Bachelor of Arts/Bachelor of Education (Primary/Early Childhood)
Bachelors Double DegreeCourse 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&EC)
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Course code
3207313
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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 work with children throughout their formative years and will be qualified to become both an early childhood educator and a primary school teacher.
Students will study child development, the role of play in learning, literacy and numeracy, teaching students with diverse needs, professional practice, and curriculum studies relating to the early childhood and primary years. 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 |
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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 teaching experiences in childcare centres, preschools and primary schools across the age range of birth 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 curriculum studies for early childhood learners.
Location | Teaching period | UAC code | QTAC code |
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Coffs Harbour | Session 1 , Session 2 | 330151 | 050651 |
Gold Coast | Session 1 , Session 2 | 330161 | 050661 |
Lismore | Session 1 , Session 2 | 330111 | 050611 |
Online | Session 1 , Session 2 | N/A | N/A |
Career Outcomes
Accredited by NSW Board of Studies, Teaching and Educational Standards (BOSTES) and Australian Children’s Education and Care Quality Authority (ACECQA). Courses accredited by BOSTES have national recognition 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.
- Candidates who have completed an approved three-year Early Childhood birth-to-eight (8) years or birth-to-twelve (12) years teaching qualification, from an Australian university or equivalent, may be granted advanced standing for up to twenty-four (24) units.
- Additional advanced standing for up to four (4) units may be granted by the School Board, which shall notify the Academic Board in all instances.
Course requirements
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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.
- 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.
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 unit is normally also offered in Session 3. A Session 3 enrolment will free up the above structure and enable some shifting of units to avoid the two practicums in Year 4 Session 2
Note 2:
Early Childhood unit
Note 3:
Practicum
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 Major |
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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 Early Childhood Major |
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TCH10515 | Play and Pedagogies in the Early Years | Introductory | |||
TCH10517 | Early Childhood Principles and Practice | Introductory | |||
TCH20002 | Children, Families and Communities | Intermediate | |||
TCH20003 | Curriculum Studies in Early Childhood | Intermediate | |||
TCH10518 | Early Childhood Matters | Advanced | |||
TCH10519 | Leadership and Advocacy in Early Childhood | Advanced | |||
TCH10521 | Education and Care I: Preschoolers | Introductory | |||
TCH10522 | Education and Care II: Infants and Toddlers | Advanced |