Bachelor of Early Childhood (BECH)
University of Southern Queensland
About
Description not available for this course.
Structure
Core courses
| Core Courses | Semester of offer External/Online | Semester of offer Toowoomba Campus | Semester of offer Springfield Campus |
|---|---|---|---|
| EHF1100 Framing the Professional | 1, 2 | 1 | 1, 2 |
| ECL1100 Language Development and Early Literacy Learning | 1, 3 | 1 | 1 |
| ECM1100 Early Mathematical Thinking | 1, 3 | 1 | 1 |
| ECF1100 Foundations of Early Childhood | 1, 2 | 1 | 1 |
| EDC1100 Childhood Development (Birth - 12 years) | 2, 3 | 2 | 2 |
| EDC2200 First Nations Education | 1, 2 | 1, 2 | 1, 2 |
| ECH1200 Early Years Health and Active Play | 2 | 2 | |
| EDE2010 Childhood, Play and Play-based Learning | 1, 2 | 2 | 2 |
| EDE3103 Perspectives of Early Years Curriculum, Play and Pedagogy | 1, 2 | 1 | 1 |
| ECA2100 Early Childhood Creativity and the Arts | 1, 2 | 1 | 1 |
| EDE2201 Contexts for Learning and Development | 1, 2 | 1 | 1 |
| EDC2400 Educating Learners with Special Needs Across Contexts | 1, 3 | 1 | 1 |
| EHE1100 English Curriculum and Pedagogy in Early Primary | 1, 3 | 1 | 1 |
| ECF2200 Relating with Families | 2 | ||
| ECP2200 Childhood Resilience and Wellbeing | 1, 2 | 2 | |
| ECP3200 Early Scientific Thinking and Inquiry | 1, 2 | 2 | 2 |
| EDE3009 Leadership and Professional Practices | 1, 2 | ||
| ECF3100 Contemporary Approaches to Infant and Toddler Curriculum and Pedagogy | 1, 2 | ||
| EHM1200 Mathematics in Early Primary | 1, 2, 3 | 2 | 2 |
| EDX1250 Arts Curriculum and Pedagogy 1: Dance, Drama, Media Arts, Music and Visual Arts | 1, 2 | 1 | 1 |
| EDC2100 Supportive Learning Environments: Cultivating Effective Classrooms | 1, 2 | 1 | 1 |
| ECL3100 Intercultural Communication in Early Learning Contexts | 2, 3 | 2 | |
| ECL2200 English Curriculum and Pedagogy in Early Primary 2 | 1, 2 | 2 | 2 |
Entry requirements
Admission requirements
To be eligible for admission, applicants must satisfy the following requirements:
- Have achieved a minimum Overall Position (OP) 16, tertiary entrance rank 66 or equivalent qualification.^
- English (4, SA) or equivalent
- Mathematics A, B or C (4, SA) or equivalent
- Science (4, SA) or equivalent.
- English Language Proficiency requirements for Category 5. All students are required to satisfy the applicable English language requirements.
These are determined by the University for specific programs each Semester. The 2019 OP and tertiary entrance ranks are based on agreed QTAC schedules which assess formal study at Year 12 or equivalent level, tertiary, preparatory, professional or vocational qualifications or work experience, as detailed in the QTAC Assessment of Qualifications Manual and QTAC Assessor Guidelines. Special admissions may help you get into the program of your choice by increasing your Selection Rank. The additional points don't apply to all applicants or all programs. Please read the information about USQ's Special Admissions carefully to find out what you may be eligible for.
Learning outcomes
Program objectives
Upon successful completion of the Bachelor of Early Childhood program, students will be able to:
- Apply understandings related to children's learning and their development as unique, capable and competent citizens with rights and responsibilities
- Explain and use broad theoretical and contemporary frameworks of curricula and learning frameworks
- Implement appropriate pedagogies, principles and practices across birth to eight years
- Explain and implement ethically and socially responsible practices and behaviours aligned with the rights of the child, and administrative, legislative and regulatory requirements
- Use active inquiry to investigate and respond to the capabilities, strengths, interests and needs of children and their families and communities from an ecological perspective and using professional judgement
- Research and advocate for key issues of focus around child and family guided by an autonomous commitment to improving professional knowledge and practice
- Apply effective communication strategies to establish, engage with, and nurture strong collaborative communities of practice so as to effectively and sensitively support and respond to families and children from diverse contexts and backgrounds .
Institution
