Bachelor of Education (Secondary)
Get qualified to work as a registered secondary school teacher
Learn to teach young adults in high school. After covering the fundamentals of literacy and numeracy, choose from a wide range of curriculum specialisations. Put theory into practice during your professional experience placement in the classroom.
Australian Higher Education Loan Program (HELP)
Online & on-campus
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Course Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a course. These outcomes are aligned with the graduate attributes.
Course Learning Outcomes
- Demonstrate analytical and critical skills to transform and disrupt thinking in educational contexts.
- Demonstrate an understanding of diverse ways of knowing and learning in educational contexts to inform connected and compassionate ways of teaching.
- Demonstrate an ability to identify and solve problems with intellectual independence.
- Demonstrate an ability to develop innovative and creative responses to local and global challenges in educational contexts.
- Demonstrate knowledge of ethical, legal and human rights principles in education settings.
- Demonstrate an understanding of and commitment to legislative requirements and codes of conduct relevant to the education profession.
- Demonstrate disciplinary, interdisciplinary and transdisciplinary understandings in relation to curriculum content and frameworks.
- Demonstrate and apply pedagogical principles for effective assessment practices and supportive learning environments.
- Demonstrate the capacity for self-reflective learning, integrity and accountability in professional practice.
- Demonstrate ability in maintaining literacy and numeracy skills to keep currency with pedagogical practice and professional development.
- Communicate clearly, coherently and independently with exposition of knowledge and ideas in both oral and written forms.
- Demonstrate teamwork skills and leadership in professional and learning community settings.
- Demonstrate an understanding of and respect for diversity in others and self identify and apply proactive and inclusive strategies to encourage and support student engagement.
- Demonstrate a broad knowledge and understanding of the impacts of culture, cultural identity and linguistic background on the education of the students from Aboriginal and Torres Strait Islander backgrounds.
Depending on the teaching areas chosen, graduates may work in early childhood settings, primary or secondary schools. Combined specialisations in early childhood/primary and primary/secondary allow for teaching across a wider range of age groups.
This course is pending accreditation from the NSW Education Standards Authority and nationally through the Australian Institute for Teaching and School Leadership. The Early Childhood/Primary specialisation is pending accreditation from the Australian Children’s Education and Care Quality Authority.
- Applicants for admission to candidature at a New South Wales campus of Southern Cross University must have satisfied requirements specified by the NSW Education Standards Authority (NESA) for admission to an initial teacher education course that is approved for the purposes of enabling graduates to apply for registration as a teacher in New South Wales, including
- satisfactory completion of the UAC or QTAC non-academic entry requirement test.
- Applicants for admission to candidature at a Queensland campus of Southern Cross University must have satisfied requirements specified by the Queensland College of Teachers for admission to an initial teacher education course that is approved for the purposes of enabling graduates to apply for registration as a teacher in Queensland, including
- satisfactory completion of the UAC or QTAC non-academic entry requirement test.
To meet the University’s minimum English Language Proficiency requirement, an applicant must satisfy one of the following criteria:
- have completed senior secondary study to the equivalent of the Australian year 12 or have completed at least one year of full-time study (or equivalent part-time study) at AQF diploma equivalent or higher where:
- the country where those studies were undertaken is listed in Rules Relating to Awards – Rule 2, Section 2 – English Language Proficiency Requirements and
- the language of instruction was English; or
- achieved a minimum test score, within two (2) years of the date of application for admission, equal to or above the minimum listed below:
- International English Language Test System (IELTS). The applicant must have a minimum overall score of 7.5, including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing; or
- International Second Language Proficiency Rating (ISLPR). The applicant must have a score of at least 4+ in each of the four areas: speaking, listening, reading and writing.
- successfully completed SCU’s Preparing for Success Program.
For the purposes of satisfying English Language Proficiency requirements for admission, applicants will only be considered on the above criteria and will not be considered on the basis of other criteria established by the Rules Relating to Awards – Rule 2, Section 2 – English Language Proficiency Requirements.
English Proficiency Requirements
English language requirements apply to International applicants and other applicants whose previous study was undertaken in a language other than English. The minimum English language requirements for such applicants for entry to this course are as follows:
- Overall Score or equivalent: 7.5
- Reading: 7.0
- Writing: 7.0
- Listening: 8.0
- Speaking: 8.0
You’ll complete a substantial program of professional teaching experiences as part of your degree, enabling you to apply your theoretical knowledge in real-world educational settings.
Pre-requisites to meet national and state-based regulatory requirements, including a Working with Children Check, must be met prior to attending professional experience placement. All professional experience learning hours must be completed and professional behaviour and conduct must be demonstrated.
All Initial Teacher Education students across Australia need to successfully complete the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). At Southern Cross University the test needs to be successfully completed prior to undertaking the third professional experience placement.
Applicants or students that can provide supporting documents to verify they already know, understand and can perform the learning outcomes for one or more units within a Southern Cross course, are eligible to have their prior learning assessed for credit by submitting an application for Advanced Standing.
More information can found in https://www.scu.edu.au/study-at-scu/how-to-apply/credit-for-recognition-of-prior-learning
The Bachelor of Education is a gateway degree to work as a registered teacher. The first year is a foundational year with a solid grounding in literacy, numeracy, and subject content, as well as issues in contemporary education. Students choose a specialisation depending on which sector of education they wish to teach in.
Graduates will either be qualified as a teacher in:
- Early Childhood/Primary
- Primary (kindergarten to Year 6)
- Primary/Secondary (English Primary Specialisation and one subject in secondary)
- Secondary (choose two teaching subjects) or
- Secondary: Technology (Design and Technology and choose from Industrial Technology, or Food and Fibre plus a secondary teaching area).
In the Secondary teaching area, students choose teaching subjects from a wide range of curriculum specialisations, which includes Technology and Design.
This course includes professional experience learning via placement in early childhood education settings, schools, and community sites. Pre-requisites to meet national and state-based regulatory requirements, as detailed in Faculty of Education Professional Experience Requirements, must be met prior to attending professional experience placement. All professional experience learning days must be completed, and professional behaviour and conduct must be demonstrated.
If undertaking full-time study from year 2, studying from January to December (6 teaching terms) may be required in some years.
Please note admission to this course includes non-academic requirements.
Recommended Study Pattern
In this specialisation, you choose two teaching subjects from the full range of secondary subjects.
To be eligible to receive the Bachelor of Education, students must complete the equivalent of 32 units (384 credit points), comprising:
- 1 specialisation in (384 Credit points) Primary or Early Childhood/Primary or Primary/Secondary or Secondary or Technology Secondary and
- 4 Professional Experience units (0 credit points) or
- 5 Professional Experience units (0 credit points) with the Early Childhood/Primary Specialisation and
- both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) as required by the Federal Government
Permission to undertake a professional experience placement requires meeting all academic and non-academic requirements as stipulated by the University and relevant accreditation bodies.
Students may be eligible to exit with a Bachelor of Educational Studies after completing the equivalent of 24 units (288 credit points) comprising 8 core units and 16 specialisation units.
Students may be eligible to exit with an Associate Degree of Educational Studies after completing the equivalent of 16 units (192 credit points), comprising 6 core units and 10 specialisation units.
Students may be eligible to exit with the Diploma of Interdisciplinary Studies after completing the equivalent of 8 units (96 credit points) comprising 4 core units and 4 specialisation units.