Bachelor of Education (Early Childhood and Primary)

Course information for - 2022 entry

Offered at 7 locations

Study mode
4 years full-time or equivalent part-time
VTAC code
70.00 for Ballarat
Fees (first year)*

$3984 CSP

Start dates
Semester 1 - February , Semester 2 - To be advised


As an early childhood and primary teacher, you will inspire and help children develop critical lifelong skill by creating inclusive learning environments that nurture diversity. Qualified to teach from birth to Year 6, you’ll engage children through key curriculum areas such as arts, English, maths, science, technologies and health and physical education. You will also gain the practical skills to manage social, cultural and developmental diversity. By selecting religious education and/or theology units, you will be eligible to teach in Catholic and other faith-based schools.


Professional experience

You will be required to complete a minimum of 100 days. Year 1: Community engagement, minimum of 35 hours. Year 2: 15 days, 15 days. Year 3: 15 days, 15 days, 5 days. Year 4: 5 days, 30 days.

Work placement

Supervised professional experience is at the heart of all our pre-service teacher education courses and the faculty will find appropriate placements to suit the needs of your course. You’ll be placed in educational settings at different stages of your course to ensure your practical experience evolves alongside your theoretical knowledge base. Our placement program also gives you diverse educational experiences, so you’ll be in a better position to choose your future career path. This degree can also prepare you to teach in Catholic, government and other faith-based schools within Australia.

Professional recognition

Graduates are eligible for registration as a primary and early childhood teacher in government, independent, Catholic, and other faith-based schools. This program is pending accreditation. Once accredited the program will meet the teacher education component of the qualification requirements for registration in all states and territories.



Our graduates have pursued careers in:

  • early years education
  • primary school education
  • policy development
  • community centre education
  • private colleges
  • inclusive education settings
  • education and training roles in other sectors – e.g. zoos
  • correction facilities for youth or adults
  • research
  • special education

Employment rates

84% of Early Childhood and Primary Teaching students are employed full-time within 4 months of graduating. (2019 Quality Indicators for Learning and Teaching (QILT) Graduate Outcomes Survey)

Course details

Course structure

To complete the Bachelor of Education (Early Childhood and Primary), a student must complete 360 credit points (cp).

View course rules

Sample program map

Year - Study periodUnit 1Unit 2Unit 3Unit 4Unit 5
Year 1 - Semester 1

Select THREE units from the following five:

Actual offerings will be campus dependant.

EDES100 Understanding Learning and Teaching


EDES101 Educational Thought data-versionlabel=2 >


EDES103 Understanding Learners and Their Contexts data-versionlabel=2 >


EDES104 Digital Cultures and Capabilities data-versionlabel=2 >


EDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures data-versionlabel=2 >

EDEN100 Foundations of Literacy data-versionlabel=2 >

LNTE110 Literacy and Numeracy Diagnostic data-versionlabel=2 >

Year 1 - Semester 2

Select TWO units from the following five:

Actual offerings will be campus dependant.

EDES100 Understanding Learning and Teaching


EDES101 Educational Thought data-versionlabel=2 >


EDES103 Understanding Learners and Their Contexts data-versionlabel=2 >


EDES104 Digital Cultures and Capabilities data-versionlabel=2 >


EDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures data-versionlabel=2 >

EDEN102 Childrens Literature for Early Reading data-versionlabel=2 >

EDEC100 Health, Family and Young Learner Wellbeing in the Early Years data-versionlabel=2 >

Year 2 - Semester 1

EDET100 Effective Teaching 1: Becoming a Teacher

English specialisation:

EDSI168 Science, Inquiry and Sustainability


Mathematics specialisation:

EDMA163 Exploring Mathematics and Numeracy


RE Accreditation:


Introduction to the Bible

EDEN290 English Curriculum, Pedagogy and Assessment 1 (B-8)

EDEC111 Early Years Curriculum and Play-Based Pedagogies

LNTE111 Literacy and Numeracy Test

Year 2 - Semester 2

EDET101 Effective Teaching 2: Curriculum, Planning and Pedagogy

EDMA290 Mathematics Curriculum, Pedagogy and Assessment 1 (B-12)

EDEN291 English Curriculum, Pedagogy and Assessment 2 (8-12)

English or Mathematics specialisations:

EDSS290 Humanities and Social Sciences Curriculum, Pedagogy and Assessment (F-6)


RE Accreditation:


What Christians Believe

Year 3 - Semester 1

EDMA291 Mathematics Curriculum, Pedagogy and Assessment 2 (F-6)

EDSI290 Science Curriculum, Pedagogy and Assessment (B-12)

English or Mathematics specialisations:

EDAR290 The Arts Curriculum, Pedagogy and Assessment F 6


RE Accreditation:


Religious Education 1: Curriculum, Pedagogy and Assessment

EDEC310 Young Childrens Social and Emotional Competence in Early Childhood Contexts

Year 3 - Semester 2

EDET211 Effective Teaching 3 Positive Environments to Engage Young Learners

English or Mathematics specialisations:

Core Curriculum

UNCC300 Justice and Change in a Global World


PHCC320 The Just Society


RE Accreditation:

EDSS290 Humanities and Social Sciences Curriculum, Pedagogy and Assessment (F-6)

English specialisation:

EDEN345 Literacy and Diversity Curriculum, Pedagogy and Assessment


Mathematics specialisation:

EDMA311 Intervention in Numeracy


RE Accreditation:


Religious Education 2: Curriculum, Pedagogy and Assessment

EDEC211 Infant and Toddler Studies


Year 4 – Summer or PT1

English or Mathematics specialisations:

EDES300 Comparative Education: Local and Global Contexts


EDFX204 Engaging with Global Communities Personal Professional Learning in International Education Contexts

EDEC314 Leadership, Management, Administration and Advocacy

Year 4 - Semester 1

EDET300 Effective Teaching 4: Students with Disability and Inclusive Education

English or Mathematics specialisations take EDSS300 in Summer term


RE Accreditation:

EDAR290 The Arts Curriculum, Pedagogy and Assessment F 6 data-versionlabel=2 >

EDTE260 Technologies Curriculum, Pedagogy and Assessment in the Early Years


Year 4 - Professional Term 6

EDET400 Effective Teaching 5: Assessment and Data Informed Practice

EDES302 Professional Communication

EDHP290 Health and Physical Education Curriculum, Pedagogy and Assessment (F-6)

Year 4 - Professional Term 7

EDET401 Effective Teaching 6: Professional Engagement and Reflection


This is a sample program only and units will vary between states. Please refer to the handbook for the prerequisite units and the current listing.

A blank cell indicates that there are no additional units required for that study period.

This is a sample program only and units will vary between states. Please refer to the handbook for the prerequisite units and the current listing.

AQF framework

Bachelor - AQF Level 7

Exit Points

A student who has successfully completed the requirements of a course listed below may exit from the course with that qualification. Note that none of these qualifications qualify a student to teach in Australia.

  1. Non-Award Certificate in Educational Studies
  2. Diploma in Educational Studies (Tertiary Preparation)
  3. Bachelor of Educational Studies
  4. Diploma in Liberal Arts
  5. Certificate in Liberal Arts

A student who does not meet the LANTITE requirements may access an appropriate exit point if they meet the requirements of that award.

Overseas study available

Our undergraduate education students can undertake professional experience and community engagement in locations like Kiribati and Solomon Islands. Students work with communities to raise the level of student engagement and offer professional development to local teachers. This intensive professional learning for teachers increases flexibility and adaptability as an educator and provides a global perspective for a better understanding of differences within classrooms.

Entry requirements

An applicant must also comply with the Admission to Coursework Programs Policy that includes meeting a minimum ATAR requirement.

In addition, applicants will be required to demonstrate suitability for teaching.

All applicants need to meet the English Language Proficiency requirements as defined in the Admission to Coursework Programs Policy.

To be eligible for admission to the course, an applicant must have completed:

  1. the following prerequisites at year 12 level or equivalent:

Australian Capital Territory

Prerequisites: Nil

Assumed knowledge: Studies in English (T); Studies in Mathematics (T)

New South Wales

Prerequisite: Nil

Assumed knowledge: A minimum of three Band 5 HSC results, including one in English and Two units of Mathematics Band 4 

Note: This course is structured to allow applicants to meet the three Band 5 entry requirements within the degree program by including a full year of discipline studies before applicants study how to teach


Prerequisites: English (Units 3 & 4, C); General Mathematics, Mathematical Methods or Specialist Mathematics (Units 3 & 4, C); a General science subject (Units 3 & 4, C)


Prerequisites: English: Units 3 and 4 – a study score of at least 30 in English (EAL) or 25 in any other English;

Mathematics: Units 1 and 2: satisfactory completion of two units (any study combination) of General Mathematics, Mathematical Methods or Specialist Mathematics OR Units 3 and 4: any Mathematics.


b. Aboriginal and/or Torres Strait Islander applicants may be selected following an interview with the course coordinator and staff of the campus Indigenous Higher Education Unit.

They should have:

  1. minimum of three years’ work experience; or
  2. of year 12 or equivalent; or
  3. relevant tertiary study skills or successful completion of a Tertiary Communication Skills program.

Disclaimer: The course entry requirements above are for 2022 Admission. Refer to your relevant Tertiary Admission Centre website for future years' entry requirements.

View transparency admission information

Applicants with recent secondary education

You’ll need to meet the minimum entry requirements and subject prerequisites for your chosen course.  

If your school result was affected by circumstances outside of your control, such as financial hardship, illness, disability or a challenging home environment, you may qualify for an access scheme. You can apply through your TAC as part of your application process.  

Learn more about access schemes 

Applicants with vocational education and training (VET) study

You’ll need to meet the minimum entry requirements and subject prerequisites for your chosen course.  

For current year 12 students  

If you’re a current Year 12 applicant you can be given a selection rank separate from, and in addition to, your ATAR if you’ve completed a competency-based and graded AQF Certificate III or above.  

For non-school leavers 

If you’ve completed, or are completing a competency-based AQF Certificate IV or AQF diploma you will be assigned a selection rank by your local Tertiary Admission Centre (TAC). This is an entry score based on your individual qualifications and achievements. 

ACU has partnerships with ACU College, TAFE, and many private education providers. If you have completed a qualification with one of these partners, you may be eligible for guaranteed entry and/or credit into a related ACU degree. Please apply through your local TAC and then submit a credit application for your previous study.  

Applicants with higher education study

You’ll need to meet the minimum entry requirements and subject prerequisites for your chosen course. 

If you have completed at least two units of AQF-recognised study at bachelor level or above, you’ll be assigned a selection rank based on your study level, duration and grade point average that will be applied during the admission process. 

If your previous study has equipped you with knowledge, skills or experiences that align with the learning outcomes of units in your new course you may be able to apply for recognition of prior learning and you may be able to complete your course sooner. 

Learn more about recognition of prior learning 

Applicants with work and life experience

You’ll need to meet the minimum entry requirements and subject prerequisites for your chosen course.

If you have no formal education qualifications you may be eligible for a selection rank based on your work, life or service experience.

  • If you’ve been in paid employment, relevant to the course you’re applying for, for a minimum of six months full-time (or equivalent), this work may be assessed for your selection rank.
  • If you’re 21 years or older you can sit the Special Tertiary Admissions Test (STAT) through your local TAC.
  • You can apply for an ACU bridging course. Our bridging courses allow you to transition back into studying and can give you a head start on the relevant undergraduate degree.
  • If you have served in the defence force, your rank and time in service may contribute to your selection rank.

Find your path into study

English language requirements

A minimum of 7.0 in Reading and Writing and a minimum of 7.5 in listening and speaking.

Adjustment factors

If you’re currently completing Year 12 you may be eligible for adjustment factors that can boost your rank and help you get into your desired course.

Adjustment factors may be applied to your TAC application if you study particular subjects, attend schools geographically close to our campuses or in certain regional areas, apply as an elite athlete or performer or meet certain other criteria.

Learn more about adjustment factors

Inherent requirement

There are essential components of a course or unit that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes of that course or unit. You will need to be able to meet these inherent requirements to complete your course.

Learn more about inherent requirements for your course and how they affect you


Pathways into course for current or recent Year 12 students

If you can’t meet the ATAR requirement for your choice of course and you’re currently completing Year 12 or finished Year 12 in the two years previously, we have entry programs to get you where you want to be. 

Alternatively, you may be able to complete a diploma or bridging course relevant to your desired course: 

Understand your pathway options 

Pathways into course for applicants with previous study and/or life experience

Are you applying to ACU as a non-school leaver? 

By that we mean, you’re not currently completing Year 12 and haven’t completed it in the two years previously. If the answer is yes and your selection rank isn’t enough to meet the requirements for your desired course you still have a number of options to help you achieve your study goals. 

If you’re over 21, you can sit the Special Tertiary Admissions Test (STAT) , or you can complete a diploma or bridging course relevant to your desired course. 

Explore the pathways to your future 

Further study

Bachelor Degree graduates may be eligible to progress to a range of postgraduate coursework programs, e.g. Graduate Certificates and Graduate Diplomas and, through them and/or with relevant work experience, to Master’s degree programs.


Course costs

Average first year fee*

$3984 CSP

All costs are calculated using current rates and are based on a full-time study load of 40 credit points (normally 4 units) per semester.

A student’s annual fee may vary in accordance with:

  • the number of units studied per semester;
  • the choice of major or specialisation; and
  • elective units.

The University reviews fees annually.

Payment options

You should be able to concentrate on getting good marks instead of worrying about how you’ll pay your fees. We have a number of options that can help you ease the financial burden, including government assistance, scholarships and income support.

Explore your options


You could be eligible for one of the hundreds of scholarships we award each year to help students from across the university with the cost of studying, accommodation or overseas study opportunities. Some of our scholarships are awarded on the basis of merit, but these aren’t just for the academically gifted; ACU also recognises excellence in community engagement and leadership. We also offer a range of scholarships for those who may be struggling financially or who have faced other barriers to accessing education.

Search our scholarships

How to apply

Domestic applicants


Apply through VTAC

VTAC code 1200112091

If you are a Year 12 student you must apply through VTAC, UAC or QTAC. Unfortunately, a Direct application cannot be considered.

You can apply Direct to ACU if you are not a recent school leaver and have not already applied through VTAC, UAC or QTAC.


Deferment is available for one year. Find out more about deferment: Deferment Information.

Staff Profile

Ms Leanne Hallowell

Lecturer (Early Childhood Education), School of Education VIC - Melbourne

Leanne is a highly experienced early childhood educator who has worked in a variety of early childhood and paediatric health care settings, within a variety of organisations. She has been engaged in community focus groups and part of teams to develop and build early childhood services to service the needs of the local community and paediatric health care services. Specialising in areas related to Children in Health Care and Children's Wellbeing, Leanne Hallowell has completed research into educational play therapy interventions in Magnetic Resonance Imaging, publishing in national and international journals, and presenting at national and international conferences. Leanne's PhD is on the issue of Talking with children about medical procedures. She is currently working on papers related to the discourse of medical preparation and has been a regular invited speaker at several conferences across the country.

Dr Jann Carroll

Senior Lecturer (Education Studies), School of Education NSW/ACT – Canberra

Dr Jann Carroll is a senior lecturer in the National School of Education based in Canberra. Dr Carroll joined ACU in 2013 and teaches literacy education, humanities education and professional experience units. She was also recently elected as a faculty representative on the ACU academic board.  Prior to these roles, Dr Carroll taught in Catholic primary schools in the ACT. Dr Carroll returned to study in 2009 and completed her Master of Education, which flowed into a PhD (conferred in 2013). As a course coordinator on the Canberra Campus, Dr Carroll highly values the opportunity to contribute positively to the academic, social and emotional wellbeing of students and improve their student experience.



“Through my time at ACU, the education faculty have endeavoured to provide hands-on learning experiences that can be transferred to the classroom context. Much of our learning has centred on ways to teach in the contemporary age of technology and the emergence of real-time information sharing. The most beneficial part of the early years education strand was the connections made to pedagogical and reflective practice, because these are the true foundations to flexible teaching in a modern world. Our practice can only be best informed by our own self-learning.”

Education (early childhood and primary) student

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