Bachelor of Arts/Bachelor of Education (Primary/Early Childhood)Bachelors Double Degree
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.
|Course Learning Outcome
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.
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.
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.
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.
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.
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.
|Session 1 , Session 2
|Session 1 , Session 2
|Session 1 , Session 2
|Session 1 , Session 2
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.
We encourage you to apply for the courses you most want to study. If you are not eligible to enter your chosen course right now, our team will work with you to find the best pathway option.
Before applying, make sure you double check all entry requirements, gather required documentation and review the University’s Rules Relating to Awards, noting any specifics 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 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.
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.
This unit involves a practicum.
|Level of learning
|Introduction to Teaching
|Supporting Learners with Diverse Abilities
|Literacy, Assessment and Information & Communication Technology
|Foundations: Language & Literacy
|Foundations: Mathematics and Numeracy
|Understanding Children and Young People
|Professional Experience I: Becoming a Teacher
|Professional Experience II: Effective Teaching
|Professional Experience III: Transition to the Profession
|Australia, Asia and the World
PART B Primary Major
|English Education: Curriculum and Pedagogy
|English Education: Issues
|Mathematics Education: Curriculum and Pedagogy
|Mathematics Education: Issues
|Foundations: Human Society and its Environments
|Human Society and its Environments: Curriculum and Pedagogy
|Foundations: Science and Technology
|Science and Technology Education: Curriculum and Pedagogy
|Foundations: The Arts
|Creative Arts Education: Curriculum and Pedagogy
|Foundations: Personal Development, Health and Physical Education
|Personal Development, Health and Physical Education: Curriculum and Pedagogy
PART C Early Childhood Major
|Play and Pedagogies in the Early Years
|Early Childhood Principles and Practice
|Children, Families and Communities
|Curriculum Studies in Early Childhood
|Early Childhood Matters
|Leadership and Advocacy in Early Childhood
|Education and Care I: Preschoolers
|Education and Care II: Infants and Toddlers