Course summary
This combined degree equips students to work with children throughout their formative years. Designed to improve career opportunities, graduates qualify to become early childhood educators and primary school teachers. Graduates are qualified to work with and teach children from six-weeks-old through to primary school (12-years-old).
In their first year, students study essential foundational content for teaching in primary schools and early childhood settings. Starting in their second year, and continuing throughout the remainder of their degree, students study curriculum, pedagogy and effective teaching strategies. They also begin significant blocks of professional teaching experience in primary schools and early childhood settings.
With a child-centred philosophy, supported by up-to-date evidence on best practice, this combined degree focuses on the values, disposition, knowledge and practical teaching skills required to provide a high quality education for children. The course includes study in inclusive education, the development and learning of children, and the importance of life-long learning.
Entry into our teaching degrees is based on an indicative ATAR of 70 or OP of 13. Additionally, applicants for initial teaching courses must submit a 1,000-word personal statement outlining their non-academic capabilities. See education non-academic requirements for further information. These entry requirements will ensure that our courses produce teachers with high levels of academic capability, literacy and numeracy skills and the personal characteristics required by contemporary teachers.
Our education degrees are combined with a Bachelor of Arts to ensure a comprehensive foundation for our education students in relevant discipline areas like mathematics, English and science.
This combined degree equips students to work with children throughout their formative years. Designed to improve career opportunities, graduates qualify to become early childhood educators and primary school teachers. Graduates are qualified to work with and teach children from six-weeks-old through to primary school (12-years-old).
In their first year, students study essential foundational content for teaching in primary schools and early childhood settings. Starting in their second year, and continuing throughout the remainder of their degree, students study curriculum, pedagogy and effective teaching strategies. They also begin significant blocks of professional teaching experience in primary schools and early childhood settings.
With a child-centred philosophy, supported by up-to-date evidence on best practice, this combined degree focuses on the values, disposition, knowledge and practical teaching skills required to provide a high quality education for children. The course includes study in inclusive education, the development and learning of children, and the importance of life-long learning.
Entry into our teaching degrees is based on an indicative ATAR of 70 or OP of 13. Additionally, applicants for initial teaching courses must submit a 1,000-word personal statement outlining their non-academic capabilities. See education non-academic requirements for further information. These entry requirements will ensure that our courses produce teachers with high levels of academic capability, literacy and numeracy skills and the personal characteristics required by contemporary teachers.
Our education degrees are combined with a Bachelor of Arts to ensure a comprehensive foundation for our education students in relevant discipline areas like mathematics, English and science.
Students complete a Primary and an Early Childhood major.
The Primary major equips students for a career teaching in primary schools and includes studies in areas of teaching and learning, behaviour management, childhood development, and curriculum studies across English; mathematics; human society and its environment; science and technology; creative arts; and personal development, health and physical education.
The Early Childhood major includes studies in early childhood development; teaching principles and practices; play and pedagogies; and units that target early childhood professional development such as leadership, advocacy and issues in early childhood education.
Please note: Some units in this course are only delivered online.
| Graduate Attribute | Course Learning Outcome |
|---|---|
| Intellectual rigour | Demonstrate analytical thinking, critical thinking and problem solving skills. Demonstrate cognitive and technical skills which show broad understanding and depth relevant to the education profession. |
| Creativity | Demonstrate an ability to identify and solve problems with intellectual independence. Demonstrate an ability to develop innovative and creative responses to challenges in an educational setting. |
| Ethical practice | Demonstrate knowledge of ethical, legal and human rights principles in education settings. Demonstrate an understanding of and commitment to legislative requirements and codes of conduct relevant to the education profession. |
| Knowledge of a discipline | Demonstrate broad and coherent knowledge and understanding of the relevant curriculum frameworks. Demonstrate a solid knowledge of the pedagogy of effective educational practice. |
| Lifelong learning | Demonstrate the capacity for self-reflective learning and critical thinking with responsibility and accountability in professional practice. Demonstrate skills in maintaining or advancing information and literacy skills to keep currency with pedagogical practice and professional development. |
| Communication and social skills | Communicate clearly, coherently and independently with exposition of knowledge and ideas in both oral and written forms. Demonstrate teamwork skills and leadership in professional and learning community settings. |
| Cultural competence | Demonstrate an understanding of and respect for diversity in others and self identify and apply proactive and inclusive strategies to encourage and support student engagement. |
Students complete a program of in-school professional teaching experiences during the course, culminating in an extended in-school development experience, to demonstrate their capabilities as primary school and early childhood teachers. This course provides students with teaching experiences across the age range from six-weeks to 12 years.
The course is accredited by NSW Education Standards Authority (NESA) and the Queensland College of Teachers (QCT). Courses have national accreditation through the Australian Institute for Teaching and School Leadership (AITSL).
The course has accreditation with the Australian Children's Education and Care Quality Authority(ACECQA).
Usually, Australian teacher qualifications are recognised internationally, but students need to check with potential employers and teacher registration authorities in other countries regarding accreditation requirements.
The Australian Government introduced a Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE), effective from July 2016. All Initial Teacher Education students across Australia will need to successfully complete the national literacy and numeracy test (LANTITE) prior to completing their course. In line with accreditation requirements, at Southern Cross University the test needs to be successfully completed prior to undertaking the final professional experience placement.
Course overview
Course code
3207313
Course abbreviation
BA/BEd(Prim&EC)
Credit points
384
Equivalent units
32
Duration
4 years full-time; 8 years part-time
Duration
4 years full-time
Availability details
Domestic
| Location | Teaching period | UAC code | QTAC code |
|---|---|---|---|
| Coffs Harbour | Session 1 | 330151 | 050651 |
| Gold Coast | Session 1 | 330161 | 050661 |
| Lismore | Session 1 | 330111 | 050611 |
| Online | Session 1 | N/A | N/A |
Fee information
Course requirements
See the University’s Rules Relating to Awards, in conjunction with the Specific Award Rules listed below.
-
To be eligible for the award of Bachelor of Arts/Bachelor of Education (Primary/Early Childhood) a candidate shall successfully complete:
-
not less than thirty-two (32) units comprising:
- all eleven (11) units listed in Part A of the Schedule of Units; and
- all thirteen (13) units listed in Part B of the Schedule of Units; and
- all eight (8) units listed in Part C of the Schedule of Units.
- Both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) as required by the Federal Government.
-
not less than thirty-two (32) units comprising:
- A candidate who while enrolled for the Bachelor of Arts/Bachelor of Education (Primary/Early Childhood) has completed the requirements for the Bachelor of Educational Studies may elect to be awarded the Bachelor of Educational Studies following withdrawal from candidature for the Bachelor of Arts/Bachelor of Education (Primary/Early Childhood).
- Permission to undertake a professional experience placement will at all times be at the discretion of the Head of School.
Inherent Requirements
Inherent Requirements apply to this course as defined on the Student Access and Inclusion website. If you have a disability or health condition which may impact on your ability to meet these requirements please refer to the Student Access and Inclusion website for further information and contact details.
Schedule of units
Course progressions
Your course progression is in the recommended order you should complete your course in. It is important that you follow this to ensure you meet the course requirements. For further assistance see How to Enrol in Units using My Enrolment.
Students should use course progression information to select units specific to their course and enrol in these units using My Enrolment
Browse uni-wide elective units by selecting Uni-wide elective in the advanced filter of the Unit search.
Browse shared majors and their units at Shared majors
Notes
| Note 1: | This unit involves a practicum. |