About This Course
Creating meaningful foundations to teach young adults.
Tabor professionally trains and personally develops passionate pre-service teachers; preparing them for teaching careers in all school settings – public, independent and Christian.
Tabor places significant focus on values-based teaching which recognises – and teaches pre-service teachers to recognise – the inherent dignity, worth and potential of school students. The Faculty of Education, with their wealth of domestic and international teaching experience, is instrumental in delivering interactive and rigorous curriculum. Our commitment to Work Integrated Learning prepares our graduates for teaching pedagogies in the 21st Century and beyond.
Tabor’s Bachelor of Education (Secondary) qualification rigorously prepares students for the process and challenges involved in teaching students from Years 7 to 12 (Stage 2). To complete the Bachelor qualification, pre-service students undertake a Major and Minor in Secondary curriculum learning areas. Tabor specialises in English, Mathematics, History, Design Technologies, Physical Education, and Music, and credits other cross-curricular learning area studies.
Tabor is one of the state’s premier teaching colleges and places major emphasis on the art of meaningful teaching practice. Hallmarks of the course include personal and professional formation in aspects of wellbeing, Christian faith, ethics, and professional practice experiences across the educational sector which are sequenced to increasing depth, length, and complexity.
Tabor’s ongoing partnerships with schools means your professional experience (placements) can be completed in supportive and relevant classroom environments. This ensures our graduates are appropriately qualified in real-world settings. Professional Experience placements, totaling 103 days, begin in the first semester of the first year and exceed the minimum requirement of 80 days.
Another benefit of choosing Tabor is the college’s ease of accommodating cross institutional major or minor studies – you can pair your Tabor curriculum learning area studies with any other curriculum learning area units, such as Language Studies, Psychology, Media, Arts, Drama from another university or tertiary provider.
Tabor’s tertiary course content enables pre-service teachers to prepare for a career in teaching framed within a relational Christian worldview. Our experience shows that such a values-based framework produces teaching graduates with the balance of specialised and interpersonal skills necessary for teaching.
LANTITE (Literacy and Numeracy Test for Initial Teacher Education)
All pre-service teachers must pass both parts of the ACER LANTITE to be eligible to graduate from the course. Tabor also has an excellent record of preservice teachers passing the LANTITE, due in part to its long-standing and proven literacy and numeracy testing and support program, and expectation of LANTITE testing early in the course.
You can apply to enrol in one major or minor learning area at another university and have that study count towards your degree. This is referred to as cross-institutional study. Prior to commencement you’ll need to get approval from both institutions separately.
The below list is not exhaustive but some examples of the common Major/Minor teaching areas which preservice teachers may select cross institutionally are:
- Visual Arts
- Legal Studies
- Science* (General Science, Biology, Chemistry, Physics) * Partial cross-institutional Study
On successful completion of a Tabor Bachelor of Education (Secondary) degree students will be eligible to apply for their teacher registration with the Teachers Registration Board of South Australia. Graduates with this qualification are eligible to apply for positions in Department of Education, Christian and Independent schools, and employment nationally and overseas.
Academic Admission Criteria
Admission to the Bachelor of Education (Secondary) award will be granted on one of the following bases:
- Completed South Australian Certificate of Education (SACE) or International Baccalaureate Diploma, with a minimum ATAR 70 or equivalent
- Applicants in Year 12 or 13 may gain early admission through Tabor’s Early Entry (TEE) mechanism. Criteria includes achievement of a B Grade average across all SACE subjects (Stage 2), a minimum B grade for one Mathematics and/or English subject, and a completed Referee Form signed by their School Year Level Coordinator. Year 11 applicants may be provisionally accepted against fulfilment of the above criteria in Year 12.
- Successful prior study in a Bachelor level award (complete or partly complete) from a recognised higher education institution.
- Completion of at least an Australian Qualifications Framework Level 5 Undergraduate Certificate or Diploma, or equivalent overseas qualification.
- Completed (within last 2 years) Foundation Studies Program or equivalent from a recognised higher education institution, plus successful Interview.
- Special Tertiary Admissions Test (STAT) with a minimum overall result of 155
- Evidence of significant education work-related experience (minimum 3 years) plus a successful Interview.
Non-academic Admission Criteria
- TCS – In accordance with national teacher education Program standards, all applicants must also meet the non-academic entry requirement of a 400-600 word Teaching Capabilities Statement (TCS). The TCS addresses applicants’ understandings, motivations and skills in relation to learning, to teaching as a profession, and academic and personal attitudes and qualities.
- IELTS average band score of 7.5, with a score of at least 8.0 for Listening and Speaking and a score of at least 7.0 for Reading and Writing.
Course Learning Outcomes
- Explain, apply and critically reflect on the graduate level Australian Professional Standards for Teachers to inform Secondary teaching contexts and impact student learning.
- Plan inclusive learning experiences that engage a range of Secondary students in their learning by utilitising discipline-specific knowledge, cross-curriculum connections, digital technologies and differentiated practices.
- Research and interpret data-informed methodologies and assessment strategies to solve problems and make decisions, promoting Secondary student learning.
- Evaluate personal philosophical perspectives on education, in light of contemporary research, Christian perspectives, and vocational contexts.
- Evaluate and utilise wellbeing principles to promote and maintain positive, relational, and safe learning environments in diverse teaching contexts.
- Collaborate and communicate effectively to establish ethical and respectful professional relationships with students, colleagues and caregivers across the Secondary school and broader community.
Bachelor of Education (Primary)
For over 20 years, Tabor has professionally trained and personally developed passionate educators; preparing them for teaching careers in all school settings – public, independent and Christian.
Master of Teaching (Primary)
This postgraduate pre-service Masters by coursework qualification builds on your prior relevant learning through a Bachelor level or other relevant degree, and prepares you to teach professionally and confidently in a range of Primary school (R-7) settings. Your preparation is highly interactive, practical, and academically rigorous.
Master of Teaching (Secondary)
This postgraduate pre-service Masters by coursework qualification builds on your prior relevant learning through a Bachelor level or other relevant degree, and prepares you to teach professionally and confidently in your Major and Minor disciplines in a range of Secondary school (7-12) settings. Your preparation is highly interactive, practical, and academically rigorous.
Master of Education
Tabor’s proud history of delivering ‘best practice’ teacher education in South Australia spans more than 20 years.
*Education CORE: 19 units
*Discipline / Learning Areas: 10 units being one Major and one Minor
- Basic Literacy Test; Basic Numeracy Test (0cps)
- EDU132.7 Literacy and Numeracy Methods
- EDU232.7 Digital Technologies
- EDU131.5 Curriculum Understandings
- EDU231.7 Curriculum Development
- EDU123.7 Inclusive and Differentiated Learning
- EDU121.7 Learner Engagement
- EDU122.7 Teacher and Learner Wellbeing
- EDU141.5 Pedagogy A Professional Concepts
- EDU241.7 Pedagogy B Reflective Teacher Practices
- EDU242.7 Pedagogy C Critical Pedagogies
- EDU243.7 Pedagogy D Career Readiness
- EDU142.5 Initial Teaching Experience A (0cps)
- EDU244.5 Initial Teaching Experience B
- EDU143.7 School Engagement Experience (0cps)
- EDU245.7 Professional Practice Experience
- EDU246.7 Internship Experience
- MTO141.7 Meaningful Living
- MTO100.7 The Biblical Story for Everyone
- EDU211.7 Ethical Understandings
6 x units selected within one of the following fields:
- Design Technologies
- Health and Physical Education
4 x units selected within one of the following fields:
- Design Technologies
- Health and Physical Education
Electives x 2 units
How long does it take?
4 years (48 months) full-time or part-time equivalent (completion at the end of Term 3, Year 4).
What do i need for entry?
ACADEMIC ADMISSION REQUIREMENT
Completion of ‘Tabor Early Entry’ criteria (NOT dependent on ATAR)
Completion of University Foundations Course or evidence of successful completion of one or more units in an equivalent bachelor level university course.
Completion of a STAT test with a score of 155 or above
NON-ACADEMIC ADMISSION REQUIREMENT
The Teaching Capabilities Statement is required by all applicants to an Initial Teacher Education Award.
The Capabilities Statement requires a written statement between 400-600 words addressing the topics:
- Explain what you think teaching involves
- Outline the personal and academic qualities you possess that will enable you to become an effective teacher
- Describe your attitude to learning and provide an example of something you have learned that was meaningful
We recommend that the statement be an integrated first-person narrative that shows your depth of thinking about your choice of a teaching career. All three above aspects must be addressed in a way that discusses your skills, personal qualities and experiences that will assist in your development into an exceptional teacher. You may also include a list of relevant community service, volunteer or professional experiences, and significant awards.
You will need to submit the Capabilities Statement as part of your SATAC application.
Click here to access the Teaching Capabilities Statement.
Non-academic course requirements
This is not an admission requirement, however, before any school placement can be made a successful Working with Children Check WWCC (Department of Human Services) is required.
When can I start?
Semester 1 – February
Semester 2 – July
MAKE AN ENQUIRY
Faculty of Education
Phone: 1300 482 267