All students are required to satisfy the applicable <a href="http://www.usq.edu.au/study/degrees/english-language-programs" target="_blank">English language requirements</a>.If students do not meet the English language requirements they may apply to study a University-approved <a href="http://www.usq.edu.au/study/degrees/english-language-programs" target="_blank">English language program</a>. On successful completion of the English language program, students may be admitted to an award program.

School of Education

Graduate Certificate of Education

GCEF - Graduate Certificate of Education

Graduate Diploma of Education

GDED - Graduate Diploma of Education

Graduate Research School

Doctor of Philosophy

DPHD - Doctor of Philosophy

Core courses

Students are advised of which course from List A is relevant to their teaching areas at program entry.

List A courses are only offered in Trimester 2

List A - Discipline-specific Curriculum and Pedagogy courses

Students nominate one course from List B relevant to their teaching areas at program entry.

List B courses are only offered in Trimester 3

List B - Advanced Curriculum and Pedagogy courses

Students must complete the teaching areas as stated in their letter of offer at program entry.

Specialisation- teaching areas

Requirements

This program is accredited by the Queensland College of Teachers (QCT) and meets the expectations and requirements of the Australian Institute for Teaching and School Leadership (AITSL).

The <a href="https://www.unisq.edu.au/current-students/academic/dates" target="_blank">Academic Calendar and Important Dates</a> webpage will allow you to view and download a copy of the important dates for the calendar.

assess according to Queensland Curriculum and Assessment Authority (QCAA) and Australian Curriculum Assessment and Reporting Authority (ACARA) requirements, provide feedback and report on secondary student learning

know the content and how to teach subjects that are taught in secondary schools, which are guided by, but not limited to, two teaching areas

know adolescent students and how they learn

engage in professional learning to improve practice, and learning outcomes, for secondary school learners

create and maintain supportive and safe learning environments for secondary students

plan for and implement effective teaching and learning pedagogies suitable for both junior and senior secondary students

engage professionally with colleagues, parents/carers and the community, meeting their ethical and legal responsibilities.

MSLT

Professional Experience is a mandated component of this program. The program requires three full-time supervised Professional Experience blocks in a school setting, totalling 60 days.

The program is developmental, and the placements are sequenced with pre-requisites so that they must be attended in order. Professional Experience is an embedded, supervised and assessed requirement in EDM5000 Planning for Learning: Introduction to Curriculum and Pedagogy (15 days), EDM5001 Understanding Learners and Learning (20 days) and in the capstone course EDM8100 Evidence of Learning in Teaching (25 days). Satisfactory completion of both components of the LANTITE is required prior to enrolling in the capstone course, EDM8100 Evidence of Learning in Teaching, for the final supervised placement and the GTPA.

Students intending to complete the program in 1.5 years are advised on the importance of attending a Professional Experience placement every semester by meeting pre-requisites, complying with placement requirements, communicating with the UniSQ Education Placement Office and by taking sufficient personal and professional responsibility to attend sites as required throughout the program.

The placements in secondary school contexts are organised by the UniSQ Education Placement Office and the calendar of placement dates are scheduled in advance. At UniSQ, Professional Experience placements are managed through the InPlace online software management system. The expectation is that students will usually attend two different sites throughout their program and return to a previous school placement site for the GTPA in their final semester of study.

The majority of the supervised placements must be attended in an Australian school setting. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in the program. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, are required to possess a current Positive Exemption Card (Blue Card or Exemption Card) on enrolment. Students must hold a current valid Blue Card throughout the duration of each Professional Experience. The University is legally obliged to warn students that it is an offence for a disqualified person to submit a Blue Card application. Students in other Australian states or in overseas contexts need to ensure that they have complied with the equivalent requirements and have registered the details with the UniSQ Education Placement Office. Students should keep their Blue Card on them at all times while attending a Professional Experience placement.

Professional Experience is a mandated component of this program. The program requires three full-time supervised Professional Experience blocks in a school setting, totalling 60 days.

The program is developmental, and the placements are sequenced with pre-requisites so that they must be attended in order. Professional Experience is an embedded, supervised and assessed requirement in EDM5000 Planning for Learning: Introduction to Curriculum and Pedagogy (15 days), EDM5001 Understanding Learners and Learning (20 days) and in the capstone course EDM8100 Evidence of Learning in Teaching (25 days). Satisfactory completion of both components of the LANTITE is required prior to enrolling in the capstone course, EDM8100 Evidence of Learning in Teaching, for the final supervised placement and the GTPA.

Students intending to complete the program in 1.5 years are advised on the importance of attending a Professional Experience placement every semester by meeting pre-requisites, complying with placement requirements, communicating with the UniSQ Education Placement Office and by taking sufficient personal and professional responsibility to attend sites as required throughout the program.

The placements in secondary school contexts are organised by the UniSQ Education Placement Office and the calendar of placement dates are scheduled in advance. At UniSQ, Professional Experience placements are managed through the InPlace online software management system. The expectation is that students will usually attend two different sites throughout their program and return to a previous school placement site for the GTPA in their final semester of study.

The majority of the supervised placements must be attended in an Australian school setting. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in the program. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, are required to possess a current Positive Exemption Card (Blue Card or Exemption Card) on enrolment. Students must hold a current valid Blue Card throughout the duration of each Professional Experience. The University is legally obliged to warn students that it is an offence for a disqualified person to submit a Blue Card application. Students in other Australian states or in overseas contexts need to ensure that they have complied with the equivalent requirements and have registered the details with the UniSQ Education Placement Office. Students should keep their Blue Card on them at all times while attending a Professional Experience placement.

Satisfactory completion of both components of the LANTITE will be required prior to commencing the final supervised placement and for graduation from this program.

Satisfactory completion of both components of the LANTITE will be required prior to commencing the final supervised placement and for graduation from this program.

All students are expected to commit themselves to the highest standards of personal and professional behaviour as defined by the Queensland College of Teachers ‘Code of Ethics'.

All students are expected to commit themselves to the highest standards of personal and professional behaviour as defined by the Queensland College of Teachers ‘Code of Ethics'.

This program is studied through online courses and external placement courses for Professional Experience. For information technology requirements, please refer to the UniSQ minimum computing standards.

This program is studied through online courses and external placement courses for Professional Experience. For information technology requirements, please refer to the UniSQ minimum computing standards.

Students must maintain good standing in this program. Please refer to the Academic Standing, Progression and Exclusion Procedure.

Students must maintain good standing in this program. Please refer to the Academic Standing, Progression and Exclusion Procedure.

The Australian Federal Government has mandated that all students of initial teacher education programs demonstrate they have been assessed as being in the top 30% of the adult population for personal literacy and numeracy. The Literacy and Numeracy Test for Initial Teacher Education (LANTITE) is administered and managed by the Australian Council for Educational Research (ACER). While this is not a requirement for admission, all students will need to organise and demonstrate a pass result in all components of the LANTITE prior to the final supervised Professional Experience and to graduate from this program.

The Australian Federal Government has mandated that all students of initial teacher education programs demonstrate they have been assessed as being in the top 30% of the adult population for personal literacy and numeracy. The Literacy and Numeracy Test for Initial Teacher Education (LANTITE) is administered and managed by the Australian Council for Educational Research (ACER). While this is not a requirement for admission, all students will need to organise and demonstrate a pass result in all components of the LANTITE prior to the final supervised Professional Experience and to graduate from this program.

Costs

There is no fee for a student Blue Card, but the program has additional costs associated with LANTITE and Professional Experience. Every effort is made to place students within a reasonable distance of their home; however students are also encouraged to consider a rural, regional or remote placement. There may be costs associated with travel, accommodation, meal expenses, incidentals and the possible loss of income from other paid employment.

Costs

There is no fee for a student Blue Card, but the program has additional costs associated with LANTITE and Professional Experience. Every effort is made to place students within a reasonable distance of their home; however students are also encouraged to consider a rural, regional or remote placement. There may be costs associated with travel, accommodation, meal expenses, incidentals and the possible loss of income from other paid employment.

Students must also hold a valid Blue Card within Queensland or hold a valid Working with Children Check as well as having completed any further training/certificates relevant to the state in which they are completing their Professional Experience.

Students must also hold a valid Blue Card within Queensland or hold a valid Working with Children Check as well as having completed any further training/certificates relevant to the state in which they are completing their Professional Experience.

English language requirements apply to applicants whose previous Bachelor-level study was completed in a country other than Australia, Canada, New Zealand, Republic of Ireland, United Kingdom or the United States of America or undertaken in a language other than English. Applicants from a non-English speaking background must attain an IELTS score of at least 7.5 with a minimum of 8.0 in speaking and listening and 7.0 in all other subtests. The minimum English language requirements for these applicants to enter this program are for teacher registration in Australia, as applicable for Category 5 English language requirements.
All students are required to satisfy the applicable English language requirements.

If students do not meet the English language requirements they may apply to study a University-approved English language program. On successful completion of the English language program, students may be admitted to an award program.

category_5 English language requirements apply to applicants whose previous Bachelor-level study was completed in a country other than Australia, Canada, New Zealand, Republic of Ireland, United Kingdom or the United States of America or undertaken in a language other than English. Applicants from a non-English speaking background must attain an IELTS score of at least 7.5 with a minimum of 8.0 in speaking and listening and 7.0 in all other subtests. The minimum English language requirements for these applicants to enter this program are for teacher registration in Australia, as applicable for Category 5 English language requirements.
All students are required to satisfy the applicable English language requirements.

If students do not meet the English language requirements they may apply to study a University-approved English language program. On successful completion of the English language program, students may be admitted to an award program.

Completion of a three-year Bachelor degree or equivalent (AQF Level 7), in a discipline other than education, with a minimum Grade Point Average of 4.0 out of 7.0, from a recognised tertiary institution.

Students are accepted into the secondary program based on their discipline studies from their academic transcript and qualifications, for example in relation to vocational education areas. For secondary teaching in two teaching areas, applicants must have studied six units that are relevant to a major teaching area and at least another four units that are relevant to a contrasting subject area or a different discipline area. The secondary discipline studies requirements can be met through further study that is completed from different courses at bachelor degree level or higher.

prior_qualifications_sub Completion of a three-year Bachelor degree or equivalent (AQF Level 7), in a discipline other than education, with a minimum Grade Point Average of 4.0 out of 7.0, from a recognised tertiary institution.

Students are accepted into the secondary program based on their discipline studies from their academic transcript and qualifications, for example in relation to vocational education areas. For secondary teaching in two teaching areas, applicants must have studied six units that are relevant to a major teaching area and at least another four units that are relevant to a contrasting subject area or a different discipline area. The secondary discipline studies requirements can be met through further study that is completed from different courses at bachelor degree level or higher.

UniSQ Handbook

Master of Learning and Teaching (Secondary)

16 Units to Complete