Bachelor of Education (Early Childhood and Primary)

Course information for - 2025 entry

Offered at 3 locations

Duration
4 years full-time or equivalent part-time
CRICOS Code
063890F
Fees (first year)*
$28728
Start dates
February 2026, July 2026, February 2027, July 2027

Overview

The Bachelor of Education (Early Childhood and Primary) qualifies you to teach children from birth to 12 years of age in childcare, kindergartens, preschools, and primary school settings.

Focused on developing children’s foundation and early learning needs, our dual-accredited degree will equip you with the pedagogical knowledge and experiential skills to inspire and support children in developing lifelong learning abilities. You will learn how to engage children in exploring their creative, physical, and cognitive capabilities within inclusive environments that encourage and nurture diversity.

Hone your knowledge and build a solid foundation with a specialised teaching area from literacy, numeracy, or religious education and your professional experience placements will be conducted in both early childhood and primary education settings. You may also have an opportunity to complete a community engagement unit overseas where you will spend time with local communities and experience an international classroom.


Achieve your goals with a scholarship. 

A generous Commonwealth Teaching Scholarship is available to support new undergraduate and postgraduate students enrolling in an initial teacher education (ITE) program to help meet the costs of their study. Learn more about eligibility and how to apply here.

Professional experience

You will be required to complete a minimum of 100 days of embedded professional experience.

Year 2: 15 days, 15 days, 15 days Year 3: 15 days, 5 days. Year 4: 35 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 primary and early childhood teachers in government, independent, Catholic, and other faith-based schools. This program has been listed on the Australian Institute for Teaching and School Leadership (AITSL) accredited programs list and meets the teacher education component of the qualification requirement for registration (accreditation) as a primary and early childhood teacher in all states and territories. 

It is also listed on the Australian Children's Education and Care Authority (ACECQA) accredited programs list and meets the teacher education component of the qualification requirement for registration (accreditation) as an early childhood teacher.

Careers

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

Course map

Open all

Please note: Course maps are subject to change.

Commencing Semester 1: Literacies Specialisation

  • Education Studies unitsEDES100 Understanding Learning and Teaching OREducation Studies unitsEDES103 Understanding Learners and Their Contexts OR(EDES104 Digital Cultures and Capabilities OR EDMA163 Exploring Mathematics and Numeracy )OREducation Studies unitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104.


    10 cp
  • Education Studies unitsEDES100 Understanding Learning and Teaching OREducation Studies unitsEDES103 Understanding Learners and Their Contexts OR(EDES104 Digital Cultures and Capabilities OR EDMA163 Exploring Mathematics and Numeracy )OREducation Studies unitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104.


    10 cp
  • Primary Curriculum and Discipline Studies unitsEDEN100Foundations of Literacy10 cp
  • Education Studies unitsEDES101Educational Thought10 cp
  • ACER Literacy and Numeracy Test for Initial Teacher Education Units LNTE110Literacy and Numeracy Diagnostic0 cp
  • Education Studies unitsEDES100 Understanding Learning and Teaching OREducation Studies unitsEDES103 Understanding Learners and Their Contexts OR(EDES104 Digital Cultures and Capabilities OR EDMA163 Exploring Mathematics and Numeracy )OREducation Studies unitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104.


    10 cp
  • Education Studies unitsEDES100 Understanding Learning and Teaching OREducation Studies unitsEDES103 Understanding Learners and Their Contexts OR(EDES104 Digital Cultures and Capabilities OR EDMA163 Exploring Mathematics and Numeracy )OREducation Studies unitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104.


    10 cp
  • Primary Curriculum and Discipline Studies unitsEDEN102Children's Literature for Early Reading10 cp
  • Early Childhood Specialisation Units - Early Childhood Specialisation Specified UnitsEDEC100Health, Family and Young Learner Wellbeing in the Early Years10 cp
  • ACER Literacy and Numeracy Test for Initial Teacher Education Units LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students AND LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students

    Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104.

    0 cp

Not all campuses will necessarily offer the four specified/required units in every semester; students will need to choose appropriate units from the available options.

Commencing Semester 2: Literacies Specialisation

Not all campuses will necessarily offer the four specified/required units in every semester; students will need to choose appropriate units from the available options.

Commencing Semester 1: Numeracy Specialisation

Not all campuses will necessarily offer the four specified/required units in every semester; students will need to choose appropriate units from the available options.

Commencing Semester 2: Numeracy Specialisation

Not all campuses will necessarily offer the four specified/required units in every semester; students will need to choose appropriate units from the available options.

Commencing Semester 1: Religious Education Specialisation

Not all campuses will necessarily offer the four specified/required units in every semester; students will need to choose appropriate units from the available options.

Commencing Semester 2: Religious Education Specialisation

Not all campuses will necessarily offer the four specified/required units in every semester; students will need to choose appropriate units from the available options.

Pathway: CHC50113 Diploma - Commencing Semester 1

Eligible Credit Students who have completed the Diploma of Early Childhood Education and Care (CHC50113/CHC50121) will be eligible for credit for the below units on entering the Bachelor of Education (Early Childhood and Primary).

To receive this credit, you will need to complete a Credit Application form and submit this to your Course Administrators.

After the credit is applied you will have the equivalent of three and a half years of full-time study (260 credit points) remaining to complete the Bachelor of Education (Early Childhood and Primary)

  • EDES103 – Understanding Learners and their Contexts (10cp)
  • EDEC100 – Health, Family and Young Learner Wellbeing in the Early Years (10cp)
  • EDEC310 – Young Children’s Social and Emotional Competence in Early Childhood Contexts (10cp)
  • EDEC211 – Infant and Toddler Studies (10cp)
  • EDEC314 – Leadership, Management, Administration and Advocacy (10cp)
  • EDET300 – Effective Teaching 4: Diverse Learning and Inclusive Education (10cp)

Not all campuses will necessarily offer the four specified/required units in every semester; students will need to choose appropriate units from the available options

Pathway: CHC50113 Diploma - Commencing Semester 2

Eligible Credit Students who have completed the Diploma of Early Childhood Education and Care (CHC50113/CHC50121) will be eligible for credit for the below units on entering the Bachelor of Education (Early Childhood and Primary).

To receive this credit, you will need to complete a Credit Application form and submit this to your Course Administrators.

After the credit is applied you will have the equivalent of three and a half years of full-time study (260 credit points) remaining to complete the Bachelor of Education (Early Childhood and Primary)

  • EDES103 – Understanding Learners and their Contexts (10cp)
  • EDEC100 – Health, Family and Young Learner Wellbeing in the Early Years (10cp)
  • EDEC310 – Young Children’s Social and Emotional Competence in Early Childhood Contexts (10cp)
  • EDEC211 – Infant and Toddler Studies (10cp)
  • EDEC314 – Leadership, Management, Administration and Advocacy (10cp)
  • EDET300 – Effective Teaching 4: Diverse Learning and Inclusive Education (10cp)

Not all campuses will necessarily offer three units in every semester; students will need to choose units from the available options

Graduate statement

Insight

As an ACU graduate you have personal insight founded on an understanding of who you are as a professional, a citizen and a scholar. You embrace change and growth through critical self-awareness and learning autonomy. You are empowered to seek truth and meaning, drawing on the principles of justice, equity, and the dignity of all human beings.

Empathy

As an ACU graduate you value human dignity and diversity. This appreciation is founded on deep reflection, and empathy. You have experience of Indigenous Knowings and perspectives and can engage respectfully when working alongside Australia's First Peoples. You can connect with people and cultures and work with community in ways that recognise the dignity of the human person and all cultures

Imagination

As an ACU graduate you utilise imagination and innovation to solve problems. You critically analyse information from a range of sources to creatively solve practical problems and use critical thinking to make decisions and advance the common good. You appreciate the role of innovation and creative thinking in developing a better future for each person and community.

Impact

As an ACU graduate you recognise your responsibility to work for social justice and a sustainable world founded on a commitment to human dignity and the common good. You lead change through respectful collaboration and effective communication of ideas to diverse peoples, groups and communities in local and global contexts. You are empowered to positively impact your profession and the community.

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.

Additional course information

Literacy and Numeracy Test in Initial Teacher Education (LANTITE)

Students will be required to demonstrate they have achieved approved benchmarks in literacy and numeracy as demonstrated through the Literacy and Numeracy Test in Initial Teacher Education (LANTITE) before undertaking their final professional experience placement.

Read more about the Literacy and Numeracy Test.

If you have started your ITE course at another institution and wish to transfer to ACU to complete your studies, please be sure that you have read and understand the requirements for receiving credit for previous studies and those on completing LANTITE.

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 (excluding QLD) 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:
StatePrerequisites

Australian Capital Territory

Prerequisites: Nil

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

New South Wales

Prerequisites: Nil

Assumed Knowledge: A minimum of three Band 5 HSC results (including one in English), and a Mathematics Band 4 HSC result. Note: This course is structured to allow applicants to meet the three Band 5 and/or the Mathematics Band 4 entry requirements within the first year of the course.

Queensland

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

Victoria

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.

OR

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 2025 Admission. Refer to your relevant Tertiary Admission Centre website for future years' entry requirements.

View transparency admission information

International applicants

If you’re an international applicant you’ll need the equivalent of an Australian Year 12 Certificate.

Find the equivalent qualification for your country

You’ll also need to comply with the Admission to Coursework Programs Policy , including the English Language Proficiency requirements.

See the language requirements

 If you’re an international student completing one of the following qualifications, you will need to apply for admission through your local Tertiary Admission Centre (TAC) and be assessed on your performance in these studies (i.e. your ATAR or equivalent):

 an Australian Year 12 qualification (either outside or in Australia)

an International Baccalaureate (IB) Diploma

a New Zealand National Certificate of Educational Achievement (NCEA) Level 3.

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

Pathways into course for international applicants

If you don’t currently meet the direct entry requirements for admission to your chosen program, don’t worry. Our range of pathway programs can help you build the language proficiency, academic skills and confidence you need to succeed. 

Find out more about English language programs 

Find out more about the ACU Foundation Studies program 

Find out more about Diploma pathways 

Further study

ACU offers further opportunities to advance your education career. Master of Education/Graduate Certificate in Education: Enhances career advancement opportunities for teachers and other professionals engaged in lead educational roles such as education.

Fees

Course costs

  • Unit fee: $3591
  • Average first year fee: $28728
  • Estimate total cost: $114912

The Tuition fees quoted above are for commencing students in the current year who undertake a normal full-time load. The Unit Fee is based on a 10cp unit. Fees are reviewed annually.

Tuition fees for continuing students may increase by up to 3 percent each year for the minimum duration of the course as provided on your electronic Confirmation of Enrolment (eCOE). Students who continue to study beyond the minimum duration will have the relevant annual commencing rate applied to their fees for subsequent study periods.

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

Scholarships

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

International applicants

Brisbane

Apply through QTAC

QTAC code 113541

Direct application

Apply now

Information on the application procedure

International students undertaking an Australian Year 12 qualification should apply through the relevant tertiary admissions centre.

Deferment

Yes. See Defer your offer.

Students with a Student Visa will need to complete the program in minimum duration, study at least one subject on-campus each semester and must not undertake more than 33% of the program online.

Staff Profile

Dr Debra Phillips

Campus Course Co-ordinator (Blacktown and Nth Syd), School of Education

Dr Debra Phillips is an Education lecturer and campus course co-ordinator (Blacktown, North Sydney) at Australian Catholic University. Her doctorate awarded in 2020, an autoethnographic analysis of suicidality, provided background for her ongoing work into teachers’ mental health. Dr Phillips’ current research and writing explores how teachers manage and negotiate workload stressors to continue teaching. Dr Phillips comes from a background of school-based teaching practice and a background of post-graduate study in education, gender studies, narrative and theology which has provides an informed position for her lectures in educational psychology, teachers’ mental health and disability education.  

Testimonial

Courtney

“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.”

Courtney
Education (early childhood and primary) student
 

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs