• synthesise their personal and professional beliefs into a worldview that enables them to be effective and ethical teachers;
• create quality learning experiences for all students;
• demonstrate the acquisition of a body of knowledge and skills specific to the creative and professional practice of chosen discipline areas;
• use personal competencies to enhance knowledge acquisition, communication, problem solving, creativity and sustainability;
• design, implement and evaluate curriculum and assessment for diverse learners;
• create sustainable, safe, respectful, socially just, and supportive learning environments;
• promote holistic wellbeing practices in personal and professional settings;
• address educational issues through research to improve teaching knowledge and practice;
• demonstrate and employ a philosophy of service and servant leadership in professional and personal spheres;
• reflect critically on professional practice, professional commitment, and ethical and moral responsibilities of the teaching profession.

GENERAL ADMISSION CRITERIA

To qualify for admission, you must meet one of the following criteria:

Applicants with higher education study

• Completion or partial completion^ of an Australian Qualifications Framework AQF Level 7 qualification at an accredited university or higher education provider: or
• Successful completion of bridging or enabling course, or another recognised tertiary preparation course; or
• Successful completion of an Avondale pathway program

^You must pass at least two units/subjects. Show cause is required if you failed 50% or more overall.

Applicants with vocational education and training (VET) study

• An Australian Qualifications Framework AQF Level 4 qualification or higher; or
• A New Zealand Qualifications Framework NZQF Level 4 qualification or higher

Applicants with work and life experience

• An ATAR equal to or above 63.00; or
• An appropriate score in the uniTEST and the Tertiary Online Written Assessment (TOWA); or
• An appropriate score in the Special Tertiary Admissions Test (STAT)

Applicants with recent secondary education (within the past two years)

• A Selection Rank of 63.00 or above after adjustment factors are applied; or
• International Baccalaureate (IB) Diploma with a minimum of 24 points; or
• Year 13 NCEA Level 3 results, identifying university entrance attainment; or
• An equivalent offer for admission from another Australian or New Zealand University; or
• An appropriate score in the uniTEST and the Tertiary Online Written Assessment (TOWA); or
• Equivalent overseas secondary qualifications as stated in the Admission to Higher Education Undergraduate Courses Policy

Applicants with overseas qualifications

• An overseas qualification comparable to an Australian Qualifications Framework AQF Level 4 qualification or higher.

SPECIFIC ADMISSION CRITERIA

You must complete and submit a Personal Statement for Initial Teaching Training for the course convenor to assess.

If you plan to study any of the following secondary teaching areas, you must meet the relevant criteria for admission:

Chemisty

• Recent secondary Chemistry and Mathematics; or
• Recommendation from the School of Education and Science

Mathematics

• Recent secondary Mathematics Extension 1 (or equivalent); or
• Recommendation from the School of Education and Science

Physics

• Recent secondary Physics and Mathematics Extension 1; or
• Recommendation from the School of Education and Science

POST ADMISSION REQUIREMENTS

The post-admission requirements for this degree are listed below. For more information, refer to the post admission requirements for Education.

• Working with Children Check
• Child protection awareness training
• ASCIA anaphylaxis e-training
• National Literacy and Numeracy Test (LANTITE)
• Fitness for teaching

ADVANCED STANDING

Applicants with an Australian Qualifications Framework AQF Level 5 qualification or higher in a cognate area may be eligible for advanced standing (credit recognition).

ENGLISH LANGUAGE REQUIREMENTS

International applicants must demonstrate English language proficiency in one of the ways outlined in Appendix 2 of the Admission to Higher Education Undergraduate Courses Policy.

Course duration: Four years full-time (or part-time equivalent)
Study mode: On-campus with distance education available for some units

Maximum time to complete: 10 years

The BSc/BTch course is designed to successfully prepare secondary teachers by combining studies in science and mathematics with studies in education. It consists of thirty-two 6 credit point units (192 credit points) studied over eight semesters full-time or the equivalent part-time. A full year of discipline units is completed prior to the first scheduled professional teaching experience to ensure teachers have adequate knowledge to successfully complete their first teaching experience. The course composition is set out below.

The course structure is based on eight semesters (each of 13 weeks in duration), with four units normally taught in each semester.

The course is comprised of:

• 17 Education Units (13 Core Education Units + 4 Curriculum and Pedagogical Studies Units)
• 14 Discipline Units (This can be completed in different ways and is shown below)
• 1 Core Discipline Unit (WHPE10101 Foundations of Wellbeing)

Secondary Students within the BSc/BTch normally complete their discipline units as shown below:

Double Major

6 x Units to make up a major in one area of study
6 x Units to make up a major in another area of study
1 x Science Elective Units (depending on combination of major and minor chosen)
1 x Core Mathematics Unit (Students doing a Mathematics major or minor replace this core with a second elective)

Major and Minor

6 x Units to make up a major in one area of study
4 x Units to make up a minor in a second area of study
3 x Science Elective Units (depending on combination of major and minor chosen)
1 x Core Mathematics Unit (Students doing a Mathematics major or minor replace this core with a fourth elective)

TEACHING FIELDS

The following major and minor teaching fields are available in the BSc/BTch degree:

Majors

• Biology
• Chemistry
• Food Technology
• Mathematics
• Science

Minors

• Food Technology
• Geography
• Mathematics
• Information Processes & Technology

Unit Sequence

Secondary Teaching areas of study include:

Biology, Chemistry, Food Technology, Geography, Information Processes and Technology, Mathematics, Science.

Other teaching areas including Physics may be able to be completed within an Avondale degree via cross institutional study after consultation with the course convenor.

Components and Descriptions

Core Education Units

These units cover a range of current educational topics designed to prepare pre-service teachers to successfully teach young people. These units involve a variety of topics including: Classroom Management; Child Development and Learning; and Students with Special Education Needs.

Curriculum and Pedagogical Studies Units

These units provide pre-service teachers with the opportunity to apply quality-teaching principles to specific teaching areas. Literacy education, classroom safety, curriculum development, ICT and teaching strategies are each dealt with specifically for normally two chosen teaching areas.

Secondary Major

Students complete six units in one area of study to complete a major. It is possible to complete two majors within the BSc/BTch.

Secondary Minor

Students complete four units in a second area of study to complete a minor. Minors from other degrees may be available, subject to timetable constraints and with the approval of the Course Convenor of the Bachelor of Science/Bachelor of Teaching and the Course Convenor of the Bachelor of Science.

Science Elective Units

Students are able to choose up to four 6 credit point units in the discipline of science as electives.

Core Mathematics Unit

Students complete a mathematics core unit to provide essential background knowledge for other science units. Students completing a Mathematics major or minor replace this core unit with an additional elective.

Core Discipline Unit

All students complete Foundations of Wellbeing (WHPE10101).This unit is a core discipline unit for all Secondary students in a combined degree and provides students with a foundational understanding of holistic health.

Content of the Course of Study - All units are worth 6 Credit Points unless otherwise stated

Core Education Units

• EDUC10102 Child Development & Learning
• EDUC13101 Developing Your Core Competencies
• EDUC20100 Exploring a Christian Worldview
• EDUC20104 Indigenous Education
• EDUC23100 Introduction to Teaching
• EDUC23101 Managing the Secondary Classroom Environment
• EDUC23102 Learning, Assessment & ICT in the Australian Curriculum
• EDUC30101 Professional Development: Preparation for the Workplace
• EDUC30102 Students with Special Education Needs
• EDUC30105 Exploring a Philosophy of Christian Education
• EDUC30108 Educational Research & Diversity
• EDUC33101 Promoting Health & Wellbeing in Schools
• EDPX30001 Professional Experience

Secondary Curriculum and Pedagogical Studies Units

Within this course, students normally complete two content specific curriculum and pedagogical studies units per teaching area. These units will be offered on a two year rotation. The underlined units shown below will be offered every even year (For example 2022 & 2024) and the non-underlined units will be offered every odd year (For example 2023 & 2025).

• EDUC35104 Curriculum & Pedagogical Studies – Biology
• EDUC35105 Curriculum & Pedagogical Studies – Chemistry
• EDUC35121 Curriculum & Pedagogical Studies – Science
• EDUC35128 Curriculum & Pedagogical Studies – Geography I
• EDUC35129 Curriculum & Pedagogical Studies – Geography II
• EDUC35132 Curriculum & Pedagogical Studies – Mathematics I
• EDUC35133 Curriculum & Pedagogical Studies – Mathematics II
• EDUC35140 Curriculum & Pedagogical Studies – Information Technology I
• EDUC35141 Curriculum & Pedagogical Studies – Information Technology II

¿Core Mathematics Unit

• MATH16000 Mathematics IA or MATH16400 General Mathematics

Core Discipline Unit

• WHPE10101 Foundations of Wellbeing

Biology Major

Students enrol in EDUC35121 and EDUC35104 in addition to these units:

• BIOL15000 Introductory Biology
• BIOL15100 The Diversity of Life
• BIOL26200 Ecology
• BIOL27300 Flora & Fauna of Australia
• BIOL30000 Human Physiology
• BIOL36500 Molecular Biology

Chemistry Major

Students enrol in EDUC35121 and EDUC35105 in addition to these units:

• CHEM16000 Chemistry IA
• CHEM16100 Chemistry IB
• CHEM21000 Organic Chemistry
• CHEM26000 Physical & Inorganic Chemistry
• CHEM32700 Organometallic and Bioinorganic Chemistry
• CHEM39000 Research Project in Chemistry

Food Technology Major units

Students enrol in EDUC35142 and EDUC35143 in addition to these units:

• DTFN11100 Food, Nutrition & Health
• DTFN21100 Food Production Systems
• DTFN21200 Food Science & Innovation
• HPFH20100 Nutrition, Development & Performance
• DTFN31200 Food Product Design Project

and one of the following units

• DTFN31100 Food Industry Experience (only for suitable students)
• HPFH36300 Social Nutrition & Health Promotion

Food Technology Minor units

Students enrol in EDUC35142 and EDUC35143 in addition to these units:

• DTFN11100 Food, Nutrition & Health
• DTFN21100 Food Production Systems
• DTFN21200 Food Science & Innovation
• HPFH20100 Nutrition, Development & Performance

Geography Minor

Students enrol in EDUC35128 and EDUC35129 in addition to these units:

• GEOH11100 Responding to Global Issues
• GEOH12000 Environmental Issues
• GEOP23000 Biophysical and Ecosystem Interactions
• GEOH31110 Cities and Urban Places

Information Processes and Technology Minor Units

Students enrol in EDUC35140 and EDUC35141 in addition to these units:

• BBUS15050 Information Technology Systems in Business or A 100 level unit in foundation principles of Information Technology by cross institutional enrolment e.g. ITC161 Computer Systems (CSU)
• A 100 level unit in principles of programming by cross institutional enrolment e.g. ITC106 Programming Principles (CSU) or equivalent
• ITC211 Systems Analysis with CSU or equivalent
• ICTM39600 Information Technology Project or equivalent by cross-institutional enrolment

Mathematics Major

Students enrol in EDUC35132 and EDUC35133 in addition to these units:

• MATH16000 Mathematics IA
• MATH16100 Mathematics IB
• MATH26000 Calculus II
• MATH26100 Algebra II
• MATH36100 Algebra III
• MATH36400 Complex Analysis and Advanced Mathematical Methods

Mathematics Minor

Students enrol in EDUC35132 and EDUC35133 in addition to these units:

• MATH16000 Mathematics IA
• MATH16100 Mathematics IB
• MATH26000 Calculus II
• MATH26100 Algebra II

Science Major

Students enrol in EDUC35121 and either EDUC35104 OR EDUC35105 in addition to these units:

• PHYS16300 General Physics
• CHEM16300 General Chemistry OR CHEM16000 Chemistry IA
• BIOL15000 Introductory Biology OR BIOL15100 The Diversity of Life
• GEOH12000 Environmental Issues
• A 200 level CHEM, BIOL or GEOP coded unit
• A 300 level CHEM or BIOL unit

Students need to do 80 days of professional Experience in schools over four sessions.

Professional Experience is a critical component of initial teacher education and offers pre-service teachers enrolled in teaching degrees work-integrated learning opportunities as part of their professional development. Avondale's Professional Experience program is based on a framework of high-quality Professional Experience in Australian schools to provide high-quality experiences that will equip pre-service teachers to face the challenges and diversity of classrooms. All mentor teachers for domestic Professional Experience placements are registered teachers at the Proficient level or higher of the Australian Institute of Teaching and School Leadership (AITSL) standards.

Professional Experience placements occur regularly throughout all teaching degree programs at times listed in the course structure. It is the student's responsibility to be available at those times. Pre-service teachers may experience a range of school settings, including public and independent schools and one rural/regional school. Each school placement offers pre-service teachers the opportunity to apply their theoretical learning to real-life situations.

The student's responsibility is to transport to and from placement schools and accommodation and related costs.

In addition to the listed admission criteria, students will need the relevant Working With Children Check applicable to any Australian state where they choose to complete a placement. A supervised overseas placement may be allowable for one placement other than the final placement.

Students also need to be able to demonstrate their fitness for teaching. This means they can:

• maintain satisfactory academic progression before professional experience placement;
• act in a way that demonstrates sound cognitive, mental, emotional and physical health, and be able to cope with the varying demands of classroom situations;
• demonstrate the ability to cope effectively with stressful situations;
• demonstrate the ability to maintain a duty of care while on placement;
• relate to students in an age-appropriate and professional manner;
• be able to model appropriate literacy and numeracy skills in the classroom and beyond.

Students who cannot demonstrate their fitness for teaching will not be allowed to do school placements.

At the completion of the course students must be accredited with the state professional teaching body before practising in the classroom. In NSW it is New South Wales Education Standards Authority (NESA).