The Honours program is an alternative option for students going into the fourth year from either the Bachelor of Education - The Early Years pass degree or the Bachelor of Education - The Early Years (Dean’s Scholar) degree.
Entry to honours is based on application and merit.
The Bachelor of Education – The Early Years (Honours) requires the successful completion of 192 credit points of core subjects, including the Professional Experience components embedded in the course.
The Honours grade will be calculated using Method 3. For further information refer to the Coursework Rules.
Year 1
Autumn session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EDLE100
|
Learning in Higher Education
|
6
|
Autumn
|
|
EYHS101
|
Children's Health, Safety and Wellbeing
|
6
|
Autumn
|
|
EYMP101
|
Early Childhood Contexts
|
6
|
Autumn
|
|
EYPP101
|
Play and Pedagogy
|
6
|
Autumn
|
Spring session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EYCA102
|
Creative Arts Education in Early Childhood Settings
|
6
|
Spring
|
|
EYPP112
|
Professional Partnerships
|
6
|
Spring
|
|
EYLL102
|
Language and Literacy in Early Childhood
|
6
|
Spring
|
|
EYPD102
|
Observing Children
|
6
|
Spring
|
Year 2
Autumn session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EYCD201
|
Child Development: Concepts and Foundations
|
6
|
Autumn
|
|
EYFE201
|
Historical and Philosophical Perspectives in ECEC
|
6
|
Not available in 2020
|
|
EYPD201
|
Curriculum Content and Programming
|
6
|
Autumn
|
|
EYEN202
|
Numeracy in Early Childhood
|
6
|
Autumn
|
Spring session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EYED201
|
Inclusion in the Early Years
|
6
|
Spring
|
|
EYIT202
|
STEM in Early Childhood
|
6
|
Spring
|
|
EYCD202
|
Child Development: Social and Emotional Foundations of Learning
|
6
|
Not available in 2020
|
|
EYPE202
|
Physical Environments for Learning in the Early Years
|
6
|
Spring
|
Year 3
Autumn session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EYCA301
|
Arts-based Pedagogy and Practice
|
6
|
Not available in 2020
|
|
EYCC301
|
Contexts of Development: Children, Families and Community
|
6
|
Not available in 2020
|
|
EYCD301
|
Fostering Effective Learning in Children Birth to 3 Years
|
6
|
Not available in 2020
|
|
EYFE301
|
Early Intervention and the Community Context
|
6
|
Autumn
|
Spring session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EYAE302
|
Aboriginal Education for Booris
|
6
|
Not available in 2020
|
|
EYLL302
|
Birth to 3 Years: Pedagogy and Practice
|
6
|
Spring
|
|
EYMP302
|
Management and Administration in Early Childhood Education and Care
|
6
|
Spring
|
|
EDAR302
|
Advanced Research Methods
|
6
|
Spring
|
Year 4
Annual session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EYRT401
|
Early Childhood Honours Thesis
|
24
|
Annual
|
Autumn session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EYTE401
|
Contemporary Theories and Practice in Early Childhood
|
6
|
Autumn
|
|
EYMP402
|
Advocacy and Leadership in Early Childhood
|
6
|
Autumn
|
|
EYLL402
|
Enriching Language and Literacy in the Early Years
|
6
|
Autumn
|
Spring session
|
Subject Code
|
Subject Name
|
Credit Points
|
Session(s)
|
|
EYTS401
|
Transition to School
|
6
|
Spring
|
For information regarding timetables, tutorials, and classes please the visit the Timetables and Classes page.
Compulsory Work Placement / Online Components
Course Learning Outcomes are statements of learning achievement that are expressed in terms of what the learner is expected to know, understand and be able to do upon completion of a course. Students graduating from this course will be able to:
CLO Description
1 Demonstrate a broad and coherent knowledge of Early Childhood Education and Care pedagogies, policies and professional practice.
2 Demonstrate and apply knowledge and understanding of child development, curriculum content and innovative approaches to planning and assessment.
3 Demonstrate the successful completion of a sustained independent research project utilising the skills of analysis, synthesis and knowledge to identify research findings pertaining to an educational issue.
4 Demonstrate effective communication as reflective, ethical, informed and engaged professionals when working with children, colleagues, families, and the wider community.
5 Demonstrate the ability to coherently communicate research findings to a variety of audiences.
6 Demonstrate the qualities of an active professional and articulate the theory-practice and their role as a reflective teacher and researcher.
7 Demonstrate autonomous problem solving, leadership and advocacy skills based on knowledge of current early childhood documents and agendas.
8 Apply higher order thinking in relation to current and future educational challenges.
9 Demonstrate and apply a holistic understanding of socially inclusive practice and respect for culture and diversity in Australian society.
10 Apply ethical and responsible behaviour.
