibility for registration as a teacher through the Queensland College of Teachers.


Program aimsThe Graduate Diploma in Learning and Teaching program aims to graduate students who demonstrate:

● the knowledge, skills, practices and values inherent in the Queensland College of Teachers’ ten ProfessionalStandards for Queensland Teachers see www.qct.edu.au/standards

● the qualities and skills required of a USQ graduate (see The Qualities of a USQ Graduate Policy● high levels of facility with personal and professional literacies● a particular awareness, understanding and positive orientation towards redressing the educational

disadvantages experienced by indigenous students.


Domestic Students

A minimum of a recognised three-year bachelor’s degree (or equivalent) in a discipline other than educationis required.

Applicants for the Primary pathway must demonstrate adequate coverage across the P-7 Key Learning Areasin their first degree or other studies. For assistance please refer to the Department of Education and TrainingLearning Areas. Applicants for Middle Years must demonstrate coverage across the Key Learning Areas and,in addition, discipline knowledge in two teaching areas. For assistance refer to the Queensland Studies AuthorityGuidelines. Secondary pathway applicants must demonstrate discipline knowledge in two defined teachingareas in their first degree or other studies. For assistance refer to Queensland Studies Authority Syllabus.

All applicants must show how their prior studies meet these requirements by submitting a completed TeachingAreas form with their application.

International Students

As for domestic students, above.

PLUS

All applicants must have a good command of the English language. Applicants for whom English is not theirfirst language must meet the specific USQ requirements for English proficiency: in particular an IELTS scoreof 7.00 with no component below 7.00 is required.

How to apply

Domestic studentsApplication for postgraduate programs may be made directly to USQ.



www.qct.edu.au/standards


http://education.qld.gov.au/curriculum/area/index.html

http://www.qsa.qld.edu.au/12326.html


http://www.usq.edu.au/education/profexp/forms


http://www.usq.edu.au/future-students/how-to-apply/applying/level-of-study/postgraduate



Program fees




Program structureThe one-year Graduate Diploma in Learning and Teaching requires 8 units at undergraduate level. A minimumof two semesters of study must be undertaken.

One year full-time, or equivalentDuration and mode of offer

ONC or WEBMode

8 units, including 75 days of practical experience. practical experienceplacements may be scheduled outside usual University teaching weeks. Travelto locations away from the areas local to the student's home campus may benecessary in order to complete the practical experience requirements.

Units

Program completion requirementsDepending on whichever sector-based pathway is chosen, in order to complete the Graduate Diploma inLearning and Teaching, a student must complete 8 specified units of study. See the table below:


Language ProficiencyAll students, domestic and international, must demonstrate English language proficiencyequivalent to IELTS 7.0 to successfully complete program requirements.

Secondary (8-12)Middle (5-9)Primary (P-7)

First SemesterFirst SemesterFirst Semester

EDG2000 Designing for LearningEDG2000 Designing for LearningEDG2000 Designing for Learning

EDC2100 Managing SupportiveLearning Environments















EDS4250 Literacy across theCurriculum

EDX3270 Literacies EducationEDX2170 English Curriculum &Pedagogy

EDS2401 Middle Phase Curriculum& Pedagogy

EDG2001 Inquiry through theCurriculum 1


Second SemesterSecond SemesterSecond Semester

EDG3000 Designing for DiversityEDG3000 Designing for DiversityEDG3000 Designing for Diversity

EDS3450 Senior Phase Curriculum& Pedagogy

EDO3112 Middle Years 2EDX1280 Foundations ofNumeracy

EDX3250 Adolescence: Issues &ChallengesOrEDV3500 Competency BasedTraining & Assessment



EDC4000 Professional Placement& Portfolio



Students must also complete all requirements associated with an initial 30-hour Induction Program prior tothe first semester of study.

Required time limitsMinimum 1 year Maximum 4 years

Major studiesAll students must select one of three available areas of specialisation in the form of an identified sector ofeducation/schooling, as follows:

● Primary (understood, in Queensland, as the school years Prep – 7)● Middle Years of School (understood, in Queensland, as the school years 5 – 9)● Secondary (understood, in Queensland, as the school years 8 – 12)

Major studies objectives

Primary

In addition to the whole-of-program aims described above, the Primary specialisation aims to prepare graduateswith sound levels of knowledge and understanding appropriate to working as educators with children aroundfive to twelve years of age. For assistance refer to the Department of Education and Training Learning Areas.

Middle years of school

In addition to the whole-of-program aims described above, the Middle Years of School specialisation aimsto prepare graduates with sound levels of discipline and pedagogic content knowledge in their nominatedteaching areas and across the Key Learning Areas and who will thus be able to apply a range of teaching andlearning approaches to support the development of students around ten to fourteen years of age within a varietyof school structures. For assistance refer to the Queensland Studies Authority Guidelines.

Secondary

In addition to the whole-of-program aims described above, the Secondary specialisation aims to preparegraduates with sound levels of discipline and pedagogic content knowledge in their nominated teaching areasand who will thus be able to apply a range of teaching and learning approaches to support the developmentof knowledge, understanding and skills that will help students around thirteen to eighteen years of age to reachtheir full potential through secondary schooling. For assistance refer to Queensland Studies Authority Syllabus.



http://education.qld.gov.au/curriculum/area/index.html




Practical experienceThe Graduate Diploma in Learning and Teaching program complies with all requirements of the QueenslandCollege of Teachers in terms of the minimum number of supervised days mandated (55) and the College’sminimum requirements for the total number of days of practical experience overall (75).


Within each sector strand, the practical experience components of the program are all tied to four courses, sothat students undertake two practical experience placements in both semesters of full-time enrolment.

In order to undertake the courses to which practical experience placements are attached in the second half ofthe program, it is a requirement that students will have satisfactorily completed the practical experience coursesin the first semester of the full-time enrolment pattern. For EDG4000 – Professional Placement and Portfoliothere is the additional requirement that students undertaking the embedded placement in a Queensland schoolwill need to have been granted an Internship Authority by the Queensland College of Teachers.



Other program requirementsThe major program requirements are the satisfactory completion of 8 specified units and 75 days of approvedpractical experience. However, in order to undertake the practical experience, and certain other activities withyoung people identified in various course specifications, it is required that Queensland-based students hold acurrent positive notice indicating that they are deemed suitable for working with children and young people.Further information about the “Blue Card” suitability process is available from the Commission for Childrenand Young People


A 30-hour induction program, compulsory for all students regardless of location or mode of enrolment/studyis held prior to commencing formal studies in the first semester of enrolment. For the Semester 1 intake eachyear this induction program is held at the Toowoomba campus in February. For the Semester 2 intake eachyear the equivalent induction program is held at the Fraser Coast campus in late June/early July. Students whoelect not to attend the induction program in person must complete an equivalent on-line induction programprior to commencement of the first semester of formal study.

ExemptionsThere are no exemptions available from courses completed in the degree that formed the basis for the student’sadmission to the program, but students who have completed degrees or diplomas in addition to the degreethat formed the basis of their admission to the program may apply for any credit that may be applicable fromthat source.

Students may seek exemption from courses on the basis of documented prior study at University level orequivalent qualifications and experience. Such applications will be considered on their merits in relation tothe extent to which the documentation supplied by the student demonstrates a clear match with the objectivesof the course for which the exemption is sought. A maximum of four units of credit may be allowable.

Students who have documented evidence of satisfactory work in the role of teacher (or similar) may be eligibleto seek credit for some of the required days of practical experience on the basis of recognition of currentcompetence. Such applications must be supported by formal documentation from a school principal on schoolletterhead. The maximum credit available in such circumstances shall not exceed 20 days.








Primary - recommended enrolment patternStudents following a non-standard enrolment pattern should consult the course synopses section to ascertainif a course is offered in another term.

Primary


Course

Online(WEB)

External(EXT)

On-campus(ONC)


15 days practical experience. S1 ONC of

1, 211, 21EDG2000 Designing for Learning

fer at Toowoombaonly. S2 ONC offerat Fraser Coast only.


1, 211, 21EDC2100 Managing Supportive LearningEnvironments



1, 211, 21EDX2170 English Curriculum andPedagogy



1, 211, 21EDG2001 Inquiry Through The Curriculum1



Co-requisite: (EDG2000 andEDG2001) or (EDG2000 andEDS2401)

1, 211, 21EDG3000 Designing for Diversity

fer at Toowoombaonly

1, 211, 21EDX1280 Foundations of Numeracy

S2 ONC offer atToowoomba only.


20 days professionalplacement. S2 ONC



offer at Toowoombaonly.

EDE4103) or (EDP3333 andEDP4130) or (EDC3100 andEDS4401) or (SPE3008 andSPE3006) or (EDC3100 andEDV4440)



http://www.usq.edu.au/course/synopses/current/


Middle Years of School - recommended enrolment patternStudents following a non-standard enrolment pattern should consult the course synopses section to ascertainif a course is offered in another term.


Course

Online(WEB)

External(EXT)

On-campus(ONC)









1, 211, 21EDX3270 Literacies Education








fer at Toowoombaonly.


2121EDO3112 Middle Years 2












Secondary - recommended enrolment patternStudents following a non-standard enrolment pattern should consult the course synopses section to ascertainif a course is offered in another term.


Course

Online(WEB)

External(EXT)

On-campus(ONC)














fer at Toowoombaonly. S2 ONC offerat Fraser Coast only




fer at Toowoombaonly.

S1 ONC offer atFraser Coast only. S2



ONC offer atToowoomba only






Choose either

1, 2121EDX3250 Adolescence: Issues andChallenges






Course

Online(WEB)

External(EXT)

On-campus(ONC)


Or


1, 211, 21EDV3500 Competency Based Training andAssessment

Primary - part-time recommended enrolment patternStudents following a non-standard enrolment pattern should consult the course synopses section to ascertainif a course is offered in another term.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


First year first semester







First year second semester


1, 21, 2EDX2170 English Curriculum andPedagogy





Second year first semester











Course

Online(WEB)

External(EXT)

On-campus(ONC)


Second year second semester








Middle years part-time recommended enrolment pattern


Course

Online(WEB)

External(EXT)

On-campus(ONC)










1, 2EDX3270 Literacies Education










1, 22EDO3112 Middle Years 2





Course

Online(WEB)

External(EXT)

On-campus(ONC)











Secondary part-time recommended enrolment pattern


Course

Online(WEB)

External(EXT)

On-campus(ONC)
















fer at Toowoombaonly. S2 ONC offerat Fraser Coast only









Course

Online(WEB)

External(EXT)

On-campus(ONC)









Or


1, 21, 2EDV3500 Competency Based Training andAssessment

Plus









Graduate Diploma of Teaching (GDTO) - GradDipTOnline


Semester intake:



Notes:

This program is only available to International or Australian off-shore students.

Compulsory Induction: A compulsory induction must be undertaken prior to your first semester of study. This is held in February for semester 1commencement or June for semester 2 commencement. The induction is offered in online mode for both semesters.

Contact us





Program focusThe Graduate Diploma in Teaching is focussed on allowing its graduates to complete a pre-service teachereducation qualification which may satisfy the requirements for qualified teacher status, or equivalent, in arange of jurisdictions around the world. Importantly, however, this program’s graduates will not be requiredto undertake a practical experience placement in an Australian school and hence will not be eligible forregistration as a teacher with the Queensland College of Teachers. The focus of this program is on graduatingglobal educators for contemporary learning communities. Thus the program’s purpose relates to working withits students to develop a global perspective, a futures orientation and a commitment to contributing tocommunities of learning. In this sense, pre-service education is only one stage in on-going professional learning.The program is also focussed on graduating students who demonstrate a number of attributes critical forsuccess in the work of contemporary educators:

● A commitment to critical reflection on changing teaching and learning contexts (and the willingness andcapacity to act and respond in professionally appropriate ways);

● A solid foundation of knowledge and understanding of contemporary pedagogy and curriculum (and thewillingness and capacity to adapt this to particular educational contexts);

● Skills in a range of approaches to the management of complex learning environments (and the willingnessand capacity to adapt this to particular educational contexts);

● A willingness and commitment to establish and maintain positive relationships with other participants inthe educational process (and the awareness and sensitivity to engage in such relationships inculturally-appropriate ways); and

● A commitment to ethical practice (and to professional self-renewal through purposeful, continualprofessional learning).

Students in the Graduate Diploma in Teaching prepare for work as a teacher in one of three sectors: PrimarySchooling, Middle Years of School, and Secondary Schooling.










Career opportunitiesCompletion of this program does not satisfy the academic requirements for registration as a teacher inQueensland. However, students who complete the Graduate Diploma in Teaching program will be wellqualified for employment as teachers in schools in many jurisdictions, as well as in a range of alternativeeducation settings.

Other career opportunities exist in the many emerging fields where the teaching-related skills of communicationand educational management are critical, in conjunction with the appropriate specific discipline knowledge.Examples of such careers include sport and leisure centre management, personal training, life coaching andhuman services.

There are further career opportunities available in industry, particularly in the roles and functions related totraining.

Program aimsThe Graduate Diploma in Teaching program aims to graduate students who demonstrate:

● the knowledge, skills, practices and values inherent in the Queensland College of Teachers’ ten ProfessionalStandards for Queensland Teachers (as representative of the professional standards applicable to teachers’work in most global contexts): see www.qct.edu.au/standards

● the qualities and skills required of a USQ graduate (see The Qualities of a USQ Graduate Policy● the attributes of a Faculty of Education graduate● high levels of facility with personal and professional literacies● a particular awareness, understanding and positive orientation towards redressing the educational

disadvantages experienced by many students of minority backgrounds.

Admission requirementsDomestic students

Australian students currently residing overseas are eligible to apply for this program.

Any such intending students should note that this program does not lead to eligibility for registration throughthe Queensland College of Teachers. All intending students are advised to check the eligibility requirementsthat apply to their local jurisdictions should they intend to seek teacher registration, qualified teacher status,or equivalent.

A minimum of a recognised three-year bachelor’s degree (or equivalent) in a discipline other than educationis required.

All applicants must show how their prior studies meet these requirements by submitting a completed TeachingAreas form with their application.


As for domestic students, above.

PLUS

All applicants must have a good command of the English language. Applicants for whom English is not theirfirst language must meet the specific USQ requirements for English proficiency: in particular an IELTS scoreof 6.5 with no component below 6.00 is required.

How to apply




www.qct.edu.au/standards







Program fees




Program structureThe one-year Graduate Diploma in Teaching requires 8 units at undergraduate level. A minimum of twosemesters of study must be undertaken.

One year fulltime, or equivalent.Duration

WEBMode

8 units, including 75 days of practical experience. Practical experienceplacements may be scheduled outside usual University teaching weeks. Travelto locations away from the areas local to the student’s home may be necessaryin order to complete the practical experience requirements.

Units

Program completion requirementsDepending on whichever sector-based pathway is chosen, in order to complete the Graduate Diploma inTeaching, a student must complete 8 specified units of study. See the table below:

Secondary (8-12)Middle (5-9)Primary (P-7)

First SemesterFirst SemesterFirst Semester

EDG2000 Designing for LearningEDG2000 Designing for LearningEDG2000 Designing for Learning




EDS4250 Literacy across theCurriculum

EDX3270 Literacies EducationEDX2170 English Curriculum &Pedagogy

EDS2401 Middle Phase Curriculum& Pedagogy



Second SemesterSecond SemesterSecond Semester













EDG3000 Designing for DiversityEDG3000 Designing for DiversityEDG3000 Designing for Diversity

EDS3450 Senior Phase Curriculum& Pedagogy

EDO3112 Middle Years 2EDX1280 Foundations ofNumeracy

EDX3250 Adolescence: Issues &ChallengesOrEDV3500 Competency BasedTraining & AssessmentOrEDP4140 Second LanguageLearning & PedagogyOrEDO3211 Teaching in GlobalContexts

EDG3001 Inquiry through theCurriculum 2OrEDP4140 Second LanguageLearning & PedagogyOrEDO3211 Teaching in GlobalContexts

EDG3001 Inquiry through theCurriculum 2OrEDP4140 Second LanguageLearning & PedagogyOrEDO3211 Teaching in GlobalContexts




Students must also complete all requirements associated with an initial 30-hour Induction Program prior tothe first semester of study.

Major studiesAll students must select one of three available areas of specialisation in the form of an identified sector ofeducation/schooling, as follows:

● Primary (understood, in Queensland, as the school years Prep – 7)● Middle Years of School (understood, in Queensland, as the school years 5 – 9)● Secondary (understood, in Queensland, as the school years 8 – 12)

Major studies objectivesPrimary

In addition to the whole-of-program aims described above, the Primary specialisation aims to prepare graduateswith sound levels of knowledge and understanding appropriate to working as educators with children aroundfive to twelve years of age.

Middle Years of School

In addition to the whole-of-program aims described above, the Middle Years of School specialisation aimsto prepare graduates with sound levels of discipline and pedagogic content knowledge in their nominatedteaching areas and across the Key Learning Areas and who will thus be able to apply a range of teaching andlearning approaches to support the development of students around ten to fourteen years of age within a varietyof school structures.

Secondary

In addition to the whole-of-program aims described above, the Secondary specialisation aims to preparegraduates with sound levels of discipline and pedagogic content knowledge in their nominated teaching areasand who will thus be able to apply a range of teaching and learning approaches to support the developmentof knowledge, understanding and skills that will help students around thirteen to eighteen years of age to reachtheir full potential through secondary schooling.

Practical experienceThe Graduate Diploma in Teaching program requires students to complete a minimum of 75 days of practicalexperience.




Within each sector strand, the practical experience components of the program are all tied to four courses, sothat students undertake two practical experience placements in both semesters of full-time enrolment.

In order to undertake the courses to which practical experience placements are attached in the second half ofthe program, it is a requirement that students will have satisfactorily completed the practical experience coursesin the first semester of the full-time enrolment pattern. For EDC4000 Professional Placement and Portfoliothere is the further requirement that any students undertaking the embedded placement will require USQapproval of the proposed arrangements for that placement and will need to ensure that they comply with anyadditional requirements of their local jurisdiction.

For further information, see http://www.usq.edu.au/education/profexp/default/htm


Other program requirementsThe major program requirements are the satisfactory completion of 8 specified units and 75 days of approvedpractical experience.

A 30-hour online induction program, compulsory for all students regardless of location, is held prior tocommencing formal studies in the first semester of enrolment. For the Semester 1 intake each year this inductionprogram is held in February. For the Semester 2 intake each year the equivalent induction program is held inlate June/early July.

ExemptionsThere are no exemptions available from courses completed in the degree that formed the basis for the student’sadmission to the program, but students who have completed degrees or diplomas in addition to the degreethat formed the basis of their admission to the program may apply for any credit that may be applicable fromthat source.

Students may seek exemption from courses on the basis of documented prior study at University level orequivalent qualifications and experience. Such applications will be considered on their merits in relation tothe extent to which the documentation supplied by the student demonstrates a clear match with the objectivesof the course for which the exemption is sought. A maximum of four units of credit may be allowable.

Students who have documented evidence of satisfactory work in the role of teacher (or similar) may be eligibleto seek credit for some of the required days of practical experience on the basis of recognition of currentcompetence. Such applications must be supported by formal documentation from a school principal on schoolletterhead. The maximum credit available in such circumstances shall not exceed 20 days.

PrimaryStudents following a non-standard enrolment pattern should consult the course synopses to ascertain if a courseis offered in another term.


Course

Online(WEB)

External(EXT)

On-campus(ONC)



1, 21EDG2000 Designing for Learning


1, 21EDX2170 English Curriculum andPedagogy



http://www.usq.edu.au/education/profexp/default/htm

http://www.usq.edu.au/course/synopses/current



Course

Online(WEB)

External(EXT)

On-campus(ONC)



1, 21EDG2001 Inquiry Through The Curriculum1



1, 21EDG3000 Designing for Diversity


Students should notethat these choices are


subject to availability/offer

Or

1, 3111EDE3103 Play and Pedagogy II

Or


1111EDP4140 Second Language Learning andPedagogy


Or


21EDO3211 Teaching in Global Contexts


20 days professionalplacement




Middle Years of SchoolStudents following a non-standard enrolment pattern should consult the course synopses to ascertain if a courseis offered in another term.


Course

Online(WEB)

External(EXT)

On-campus(ONC)





1, 21EDX3270 Literacies Education






Course

Online(WEB)

External(EXT)

On-campus(ONC)








2121EDO3112 Middle Years 2




Or




Or








SecondaryStudents following a non-standard enrolment pattern should consult the course synopses to ascertain if a courseis offered in another term.


Course

Online(WEB)

External(EXT)

On-campus(ONC)











Course

Online(WEB)

External(EXT)

On-campus(ONC)


Pre-requisite: Students mustbe enrolled in: GDTL or


GDTO or have completed:EDC1400 or EDU1010











Or



Or




Or











Postgraduate Certificate in Applied Linguistics (PGAL) -PGCAppLingCRICOS code (International applicants): 067686M

Online*Distance education*On-campus*#



Semester 1 (March)Semester intake:

--ToowoombaCampus:

Commonwealth supportedplace



Fees:

Domestic full fee payingplace



International full fee payingplace



1 semester full-time, 2 years part-timeStandard duration:

To: Master of Applied Linguistics; Master of Education (8 Units)(TESOL)Programarticulation:

Notes:

This program does not qualify students for teacher registration in Queensland. To qualify for teacher registration in Queensland, please refer to the ;Graduate Diploma of Learning and Teaching.

FootnotesAll modes of study are supported with the USQStudyDesk. It is possible to complete the program via a combination of delivery modes.*Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the distance or online offeringand advised of this change.

#

Contact us





Program focusThe Postgraduate Certificate in Applied Linguistics (PGAL) is designed to introduce students from a rangeof backgrounds to the area of Applied Linguistics, as they engage with second language speakers and theircommunities. Students will develop an understanding of language use and second language learners in diverseand international contexts. Students will gain an enhanced understanding of how language is used incommunities and the significance of identity through social and linguistic skills and behaviour. Graduateswill have gained specialised knowledge, expertise and leadership in the area of applied linguistics acrossglobal cultures and communities.

Career opportunitiesApplied linguistics is a useful complement for a range of professions. These include speech therapy andpathology, allied health, psychology and training in a variety of industrial jobs that require skills in



./MAPL.pdf

./MED1.pdf

./GDTL.pdf








communication management and cross-cultural interaction. New employment opportunities abroad are availablein companies that employ graduates with problem-solving and analytical skills in international relations withsecond language users in the workplace.

There is demand also among administrators and teachers in classrooms, in indigenous communities andinternational schools, and other government and community organisations for skills to meet diverse culturaland language learning needs.

Program objectivesOn successful completion of the Postgraduate Certificate in Applied Linguistics, graduates should be able to:

● critically reflect on language related issues● integrate knowledge as a strategic facilitator in second language contexts● expand communication and literacy skills assisted by technology in relevant discourse communities● demonstrate competence in academic and scholarly writing● use skills in a specialised field of Applied Linguistics.

Program aimsThis program aims to enhance skills in inter-cultural competence of professionals in diverse communitiesassociated with sectors such as Education, Health and Industry. It provides students with academic skills andprofessional competence to understand the background to contemporary issues associated with communitiesof diverse language identities.

Admission requirementsApplicants must:

● have completed an undergraduate degree or equivalent from a recognised university or a three-yeardiploma from a recognised institution

● meet the University’s requirements for English language proficiency for international postgraduate studentsif applicable. Please refer to Section 2.2.4 of the Admissions Policy.

How to apply



Program fees


Domestic full fee paying placeDomestic full fee paying places are funded entirely through the full fees paid by the student. Full fees varydepending on the courses that are taken. You are able to calculate the fees for a particular course via the CourseFee Finder.



http://policy.usq.edu.au/portal/custom/detail/admissions/index.html#id7









Domestic full fee paying students may be eligible to defer their fees through a Government loan called FEE-HELP.


Program structureThe PGAL is a 4-unit program. A student must complete four units at postgraduate level (level 5 or level 8),three required units and one elective unit. A minimum of 50% of the program (2 units) must comprise level8 courses. At the discretion of the Program Coordinator the elective course may be taken at level 4 via EDP4140Second Language Learning and Pedagogy.

Required time limitsFull-time enrolment normally requires one semester of study. Part-time enrolment may take up to two yearsof study to complete the Program.

Elective coursesThe one elective courses will be selected from

Education

LIN8001 Principles of Second Language Learning

LIN8002 Methodology in Teaching a Second Language

LIN5003 Syllabus Design and Materials Writing

LIN8006 Computer-Assisted Language Learning

LIN8007 Language Testing



ArticulationThe PGAL articulates into the Master of Applied Linguistics, Master of Education (TESOL).

ExemptionsThe maximum exemptions granted will be no more than half of the program units (two units). Within thislimit, exemptions will be granted for relevant studies successfully completed at postgraduate level in the lastfive years and may be considered for studies successfully completed in the last 10 years. Students intendingto apply for exemptions should follow the guidelines for previous study or work. Within the framework ofthose regulations, the following points should be given particular consideration:

● • Transfer of credit from other incomplete USQ award programs may be permitted where there is similaror appropriate content.

● • Normally an accredited Certificate in TESOL from a recognised institution attracts one unit of creditand an accredited Diploma in TESOL attracts two units of credit.

● • USQ participates in the Education Queensland Professional Development Pathways Program. Appropriatecredit will be given through the scheme which is outlined at http://education.qld.gov.au/staff/develop







http://www.usq.edu.au/futurestudents/apply/credit.htm

http://education.qld.gov.au/staff/development/employee/teachers/pd_pathways/pd_pathways_contact.html


ment/employee/teachers/pd_pathways/pd_pathways_contact.htmlApplications for similarly assessedprofessional development offered in other jurisdictions are invited.

● • Completed and assessed professional development modules based on PGAL course materials may attractcredit into the program.

Students should seek advice from Student Support before applying for exemptions.

EnrolmentStudents may commence this Program in semesters one, two or three. External students may study eitherpart-time or full-time. On-campus commencement is restricted to semester one. International on-campusstudents must be enrolled full-time.

Recommended enrolment patternIt is recommended that the program of study commences with the core course LIN5000

Note: On campus offers are contingent upon sufficient enrolments. Subject to International students' visarequirements, alternative modes of EXT or WEB may be substituted for the elective course.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


1, 2, 3111LIN5000 The Nature of Language1, 211EDR8005 Discourse Analysis

1, 21LIN8015 Introduction to Sociolinguistics

Select one elective unit from the table of Elective Courses




http://www.usq.edu.au/handbook/current/edu/PGAL.html#programelective.courses


Postgraduate Certificate in Education (PGCE) - PGCertEdOnline*Distance education*



Semester intake:



To: Master of Education (8 Units); Master of Learning and Development; Master ofApplied Linguistics

Programarticulation:

Notes:

Full articulation is only available when there are no undergraduate courses completed as part of the Postgraduate Certificate.

Articulation to the Master of Applied Linguistics is subject to the completion of courses forming part of that program.

FootnotesNot all courses are available in every mode in every semester or year. Students are advised to check the course and mode offer listings for eachsemester/year.

*

Contact us





Program focusThis program gives educators/trainers the opportunity to enhance their professional competence throughpostgraduate coursework. The program is set in the context of societies becoming increasingly reliant on theefforts of “knowledge workers”. Educators at all levels have important roles to play in developing the capacityof citizens to work effectively with knowledge. New approaches to education focussing on relevantcontemporary issues, emphasising knowledge-building rather than transmission can contribute to preparingcitizens to participate more fully in the “knowledge economy” and “information society”. The PostgraduateCertificate in Education program aims to develop in its graduates the capabilities and dispositions to work asengaged professional educators in knowledge-building communities.

Career opportunitiesThe Postgraduate Certificate in Education program is designed to develop in its graduates the capabilities anddispositions to work as engaged professional educators in knowledge building communities. Graduates fromthe Postgraduate Certificate in Education program will demonstrate key knowledge and understanding,important for success in a variety of roles across the broad field of education.

Program objectivesStudents who successfully complete the Postgraduate Certificate in Education should have made significantprogress in the process of acquiring advanced knowledge and understanding of key issues and trends within



./MED1.pdf

./MLAD.pdf

./MAPL.pdf

./MAPL.pdf








contemporary education and/or of a specialised area of education. Graduates should be able to demonstratecapabilities and dispositions for:

● locating and accessing knowledge of relevant theory and practice;● critically evaluating and building knowledge;● interpreting and applying knowledge to the solution of significant problems;● effectively communicating knowledge; and● identifying and participating in relevant communities of practice.

Program aimsThe Postgraduate Certificate in Education program aims to develop in its graduates the capabilities anddispositions to work as engaged professional educators in knowledge-building communities.

Traditional approaches to education have sometimes resulted in educators having limited opportunities forprofessional interaction with colleagues. In such circumstances, where educators work alone with a group oflearners, they may develop a form of “privatised practice” which isolates them from the wider professionalcommunity. There is mounting evidence that educators can be more effective when they view their work asa collaborative effort in which they interact with other educators within and beyond their workplace and adoptstances that may be described as “engaged professionalism”.

New Information and Communication Technologies (ICTs) offer enhanced opportunities for professionalengagement and will be an important tool for educators in the twenty-first century. The Master of Educationprogram will model the use of ICTs to support professional interaction and learning.

The Postgraduate Certificate in Education program thus aims to develop in its graduates the capabilities anddispositions to work as engaged professional educators in contemporary knowledge building communities.

Program objectivesStudents who successfully complete the Postgraduate Certificate in Education should have made significantprogress in the process of acquiring advanced knowledge and understanding of key issues and trends withincontemporary education and/or of a specialised area of education. Graduates should be able to demonstratecapabilities and dispositions for:

● locating and accessing knowledge of relevant theory and practice;● critically evaluating and building knowledge;● interpreting and applying knowledge to the solution of significant problems;● effectively communicating knowledge; and● identifying and participating in relevant communities of practice.

Admission requirementsThe requirements described in this section are generic requirements for entry to the Postgraduate Certificatein Education program.

The majority of courses in the Postgraduate Certificate in Education program are offered entirely through theWorld Wide Web and have specific requirements for frequent and ongoing Internet access. Most coursesinclude Internet access as an important, or essential, component. Intending applicants should ensure that theyhave the necessary computer and Internet access before applying. Further information is provided in the ITrequirements section below and in specifications of individual courses.

Normal Entry

The normal requirement for entry to the Postgraduate Certificate in Education program is a three year bachelordegree (or equivalent) from a recognised University.

All applicants must have a good command of the English language. Applicants for whom English is not theirfirst language must meet the specific USQ requirements for English proficiency, particularly an IELTS scoreof 6.5 with no component below 6.0.




Alternative Entry

Applicants who do not meet the requirements for normal entry may apply for alternative entry if they believethat they can demonstrate that they have qualifications and/or experience that might be considered equivalentto those required for normal entry.

How to apply



Program fees




Program structureThe program consists of 4 units of postgraduate study, with all 4 courses being at Level 5 or above. Thesecourses may be selected from any courses available to postgraduate coursework students in the Faculty ofEducation – see Elective courses. :

Program completion requirementsTo be awarded a Postgraduate Certificate in Education in the Faculty of Education, a student must havecompleted four approved education-related units at postgraduate level.


Elective courses

Faculty of Education Postgraduate Elective Courses*

Projected Semester Offers

WEBEXTONC













http://www.usq.edu.au/handbook/current/edu/PGCE.html#programelective.courses


1,2,3EDR8000 Foundations of Contemporary Educational Research Methods

1,21EDR8005 Discourse Analysis

2EDU5010 Politics and Pedagogy in Early Childhood

1,3EDU5112 Transforming Learning with ICT


1,3EDU5321 Educating Students with Special Needs


1EDU5325 Child Abuse and Neglect: Intervention, Protection andPrevention

2EDU5335 Emotional and Behavioural Problems of Children andAdolescents

1,2,3EDU5702 Exploring Learning and Teaching in Higher EducationContexts

3EDU5703 Engaging Curriculum and Pedagogy

2,3EDU5704 Popular Culture as Curriculum and Pedagogy

1EDU5705 Curriculum Design and Evaluation

1,3EDU5713 Assessment, Evaluation and Learning

1,2,3EDU5760 Professional Study

3EDU8007 Developing Matters in Early Childhood Education

2EDU8011 Professional Culture, Dynamics and Change in EarlyChildhood Education

3EDU8111 Emerging Environments for Learning

1EDU8114 Online Pedagogy in Practice

2EDU8117 Networked and Global Learning

1EDU8311 Concepts and Theories in Educational Management

1EDU8312 Educators as Leaders: Emerging Perspectives

1,3EDU8314 Human Resource Strategies for Innovation

1EDU8317 Individual Assessment and Testing

2EDU8318 Organisational Transformation Through Learning

2EDU8324 Learning Difficulties: Reading

1EDU8326 Learning Difficulties: Mathematics

2EDU8328 Consultation and Communication: Theory and Practice

2EDU8331 Career Development in Educational Settings

1EDU8332 Introduction to Educational Counselling

2EDU8333 Advanced Educational Counselling

3EDU8415 Multi-Modal Texts and New Literacies

3EDU8701 Teaching and Learning in Contemporary Contexts: Theoryand Practice

3EDU8702 Scholarship in Higher Education: Reflection and Evaluation

3EDU8703 Critical Multiliteracies

1EDU8705 Personal Pedagogy in Context

1,3EDU8712 Contemporary Approaches to Alternative Education




1FET5601 Learning Design for Flexible Contexts

3FET5621

3EDU8605 Building Communities of Practice

1,2FET8606 Lifelong Career Development

1,2,31LIN5000 The Nature of Language

1,2LIN5003 Syllabus Design and Materials Writing

1,21LIN8001 Principles of Second Language Learning

1,22LIN8002 Methodology in Teaching a Second Language

1,22LIN8006 Computer-Assisted Language Learning

1,3LIN8007 Language Testing

1,22LIN8015 Introduction to Sociolinguistics

FootnotesStudents should note that not all elective courses are necessarily available every year. When planning their enrolment patterns, students shouldrefer to that year's schedule of course offers.

*

CourseworkCourses will normally be selected from postgraduate courses in education listed previously in the table ofFaculty of Education Postgraduate Elective Courses.

Opportunities for Workplace Learning: Supervised Independent Study

Many of the courses in the Postgraduate Certificate of Education provide opportunities for students to addressissues of particular personal interest, by undertaking approved independent work, which may include approvedworkplace professional development activity. Such projects, approved in advance at the discretion of theprogram coordinator are covered by enrolment in EDU5760 Professional Study.

ResearchThere is no research pathway available to students in this program.

IT requirementsSome courses in the Postgraduate Certificate in Education program are offered entirely on-line. Courses useemail and discussion forums for communication among students and/or staff. All courses expect that worksubmitted for assessment will be word processed and submitted electronically. Further, a small number ofcourses require access to specific software. As new courses are introduced and existing courses are revised,it is anticipated that they will make more extensive use of the Internet for communication and for access tocourse materials and other resources. This will apply to courses offered on-campus as well as in other modes.

Although there are no specific computer hardware or software requirements for the Postgraduate Certificatein Education program in general, it is a clear expectation that students will have ready access to a computerwith common productivity software and Internet access. Some courses may require additional software and/ora more capable computer. Information about such requirements is included in the relevant course specifications.

Courses offered online (WEB) do not provide for delivery of printed materials. Students enrolling in suchcourses must have ongoing convenient and reliable access to the Internet in order to access course materialsand participate in activities that will affect participation, learning and assessment. Seehttp://www.usq.edu.au/ict/students/standards/hardware.htm

Other program requirementsResidential schools may be offered for selected courses. In such cases, the residential schools may becompulsory. Where residential schools are required students may elect to attend the on-campus version or toparticipate in the equivalent online activities. Students enrolling in courses with compulsory residential schools






should ensure that they are able to meet the residential school requirement before completing their enrolment.Students should refer to the course specification for details of any such requirement.

ArticulationA student who has completed the requirements of the Postgraduate Certificate in Education (4 units) mayarticulate directly into the Master of Education, Master of Learning and Development, or Master of AppliedLinguistics (subject to the completion of particular courses that may be required in those programs).

Related programsThe Postgraduate Certificate in Education is nested within the Master of Education program.

ExemptionsExemptions for courses in the Postgraduate Certificate in Education program may be granted where applicantscan demonstrate that they have successfully completed an equivalent postgraduate course or have otherwiseachieved the objectives of the relevant course. Exemptions may be granted on the basis of documentedprofessional development activities or extensive work experience only where it can be demonstrated thatthrough those activities the student has achieved learning outcomes equivalent to those of a relevant postgraduatecourse. Where a student's program of study includes electives, exemption may be granted for one or moreelectives where the student can demonstrate and document clearly successful completion of work of a typeand standard equivalent to an elective study.

Students intending to apply for exemptions should consult Section 3.5 of the Enrolment Policy.

Applications for exemption will be expected to comply with the relevant USQ and Faculty regulations andshould demonstrate that the objectives of the course for which exemption is sought have been achieved. Withinthe framework of those regulations, the following points should be given particular consideration:

● the maximum number of units which may be exempted in the Postgraduate Certificate in Educationprogram is two

● students may NOT claim exemption for work on which they relied for admission to the PostgraduateCertificate in Education.

● exemptions will NOT normally be granted for study completed more than five years prior to submissionof the application for exemption;

● applications for exemption on the basis of study completed prior to entering the Postgraduate Certificatein Education program will NOT normally be accepted beyond the end of the first semester of enrolment;and

● exemption will NOT normally be granted for work undertaken concurrently with the PostgraduateCertificate in Education unless the application is submitted and approved before the work is undertaken,with credit subject to the documentation of satisfactory completion of the approved work.

Students should seek advice from the Administration Coordinator – Student Support before applying forexemptions. Detailed information about requirements for exemptions may be available for specific courses.

Recommended enrolment pattern for TESOL specialisation


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Graduates will be competent in key areas for second language teaching in a range of contexts. Thisspecialisation provides an opportunity for in-depth study in the area of second language learning and teaching,and enhances each student's capacity for open, critical reflective thinking about second language teachingpractice.



http://policy.usq.edu.au/portal/custom/detail/enrolment/index.html#id15



Course

Online(WEB)

External(EXT)

On-campus(ONC)


It is recommended that the program of study commences with LIN5000 The Nature of Language andLIN8001Principles of Second Language Learning is studied prior to LIN8002 Methodology in Teaching a SecondLanguage. Please note on-campus offers are contingent upon sufficient enrolments. Subject to Internationalstudents' visa requirements, alternative modes of EXT or WEB may be substituted for the elective course.

1, 2, 3111LIN5000 The Nature of Language1, 2111LIN8001 Principles of Second Language Learning

1, 2121LIN8002 Methodology in Teaching a Second Language

Select one elective unit from the table of Elective courses



http://www.usq.edu.au/handbook/2010/edu/PGCE.html#programelective.courses


Postgraduate Certificate in Learning & Development (PGLD) -PGCertLearning&Dev

OnlineDistance education



Semester intake:


1 semester full–time, 2 years part-timeStandard duration:

To: Master of Learning and DevelopmentProgramarticulation:

Notes:

Both modes of study are supported through the USQ Study Desk.

This program does not qualify students for teacher registration with relevant teaching authorities. To qualify for teacher registration in Queensland,please refer to the Graduate Diploma in Learning and Teaching

Contact us





Program focusThe Postgraduate Certificate in Learning and Development recognises emerging trends in ‘non-traditional’education-related workplace environments, and the associated roles within these environments. A key featureof this program is its flexibility in preparing graduates who value diversity and inclusiveness, and who areinnovators and navigators of sustainable change. Learning is an individual as well as a social process, thereforethe program may be adapted to suit the learner’s purpose, needs and context. Students are encouraged to focuson content based on their personal and professional needs, industry requirements and future career aspirations.To this end, students may customise their study by selecting courses from other faculties as part of theirlearner-designed program. Students are also encouraged to become collaborative members of a learningcommunity.

Career opportunitiesThis program is designed for those in career transitions. Teaching and learning are increasingly viewed ascentral to the work of professionals and practitioners across a range of industry, organisational and communitycontexts whose responsibilities now include the facilitation and/or management of professional learning anddevelopment. It is this broad focus on lifelong learning that drives increased participation in learning in allits forms. This in turn creates a demand for professionals and practitioners who are able to effectively plan,design, develop, organise, manage, support, facilitate and evaluate effective and responsive programs andsequences of learning that support personal, professional and organisational development. For example, thismay lead to positions such as: Education officer, Community development officer and Job placement officers



./MLAD.pdf

http://www.usq.edu.au/handbook/current/edu/GDTL.html








and enhance the skills of those working with young children and their families, Unit leaders with responsibilitiesfor organisational or developmental learning, and academics in the higher education sector.

Program aimsThe aim of this program is to provide professionals in education, training and development withpostgraduate-level coursework and scholarly opportunities that will engage educational issues that are relevantand meaningful to them and help to sustain their communities and fulfil their lives. The program thereforeaims to:

● facilitate the development and consolidation of knowledge and skills in teaching and learning in community,professional and workplace learning settings that are informed by contemporary learning theory andfutures-orientated approaches

● support the application of these knowledge and skills through learner-centred design, flexible deliveryand individualised and authentic assessment to enhance quality of services for their learners

● provide opportunities for students to build a program of study to suit their own particular needs, professionaland industry requirements and individual career paths

Program objectivesOn successful completion of the Postgraduate Certificate in Learning and Development, students should beable to:

● critically analyse and contextualise knowledge relating to professional practice and sustainable engagementin educational sectors

● exhibit competence and commitment in pursuing personal lifelong learning goals of advanced scholarshipin relation to their areas of specialisation

● articulate the local, provincial, national, regional and global dimensions of the work and identities ofcontemporary educators, trainers and developers

● demonstrate the capacity to add value to, and help to sustain contemporary learning communities

Admission requirementsTo be considered eligible for admission to the program, applicants must:

● have completed a Bachelor’s degree from a recognised university.

Alternative Admission

Applicants who do not meet the requirements for normal entry may apply for alternative entry if they believethat they can demonstrate that they have qualifications and/or experience that might be considered equivalentto those required for normal entry. Applicants are referred to the Australian Qualification Framework’sRecognition of Prior Learning principles (please see www.aqf.edu.auto assist such demonstration.

International Applicants

● must also meet the University’s requirements for English language proficiency for internationalpostgraduate students if applicable. Please refer to Section 2.2.4 of the Admissions Policy.

How to apply





www.aqf.edu.au





Program fees




Program structureThe Postgraduate Certificate in Learning and Development is a 4-unit program.

● At least 50% of the units studied must be level 8 courses● At least 50% of the units studied (at least 2 units) must be from the Master of Education.● A maximum of 50% of the units studied (up to 2 units) may be selected from any USQ Faculty – choose

via the USQ programs search facility.

Minimum of 2 unitsFaculty of Education coursework

Maximum of 2 unitsComplementary coursework

Student-Designed Customisation and Recommended Enrolment Patterns

Because the central focus of the program is on career transitions for those assuming broadly defined educatorresponsibilities, the default specialisation will be a student designed pattern. This customised pattern mustfollow the program structure outlined above. Students tailoring their study pattern through this option willnot have a specialisation named on their testamur. Note: Students must submit a study plan for approval bythe Program Administration.

Prescribed study patterns are listed in the Recommended Enrolment section of this Handbook. Studentsfollowing the enrolment pattern of a specialisation will have the Specialisation named on their testamur.

Program completion requirementsStudents are required to follow the recommended enrolment pattern for their selected specialisation or to tailora “student-designed” enrolment pattern following the Program Structure guidelines.

Required time limitsFull-time enrolment normally requires one semester of study. Part-time enrolment may be extended to twoyears of study.

Major studies/specialisationsBecause of the program focus, the default study pattern will be student-designed; a customised pattern followingthe program structure guidelines. Students who follow the recommended enrolment pattern for the followingspecialisations will have their specialisation named on their testamur.











http://www.usq.edu.au/handbook/current/edu/MED1.html

http://webnet.usq.edu.au/USQProgramSearch/


Please select one of the following specialisations or refer to the Program Structure section of this Handbookto tailor your own study pattern via the student-designed customisation option.

● Adult Professional and Workplace Learning● Career Development and Lifelong Learning● Communities and Informal Learning● Higher Education● Learning Design● Early Childhood● Online and Distributed Learning● Organisational Capacity Building

Practical experiencePractical experience is required and recommended in a limited number of specialisations: Adult, Professionaland Workplace Learning and Early Childhood. Irrespective of level of academic performance achievedby students in these specialisations, no student will be eligible to graduate from the specialisation withoutsatisfactorily demonstrating current professional competence against the performance criteria identified inthe nominated courses.

Eligibility to Undertake practical experience in Queensland Educational SettingsUnder the terms of theCommission for Children and Young People Act (Qld. 2000), students undertaking practical experience areconsidered to be volunteers engaged in regulated employment. As such, all students working with childrenmust apply to the Commission to be issued with a notice that they are suitable to work in child-relatedemployment. As part of this application, the student must consent to the Commission conducting a criminalhistory check as the key element of the process of determining suitability. All applications for a suitabilitynotice must be made at the local campus of the university at the commencement of their program. Studentswho do not make application, or who do apply but are subsequently deemed unsuitable, will not be able toundertake the practical experience components of the program.

Further information, including a list of serious offences which could lead to a child care student being deemedunsuitable, are available from the Commission's website athttp://www.ccypcg.qld.gov.au/employment/

Students undertaking practical experience outside of Queensland will need to check the requirements forpractical experience in their State or Country.

IT requirementsStudents must have reliable and ready access to email and the internet. See http://www.usq.edu.au/ict/students/standards/hardware.htm

ArticulationThe Postgraduate Certificate in Learning and Development articulates to the Master of Learning andDevelopment, and on attaining at least a credit GPA (5.0), to the Master of Education Research.

ExemptionsThe maximum exemptions granted will be no more than half of the program units (two units). Within thislimit, exemptions will be granted for relevant studies successfully completed at postgraduate level in the lastfive years and may be considered for studies successfully completed in the last 10 years. In consideration ofthese guidelines, the following points warrant particular consideration:

● Transfer of credit from other incomplete USQ award programs may be permitted where there is similaror appropriate content.

● Advanced Standing for other formal awards from recognised educational institutions will be assessedusing the Australian Qualification Framework’s Recognition of Prior Learning principles (pleaseseehttp://www.aqf.edu.au/).



http://www.usq.edu.au/handbook/current/edu/PGLD.html#programprogram.structure




http://www.aqf.edu.au/


● • USQ participates in the Education Queensland Professional Development Pathways Program. Appropriatecredit will be given through the scheme which is outlined at http://education.qld.gov.au/staff/development/employee/teachers/pd_pathways/pd_pathways_contact.htmlApplications for similarly assessedprofessional development offered in other jurisdictions are invited.

● • Other completed and assessed professional development and workplace learning activities will attractcredit into the program when assessed by Program Administration as equivalent to a full USQ course.

Students intending to apply for exemptions should seek advice from Program Administration before applyingfor exemptions, and follow the guidelines for credit for previous study or work.

EnrolmentStudents will enrol in the Postgraduate Certificate in Learning and Development on either a full-time or apart-time basis. International on-campus students must be enrolled full-time.

It is recommended that study commences with the specialisation’s Faculty of Education coursework section.


Adult, professional and workplace learning – recommended enrolment patternThe Adult, Professional and Workplace Learning specialisation is designed to meet the needs of professionalsand other practitioners with an undergraduate degree (or equivalent post-compulsory qualifications) in adiscipline other than education who are needing to build a solid foundation of knowledge and skills in teachingand learning to enhance their practice and support their personal, professional and career development. It willalso meet the needs of more experienced educators and trainers with an undergraduate degree (or equivalentpost-compulsory qualifications) seeking further development of their knowledge and skills in teaching andlearning with a focus on adult, professional and workplace learning. . Indicative positions include EducationOfficer, Development Officer and Workplace Mentor.

Note:This program alone does not meet the requirements for industry trainers and vocational teachers inhigher education sectors. To qualify for this accreditation, please refer to the Master of Learning and Development (Adult, professional and workplace learning).


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Faculty of Education Coursework:

Required Courses

3EDU8701 Teaching and Learning inContemporary Contexts: Theory andPractice


1, 2, 3EDU5760 Professional Study

Select a minimum of 1 of the following Faculty of Education coursework courses:

1FET5601 Learning Design for FlexibleContexts

1, 2FET8606 Lifelong Career Development1, 3FET8603






http://www.usq.edu.au/handbook/current/edu/MLAD.html

http://www.usq.edu.au/handbook/current/edu/MLAD.html



Course

Online(WEB)

External(EXT)

On-campus(ONC)


Complementary Coursework: Select 1 course from USQ Programs so that at least 2 units in your completedprogram are level 8 courses.

Career development and lifelong learning – recommended enrolment patternThis specialisation will meet the growing demand from individuals working in teaching, counselling, training,employment, community development, or information management roles, who support the career planningand development of students, clients, and organisations. The Career Development and Lifelong Learningspecialisation has been designed to address core and selected specialist competencies from the ProfessionalStandards for Australian Career Development Practitioners, and it has been officially endorsed by the CareersIndustry Council of Australia as a qualification for being accorded the status of professional career developmentpractitioner under the Professional Standards. In addition, the recommended first course in the programFET8606 Lifelong Career Development provides an entry pathway for students completing the DEEWRAustralian Career Development Studies course, for which USQ is an approved Examiner.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Faculty of Education Coursework: Select a minimum of 4 Faculty of Education coursework courses

Required Courses

1, 2FET8606 Lifelong Career Development

OR

2EDU8331 Career Development in Educational Settings1EDU8332 Introduction to Educational Counselling


2EDU8406 Theories for Learning Futures1, 2, 3EDU5760 Professional Study

3EDU8605 Building Communities of Practice2EDU8328 Consultation and Communication: Theory and

Practice

Notes:

Students intending to articulate into the Master of Education (Guidance and Counselling) major will need to consult that Handbook entry for electiveselection to achieve full articulation.

Communities and informal learning - recommended enrolment patternThe Communities and Informal Learning specialisation is designed to meet the needs of those involved inwork with communities such as Community Development Officers, Community Education Officers or LearningCoordinators, and those facilitating the informal and organic learning that takes place with community settings.


Course

Online(WEB)

External(EXT)

On-campus(ONC)



3EDU8605 Building Communities of Practice2EDU8328Consultation andCommunication:

Theory and Practice



http://www.usq.edu.au/handbook




Course

Online(WEB)

External(EXT)

On-campus(ONC)


1, 21LIN8015 Introduction to Sociolinguistics

Independent supervised study

1, 2, 3EDU5760 Professional Study

2EDU8406 Theories for Learning Futures

Complementary Coursework: Select a maximum of 2 courses from USQ Programs so that at least 2 unitsin your completed program are level 8 courses.

Early childhood - recommended enrolment patternThe Early Childhood specialisation is designed to meet the needs of early childhood professionals and othermultidisciplinary practitioners involved in work with young children and their families. It is expected thatthese students will normally hold an undergraduate degree (or equivalent post-compulsory qualifications) ina discipline other than early childhood education and are keen to enhance their skills, knowledge and abilityin relation to the early childhood sector. This qualification will also meet the needs of experienced educatorswho are seeking to further develop their knowledge and skills to gain a specialisation in early childhoodeducation and care.

Note: This program alone does not meet the accreditation requirements of the Office for Early ChildhoodEducation and Care (formerly the Queensland Department of Families). To qualify for this accreditation,please refer to the Master of Learning and Development (Early Childhood).


Course

Online(WEB)

External(EXT)

On-campus(ONC)



Required Courses



1, 2, 31EDU5760 Professional Study*

3EDU8007 Developing Matters in EarlyChildhood Education

Complementary Coursework: Select 1 course from USQ Programs so that at least 2 units in your completedprogram are level 8 courses.

FootnotesThis course includes a prac component*

Higher education - recommended enrolment patternIn recognising the diverse work contexts in institutions of higher education, this specialisation is designed foreducators in higher education settings or aiming to be educators in such settings. The specialisation providesan innovative credential in higher education learning and teaching and enables the student to gain expertisein creating learning environments specific to their area of expertise. The program consists of four units - two






Faculty of Education Core Studies courses and Electives selected from either Faculty of Education courseworkand/or USQ programs.


Course

Online(WEB)

External(EXT)

On-campus(ONC)



Required Courses

2 full days compulsory workshop

1, 2, 3EDU5702 Exploring Learning and Teachingin Higher Education Contexts**

1 full day compulsoryworkshop

2, 3EDU8702 Scholarship in Higher Education:Reflection and Evaluation*

Select a minimum of 1 Faculty of Education coursework course from the following PGLD recommendedenrolment patterns:

Adult Professional and Workplace LearningLearning DesignOnline and Distributed Learning

Complementary coursework: Select a maximum of 1 course from USQ Programs so that at least 2 unitsin your completed program are Level 8 courses

Footnotes2 full days of compulsory workshops, 1 full day of optional workshops (may be conducted online)**1 full day compulsory workshop (may be conducted online)*

Learning design - recommended enrolment patternEffective learning design is at the heart of sound educational practices. To interrogate the potential of variouslearning environments, contexts and opportunities, educators must adopt a critical approach to the learningdesign process, and consider the extent to which learning is enhanced through explicit design strategies. Thisspecialisation meets the needs of a wide range of professionals working in educational settings who need todevelop their knowledge and skills in learning design. Those wishing to move into the fields of educationaldesign/learning design/instructional design or development will find this specialisation particularly useful.


Course

Online(WEB)

External(EXT)

On-campus(ONC)



2EDU5010 Politics and Pedagogy in Early Childhood1FET5601 Learning Design for Flexible Contexts2EDU8406 Theories for Learning Futures3EDU8415 Multi-Modal Texts and New Literacies1, 3FET8603

Complementary coursework: Select a maximum of 2 courses from USQ Programs so that at least 2 unitsin your completed program are level 8 courses

Online and distributed learning - recommended enrolment patternThe specialisation is designed to meet the needs of a wide range of professionals in a variety of online educationsettings. It caters for those in both formal education settings and informal learning contexts – specificallyteachers and educational designers moving to a more sophisticated application of online education, as well






as professionals working in corporate environments. The main focus of this specialisation is to develop criticalthinking, intellectual engagement and the ability to design, develop, facilitate and evaluate programs in onlineand blended learning environments.


Course

Online(WEB)

External(EXT)

On-campus(ONC)



3EDU8415 Multi-Modal Texts and New Literacies1FET5601 Learning Design for Flexible Contexts1FET86043EDU8605 Building Communities of Practice2FET8611


Organisational capacity building - recommended enrolment patternTaking an inquiring approach to capacity building, this specialisation examines approaches to building agency,independence and interdependence for healthy, sustainable and appreciative organisations and communities.The focus is on critical thinking and analysis within a strengths-based framework of person-centred practice.Indicative positions for those choosing this specialisation are Unit Leaders and Executive Officers withinorganisations with strong organisational, developmental or learning responsibilities.


Course

Online(WEB)

External(EXT)

On-campus(ONC)



2EDU5221 Professional Learning1, 3EDU8314 Human Resource Strategies for Innovation

2EDU83341, 2, 3EDR8000 Foundations of Contemporary Educational

Research Methods3EDU8605 Building Communities of Practice

EDU8318Organisational Transformation Through Learning3EDU8319 Marketing Your Educational Organisation1, 21LIN8015 Introduction to Sociolinguistics







Postgraduate Certificate in Tertiary Teaching and Learning(PGTT) - PostgradCertTertT&L

OnlineDistance education



Semester intake:



Notes:

This program does not qualify you for teacher registration with relevant teaching authorities. If you are interested in a program that enables you toqualify for teacher registration, please refer to the ; Graduate Diploma of Learning and Teaching program.

Contact us





Program focusThe program is designed to enable educators in the tertiary sector who already have a degree or diploma, toacquire an innovative credential in tertiary teaching and learning. The program focuses on applying educationaltheories to practical situations in university and other tertiary educational settings in order to design, develop,implement and evaluate emerging learning environments.

Program aimsDemand for professional education and training is increasing. The Postgraduate Certificate in Tertiary Teachingand Learning is designed to enable educators in the tertiary sector who already have a degree or diploma, toacquire a recognised education qualification. The criterion-oriented program design focuses on the knowledge,skills, performance competencies and attributes necessary for tertiary educators to develop their planning,instruction, assessment, evaluation and program design capabilities to a high standard.

Program objectivesOn the successful completion of the Postgraduate Certificate in Tertiary Teaching and Learning, the studentwill be able to:

● design, implement and evaluate programs of instruction which meet the needs of the learners in thestudent's particular context within a tertiary teaching organisation

● demonstrate an ability to select and implement teaching and learning strategies appropriate to a giventertiary education context

● assess, analyse and report on learning outcomes in line with accepted guidelines for assessment andmeasurement in tertiary teaching organisations



./GDTL.pdf








● engage in self evaluation processes and formulate plans of action for continuous improvement in teachingand learning

● construct an evidence-based portfolio to demonstrate a commitment to continuous improvement in tertiaryteaching and learning.

Admission requirementsTo be eligible for enrolment in this program, an applicant must:

● hold a recognised undergraduate university degree or three-year diploma, or equivalent post-compulsoryqualifications

● be engaged in, or have access to, an appropriate teaching environment; in an approved setting in thetertiary education sector (written verification of such engagement is required before enrolment is confirmed.

In order to satisfy the requirements of the core course EDU5702 Exploring Learning and Teaching in HigherEducation Contexts, students are required to identify and work with a suitable mentor approved by the ProgramCoordinator.

Important Note: Working with Children: State law in Queensland requires that all adults (including Universitystudents, pre-service educators, trainers, vocational teachers, industry educators) working with children underthe age of 18, in the State of Queensland *, obtain approval before commencing such work. Many educationcourses include a practical component (practical experience, project work, research, assessment, etc.) thatmay require engagement with children under the age of 18. It is your responsibility to ensure that you possessa current suitability card (Blue Card) before commencing any practical components of this program. Do NotParticipate in any practical experience with Children under 18 unless you possess a current 'blue card'.For further information refer to the www.ccypcg.qld.gov.au/employment/


If you are undertaking practical experience outside the State of Queensland, Australia, you should check local requirements.*

How to apply



Program fees





www.ccypcg.qld.gov.au/employment/














Program structureIt is the students' responsibility to ensure correct enrolment in the program structure to meet graduationrequirements. The program consists of four units - two Core Studies in education and two Professional StudiesElectives. For this program students are required to complete:

Core Studies (2 Units)EDU5702 Exploring Learning and Teaching in Higher Education Contexts

EDU5713 Assessment, Evaluation and Learning

Professional Studies Electives (2 units)Selected from the following:

EDU5705 Curriculum Design and Evaluation

EDU8114 Online Pedagogy in Practice

EDU8701 Teaching and Learning in Contemporary Contexts: Theory and Practice

EDU8702 Scholarship in Higher Education: Reflection and Evaluation

EDU5760 Professional Study*

FootnotesSuggested final course in the program to extend by project work students' scholarship of teaching and learning practices*


ArticulationUnder certain circumstances, students completing the PGTT Postgraduate Certificate in Tertiary Teachingand Learning(depending on electives studied), may be able to partially articulate their studies into Mastersdegrees offered in the Faculty of Education at University of Southern Queensland.

Recommended enrolment patternThe developmental nature of this program requires students to follow the recommended enrolment pattern asfollows:

(1) All students must enrol in EDU5702 Exploring Learning and Teaching in Higher Education Contexts,as the first course in this program. It is recommended that no other courses be undertaken alongside inthe same semester, as a core outcome of this course requires students to design and justify a subsequentprogram of study. Students should consult their Program Coordinator for further details.

(2) All students must enrol in EDU5713 Assessment, Evaluation and Learning as the second compulsorycourse in this program.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Core Studies (2 units)

1, 2, 3EDU5702 Exploring Learning and Teaching in HigherEducation Contexts

3EDU5713 Assessment, Evaluation and Learning




./PGTT.pdf

./PGTT.pdf



Course

Online(WEB)

External(EXT)

On-campus(ONC)


Professional Studies Electives (2 units)*

1EDU5705 Curriculum Design and Evaluation1EDU8114 Online Pedagogy in Practice3EDU8701 Teaching and Learning in Contemporary

Contexts: Theory and Practice1, 3EDU8702 Scholarship in Higher Education: Reflection and

EvaluationEDU5760 Professional Study*

FootnotesElectives outside of the following list require Program Coordinator approval.*




Master of Applied Linguistics (MAPL) - MAppLingCRICOS code (International applicants): 021018E

OnlineDistance education*On-campus*#




Semester intake:

--ToowoombaCampus:




Fees:







1 year full-time, 5 years part-time on-campus, up to five years part-time distanceeducation, up to five years part-time online education

Standard duration:

From: Postgraduate Certificate in Applied LinguisticsProgramarticulation: To: Doctor of Education

Notes:

This program does not qualify students for teacher registration with relevant teaching authorities. To qualify for teacher registration in Queenslandplease refer to the Graduate Diploma in Learning and Teaching

FootnotesAll modes of study are supported with the USQ StudyDesk. It is possible to complete the program via a combination of delivery modes.*Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the Distance or Online offeringand advised of this change before semester commences.

#

Contact us





Program focusThis program is designed to introduce students from a range of backgrounds to disciplines within AppliedLinguistics, as they engage with second language speakers and their communities. It allows students toexperience issues associated with understanding language use and second language learners in diverse andinternational contexts. Graduating students will have an advanced inter-cultural competence, understandingthe background to contemporary issues associated with communities of diverse language identities and theability to relate professionally and appropriately within and on behalf of those communities.

Career opportunitiesApplied Linguistics is a useful complement for a range of professions. These include speech therapy andpathology, allied health, psychology and training in a variety of industrial jobs that require skills incommunication management and cross-cultural interaction. New employment opportunities abroad are available



./PGAL.pdf

./DEDU.pdf









in companies that employ graduates with problem-solving and analytical skills in international relations withsecond language users in the workplace.

There is demand also among administrators and teachers in classrooms, in indigenous communities andinternational schools, and other government and community organisations for skills to meet diverse culturaland language learning needs.

Program objectivesOn successful completion of the Master of Applied Linguistics, graduates should be able to:

● critically reflect on language related issues and analyse their implications● integrate knowledge and assess outcomes as a strategic facilitator in second language contexts● expand communication management and multi-literacy skills assisted by technology in relevant discourse

communities● demonstrate enhanced competence in academic and scholarly writing● use analytical skills in a specialised field of Applied Linguistics.

Admission requirementsApplicants must:

● have completed an undergraduate degree or equivalent from a recognised university or a three-yeardiploma from a recognised institution

and


How to apply



Program fees


















Program structureThe Master of Applied Linguistics is an 8-unit program. A minimum of 50% of the program (4 units) mustcomprise courses at level 8. The program is offered in two strands: Community and Teaching. Both strandshave a research pathway. The teaching strand also has a wholly coursework pathway.

The Community strand embeds a research pathway and coursework, as shown in the following Table.

3 unitsLIN5000, LIN8005, LIN8015Required Applied Linguisticscourses

3 unitsEDR8000, EDR8061Required Research courses:

1 unitEDR8060 or EDR8001Optional Research courses:

1 unitSee note 1Optional Elective postgraduatecourse

Note 1 Elective courses may be drawn from the or from the postrgaduate programs in other Faculties followingdiscussion with the Program Coordinator to confirm suitability.

TheTeaching Strand embeds a research or coursework pathway, as shown in the following Table.

CourseworkResearch

3 unitsLIN5000, LIN8001, LIN80023 unitsLIN5000, LIN8001,LIN8002,

Required Applied Linguisticscourses

4 unitsLIN5003, LIN8005, LIN8006,LIN8007, LIN8015

2 unitsLIN5003, LIN8005,LIN8006, LIN8007,LIN8015

Elective Applied Linguisticscourses

3 unitsEDR8061, EDR8000 orEDU5713

Required Research courses

1 unitSee note 1Optional Electivepostgraduate course

Note 1 Elective courses may be drawn from the or from the postgraduate programs in other Faculties followingdiscussion with the Program Coordinator to confirm suitability.

In some countries, completion of a research stream is a requirement for recognition of the Master'squalification. Those students in particular from Canada and the Middle East, or those intending to live andwork there, should check registration requirements with the relevant authority in-country around the half-waypoint of the Master's program. This will allow time for students to complete their program via the researchpathway if the need to do so is indicated.

Program completion requirementsStudents are required to follow the recommended enrolment pattern to graduate with a Master of AppliedLinguistics. Those who deviate from the recommended enrolment pattern are invited to transfer to the Masterof Education (TESOL), a program with a less highly structured enrolment pattern containing all AppliedLinguistics courses, or the Master of Learning and Development, a program that accommodates courses studiedoutside the Faculty of Education.




http://www.usq.edu.au/handbook/2010/edu/MED1.html


http://www.usq.edu.au/handbook/2010/edu/MED1.html




Elective coursesElective courses will be selected from

Other Disciplines *Education

Select courses from other USQ postgraduate programsSelect from the Master of Educationhttp://www.usq.edu.au/handbook/current/edu/MED1.html

Give priority to courses from the TESOL major:

EDR8005 Discourse Analysis

LIN8001 Principles of Second Language Learning

LIN8002 Methodology in Teaching a SecondLanguage

LIN5003 Syllabus Design and Materials Writing

LIN8006 Computer-Assisted Language Learning

LIN8007 Language Testing

LIN8015 Introduction to Sociolinguistics

LIN8017 Bilingualism and Bilingual Education

*

Note:Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of this change prior tosemester start.

Please discuss with the Program Coordinator to confirm suitability*


ArticulationThe Master of Applied Linguistics program articulates from the Postgraduate Certificate in Applied Linguistics(PGAL).

The Community Strand embeds the PGAL Community Strand. Articulating PGAL students will study 3Required Research Courses and one of the Optional Research courses.

The Teaching Strand embeds the PGAL Teaching Strand. Articulating PGAL students will study 3 RequiredResearch Courses and one Elective course to complete their MAPL research pathway or 3-4 Applied Linguisticselective courses and optionally one postgraduate elective course to complete their MAPL coursework pathway.

Exit pointsThe Postgraduate Certificate in Applied Linguisicts (PGAL) and the Postgraduate Certificate in Learning andDevelopment (PGLD)are optional exit points from the Masters with four relevant courses completed.

ExemptionsThe maximum exemptions granted will be no more than half of the program units (four units). Within thislimit, exemptions will be granted for relevant studies successfully completed at postgraduate level in the lastfive years and may be considered for studies successfully completed in the last 10 years. Students who havecompleted the Postgraduate Certificate programs listed in the Articulation section above, will receive full








credit if they study the same specialisation in this program. Students intending to apply for exemptions shouldfollow the guidelines for credit for previous study or workWithin the framework of those regulations, thefollowing points should be given particular consideration:


● normally an accredited Certificate in TESOL (e.g. the Cambridge Certificate in Teaching English toSpeakers of Other Languages - CELTA) attracts 1 unit of credit and a Diploma in TESOL 2 units ofcredit.

● USQ participates in the Education Queensland Professional Development Pathways Program. Appropriatecredit will be given through the scheme which is outlined athttp://education.qld.gov.au/staff/development/employee/teachers/pd_pathways/pd_pathways_contact.html.Applications for similarly assessed professional development offered in other jurisdictions are invited.

● completed and assessed professional development modules based on PGAL course materials will attractcredit into the program.

Students should seek advice from Student Support - Faculty of Education before applying for exemptions.

Students who have completed LIN5000 The Nature of Languageor LIN8001 Principles of Second LanguageLearningor LIN8002 Methodology in Teaching a Second Languageas part of an undergraduate program inthe past 5 years are exempt from repeating the course but must complete electives in Applied Linguistics togain 8-units for the award.

Other informationAssessment of the courses will involve one or more of the following components: written assignments,take-home examinations, reflective journal keeping, seminar presentation (where appropriate), report writing,development of work courses, questionnaires, marking schemes, etc. as appropriate to each course.

EnrolmentStudents may commence this Program in semesters one, two or three. External students may choose to studypart-time or full-time, or a combination of both at different stages of their program. On-campus commencementis restricted to semesters one and two. International on-campus students must be enrolled full-time.

Community strand - Recommended enrolment patternGraduates will have a clear sense of strategic direction for identifying linguistic differences in communitiesand assisting in the management of this diversity.

It is recommended that

● the program of study commences with LIN5000


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Required

1, 2, 311LIN5000 The Nature of Language1, 31EDR8005 Discourse Analysis1, 22LIN8015 Introduction to Sociolinguistics1, 2, 31, 2, 3EDR8000 Foundations of Contemporary Educational

Research MethodsPre-requisite: EDR8000 and 4 units of completed Postgraduate Study and minimumGPA 5

1, 22EDR8061 Masters Project II






Course

Online(WEB)

External(EXT)

On-campus(ONC)


Select a minimum of one unit

Pre-requisite: EDR8000 or FET8602 (or negotiated equivalent) and 4 units of Study andminimum GPA 5

1, 21, 2EDR8060 Masters Project 1

1, 2, 32EDR8001 Effective and Ethical Educational Research

Select a maximum of one elective unit from the table of Elective courses

Teaching strand - Recommended enrolment patternGraduates will be competent in key areas for second language teaching in a range of contexts. This Strandenhances each student's capacity for open, critical reflective thinking about second language teaching practiceby critically analysing relevant professional issues affecting current educational practices in the area of secondlanguage teaching and policy development.

It is recommended that

● the program of study commences with LIN5000● LIN8001 is studied prior to LIN8002


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Coursework pathway

Required

1, 2, 3111LIN5000 The Nature of Language1, 211LIN8001 Principles of Second Language Learning1, 212LIN8002 Methodology in Teaching a Second Language

Select minimum of 4 courses

1, 2LIN5003 Syllabus Design and Materials Writing1, 31EDR8005 Discourse Analysis1, 22LIN8006 Computer-Assisted Language Learning1, 3LIN8007 Language Testing1, 22LIN8015 Introduction to Sociolinguistics22LIN8017 Bilingualism and Bilingual Education

Select a maximum of one elective unit from the table of Elective Courses

To best position yourself for later PhD studies, the Research pathway is recommended

Research pathway

Required

1, 2, 3111LIN5000 The Nature of Language1, 211LIN8001 Principles of Second Language Learning1, 212LIN8002 Methodology in Teaching a Second Language

Select minimum of two courses from

1, 2LIN5003 Syllabus Design and Materials Writing1, 31EDR8005 Discourse Analysis1, 22LIN8006 Computer-Assisted Language Learning



http://www.usq.edu.au/handbook/current/edu/MAPL.html#programelective.courses



Course

Online(WEB)

External(EXT)

On-campus(ONC)


1, 3LIN8007 Language Testing1, 22LIN8015 Introduction to Sociolinguistics22LIN8017 Bilingualism and Bilingual Education

Research courses:

1, 2, 311, 2, 3EDR8000 Foundations of Contemporary EducationalResearch Methods

Required project work

Pre-requisite: EDR8000 and 4 units of completed Postgraduate Study and minimumGPA 5

1, 22EDR8061 Masters Project II

Notes:

On campus offers are contingent upon sufficient enrolments. Subject to International Student visa requirements, alternative modes of EXT or WEBmay be substituted.




Master of Education (8 Units) (MED1) - MEdCRICOS code (International applicants): 042226A

Online*Distance education*On-campus*#+




Semester intake:

--ToowoombaCampus:




Fees:








From: Postgraduate Certificate in Education; Postgraduate Certificate in Applied Linguistics; Postgraduate Certificate in Learning & Development; Graduate Certificatein Tertiary Teaching and Learning


Notes:

Full articulation is only available when there are no undergraduate courses completed as part of the Postgraduate Certificate

FootnotesNot all courses are available in every mode in every semester or year. Students are advised to check the course and mode offer listings for eachsemester/year.

*

Limited courses may be available on-campus at other campuses from time to time. Students are advised to check the mode and campus offerlistings each semester/year.

#

On-campus offers may be converted to Distance or Online offers if there are insufficient numbers in the On-campus enrolment. Students mayprefer to select other On-campus courses, subject to availability.

+

Contact us





Program focusThis program gives educators/trainers the opportunity to enhance their professional competence throughadvanced coursework and research-based projects. The program is set in the context of societies becomingincreasingly reliant on the efforts of ‘knowledge workers’. Educators at all levels have important roles to playin developing the capacity of citizens to work effectively with knowledge. New approaches to education,emphasising knowledge building rather than transmission can contribute to preparing citizens to participatemore fully in the ‘knowledge economy’ and ‘information society’. The Master of Education program aims todevelop in its graduates the capabilities and dispositions to work as engaged professional educators in knowledgebuilding communities.



./PGCE.pdf

./PGAL.pdf

./PGAL.pdf

./PGLD.pdf

./GCTT.pdf

./GCTT.pdf








Professional accreditationThis program does not qualify its graduates for teacher registration with relevant teaching authorities. If thestudent is interested in a program that enables him/her to qualify for teacher registration, please refer to theGraduate Diploma in Learning and Teaching.

Program aimsThe Master of Education program aims to develop in its graduates the capabilities and dispositions to workas engaged professional educators in knowledge-building communities.

Traditional approaches to education have sometimes resulted in educators having limited opportunities forprofessional interaction with colleagues. In such circumstances, where educators work alone with a group oflearners, they may develop a form of “privatised practice” which isolates them from the wider professionalcommunity. There is mounting evidence that educators can be more effective when they view their work asa collaborative effort in which they interact with other educators within and beyond their workplace and adoptstances that may be described as “engaged professionalism”.

New Information and Communication Technologies (ICTs) offer enhanced opportunities for professionalengagement and will be an important tool for educators in the twenty-first century. The Master of Educationprogram will model the use of ICTs to support professional interaction and learning.

The Master of Education program thus aims to develop in its graduates the capabilities and dispositions towork as engaged professional educators in contemporary knowledge building communities. In particular, thestudent-led design coursework option allows students the maximum flexibility in tailoring the nature of thecourses studied in the program to their own particular professional learning goals,

Program objectivesStudents who successfully complete the Master of Education should have advanced knowledge andunderstanding of key issues and trends within contemporary education and/or of a specialised area of education.Graduates should be able to demonstrate capabilities and dispositions for:

● locating and accessing knowledge of relevant theory and practice;● critically evaluating and building knowledge;● interpreting and applying knowledge to the solution of significant problems;● planning and executing successful independent projects to build and/or apply knowledge;● effectively communicating knowledge; and● identifying and participating in relevant communities of practice.

Admission requirementsThe requirements described in this section are generic requirements for entry to the Master of Educationprogram. Some majors (also referred to as 'specialisations') may have additional specific requirements.

The majority of courses in the Master of Education program are offered entirely through the World Wide Weband have specific requirements for frequent and ongoing Internet access. All courses include Internet accessas an important, or essential, component. Intending applicants should ensure that they have the necessarycomputer and Internet access before applying. Further information is provided in the IT requirements sectionbelow, in sections related to specified majors and in specifications of individual courses.

Normal Entry

The normal requirement for entry to the Master of Education program is a four year bachelor degree ineducation, or a three year bachelor degree plus one year of graduate study in education.

Alternative entry is also available to students with a three year bachelor degree and at least one year of relevantwork experience.




All applicants must have a good command of the English language. Applicants for whom English is not theirfirst language must meet the specific USQ requirements for English proficiency, particularly an IELTS scoreof 6.5 with no component below 6.0.

How to apply



Program fees




Program completion requirementsTo be awarded a Master of Education degree in the Faculty of Education, a student must have completed eightapproved education-related units at postgraduate level, of which at least four must be at level 8.

USQ course codes consist of 3 alpha characters indicating the area of study and four numerals of which thefirst represents the level of difficulty of the course. Level 5 indicates first level postgraduate courses. Level8 courses can be expected to require more extensive work with theory and conceptualisation and to place moredemands on the level of response in student work.

Program structureThe program consists of 8 units of postgraduate study. Two types of coursework pathways and a researchpathway are available to students. Students may elect to focus their studies through the completion of eitherof the coursework pathways if they so choose.

The first coursework pathway, Student-led Design, allows students to select any seven courses from theFaculty’s list of available postgraduate courses. Students may elect to tailor their selections to give a clearfocus to their program, but there is no requirement to do so.

The second coursework pathway centres on the completion of a specified major (specialisation), involvingeither five or six units of related courses. Depending upon the requirements of specified majors, students may














select one or two elective courses. These electives will normally be chosen from the Faculty’s list of availablepostgraduate courses.

All students completing either coursework pathway will be required to complete EDU8719 ContemporaryIssues Conference at a convenient stage during the second half of their enrolment in the program.

The coursework pathways are summarised in the table below.

Structure for Coursework Pathway

7 selected courses, comprised as follows:

Major All 5 or 6 courses specified as requiredfor the major, plus 1 or 2 selected courses tobring the total to 7.

OrStudent-led Design Any 7 selected courses(subject to availability and pre-requisites)

Plus

EDU8719 Contemporary Issues Conference To be taken during the 2nd half of the program

Students using this program to prepare for doctoral studies are advised to undertake the research pathway. Insome countries, completion of a research stream is a requirement for recognition of the Master's qualification.Those students in particular from Canada and the Middle East, or those intending to live and work there,should check registration requirements with the relevant authority in-country around the half-way point ofthe Master's program. This will allow time for students to complete their program via the research pathwayif the need to do so is indicated.

The research pathway allows students to complete any four units of coursework before embarking on a four-unitprogram of research work in the second half of their program. Students selecting the research pathway arenot required to complete EDU8719 Contemporary Issues Conference, but will have the opportunity ofparticipating in the associated conference event itself.

The research pathway is summarised in the table below.

Structure for Research Pathway

Any 4 selected courses

Plus EDR8000 Foundations of Contemporary Educational Research Methods

EDR8060 Masters Project 1

EDR8061 Masters Project II

Three further guidelines should be considered carefully by students when choosing courses and developinga plan of study:

● EDU8719 Contemporary Issues Conference is a compulsory course for students following the courseworkpathway.

● The research project courses EDR8060 Masters Project 1 and EDR8061 Masters Project II may NOT betaken until at least four other courses have been completed. Students must have completed, or be enrolledconcurrently in either EDR8060 Masters Project 1 or EDR8061 Masters Project II.

● Some courses have pre-requisites. Students should check the course specifications in the process ofplanning the order of their study patterns.

● Some courses have assessment work that can be completed only if the student has access to an appropriateworkplace, for example: TAFE, schools, pre-school settings, or other education or training environments.Students without access to an appropriate workplace would be unable to complete the requirements forthese courses.

● In Queensland, students who will come into contact with children under the age of 18 in the course oftheir studies will require a current Blue Card (issued by the Commission for Children and Young People)indicating suitability for working with children. For further information, please seehttp://www.usq.edu.au/education/profexp/earlychildhood/bluecards.htm



http://www.usq.edu.au/education/profexp/earlychildhood/bluecards.htm


Opportunity to focus on a specialised area of study

The Master of Education program allows for the preparation of graduates with advanced knowledge in aparticular area of education and enhanced capabilities for extending their own professional learning. Studentswho generate their own focus area through course selection will graduate with a Master of Education (MEd).A student who focusses their studies by completing one of the majors (according to the enrolment sequencesdescribed below) will have the area of specialisation noted on the testamur – MEd (Guidance & Counselling),MEd (TESOL), MEd (Special Education) and MEd (Leading & Managing Organisations), depending onspecialisations available from time to time.

Student-led Design Pathway

This coursework pathway allows students to select any seven courses from the Faculty’s list of availablepostgraduate courses. Students may elect to tailor their selections in order to give a clear focus to their program,but there is no requirement to do so. Students who complete the degree through the Student-led Design pathwaywill graduate with a Master of Education (MEd) on the testamur.



WEBEXTONC


1,2,3EDR8001 Effective and Ethical Educational Research


































2EDU8406 Theories for Learning Futures







2EDU8704











22LIN8017 Bilingualism and Bilingual Education


*

There are numerous ways in which a student might select four or more of their seven elective courses in orderto create a focus for their studies. Examples of just six of the many possible focus areas and associated clustersof courses include the following:

For an Early Childhood focus:

● EDU5010 Politics and Pedagogy in Early Childhood● EDU5325 Child Abuse and Neglect: Intervention, Protection and Prevention● EDU8007 Developing Matters in Early Childhood Education● EDU8011 Professional Culture, Dynamics and Change in Early Childhood Education● EDU8311 Concepts and Theories in Educational Management

For an Educational Technology focus:




● EDU5112 Transforming Learning with ICT● EDU8114 Online Pedagogy in Practice● EDU8111 Emerging Environments for Learning● EDU8117 Networked and Global Learning

For an Pedagogy and Culture focus:

● EDU5703 Engaging Curriculum and Pedagogy● EDU5704 Popular Culture as Curriculum and Pedagogy● EDU8703 Critical Multiliteracies

For a Curriculum and Pedagogy focus:

● EDU5705 Curriculum Design and Evaluation● EDU5713 Assessment, Evaluation and Learning● EDU8705 Personal Pedagogy in Context● EDU8712 Contemporary Approaches to Alternative Education

For a Further Education and Training focus:

● FET5601 Learning Design for Flexible Contexts● EDU8605 Building Communities of Practice● FET8606 Lifelong Career Development

For a Contemporary Literacies focus:

● EDU8415 Multi-Modal Texts and New Literacies● EDU8324 Learning Difficulties: Reading● EDU8703 Critical Multiliteracies● LIN8001 Principles of Second Language Learning

All students completing the Student-led Design pathway will be required to complete EDU8719 ContemporaryIssues Conference at a convenient stage during the second half of their enrolment in the program.


Core coursesAll students in the coursework pathway need to complete EDU8719 Contemporary Issues Conference duringthe second half of their studies.

In exceptional circumstances, individual students who are able to provide documentary evidence that therequirement to complete EDU8719 Contemporary Issues Conference will cause significant disadvantage, maymake formal application to the program coordinator for permission to substitute another agreed course in lieuof EDU8719.

All majors have required courses or sequences of courses. Students are advised to note carefully the enrolmentrequirements for the major, and to ensure that they plan their enrolment to allow for completion of the major’srequirements.

Students undertaking the research pathway must complete 4 units of research-related study, including EDR8000,EDR8060 and EDR8061.

Major studiesThe second coursework pathway allows students to elect to focus their studies in a particular area by completinga major consisting of a sequence of 5 or 6 related courses. The purpose of a major is to develop breadth anddepth in an area of specialised knowledge. The specialist areas comprising the set of available majors may




vary from time to time, but the specified majors to be offered to commencing students in the Master ofEducation in 2010 are:

● Guidance and Counselling● TESOL● Special Education● Leading and Managing Educational Organisations

Elective coursesElective courses will normally be selected from those listed in the table of Faculty of Education PostgraduateElective Courses.



WEBEXTONC










































3FET5621











*

Opportunities for Workplace Learning: Supervised Independent Study

Many of the courses in the Master of Education provide opportunities for students to address issues of particularpersonal interest, by undertaking approved independent work, which may include approved workplaceprofessional development activity. Such projects, approved in advance at the discretion of the programcoordinator are covered by enrolment in EDU5760 Professional Study.

ResearchThe Master of Education program is not a research higher degree. However, it does offer an introduction topostgraduate research in education that meets the needs of particular groups of students, including those whomay require a research component for accreditation with employers or those who may consider future doctoralstudies.

Students who elect to undertake a research pathway should follow the program structure described earlier inthis document (see “Structure for Research Pathway”).

The research pathway consists of 4 units of study, commencing with EDR8000 Foundations of ContemporaryEducational Research Methods and concluding with 3units of project work in EDR8060 Masters Project 1and EDR8061 Masters Project II.




IT requirementsSome courses in the Master of Education program are offered entirely online. Courses use email and discussionforums for communication among students and/or staff. All courses expect that work submitted for assessmentwill be word processed and submitted electronically. Further, a small number of courses require access tospecific software. As new courses are introduced and existing courses are revised, it is anticipated that theywill make more extensive use of the Internet for communication and access to course materials and otherresources. This will apply to courses offered on-campus as well as in other modes.

Although there are no specific computer hardware or software requirements for the Master of Educationprogram in general, it is a clear expectation that students will have ready access to a computer with commonproductivity software and Internet access. Some courses may require additional software and/or a more capablecomputer. Information about such requirements is included in the relevant course specifications.

Courses offered online (WEB) do not provide for delivery of printed materials. Students enrolling in suchcourses must have ongoing convenient and reliable access to the Internet in order to access course materialsand participate in activities that will affect participation, learning and assessment. Seehttp://www.usq.edu.au/ict/students/standards/hardware.htm

Other program requirementsResidential schools may be offered for selected courses. All students are encouraged to attend the residentialschool. If students are unable to be at the school alternative arrangements may be able to be negotiated withthe course examiners. Students should check with their registration bodies to ensure that a course without aresidential component will be recognised.

ArticulationA student who has completed the requirements of the Postgraduate Certificate in Education, the PostgraduateCertificate in Applied Linguistics, the Postgraduate Certificate in Learning and Development, or the GraduateCertificate in Tertiary Teaching (provided all four units in these awards are at postgraduate level), may articulatedirectly into the Master of Education.

Related programsThe Faculty of Education and other Faculties at USQ offer other masters degrees that include some coursesin common with the Master of Education program. Subject to their meeting the appropriate entry requirements,students may be able to transfer between such masters programs and retain credit for courses that are commonto the different programs.

Students who complete the Master of Education by a coursework pathway qualify for admission to the Doctorof Education (DEDU).

Students who complete the Master of Education by a research pathway may apply for admission as a Doctorof Philosophy candidate, or may be admitted into the Doctor of Education (DEDU).

Exit pointsStudents who have completed 4 approved units of postgraduate study in education in the Master of Educationprogram may exit with the award of a Postgraduate Certificate in Education.

ExemptionsExemptions for courses in the Master of Education program may be granted where applicants can demonstratethat they have successfully completed an equivalent postgraduate course or have otherwise achieved theobjectives of the relevant course. Exemptions may be granted on the basis of documented professionaldevelopment activities or extensive work experience only where it can be demonstrated that through thoseactivities the student has achieved learning outcomes equivalent to those of a relevant postgraduate course.Where a student's program of study includes electives, exemption may be granted for one or more electives






where the student can demonstrate and document clearly successful completion of work of a type and standardequivalent to an elective study.

Students intending to apply for exemptions should consult Section 3.5 of the Enrolment Policy.

Applications for exemption will be expected to comply with the relevant USQ and Faculty regulations andshould demonstrate that the objectives of the course for which exemption is sought have been achieved. Withinthe framework of those regulations, the following points should be given particular consideration:

● the maximum number of units which may be exempted in the Master of Education program is four● students may NOT claim exemption for work on which they relied for admission to the Master of Education● exemptions will NOT normally be granted for study completed more than five years prior to submission

of the application for exemption● applications for exemption on the basis of study completed prior to entering the Master of Education

program will NOT normally be accepted beyond the end of the first semester of enrolment in the Masterof Education; and

● exemption will NOT normally be granted for work undertaken concurrently with the Master of Educationunless the application is submitted and approved before the work is undertaken, with credit subject to thedocumentation of satisfactory completion of the approved work.

Students should seek advice from the Administration Coordinator - Student Support before applying forexemptions. Detailed information about requirements for exemptions may be available for specific courses.

Guidance and Counselling majorStudents seeking employment as a guidance officer in Queensland will usually require a four year degree asa prerequisite to entering this program. You should check the requirements with your prospective employerprior to enrolling

This major prepares teachers for work as a guidance officer, guidance counsellor or school counsellor. Studentscan prepare themselves for a career in developmental guidance work (Primary), Counselling and Career Work(Secondary) or a combination of both (P-12) through the selection of courses in the enrolment pattern below.The major generally meets the registration criteria for the Queensland Guidance Counselling Association.Students from outside Queensland who are intending to use this major for professional accreditation shouldconsult the relevant registration bodies.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


6 specified courses

1EDU8332 Introduction to EducationalCounselling

Pre-requisite: EDU833221EDU8333 Advanced EducationalCounselling

11EDU5325 Child Abuse and Neglect:Intervention, Protection and Prevention

21EDU5335 Emotional and BehaviouralProblems of Children and Adolescents

11EDU8317 Individual Assessment andTesting

2EDU8328Consultation andCommunication:Theory and Practice

1 of the following 3 courses

1, 31EDU5321 Educating Students with SpecialNeeds

11EDU5322 Behaviour Management andSupport



http://policy.usq.edu.au/portal/custom/detail/enrolment/index.html#id15



Course

Online(WEB)

External(EXT)

On-campus(ONC)


21EDU8331 Career Development inEducational Settings

Plus core course

Taken during the second half of the program

1, 2, 3121EDU8719Contemporary IssuesConference

Notes:

Some courses require access to workplaces.

Some courses require residential schools or equivalent on-line activities.

TESOL major


Course

Online(WEB)

External(EXT)

On-campus(ONC)


3 specified courses

1, 2, 3111LIN5000 The Nature of Language1, 2111LIN8001 Principles of Second Language

Learning1, 2121LIN8002 Methodology in Teaching a

Second Language

Any 2 of the following 3 courses

1, 2121LIN8006 Computer-Assisted LanguageLearning

1, 2121LIN8015 Introduction to Sociolinguistics1, 311EDR8005 Discourse Analysis

2 elective courses Selected from the table of Faculty of Education postgraduate elective courses (subject toprerequisites and/or other requirements) including LIN5003, LIN8007 and LIN8017 or other courses approvedby the program coordinator

Plus core course



Special education major


Course

Online(WEB)

External(EXT)

On-campus(ONC)


5 specified courses

21EDU8324 Learning Difficulties: Reading11EDU8326 Learning Difficulties: Mathematics

1, 31EDU5321 Educating Students with SpecialNeeds





Course

Online(WEB)

External(EXT)

On-campus(ONC)


21EDU8328Consultation andCommunication:Theory and Practice

11EDU5322 Behaviour Management andSupport

2 elective courses Selected from the table of Faculty of Education postgraduate elective courses (subject toprerequisites and/or other requirements) or other courses approved by the program coordinator

Plus core course



Leading and Managing Educational Organisations major


Course

Online(WEB)

External(EXT)

On-campus(ONC)


5 specified courses

11EDU8311 Concepts and Theories inEducational Management

21EDU8318 Organisational TransformationThrough Learning

11EDU8312 Educators as Leaders: EmergingPerspectives

1, 31EDU8314 Human Resource Strategies forInnovation


2 elective courses Selected from the table of Faculty of Education postgraduate elective courses (subject toprerequisites and/or other requirements) or other courses approved by the program coordinator

Plus core course






Master of Learning and Development (MLAD) - MLearning&DevOnlineDistance education



Semester intake:


1 year full–time up to 5 years part-timeStandard duration:

From: Postgraduate Certificate in Learning & Development; Postgraduate Certificatein Education; Postgraduate Certificate in Applied Linguistics


Notes:

Both modes of study are supported through the USQ Study Desk.

This program does not qualify students for teacher registration with relevant teaching authorities. To qualify for teacher registration in Queensland,please refer to the Graduate Diploma in Learning and Teaching

Contact us





Program focusThis program is designed for those wishing to respond to emerging educator roles and opportunities broughtabout by changes in workplaces and communities. Within such an environment, individuals shapepersonally-relevant study from formal and informal programs. A central tenet for students in the Master ofLearning and Development is their cultivation of a critical and reflective approach to the literature and itsinherent conceptual frameworks. The program therefore keeps pace with the rapidly changing educationenvironment and the educator’s expanding and evolving role. Students are able to customise their study byselecting courses from other faculties as part of their learner-designed program. This flexibility encouragesstudents to focus on specific areas based on their personal and professional needs, industry requirements andfuture career aspirations, and is ideally suited for those from non-traditional educational settings who do notrequire teacher registration.

Career opportunitiesThis program is designed for those in career transitions. Teaching and learning are increasingly viewed ascentral to the work of professionals and practitioners across a range of industry, organisational and communitycontexts whose responsibilities now include the facilitation and/or management of professional learning anddevelopment. It is this broad focus on lifelong learning that drives increased participation in learning in allits forms. This in turn creates a demand for professionals and practitioners who are able to effectively plan,design, develop, organise, manage, support, facilitate and evaluate effective and responsive programs andsequences of learning that support personal, professional and organisational development. For example, thismay lead to positions such as: Training and Development Managers, Directors of Childcare Centres, EducationDesigners, and Professional Education Coordinators.



./PGLD.pdf

./PGCE.pdf

./PGCE.pdf

./PGAL.pdf









Two specialisations have been designed to address requirements of accrediting bodies:

● the Career development and lifelong learning specialisation has been designed to address core andselected specialist competencies from the Professional Standards for Career Practitioners as determinedby the Careers Industry Council of Australia.

● the Early childhoodspecialisation is accredited with the Office for Early Childhood Education and Care(formerly the Queensland Department of Families). International and Interstate students should checkthe status of this qualification with local authorities. This qualification will not lead to teacher registration.

Program aimsThe aim of this program is to provide professionals in education, training and development with masters-levelcoursework and research opportunities that will engage with educational issues that are relevant and meaningfulto them and help to sustain their communities and fulfil their lives. For those choosing the Research Pathway,a complementary aim is to provide an opportunity to develop research capabilities as a foundation forindependent investigations through a critical approach to educational research. The program therefore aimsto:

● facilitate the development and consolidation of knowledge and skills in teaching and learning in community,professional and workplace learning settings that are informed by contemporary learning theory andfutures-orientated approaches

● support the application of these knowledge and skills through learner-centred design, flexible deliveryand individualised and authentic assessment to enhance quality of services for their learners

● provide opportunities for students to build a program of study to suit their own particular needs, professionaland industry requirements and individual career paths

Program objectivesOn successful completion of the Master of Learning and Development, students should be able to:

● critically analyse and contextualise knowledge relating to professional practice, and sustainable engagementin educational sectors

● exhibit competence and commitment in pursuing personal lifelong learning goals of advanced scholarshipin relation to their areas of specialisation


● demonstrate the capacity to add value to, and help to sustain contemporary learning communities

An additional objective for those following the Research Pathway is to:

● integrate empirical, methodological and theoretical knowledge in ways that engage current educationalissues

Admission requirementsTo be considered eligible for admission to the Master of Learning and Development program, applicants must:

● have completed a Bachelor’s degree from a recognised university.

Alternative admission

Applicants who do not meet the requirements for normal entry may apply for alternative entry if they believethat they can demonstrate that they have qualifications and/or experience that might be considered equivalentto those required for normal entry. Applicants are referred to the Australian Qualification Framework’sRecognition of Prior Learning principles to assist such demonstration.

International applicants

● must also meet the University’s requirements for English language proficiency for internationalpostgraduate students if applicable. Please refer to Section 2.2.4 of the Admissions Policy.






How to apply



Program fees




Program completion requirementsStudents are required to follow the recommended enrolment pattern for their selected specialisation or to tailora “student-designed” enrolment pattern following the Program Structure.

Program structureThe Master of Learning and Development is an 8-unit program. Three guidelines shape the program structure.

● A minimum of 50% of the units studied (at least 4 units) must be level 8 courses● A minimum of 50% of the units studied (at least 4 units) must be from the Master of Education● A maximum of 50% of the units studied (up to 4 units) may be selected from any USQ Faculty – choose

via the USQ programs search facility.Students may choose to follow a prescribed enrolment pattern for one of the specialisations, or may preferto tailor their study as outlined in the "Student-Designed Customisation" notes below.

Student-Designed Customisation

This option is an alternative to following the recommended enrolment pattern for a particular Specialisation.Students may choose to customise their study by following the program structure guidelines above.Note:Students must submit a study plan for approval by the Program Co-ordinator.

Coursework and Research Pathways

Students may choose to study a suite of eight (8) coursework units, the Coursework pathway, or if studentsintend undertaking doctoral studies at a later date, follow the Research pathway.
















Research pathwayCoursework pathway

Minimum of 4 unitsMinimum of 4 unitsFaculty of Education coursework

Maximum of 4 units *Maximum of 4 unitsComplementary coursework:

The Research pathway requirements and its recommended enrolment pattern can be found in the Researchsection of this Handbook entry.

Required time limitsFull-time enrolment normally requires one year of study. Part-time enrolment may be extended to five yearsof study.

Major studies/SpecialisationsBecause of the program focus, the default study pattern will be student-designed; a customised pattern followingthe program structure guidelines. Students who follow the recommended enrolment pattern for the followingspecialisations will have their specialisation named on their testamur.

Please select one of the following specialisations or refer to the Program Structure section of this Handbookto tailor your own study pattern via the student-designed customisation option.

● Adult Professional and Workplace Learning● Career Development and Lifelong Learning● Communities and Informal Learning● Learning Design● Early Childhood● Educational Leadership● Online and Distributed Learning● Organisational Capacity Building

ResearchThe Research Pathway comprises a minimum of one research coursework unit and an individual, supervisedproject comprising a minimum of 2-units. Students will:

● work with a project supervisor in the 2 (or 3) unit project● arrange supervision for their project during the research coursework unit

Project topics will be in one of the fields of education or a related cognate field and are limited by the Faculty’scapacity to supervise. See the research recommended enrolment pattern.

Note: The Research Pathway is not available to students undertaking the following specialisations:

(1) Adult, professional and workplace learning(2) Early childhood

Practical experiencePractical experience is required and recommended in a limited number of specialisations: Adult, Professionaland Workplace Learning and Early Childhood. Irrespective of level of academic performance achievedby students in these specialisations, no student will be eligible to graduate from the specialisation withoutsatisfactorily demonstrating current professional competence against the performance criteria identified inthe nominated courses. Eligibility to Undertake practical experience in Queensland Educational SettingsUnder the terms of the Commission for Children and Young People Act (Qld. 2000), students undertakingpractical experience are considered to be volunteers engaged in regulated employment. As such, all studentsworking with children must apply to the Commission to be issued with a notice that they are suitable to workin child-related employment. As part of this application, the student must consent to the Commissionconducting a criminal history check as the key element of the process of determining suitability. All applications



http://www.usq.edu.au/handbook/current/edu/MLAD.html#programprogram.structure


for a suitability notice must be made at the local campus of the university at the commencement of theirprogram. Students who do not make application, or who do apply but are subsequently deemed unsuitable,will not be able to undertake the practical experience components of the program.

Further information, including a list of serious offences which could lead to a child care student being deemedunsuitable, are available from the Commission's website at http://www.ccypcg.qld.gov.au/employment/

Students undertaking practical experience outside of Queensland will need to check the requirements forpractical experience in their State or Country.


ArticulationThe Master of Learning and Development program articulates from the Postgraduate Certificate in AppliedLinguistics, Postgraduate Certificate of Education, and Postgraduate Certificate in Learning and Development.On completion, the Master of Learning and Development articulates to the Master of Education Research.

Exit pointsStudents who successfully complete a minimum of four (4) units of the Master of Learning and Developmentprogram will be able to transfer 4 units of credit to an appropriate Postgraduate Certificate program (see theprograms listed under Articulation above).

ExemptionsThe maximum exemptions granted will be no more than half of the program units (four units). Within thislimit, exemptions will be granted for relevant studies successfully completed at postgraduate level in the lastfive years and may be considered for studies successfully completed in the last 10 years. Students who havecompleted the Postgraduate Certificate programs listed in the Articulation section above, will receive fullcredit. Within the framework of these guidelines, the following points warrant particular consideration:


● Advanced Standing for other formal awards from recognised educational institutions will be assessedusing the Australian Qualification Framework’s Recognition of Prior Learning principles (pleaseseehttp://www.aqf.edu.au/).

● USQ participates in the Education Queensland Professional Development Pathways Program. Appropriatecredit will be given through the scheme which is outlined at http://education.qld.gov.au/staff/development/employee/teachers/pd_pathways/pd_pathways_contact.html. Applications for similarly assessedprofessional development programs offered in other jurisdictions are invited.

● Other completed and assessed professional development and workplace learning activities will attractcredit into the program when assessed by Program Administration as equivalent to a full USQ course.

Students intending to apply for exemptions should seek advice from Program Administration before applyingfor exemptions, and follow the guidelines for credit for previous study or work.

EnrolmentStudents will enrol in the Master of Learning and Development on either a full-time or a part-time basis.International on-campus students must be enrolled full-time.

It is recommended that study commences with the specialisation's Faculty of Education coursework section.

Note: Minimum enrolment numbers apply to all courses. Should enrolments not meet the minimum numberrequired, students may be transferred to a different mode or offering and advised of the change prior to semesterstart.











Recommended enrolment pattern - Research pathway


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Faculty of education Coursework: Select a minimum of 4 Master of Education coursework courses aslisted in the specialisations' Recommended Enrolment advice.

Complementary Coursework:Select a maximum of 1 coursework course from any USQ program

Research:

Required Coursework

1, 2, 32EDR8000 Foundations of Contemporary EducationalResearch Methods

Optional Coursework - If selected, a maximum of one course from the following:

1, 2, 32EDR8001 Effective and Ethical Educational Research1, 311EDR8005 Discourse Analysis

Project:Select 2 or 3 units from the following

Pre-requisite: EDR8000 or FET8602 (or negotiated equivalent) and 4 units of Study andminimum GPA 5

1, 2, 3EDR8060 Masters Project 1

Pre-requisite: EDR8000 and 4 units of completed Postgraduate Study and minimumGPA 5

1, 2, 3EDR8061 Masters Project II

Recommended enrolment pattern - Adult, professional and workplace learningThe Adult, Professional and Workplace Learning specialisation is designed to meet the needs of professionalsand other practitioners with an undergraduate degree or equivalent in a discipline other than education whowish to build a solid foundation of knowledge and skills in teaching and learning to enhance their practiceand support their personal, professional and career development. It will also meet the needs of more experiencededucators and trainers with an undergraduate degree or equivalent seeking further development of theirknowledge and skills in teaching and learning with a focus on adult, professional and workplace learning.Indicative positions include Training and Development Manager, Education Officer, Workplace Trainer andLearning and Development Consultant. The specialisation provides students with the opportunity to developand demonstrate skills in designing, planning, facilitating, managing, assessing and evaluating teaching andlearning processes and to develop their capacity for critical, reflective practice and ongoing professionaldevelopment and renewal.

Please note that the Research Pathway is not recommended for this specialisation.

*


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Faculty of education Coursework:

Required courses

11FET5601 Learning Design for FlexibleContexts






Course

Online(WEB)

External(EXT)

On-campus(ONC)



2EDU8406 Theories for Learning Futures1, 3EDU5713 Assessment, Evaluation and

Learning1, 2FET8606 Lifelong Career Development

PLUS

There is an Instructional placement requirement

1, 2, 3EDU5760 Professional Study**

Complementary coursework: Select 2 courses from USQ Programs at least one of these must be a level 8course.

FootnotesYour program of study must include a minimum of 50% level 8 courses*One of the central aims of this specialisation is to allow students to develop teaching skills and strategies, while at the same time linking theoryand practice. This is the basis for continual improvement. It is therefore essential that all students complete at least two education coursework

**

courses (EDU8701, FET5601 or EDU5713 and at least one complimentary course before undertaking any instructional placements associatedwith this specialisation.

Recommended enrolment pattern - Career development and lifelong learningThis specialisation will meet the growing demand from individuals working in teaching, counselling, training,employment, community development, or information management roles, who support the career planningand development of students, clients, and organisations. The Career Development and Lifelong Learningspecialisation has been designed to address core and selected specialist competencies from the ProfessionalStandards for Australian Career Development Practitioners, and it has been officially endorsed by the CareersIndustry Council of Australia as a qualification for being accorded the status of professional career developmentpractitioner under the Professional Standards. In addition, the recommended first course in the programFET8606 Lifelong Career Development provides an entry pathway for students completing the DEEWRAustralian Career Development Studies course, for which USQ is an approved Examiner.

Follow the recommended enrolment table below. Those intending to undertake doctoral studies at a later dateare referred to the Research Pathway in preference to “Complementary Coursework” courses. CourseworkPathway students may select any courses as their “Complementary Coursework”.

*


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Faculty of education coursework: Select a minimum of 4 Faculty of Education coursework courses

Required Courses

1, 2FET8606 Lifelong Career Development21EDU8331 Career Development in Educational Settings



2EDU8406 Theories for Learning Futures1, 2, 3EDU5760 Professional Study






Course

Online(WEB)

External(EXT)

On-campus(ONC)



Practice

Complementary Coursework:Select a maximum of 4 courses from USQ Programs

OR

Research pathway:Follow the recommended enrolment of the Research section in this Handbook entry.

FootnotesYour program of study must include a minimum of 50% level 8 courses.*

Recommended enrolment pattern - Communities and informal learningThe Communities and Informal Learning specialisation is designed to meet the needs of those involved inwork with communities such as Community Development Officers, Community Education Officers or LearningCoordinators, and those facilitating the informal and organic learning that takes place within communitysettings.


Your program of study must include a minimum of 50% level 8 courses.


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Faculty of education coursework:Select a minimum of 4 Faculty of Education coursework courses


Practice1, 22LIN8015 Introduction to Sociolinguistics1, 2, 3EDU5760 Professional Study2EDU8406 Theories for Learning Futures

Complementary Coursework: Select a maximum of 4 courses from USQ Programs

OR


Recommended enrolment pattern - Early childhoodSubject to approval

The Early Childhood specialisation is designed to meet the needs of early childhood professionals and othermultidisciplinary practitioners involved in work with young children and their families. It is expected thatthese students will normally hold an undergraduate degree (or equivalent post-compulsory qualifications) ina discipline other than early childhood education and are keen to enhance their skills, knowledge and abilityin relation to the early childhood sector. This qualification will also meet the needs of experienced educatorswho are seeking to further develop their knowledge and skills to gain a specialisation in early childhoodeducation and care.






Students will complete 60 days of practical experience in a child care setting. 30 days may be completed inthe work setting if the student is currently employed. The remaining 30 days must be completed in a differentsetting with a different age group.

Please note that the Research Pathway is not recommended for this specialisation.



Course

Online(WEB)

External(EXT)

On-campus(ONC)


Faculty of education coursework:

Required courses

15 days professionalexperience


1EDE3103 Play and Pedagogy II2EDE4010 Leadership and Management in

Early Childhood3EDU8007 Developing Matters in Early

Childhood Education

20 Days in the 0–2years and 25 days inthe 3–5 age group

1, 2, 3EDU5760 Professional Study *


2EDU8406 Theories for Learning Futures1, 2, 3EDR8000 Foundations of Contemporary

Educational Research Methods2EDU8011 Professional Culture, Dynamics

and Change in Early Childhood Education3EDU8701 Teaching and Learning in

Contemporary Contexts: Theory andPractice

Complementary Coursework:Select a maximum of one level 8 course from USQ Programs

FootnotesThis course includes 20 Days in the 0–2 years and 25 days in the 3–5 age group*

Recommended enrolment pattern - Educational leadershipAn interpretive analysis of Educational Leadership explores the significance, connectedness, and inferenceof conceptual frameworks, relationships and systems to further our understanding of human-centredtransformations. This specialisation is designed for those with leadership responsibilities in a range oforganisations, units or communities with a clear educational agenda. Social and sustainable partnerships,contested relations and collaborative work are located within dynamically changing environments. Studentcontexts will inform these analyses to develop culturally relevant approaches for educational leadership roles.






Your program of study must include a minimum of 50% level 8 courses


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Faculty of Education Coursework:Select a minimum of 4 Faculty of Education coursework courses

11EDU8312 Educators as Leaders: Emerging Perspectives1, 32EDU8314 Human Resource Strategies for Innovation22EDU8318Organisational Transformation Through Learning21EDU8328 Consultation and Communication: Theory and

Practice3EDU8605 Building Communities of Practice


OR


Recommended enrolment pattern - Learning designEffective learning design is at the heart of sound educational practices. To interrogate the potential of variouslearning environments, contexts and opportunities, educators must adopt a critical approach to the learningdesign process, and consider the extent to which learning is enhanced through explicit design strategies. Thisspecialisation meets the needs of a wide range of professionals working in educational settings who need todevelop their knowledge and skills in learning design. Those wishing to move into the fields of educationaldesign/learning design/instructional design or development will find this specialisation particularly useful.




Course

Online(WEB)

External(EXT)

On-campus(ONC)



2EDU5010 Politics and Pedagogy in Early Childhood11FET5601 Learning Design for Flexible Contexts2EDU8406 Theories for Learning Futures32EDU8415 Multi-Modal Texts and New Literacies1, 3EDU5713 Assessment, Evaluation and Learning


OR


Recommended enrolment pattern - Online and distributed learningThe specialisation is designed to meet the needs of a wide range of professionals in a variety of online educationsettings. It caters for those in both formal education settings and informal learning contexts – specificallyteachers and educational designers moving to a more sophisticated application of online education, as wellas professionals working in corporate environments. The main focus of this specialisation is to develop critical






thinking, intellectual engagement and the ability to design, develop, facilitate and evaluate programs in onlineand blended learning environments.




Course

Online(WEB)

External(EXT)

On-campus(ONC)



31EDU8415 Multi-Modal Texts and New Literacies11FET5601 Learning Design for Flexible Contexts1EDU8114 Online Pedagogy in Practice3EDU8605 Building Communities of Practice3EDU8111 Emerging Environments for Learning


OR


Recommended enrolment pattern - Organisational capacity buildingTaking an inquiring approach to capacity building, this specialisation examines approaches to building agency,independence and interdependence for healthy, sustainable and appreciative organisations and communities.The focus is on critical thinking and analysis within a strengths-based framework of person-centred practice.Indicative positions for those choosing this specialisation are Unit Leaders and Executive Officers withinorganisations with strong educational, developmental or learning responsibilities.




Course

Online(WEB)

External(EXT)

On-campus(ONC)



1, 31EDU8314 Human Resource Strategies for Innovation1, 2, 3EDR8000 Foundations of Contemporary Educational

Research Methods3EDU8605 Building Communities of Practice1, 2121LIN8015 Introduction to Sociolinguistics21EDU5221 Professional Learning22EDU8318Organisational Transformation Through Learning


OR







Research programs

Doctor of Education (DEDU) - EdDDistance education


Semester intake:

Domestic full fee paying placeFees:International full fee paying placeResearch training scheme (RTS)

3 years full-time and up to 6 years part-timeStandard duration:

Notes:

The program is principally delivered in the online mode.

Contact us





Program focusThis program is a professional and research doctorate directed at helping students to acquire and practiseresearch knowledge and skills as they design, conduct and report doctoral level research about current andreal world questions and topics. In doing so, the program provides students with maximum support and trainingto collect and analyse data and create new knowledge and understanding, and also to pursue new careeropportunities.

Career opportunitiesCareer opportunities for future program graduates are likely to match the current positions held by existingprogram graduates, including leading positions in educational and professional contexts such as schoolprincipals, school district directors, education system directors, directors of technical and vocational colleges,heads of educational facilities and services across a variety of sectors, directs of training and developmentfacilities, university academics, educational counsellors, educational trainers and consultants, and campusand centre managers.

Program objectivesOn successful completion of the Doctor of Education program, students should be able to:

● contribute to the advancement of knowledge relating to professional practice and leadership in education● exhibit competence and commitment in pursuing personal goals of advanced scholarship in relation to

their areas of specialisation● apply knowledge and skills acquired through research training● integrate empirical, methodological and theoretical knowledge in ways that engage current educational

issues











● demonstrate the capacity to add value to, and to help to sustain, contemporary learning communities● develop and extend a commitment to lifelong education and to fulfilling their own lives and those of

others.

Program aimsThe aim of this program is to provide experienced professionals in education, training and development withdoctoral level coursework and research opportunities that will engage educational issues that are relevant andmeaningful to them, help to sustain their communities and help to fulfil their lives.

Admission requirementsTo be considered eligible for admission to the Doctor of Education, applicants must:

● have completed a Masters with a ‘credit’ average or an undergraduate Honours (I or IIa) degree, orequivalent qualification in Education or a cognate field relevant to the proposed area of study from arecognised university

● have a documented record of normally three years full-time equivalent of professional or teachingexperience in a field relevant to the proposed area of study and be currently or recently employed inprofessional practice.

● provide evidence of English language proficiency (minimum IELTS 6.5 or equivalent) - internationalstudents only

Admission to all graduate programs is highly competitive owing to limited enrolment capacities. Meeting theminimum requirements does not guarantee admission.

How to apply


Domestic studentsApplications for Research Master and Doctorate programs should be made directly to USQ.

Program fees



Research training scheme (RTS)The Research Training Scheme (RTS) provides Commonwealth-funded higher degree by research (HDR)students with an ‘entitlement’ to an exemption from course fees for the equivalent of four years full-time studyin an accredited HDR program. If a student's RTS entitlement expires before they have completed their programthey will be required to pay full tuition fees. As there may be limited RTS places available, some students




http://www.usq.edu.au/research/students/apply







may be required to pay fees for all or part of their program. The USQ Office of Research and Higher Degreeswill advise students of their eligibility for an RTS place.

Program structureThe Doctor of Education is a 24-unit program. The program structure comprises three sections.

6 unitsCoursework:

maximum of 2 unitsOptionally elective postgraduate courses:

16 — 18 unitsDissertation/Folio thesis courses:

Program completion requirementsTo be awarded a Doctorate of Education, a student must normally have completed all designated researchcourses–that is, dissertation - or folio-type courses–and all designated coursework courses, such as researchmethods and, if relevant, elective courses. Students are normally required to undertake:

● two 2-unit coursework courses from the Doctor of Education program: EDU8601 Advanced Studies inProfessional Practice and EDU8602 Advanced Studies in Specialisation

● two 1-unit coursework courses: EDR8000 Foundations of Contemporary Educational Research Methodsand EDR8001 Effective and Ethical Educational Research

and will have the opportunity to undertake:

● two 1-unit elective courses at postgraduate level from the Faculty of Education or another Faculty at theUniversity of Southern Queensland or another recognised university.

Dissertation

If students take the two electives, their dissertation will constitute 16 units (67% of program; 60,000 words);if they do not take the two electives, their dissertation will constitute 18 units (75% of program; 70,000 words.)Student workload will be between 2,640 hours and 2,970 hours of effort.

Folio

Folios provide alternatives conducive to the needs of those engaged in professional practice in education, andgive students the possibility of presenting their research work using a range of representation genres. Thesemay include creative work, professional development packages or curriculum and/or teaching resources linkedby a common and conceptually framed theme. Student workload will be equivalent to that of the dissertation.

If students take the two electives, their folio will constitute 16 units (67% of program; a student workloadequivalent to that of the dissertation at 2,640 hours of effort); if they do not take the two electives, their foliowill constitute 18 units (75% of program; a student workload equivalent to that of the dissertation at 2, 970hours of effort.)

Required time limitsFull-time enrolment normally requires three years of study. (The University acknowledges that minimumcompletion periods may be waived in the case of exceptional progress.) Part-time enrolment normally requiressix years of study.

Core coursesThe core courses in the Doctor of Education program are:

● EDU8601 Advanced Studies in Professional Practice (2 units)● EDU8602 Advanced Studies in Specialisation (2 units)● EDR8000 Foundations of Contemporary Educational Research Methods (1 unit)● EDR8001 Effective and Ethical Educational Research (1 unit)



http://www.usq.edu.au/research/


● An externally examined research dissertation or folio (16 units if students also take two 1-unit electives;18 units if students take no electives).

Major studiesSpecialisations cover a wide range of areas and, depending upon the availability of research supervision, andare listed on the Faculty of Education, Research homepage http://www.usq.edu.au/education/research/default.htm:

Elective coursesStudents have the option of including in their Doctor of Education program two 1-unit electives, normally atpostgraduate level, from the Faculty of Education or another faculty at the University of Southern Queenslandor another recognised university. The intention of this option, based on a student design curriculum focus, isto give students the opportunity to customise their doctoral learning journey by completing courses that enhancetheir methodological knowledge and that add value to their dissertation/folio. Normally students will need toreceive the prior approval of the program coordinator before enrolling in the elective courses.

CourseworkThe coursework component of the Doctor of Education program is constituted by the core courses in theprogram:

● EDU8601 Advanced Studies in Professional Practice (2 units)● EDU8602 Advanced Studies in Specialisation (2 units)● EDR8000 Foundations of Contemporary Educational Research Methods (1 unit)● EDR8001 Effective and Ethical Educational Research (1 unit)

and if applicable two 1-unit electives.

ResearchThe research component of the Doctor of Education is constituted by the successful completion of an externallyexamined dissertation or folio that equals 16 units if students also complete two 1-unit electives or 18 unitsif students complete no electives in the program.

IT requirementsStudents must have reliable and ready access to e-mail and the internet. Broadband would be a significantadvantage. See http://www.usq.edu.au/ict/students/standards/hardware.htm

Other program requirementsStudents must normally complete successfully all coursework courses before progressing to the researchdissertation or folio.

Exit pointsStudents who complete the coursework component of the Doctor of Education program and who are not ableto complete the research component of the program will be able to transfer up to 8 credit points to an appropriatepostgraduate qualification in the Faculty of Education at the University of Southern Queensland (see theprograms listed under articulation).

ExemptionsStudents who complete EDR8000 Foundations of Contemporary Educational Research Methods and/orEDR8001 Effective and Ethical Research (or equivalent courses in Education or a cognitive field relevant tothe proposed area of study) during their Masters program may be granted advanced standing in the Doctor ofEducation program. Normally no other exemptions will be granted in this program. NB: Normally studentswill not be permitted to acquire advanced standing in the program on the basis of having completed two 1-unit



http://www.usq.edu.au/education/research/default.htm

http://www.usq.edu.au/education/research/default.htm



courses in previous studies and will therefore not be exempted from the electives in the Doctor of Educationprogram; instead it is intended that students exercising the option of including electives in their program willcomplete those electives during the program).

EnrolmentStudents who enrol in the Doctor of Education on either a full-time or a part-time basis. It is expected thatfull-time students will have recent practical experience on which to draw during the program. Internationalon-campus students must be enrolled full-time,

Recommended enrolment pattern


Course

Online(WEB)

External(EXT)

On-campus(ONC)


Core Coursework Courses (Required)

2 units1EDU8601 Advanced Studies in ProfessionalPractice*

2 units2EDU8602 Advanced Studies inSpecialisation*

Core Research Courses (Required)

previously FET8801.1 unit; exempted if

1, 2, 3EDR8000 Foundations of ContemporaryEducational Research Methods

already completed inMasters program

1 unit; exempted ifalready completed inMasters program

1, 2, 3EDR8001 Effective and Ethical EducationalResearch

Electives (Optional)

1 unit; selected inconsultation with supervisors

Elective

1 unit; selected inconsultation with supervisors

Elective

Dissertation/Folio Courses (Required)

2 units (part-time study); normally com

Pre-requisite: EDU8601 andEDU8602 and EDR8000 andEDR8001 and Students must

1, 2, 3EDR9000 Dissertation/Folio Part-time

pleted after complebe enrolled in the followingProgram: DEDU tion of coursework

courses

4 units (full-time study); normally com

Pre-requisite: EDU8601 andEDU8602 and EDR8000 andEDR8001 and Students must

1, 2, 3EDR9001 Dissertation/Folio Full-time

pleted after complebe enrolled in the followingProgram: DEDU tion of coursework

courses




Footnotes2 units*

Notes:

At the time of submission of the dissertation/folio for external examination, all coursework courses and electives (if applicable) must have beencompleted satisfactorily.




Doctor of Philosophy (DPHD) - PhDCRICOS code (International applicants): 031453C

Distance educationOn-campus



Semester intake:

-ToowoombaCampus:

Domestic full fee paying placeDomestic full fee paying placeFees:International full fee paying placeInternational full fee paying placeResearch training scheme (RTS)Research training scheme (RTS)

Can be studied full-time or part-time (full-time candidates normally complete in 3years).

Standard duration:

Contact us





Program focusThis is a research degree offered by all faculties. It provides students with training to become an effective andcompetent researcher in their discipline of interest.

Program aimsThe Doctor of Philosophy (PhD) is a University-wide degree coordinated by the Research and Higher DegreesCommittee of the Academic Board and supervised by staff from Faculties/Divisions.

Admission requirementsThe normal requirements for entry to the degree are either a bachelor degree with First Class Honours orSecond Class Honours (Division A) or equivalent, or a masters degree (with a research component) or otherqualifications equivalent to First Class Honours, together with evidence of professional standing. Normally,all students will be enrolled as provisional candidates, with their status being reviewed within 12 monthsfull-time or 24 months part-time enrolment. The degree is based on supervision by a principal and an associatesupervisor, therefore it is essential that intending candidates clarify their topic for research and seek an academicstaff member able to provide supervision. Application forms and advice on procedures for enrolment may beobtained from the Office of Research and Higher Degrees. Intending students are advised to allow severalmonths for discussion with potential supervisors and for consideration of the application prior to thecommencement of the program.









http://www.usq.edu.au/corporateservices/acboard/default.htm



How to apply


Domestic studentsApplications for Research Master and Doctorate programs should be made directly to USQ.

Program fees



Research training scheme (RTS)The Research Training Scheme (RTS) provides Commonwealth-funded higher degree by research (HDR)students with an ‘entitlement’ to an exemption from course fees for the equivalent of four years full-time studyin an accredited HDR program. If a student's RTS entitlement expires before they have completed their programthey will be required to pay full tuition fees. As there may be limited RTS places available, some studentsmay be required to pay fees for all or part of their program. The USQ Office of Research and Higher Degreeswill advise students of their eligibility for an RTS place.

Program structureThis is a research degree with a minimum period of three years for full-time candidature and five years forpart-time candidature.

Required time limitsStudents have a maximum of 4 years (Full-time) or 8 years (Part-time) to complete this program.

Recommended enrolment pattern - Full-timeMathematics, Arts, Business, Education or Nursing

Full-time candidates undertaking research in Mathematics, Arts, Business, Education or Nursing should enrolin RES9502 Doctor of Philosophy Studies Full-Time Maths, Arts, Business, Educ or Nursing - Full-Time foreach semester of their candidature. This will normally be for a total of six semesters. (Some faculties mayrequire a student to undertake a number of specific courses. They should discuss this with the Faculty.)

Biology, Engineering, Physics or Psychology

Full-time candidates undertaking research in Biology, Engineering, Physics or Psychology should enrol inRES9503 Doctor of Philosophy Studies Full-Time Biology, Engine'g, Physics or Psychology - Full-Time foreach semester of their candidature. This will normally be for a total of six semesters.

Recommended enrolment pattern - Part-timeMathematics, Arts, Business, Education or Nursing




http://www.usq.edu.au/research/students/apply








Part-time candidates undertaking research in Mathematics, Arts, Business, Education or Nursing should enrolin RES9500 Doctor of Philosophy Studies Part-Time Maths, Arts, Business, Educ or Nursing - Part-Time foreach semester of their candidature. This will normally be for a total of 10 semesters.

Biology, Engineering, Physics or Psychology

Part-time candidates undertaking research in Biology, Engineering, Physics or Psychology should enrol inRES9501 Doctor of Philosophy Studies Part-Time Biology, Engine'g, Physics or Psychology - Part-time foreach semester of their candidature. This will normally be for a total of 10 semesters.




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