The double degree course structure is based on 10 semesters (each of 12 weeks duration, plus an exam week), with four subjects taught in each semester. It comprises:
- 22 compulsory core subjects
- 3 specialisations each from the separate awards (18 subjects)
To qualify for award of the double degrees of Bachelor of Arts and Bachelor of Education (Secondary) a candidate shall complete at least 400 credit points, including satisfactory completion of the core and specialisation subjects.
In addition to the subjects listed above, students will be required to complete four curriculum studies subjects:
- CRS Curriculum Studies 1 Part A
- CRS Curriculum Studies 1 Part B
- CRS Curriculum Studies 2 Part A
- CRS Curriculum Studies 2 Part B
- 1 major (specialisation) of 8 subjects from the Bachelor of Arts
- 1 major (specialisation) of 6 subjects from the Bachelor of Education (Secondary)
- 1 minor (specialisation) of 4 subjects from the Bachelor of Education (Secondary).
Further details on the subjects available for each specialisation are available on the individual course pages.
Rules of Progression
of 10 subjects (10 credit points) at 100 level.
Applicants with Recent Secondary Education (within the past 2 years)
Applicants admitted on the basis of their recent secondary education must demonstrate the completion of NSW Higher School Certificate with an ATAR of no less than 65 (or the completion of the interstate or overseas equivalent qualification and result) for admission into this course. This must include a minimum of three Band 5 HSC results, including one in English. Please note assumed knowledge is recommended for most specialist teaching areas and is mandatory in Mathematics.
Special admission is also available for Year 12 students whose ATAR (or equivalent) falls within 5 points of the published lowest ATAR to receive an offer but have done well in subjects relevant to the course of study. These Special Admission Pathways are evaluated on a case-by-case basis by the Program Director and then tabled for approval by the Admissions Committee.
Applicants with Vocational Education and Training (VET) Study
Applicants with a Vocational Education and Training (VET) qualification will demonstrate the completion of a Certificate III or higher qualification awarded by an authorised institution or registered training organisation (RTO).
The Program Director will conduct a pre-admission interview (either face-to-face or phone or via Zoom) with all applicants seeking entry into the course on the basis of a Certificate III qualification. This interview aims to assess academic suitability and preparedness of the applicant for undergraduate level study.
Applicants with Higher Education Study
Applicants whose highest level of study since leaving secondary education is a complete or partially complete higher education qualification must demonstrate the completion or partial completion of an AQF Level 5 Higher Education Diploma (or higher) by an authorised institution for admission into this course.
Applicants with Work and Life Experience
If you are over the age of 21 at the time of commencement, you can apply for admission into this course on the basis of provisional entry, and complete the provisional entry qualifying period to become a full candidate.
Overseas students are required to demonstrate their English proficiency skills. Such students admitted into our programs must attain an overall IELTS (or equivalent) score of 6.5 (with no score below 6.0 in any of the four skills areas). IELTS (or equivalent) is not required for applicants who have undertaken five years of required higher education study (or equivalent) in English from an approved country or who have completed a Certificate IV or higher qualification awarded in English under the Australian Qualification Framework by an authorised institution or registered training organisation.
Delivery Mode: Face-to-face, online
Locations: Sydney and online
Duration: 5 years full-time/up to 12 years part-time
Intakes: Semester 1, Semester 2
Course Learning Outcomes
- knowledge of various approaches used across a broad and coherent body of knowledge within the Christian worldview framework;
- a broad knowledge of theories, principles and practices, with depth in the area of Arts specialisation;
- an in-depth knowledge of key issues and practices in the discipline area of secondary teaching;
- a general knowledge of scholarship and recent developments in the subject areas pertaining to secondary teaching;
- a broad and coherent understanding regarding the planning, implementation, assessment and reporting of pedagogically sound learning activities consistent with a Christian worldview and appropriate to the demands of the teaching context;
- skills to analyse, synthesise, and apply knowledge of theories, principles and practices in the Arts discipline area;
- skills to understand and communicate a Christian worldview;
- cognitive and technical skills required for a range of liberal arts fields, with depth in the area of specialisation;
- ability to identify issues and to provide evidence based and innovative solutions, by integrating their Christian worldview to complex issues;
- skills in critical thinking and self-directed learning, using a range of sources and methods;
- analyse and interpret the stages of development in physical, cognitive, social/emotional and spiritual growth in children and adolescents and apply it to diagnosis and teaching strategies for progression of students;
- analyse and synthesise various pedagogical approaches with differing ideologies and develop skills and strategies (including technologies) to enhance the quality of learning for all students, including those from marginalised communities;
- identify and critically evaluate new developments of research and scholarship in the discipline area of secondary teaching;
- communication skills to present theories, ideas and arguments to specialist and non-specialist audiences using appropriately selected communication methods;
Application of Knowledge and Skills:
Demonstrated ability to:
- discuss and analyse contemporaneous topics, issues and challenges impacting on secondary teaching, from a Christian worldview, to develop appropriate solutions;
- comply with professional codes of ethics and regulations which impact on the ability to work with children and adolescents and keep abreast of changes in the legislation and practice applicable to the specific teaching context;
- work independently, responsibly and with the level of professionalism expected of an expert in secondary teaching;
- collaborate with the broader community of Christian teachers and school leaders to provide appropriate collegial support;
- undertake self-reflection and evaluation of teaching performance for the purpose of vocational development.
Graduates of the double degrees of Bachelor of Arts and Bachelor of Education (Secondary) may find employment in schools (faith-based, government and non-government schools), not-for-profit and mission-focused organisations, community service-orientated positions, and positions that require research skills, academic knowledge, practical experience and critical thinking. This includes careers such as corporate trainers and development managers, curriculum consultants and developers, educational administrators, educational researchers, government policy advisers, community educators, education publication writers or editors, or education policy analysts. Additionally, graduates may progress further along the pathway toward Level 8 and 9 (postgraduate studies) upon completion of the Bachelor of Education (Secondary).
To meet the requirements of the Bachelor of Education (Secondary), all teacher education students will complete 4 subject (40 credit points) of Professional Placement:
1. EXP211 Professional Experience 1
2. EXP212 Professional Experience 2
3. EXP311 Professional Experience 3
4. EXP312 Professional Experience 4
In addition, the teacher education student, once admitted into the course, may apply for a Clinical Teaching Module (CTM) placement. This is a mode of study that places the student, typically one day a week in a host school under a Host Coach(es), where they can practice their new skills and understanding without the pressures of assessment. They are encouraged to seek modifications to their subject assignments for their CTM context and so create synergy with their CTM commitment and their academic study.