BP320 - Bachelor of Education

Go to Enrolment Program Structures Search

Plan: BP320PPE - Bachelor of Education (Primary and Physical Education/Sport)
Campus: Bundoora Campus

Program delivery and structure

Approach to learning and assessment
Work integrated learning
Program structure
Program transition plan

Approach to learning and assessment

The BP320 Bachelor of Education (Primary and Disability Inclusion) 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, portfolio entries where you will provide evidence of your achievement of the Gradute Teacher Standards, drawing on your Work Integrated Learning (WIL) experiences in educational settings, 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, supervising teachers) on your understanding and reflections of key criteria related to working effectively with curriculum, learners and colleagues as a pre-service school teacher. This feedback is a valuable 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 acquired in the program.

Inherent requirements

The following information outlines the tasks you may be required to undertake during professional placement and on-campus learning activities. The non-academic abilities listed are provided for information only and are not entry requirements.

If there are any activities outlined which may be difficult for you to undertake, there are a range of adjustments to your study conditions available to enable and support you to demonstrate these abilities. Please contact the Equitable Learning Service to discuss any adjustments you may require.

Some fundamental tasks for this program include:

  • reading, writing and number skills for demonstrating to students accurate reading, spelling, grammar and numeracy
  • vision and hearing to accurately gain information and monitor students
  • managing your behaviour and emotions to provide safe and competent teaching
  • time-based problem-solving when working with students      

Please read the full list of the Bachelor of Education inherent requirements

Why do you need to know?

By understanding the types of activities you’ll participate in, and the non-academic abilities you may need in this program, you can:

  • understand more about the program
  • determine if you may need support during your studies
  • make an informed decision about whether the program is suitable for you

If you are living with disability, long-term illness and/or a mental health condition, we may be able to support you by making adjustments to activities in your program so that you can participate fully in your studies.

To receive learning adjustments, you need to register with Equitable Learnng Services

*Top of page

Work integrated learning

RMIT University is committed to providing you with an education that strongly links formal learning with professional 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 practice;
  • Interact with industry and community when undertaking these activities;
  • Complete these activities in real work contexts or situations.

These interactions and the work contexts provide distinctive sources of feedback to you to assist your learning.

Some aspects of a Work Integrated Learning (WIL) experience may take place in a simulated workplace environment.

The program has been designed to provide a minimum of 90 days of supervised professional practice. Discipline and Professional 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:

TCHE2624 Professional Experience: Preparing for Teaching

TCHE2654 Professional Experience: Fundamentals of Movement Instruction (5 days, PE)

TCHE2626 Professional Experience: Becoming a Teacher (10 days, Classroom)

TCHE2623 Professional Experience: Using Assessment, Data and Reporting (15 days Classroom)

TCHE2627 Professional Experience: Classroom Cultures and Communication (15 days, Classroom or PE*)

TCHE2653 Professional Experience: Inclusion and Diversity in Movement (5 days, PE)

TCHE2454 Professional Experience: Teaching for Inclusion (10 days, disability setting)

TCHE2655 Professional Experience: Professional Readiness (30 days, classroom or PE*)

(* If undertaking TCHE2627 Professional Experience: Classroom Cultures and Communication in a classroom, then TCHE2655 Professional Experience: Professional Readiness must be undertaken in a PE setting)

In order to graduate from this program you are required to successfully complete a Final Teaching Performance Assessment in your final year, as part of the course TCHE2655 Professional Experience: Professional Readiness.

This program provides work related projects in the learning activities and assessment. In your Professional Experience you will be learning about your future role as an educational professional. The feedback you receive from your lecturers, supervising teachers 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 page

Program Structure

To graduate you must complete the following: All courses listed may not be available each semester.
 

*Top of page


Year One of program

Complete the following Ten (10) Courses:

Course Title

Credit Points

Course Code

Campus

Learners, Learning and Development 12 TCHE2620 Bundoora Campus
Beginning and Early Literacy (Foundation to Year 2) 12 TCHE2641 Bundoora Campus
Introduction to the teaching profession 12 TCHE2624 Bundoora Campus
Professional Experience: Fundamentals of Movement and Instruction 12 TCHE2654 Bundoora Campus
Professional Experience: Becoming a Teacher 12 TCHE2626 Bundoora Campus
Teaching the Arts 12 TCHE2637 Bundoora Campus
Introduction to Maths and Numeracy 12 TCHE2458 Bundoora Campus
Education and Society 12 TCHE2642 Bundoora Campus
Literacy Test for Initial Teacher Education 0 TCHE2625 Bundoora Campus
Numeracy Test for Initial Teacher Education 0 TCHE2658 Bundoora Campus
 
AND

*Top of page


Year Two of Program

Complete the following Nine (9) Courses:

Course Title

Credit Points

Course Code

Campus

Teaching the Humanities 12 TCHE2638 Bundoora Campus
Teaching Measurement, Geometry, Probability and Statistics 12 TCHE2479 Bundoora Campus
Teaching for Health and Wellbeing 12 TCHE2636 Bundoora Campus
Organising School Camps 12 TCHE2467 Bundoora Campus
Developing Literacies 12 TCHE2630 Bundoora Campus
Becoming a Teacher of Science 12 TCHE2446 Bundoora Campus
Professional Experience: Using Assessment Data and Reporting 12 TCHE2623 Bundoora Campus
Understanding Movement 12 TCHE2640 Bundoora Campus
Curriculum Assessment and Feedback 12 TCHE2469 Bundoora Campus
 
AND

*Top of page


Year Three of Program

Complete the following Nine (9) courses

Course Title

Credit Points

Course Code

Campus

Planning for Diversity in Literacy Programs 12 TCHE2621 Bundoora Campus
Inquiry Across the Curriculum 12 TCHE2633 Bundoora Campus
Foundations of Sports Coaching 12 TCHE2617 Bundoora Campus
Professional Experience: Teaching for Inclusion 12 TCHE2454 Bundoora Campus
Professional Experience: Classroom Cultures and Communication 12 TCHE2627 Bundoora Campus
Engaging with Indigenous Perspectives for Responsible Teaching Practice 12 TCHE2456 Bundoora Campus
Professional Experience: Inclusion and Diversity in Movement Contexts 12 TCHE2653 Bundoora Campus
Teaching Number and Algebra 12 TCHE2489 Bundoora Campus
Teaching the Technologies 12 TCHE2615 Bundoora Campus
 
AND

*Top of page


Year Four of Program

Complete the following Five (5) courses:

Course Title

Credit Points

Course Code

Campus

Professional Experience: Professional Readiness 24 TCHE2655 Bundoora Campus
Education Futures: Imagining Policy and Practice 12 TCHE2448 Bundoora Campus
Integrated Approaches to Learning and Teaching 12 TCHE2643 Bundoora Campus
Exercise Physiology for Health, Physical Education and Sport 12 TCHE2616 Bundoora Campus
Rhythmic and Expressive Movement 12 TCHE2648 Bundoora Campus
 

*Top of page

Program transition plan

From semester 1, 2024, the BP320 Bachelor of Education (Primary), BP320PDI Bachelor of Education (Primary Education and Disability Inclusion) and BP320PPE Bachelor of Education (Primary and Physical Education/Sport) plans will be discontinued and replaced with a single plan - BP320P24 Bachelor of Education.    

The final intake into this plan was semester 1, 2023. If you are currently undertaking years 2, 3 and 4 in semester 2, 2023 you will not be affected by this change and you will be supported to complete the existing program plan by the end of semester 2, 2028. You will be provided with a study plan to support your completion by the end of the teach out period.  

If you are currently undertaking year 1 you will be transferred to the new plan from semester 1, 2024. You will be provided with a study plan and a transition map of the same or equivalent courses. Your academic progress will be considered and reviewed with an academic advisor.    

Your study plan will outline:    

  • Courses you have already completed   
  • Courses you are currently enrolled in (results pending)    
  • Courses, if any, that you will need to complete in the amended program structure to graduate with the new award   

The BP320P24 plan has a new program structure that allows students to choose to focus on generalist primary education or health and physical education. The generalist primary education stream includes minors in Health and Physical Education, English for Education, The Humanities of Education, Early Childhood Education, Student Wellbeing, Inclusive Education, Working Multi-lingually, The Arts for Education, and STEM for Education.  

You will not be disadvantaged by this change in program structure, including if you are undertaking a reduced load, are on Leave of Absence (LOA), or have deferred studies. All approved courses undertaken in this plan will contribute toward your degree, however you may be required to do additional courses and incur fees for these. 

In addition, the following course title changes will apply from Semester 1, 2024:

  • TCHE2624 Professional Experience: Preparing for Teaching will now be titled Introduction to the Teaching Profession  
  • TCHE2458 Introducing School Mathematics and Numeracy will now be titled Introduction to Maths and Numeracy 
  • TCHE2456 Indigenous Studies in Education will now be titled Engaging with Indigenous Perspectives for Responsible Teaching Practice  
  • TCHE2446 Discovering Science will now be titled Becoming a Teacher of Science 
  • TCHE2615 Design and Digital Technologies will now be titled Teaching the Technologies 
  • TCHE2469 Curriculum, Assessment and Reporting will now be titled Curriculum, Assessment and Feedback 

Current students who have completed courses under the previous name will not be required to repeat the course as a result of the title changes.

If you are undertaking a reduced load, are on Leave of Absence (LOA), or have deferred studies, you will not be disadvantaged by the change of program structure.

Transition map of existing first year courses

 

Existing program structure (BP320PPE)

 

 

New program (BP320P24)

 

Change

TCHE2620

Learners, Learning and Development

12

TCHE2696

Professional Experience (PX): Planning for learning and teaching

24

Replacement course

TCHE2641

Beginning and Early Literacy (Foundation to Year 2)

12

TCHE2700

Teaching early literacy

12

Replacement course

TCHE2624

Professional Experience: Preparing for Teaching

12

TCHE2624

Introduction to the teaching profession

12

Title change

TCHE2654

Professional Experience: Fundamentals of Movement and Instruction 

12

TCHE2699

Teaching health and physical education

12

Replacement course

TCHE2626

Professional Experience: Becoming a Teacher

12

TCHE2696

Professional Experience (PX): Planning for learning and teaching

24

Replacement course

TCHE2637

Teaching the Arts

12

TCHE2637

Teaching the Arts

12

Moved to year 3

TCHE2458

Introducing School Mathematics and Numeracy

12

TCHE2458

Introduction to maths and numeracy

12

Title change

TCHE2642

Education and Society

12

TCHE2642

Education and Society

12

Moved to year 4

TCHE2625

Literacy Test for Initial Teacher Education

12

TCHE2625

Literacy Test for Initial Teacher Education

12

No change

TCHE2658

Numeracy Test for Initial Teacher Education

12

TCHE2658

Numeracy Test for Initial Teacher Education

12

No change

Where to get help

If you have questions or concerns regarding this advice, including what to do if you are unable to complete by the end of the teach out period, please do not hesitate to contact your program manager, Jonathan Leo Ng via email.

*Top of page
 
 
[Previous: Learning outcomes]