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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
To increase employment opportunities, students of this combined degree can graduate as a primary school teacher and gain a specialist skill set. Students have the flexibility to either specialise in Learning and Support or Aboriginal and Torres Strait Islander Education^; or they can study another area of interest through a broad range of education and general electives. This is in addition to discipline and curriculum studies in English; mathematics; human society and its environment; science and technology; creative arts; and personal development, health and physical education.
In their first year, students study essential foundational content for teaching in primary schools. 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 practical teaching experiences in primary schools. These experiences give students the opportunity to put theory into practice and to observe and reflect on the dynamics of the education environment. Students graduate with broad capabilities to increase employment opportunities in primary schools and other education-related fields.
Entry into our teaching degrees will be based on an indicative ATAR of 70 or OP of 13 with no additional prerequisite entry requirements. Our education degrees are combined with a Bachelor of Arts to ensure a comprehensive foundation for our educations students in relevant discipline areas like mathematics, English and science.
^These specialisations provide a means to focus on an area of interest and are an excellent foundation for subsequent in-service professional learning. They do not however lead to a specialist teaching qualification. Students are advised to refer to their relevant teacher registration jurisdiction for specialist teaching accreditation requirements.
Choosing a specialisation may require you to study units in session three. Session three units may also coincide with professional experience units resulting in a challenging workload particularly when assessment items are due. You are advised to check the sessions in which units are offered when considering your study plan.
| 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 complete an eight-unit specialisation in Learning and Support, or Aboriginal or Torres Strait Islander Education^, or a core teaching area, or choose from a suite of electives. Each provides an opportunity for students to shape their study towards their preferred employment or further study.
Learning and Support gives students additional insight in to support children with diverse abilities. Combined with their final teaching qualification, this specialisation 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.
Aboriginal and Torres Strait Islander Education gives students additional insight into teaching children who identify as Australian Aboriginal or Torres Strait Islander. The emphases are on building an understanding about Aboriginal history and cultures, contemporary issues, their experience in education, and appropriate community consultation.
Please note: These specialisations are offered by distance education and each requires students to complete an in-school professional experience. Some units 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
Courses have accreditation with the Board of Studies, Teaching and Educational Standards (BOSTES) and the Queensland College of Teachers (QCT). Courses 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.
The Australian Government has 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 SCU the test needs to be successfully completed prior to undertaking the final professional experience placement.
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; or
- 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:
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:
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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.
- Both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) as required by the Federal Government.
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not less than thirty-two (32) units comprising:
- 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:
This is a practicum unit
| 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDU83003 | Inclusive Teaching | 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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