Bachelor of Education (Primary)

This progressive course is dedicated to producing future teachers ready to enter the Primary education profession.

A variety of flexible admission options is available to suit applicants with differing needs.

The course includes the opportunity to complete a fast-tracked final year and achieve eligibility for employment in schools from term 4 of that year.

A distinguishing feature of this course is the opportunity to complete a formal specialisation in your Primary Education qualification.

This enables you to obtain a deeper and broader level knowledge and understanding in a particular Learning Area at the graduate level, while maintaining your generalist knowledge.

The range and number of professional practice experiences are a key feature of this course.

This ensures students can make the essential connection between theory and practice whilst building both professional and generic employability skills in real teaching environments.

Partnerships between the University and 1000 schools allow teaching students to gain experience in diverse settings including public, private, city and remote schools, allowing them to work with children from differing economic, social, ethnic and educational backgrounds.

Final year Pre-Service Teachers can apply for a place in the internship program in a school.

Successful completion of the course presents graduates with the opportunity to gain employment as outstanding teachers equipped with the knowledge, skills and experience to make a difference to the lives of young people.

Students must complete the above two units LIT1200 (Personal Literacy) and NUM1200 (Personal Numeracy) to satisfy the requirements of the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). All students who enrol in an accredited pre-service teacher education course (undergraduate and graduate) from 1 January 2017 will have to successfully complete tests about personal levels of literacy and numeracy to graduate. Students who enrol in the Bachelor of Education (Primary) will need to complete successfully both components of the personal Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) to enrol beyond 240 credit points within their course.

Year 1 - Semester 1

Year 1 - Semester 2

Year 2 - Semester 1

Year 2 - Semester 2

Year 3 - Semester 1

Year 3 - Semester 2

Year 4 - Semester 1

Year 4 - Semester 2

Students are required to select one of the following options:

Option 1

Option 2

Option 3

^ Core Option # Designated Unit - a Unit or Unit of Competency which a School has designated as a fundamental course requirement and may only be attempted once unless otherwise determined by Board of Examiners. * Students will be assessed to see if they have achieved the ECU minimum standard of English language proficiency in this unit. Students who don't meet the minimum standard will be provided with appropriate English language support and development.

Unit sets that can be studied as part of this course

Admission requirement (Band 3)

All applicants must meet the academic admission requirements for this course. The indicative or guaranteed ATAR is as published (where applicable) or academic admission requirements may be satisfied through completion of one of the following:

• AQF Cert IV;
• Successfully completed 0.25 EFTSL of study at bachelor level or higher at an Australian higher education provider (or equivalent);
• Special Tertiary Admissions Test;
• University Preparation Course;
• Indigenous University Orientation Course;
• Aboriginal University Readiness Assessment; or
• Experience Based Entry Scheme.

English Language requirement (Band 5)

International students must attain an IELTS Academic with an average level of 7.5 or more, across the four components of listening, speaking, reading and writing; no score below level 7.0 in any of these components; and, a score of 8.0 or more in the components of speaking and listening. Internationally schooled applicants may also be required to meet this requirement.

Minimum English standard requirements for this course may also be satisfied with one of the following:

• Year 12 English ATAR/English Literature ATAR grade C or better or equivalent;
• Special Tertiary Admissions Test;*
• Successfully completed 1.0 EFTSL of study at bachelor level or higher in the UK, Ireland, USA, NZ or Canada;
• University Preparation Course;
• Indigenous University Orientation Course;*
• Aboriginal Student Intake Test;*
• AQF Diploma, Advanced Diploma or Associate Degree; or
• Successfully completed 0.375 EFTSL of study at bachelor level or higher at an Australian higher education provider (or equivalent).

Note: If secondary education and degree studies were completed within a period of 2 years before applying for registration in Australia, Canada, Ireland, New Zealand, the UK or the USA, applicants do not need to provide proof of English competency.

Applicants who have completed their secondary education in South Africa in English and have an undergraduate degree taught in English from a South African University are deemed to have met English language requirements.

Applicants from the Seychelles:

Successful completion of the International General Certificate of Secondary Education (IGCSE) grade C or above, PLUS a completed 4 year National Diploma.

Course Specific Admission Requirements

All applicants are required to satisfy non-academic criteria, in addition to satisfying academic entry criteria. Applicants' non-academic capabilities will be assessed based on completion of a Non-Academic Requirements for Teacher Entry (NARTE) online questionnaire.

1. Demonstrate broad and coherent body of knowledge with depth in the underlying principles and concepts in primary education.
2. Demonstrate a broad and coherent body of knowledge in the underlying philosophies, theories, principles and processes of learning including how they relate to practice and the role of teachers, from a global perspective.
3. Demonstrate knowledge of socio-cultural backgrounds, including Indigenous and their impact on students' learning needs (1,12)
4. Apply broad discipline knowledge to a range of theoretical and practical Primary education situations.
5. Think critically to analyse, interpret and conceptualise complex Primary education problems.
6. Think creatively to anticipate challenges and generate Primary education specific solutions/responses.
7. Use digital technologies and literacies to access, evaluate and synthesise relevant information from multiple sources.
8. Communicate disciplinary (Primary education) knowledge and values in professional and public contexts.
9. Demonstrate a global outlook with respect for cultural diversity, including Indigenous cultural competence.
10. Work collaboratively and demonstrate initiative to implement social, sustainable, and ethical values.
11. Demonstrate autonomy, accountability and judgement for own learning and professional practice.