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Course snapshot
Domestic snapshot
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Start Date
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Duration
4 years full-time; 8 years part-time
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Location
View in availability
Some units are only delivered by distance education. Distance education students may also be required to attend on-campus workshops. -
Placements
NA
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ATAR
70 / 13
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Inherent Requirements
NA
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Entry Requirements
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Course abbreviation
BA/BEd(Prim)
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Course code
3207310
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Credit points
384
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Equivalent units
32
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Indicative Fee
Overview
With a child-centred philosophy, supported by up-to-date evidence on best practice, this combined degree produces teachers who understand the attributes of inclusive education, the development and learning of young people, and the importance of life-long learning. It focuses on the values, disposition, knowledge and practical teaching skills required to provide a high quality educational environment for children, and to make a difference in the lives and future of the next generation.
Graduates are equipped to teach in primary schools and will complete discipline and curriculum studies in English; mathematics; human society and its environment; science and technology; creative arts; and personal development, health and physical education. They will also study literacy and numeracy, child development, and teaching students with diverse needs. They will have the option to major in Special Education or Australian Indigenous Education.
Students will complete a number of practical teaching experiences throughout the degree in order to put theory into practice and to observe and reflect on the dynamics of the education environment.
| 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 practical teaching experiences during the course, culminating in an extended in-school professional development experience, to demonstrate their professional capabilities as primary school teachers.
Students can study majors in Special Education and Indigenous Australian Education or can choose from a suite of electives. These provide an opportunity for students to shape their study towards their preferred employment.
Special Education prepares students to support children with diverse abilities. Combined with their final teaching qualification, this major provides students with the background to develop quality learning and support frameworks for students with additional learning and support needs. Students become familiar with supportive and safe learning environments, positive behavioural support and quality teaching for students with additional support needs.
Indigenous Australian Education prepares students for a career in teaching children who identify as Australian Aboriginal. The emphases are on building an understanding about Aboriginal history and cultures, contemporary issues, their experience in education, and appropriate community consultation.
These majors are offered by distance education and each requires students to complete an in-school professional experience. Some units may include on-campus workshops.
| Location | Teaching period | UAC code | QTAC code |
|---|---|---|---|
| Coffs Harbour | Session 1, Session 2 | 330150 | 050751 |
| Gold Coast | Session 1, Session 2 | 330160 | 050161 |
| Lismore | Session 1, Session 2 | 330110 | 050711 |
| Online | Session 1, Session 2 | N/A | N/A |
Career Outcomes
Accreditation with NSW Board of Studies, Teaching and Educational Standards (BOSTES). Courses accredited by BOSTES have national accreditation through the Australian Institute for Teaching and School Leadership (AITSL).
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.
Requirements
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.
Entry requirements
- Applicants for admission to candidature at a New South Wales campus of Southern Cross University must have satisfied requirements specified by the Board of Studies, Teaching and Educational Standards for admission to an initial teacher education course that is approved for the purposes of enabling graduates to apply for registration as a teacher in New South Wales.
- Applicants for admission to candidature at a Queensland campus of Southern Cross University must have satisfied requirements specified by the Queensland College of Teachers for admission to an initial teacher education course that is approved for the purposes of enabling graduates to apply for registration as a teacher in Queensland.
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To meet the University’s minimum English Language Proficiency requirement an applicant must satisfy one of the following criteria:
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have completed senior secondary study to the equivalent of the Australian year 12 or have completed at least one year of full-time study (or equivalent part-time study) at AQF diploma equivalent or higher where:
- the country where those studies were undertaken is listed in Schedule A of the Rules Relating to Awards – Rule 2; and
- the language of instruction was English; or
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achieved a minimum test score, within two (2) years of the date of application for admission, equal to or above the minimum listed below:
- International English Language Test System (IELTS). The applicant must have a minimum overall score of 7.5, including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing; or
- International Second Language Proficiency Rating (ISLPR). The applicant must have a score of at least 4+ in each of the four areas: speaking, listening, reading and writing.
- Successfully completed SCU's Preparing for Success Program.
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have completed senior secondary study to the equivalent of the Australian year 12 or have completed at least one year of full-time study (or equivalent part-time study) at AQF diploma equivalent or higher where:
For the purposes of satisfying English Language Proficiency requirements for admission, applicants will only be considered on the above criteria and will not be considered on the basis of other criteria established by the Rules Relating to Awards – Rule 2, Section 1 – English Language Proficiency subsection.
Credit for prior learning
- Candidates who have completed an accredited Primary School teaching qualification may be granted advanced standing for up to twenty-four (24) units.
Course requirements
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To be eligible for the award of Bachelor of Arts/Bachelor of Education (Primary) 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
- the remaining eight (8) units from Part C and/or Part D of the Schedule of Units.
- A candidate who while enrolled for the Bachelor of Arts/Bachelor of Education (Primary) 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).
- A candidate who while enrolled for the Bachelor of Arts/Bachelor of Education (Primary) has completed the requirements for the Bachelor of Arts may elect to be awarded the Bachelor of Arts following withdrawal from candidature for the Bachelor of Arts/Bachelor of Education (Primary).
- Permission to undertake a professional experience placement will at all times be at the discretion of the Head of School.
Course structure
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.
Note 1:
Units can only be selected from one Specialisation throughout this progression.
Note 2:
Practicum unit
Note 3:
This unit is normally also offered in Session 3.
| Unit Code | Unit Title | Level of learning | Notes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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PART A |
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| EDU10128 | Introduction to Teaching | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU10712 | Supporting Learners with Diverse Abilities | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20001 | Literacy, Assessment and Information & Communication Technology | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU30003 | Equity and Diversity in Education | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ENG10010 | Foundations: Language & Literacy | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| MAT10002 | Foundations: Mathematics and Numeracy | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU10514 | Understanding Children and Young People | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| TCH10014 | Professional Experience I: Becoming a Teacher | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| TCH20001 | Professional Experience II: Effective Teaching | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| TCH30002 | Professional Experience III: Transition to the Profession | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| CUL00210 | Australia, Asia and the World | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
PART B PRIMARY |
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| ENG10004 | Foundations: English | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20007 | English Education: Curriculum and Pedagogy | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU30004 | English Education: Issues | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20009 | Mathematics Education: Curriculum and Pedagogy | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU30005 | Mathematics Education: Issues | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| HUM10001 | Foundations: Human Society and its Environments | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20008 | Human Society and its Environments: Curriculum and Pedagogy | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| SCI10003 | Foundations: Science and Technology | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU30006 | Science and Technology Education: Curriculum and Pedagogy | Advanced | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| CAR10003 | Foundations: The Arts | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20006 | Creative Arts Education: Curriculum and Pedagogy | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| HEA10003 | Foundations: Personal Development, Health and Physical Education | Introductory | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU20010 | Personal Development, Health and Physical Education: Curriculum and Pedagogy | Intermediate | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
PART C |
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PART D |
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