- Overview
- Learning outcomes
- Program delivery and structure
BP046 - Bachelor of Education
Plan: BP046PDS - Bachelor of Education (Primary Education and Disability Studies)
Campus: Bundoora Campus
Program delivery and structure
Approach to learning and assessmentWork integrated learningProgram structureProgram transition planApproach to learning and assessment
The BP046PDS Bachelor of Education (Primary Education and Disability Studies) uses a variety of active learning and teaching approaches, including: face-to-face and online components, case studies, action research, reflective techniques, presentations, group-based learning, discussions, negotiated learning (such as work-based projects), and professional practice experiences in schools and relevant educational settings.
The program also utilises a range of assessment methods to evaluate your learning, with the aim of developing critical thinking skills and reflective practice. Assessment components include both formal assessments and informal self assessments so that you can monitor your own learning. A range of approaches to assessment will enable you to demonstrate your knowledge, skills, and application of knowledge and skills across courses. Formative assessment will be provided throughout the semester, and summative assessment is undertaken at the completion of each course.
Assessment will be used to provide you with feedback on your progress. The learning outcomes linked to courses can be effectively assessed by, (for example): written assignments, individual and group presentations, short answer question or multiple-choice tests, examinations, reflective journals where you will conduct an analysis of Work Integrated Learning (WIL) experiences, and reports on the design of individual programs for learners. Your capacity to perform as a pre-service teacher in schools will be assessed through written reports completed by your Professional Experience Mentors.
An important aspect of the assessment of this program is to provide you with critical feedback from lecturers, peers and others (for example, Professional Experience Mentors) on your understanding and reflections of key criteria related to working effectively with curriculum, learners and colleagues as a pre-service school teacher. Lecturer feedback will be used as a way of further developing your capabilities. You will also use self assessment and reflections to demonstrate your own understanding of the content.In the final year of your studies you will undertake a research project to bring together the knowledge and skills you have aquired in the program
Top of pageWork integrated learning
RMIT University is committed to providing you with an education that strongly links formal learning with professional or vocational practice. As a student enrolled in this RMIT University program you will:
- undertake and be assessed on structured activities that allow you to learn, apply and demonstrate your professional or vocational practice;
- interact with industry and community when undertaking these activities;
- complete these activities in real work contexts or situations; and in addition:
- these interactions and the work contexts provide distinctive sources of feedback to you to assist your learning.
Any or all of these aspects of a Work Intergrated Learning (WIL) experience may be in a simulated workplace environment
The program has been designed to provide a minimum of 130 days supervised professional practice. Education Studies and Professional Experience courses link content and assessment with professional practice and provide opportunities for Work Integrated Learning.
The designated WIL courses in this program are:
TCHE2112 Orientation to Teaching
TCHE2490 Educational Settings and Society
TCHE2523 Introduction to Education and Disability
TCHE2486 Professional Experience: Connected Classrooms
TCHE2454 Inclusive Education
TCHE2465 Learning Across the Curriculum
TCHE2474 Teaching Children with Complex Needs
TCHE2491 Professional Experience: Applied Education Project
This program provides work related projects in the learning activities and assessment. You will be learning as you are doing professional work, jobs and tasks while in employment. The feedback you receive from your lecturers, Professional Experience Mentors (PEM) and others on Work Integrated Learning (WIL) activities and assessment will be vital for your learning. The program prepares and supports you for these experiences.
Please note that to undertake the Professional Experience courses in year one to year four of the program, you must provide a satisfactory working with children check. If you are not able to provide this, you will be unable to complete the program.
Top of pageProgram Structure
| To graduate you must complete the following: | ||||||||||||||||||||||||||||||||||||||||
|
| ||||||||||||||||||||||||||||||||||||||||
Year One of Program |
||||||||||||||||||||||||||||||||||||||||
| Complete the following Nine (9) Courses: | ||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||
| AND | ||||||||||||||||||||||||||||||||||||||||
|
| ||||||||||||||||||||||||||||||||||||||||
Year Two of Program |
||||||||||||||||||||||||||||||||||||||||
| Complete the following Eight (8) Courses: | ||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||
| AND | ||||||||||||||||||||||||||||||||||||||||
|
| ||||||||||||||||||||||||||||||||||||||||
Year Three of Program |
||||||||||||||||||||||||||||||||||||||||
| Complete the following Eight (8) Courses: | ||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||
| AND | ||||||||||||||||||||||||||||||||||||||||
|
| ||||||||||||||||||||||||||||||||||||||||
Year Four of Program |
||||||||||||||||||||||||||||||||||||||||
| Complete the following Eight (8) Courses: | ||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||
Program transition plan
The Bachelor of Education program structure was updated for semester 1, 2018 and all existing and commencing students were enrolled in the updated structure. The changes were:
The changes are:
Removal of Professional Experience requirements in TCHE2488/2507 PX: Early Literacy F-2 and TCHE2489/2510 PX: Developing a Sense of Number
Addition of Professional Experience placements in TCHE2454/2524/2553 Inclusive Education and TCHE2465/2505/2557 Learning Across the Curriculum
move TCHE2454/2524/2553 Inclusive Education from 4th year to 3rd year
move TCHE2483/2509 Understanding Diversity and Difference from 3rd year to 4th year core*
*If you have already successfully completed TCHE2483/2509 Understanding Diversity and Difference, then you are advised to enrol into TCHE2454/2524/2553 Inclusive Education.
All courses you have successfully completed in the old structure will be recognised in the new structure. If you are undertaking a reduced load or have not satisfactorily completed some of your courses, are on Leave of Absence (LOA), or have deferred studies, you will not be disadvantaged by the change of program structure. You will not incur any extra costs or be required to complete extra credit points as a result of this change in program structure.
The existing BP046 Bachelor of Education is also due for external accreditation by the Victorian Institute of Teaching for commencement in 2019. This provides an opportunity to re-design the program in light of changes to the external regulatory environment for initial teacher education.
There are sufficient changes to courses and structure to deem this a new program. The Bachelor of Education (BP046) will be replaced by a new version of the program (BP320) for students starting from semester 1, 2019. The current iteration of BP046 will be taught out from 2019.
All students are welcome to individual academic advisement and confirmation of requirements for completion of the program. Please contact the Program Manager, nicky.carr@rmit.edu.au, to arrange this.
Top of page[Previous: Learning outcomes]