Bachelor of Education (Early Childhood) (BEED)
University of Southern Queensland
About
Description not available for this course.
Structure
Core courses
Early Childhood
| Course | 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, 2, 3 | 1, 2 | 1, 2 |
| 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 |
| ECP4100 Curriculum and Pedagogy in the Early Years of School | 1, 2 | 1 | |
| EDX2260 Teaching Science in Early Primary | 1, 3 | 1 | |
| EHT4100 Technologies Curriculum and Pedagogy | 1, 2, 3 | 1 | 1 |
| EDX2190 Humanities and Social Sciences: Evoking Curiosity | 1, 2 | 2 | 2 |
| EDX1450 HPE Curriculum Studies 1 | 1, 2 | 1, 2 | 1, 2 |
| EDC4000 Preparing for the Profession | 1, 2, 3 | 2 | 2 |
Specialisations
As detailed in the Program structure section of this entry, students must select a three-course specialisation from the choices of English or Mathematics detailed in the table below:
| Course | Semester of offer External/Online | Semester of offer Toowoomba Campus | Semester of offer Springfield Campus |
|---|---|---|---|
| English | |||
| EPE2201 Catering for Diversity in Literacy Learning | 2 | ||
| EDO3472 Children's Literature | 1 | ||
| EPE4200 Working with Language Learners | 2 | ||
| Mathematics | |||
| EPM2200 Developing Mathematical Content Knowledge | 2 | 2 | 2 |
| EPM3200 Teaching Mathematics to Children with Diverse Needs | 1 | ||
| EPM4200 Learning Mathematics with Technology | 2 |
Entry requirements
Admission requirements
To be eligible for admission, applicants must satisfy the following requirements:
- Have achieved a minimum Overall Position (OP) 15, tertiary entrance rank 68 or equivalent qualification.^
Academic:
- 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.
Non-academic:
As a result of a national requirement, submission of a 1000-word personal statement that demonstrates Australian Institute for Teaching and School Leadership (AITSL) competencies. The personal statement must address two categories that show your understanding of and motivations for studying the program:
- Category 1: Interest in teaching children/young people;
- Category 2: Involvement in personal learning and leadership activities.
Information regarding the rationale surrounding this admission requirement, is available at Ask USQ.
For information regarding the selection guidelines for Initial Teacher Education (ITE) programs, including what is expected of you in your 1000-word personal statement, please visit the Queensland Tertiary Admissions Centre (QTAC) website.
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 Education program, students should be able to:
- Know students and how they learn (possess a broad and coherent body of knowledge, with depth in the underlying principles and concepts)
- Know the content and how to teach it (transmit knowledge, skills and ideas to others)
- Plan for and implement effective teaching and learning (well-developed cognitive, technical and communication skills to select and apply methods and technologies to transmit knowledge, skills and ideas to others)
- Create and maintain supportive and safe learning environments (apply knowledge and skills with initiative and judgement in planning, problem-solving and decision making in professional practice)
- Assess, provide feedback and report on student learning (analyse, generate and transmit solutions to unpredictable and sometimes complex problems and transmit knowledge and ideas to others)
- Engage in professional learning (through collaborative professional practice apply a broad and coherent body of knowledge and skills in a range of contexts to undertake professional work and as a pathway for further learning)
- Engage professionally with colleagues, parents/carers, and the community (through professional integrity and ethical practice present a clear, coherent and independent exposition of knowledge and ideas in order to communicate knowledge, skills and ideas to others).
Institution
