Bachelor of Education (Primary)
Course information for - 2025 entry
Offered at 2 locations
- Duration
- 4 years full-time or equivalent part-time
- CRICOS Code
- 040836B
- Fees (first year)*
- $28728
- Start dates
- February 2026, July 2026, February 2027, July 2027
Entry to this course is governed by the Admission to Coursework Programs Policy. The selection of course entrants is based on academic merit and satisfaction of non-academic capabilities for entry to initial teacher education. In accordance with the mission of ACU, the Faculty of Education and Arts is committed to providing access to education for a diversity of students. For applicants who are not Year 12 students, the assessment may include year 12 or other studies undertaken to allocate an equivalent ranking. Additionally, ACU provides a range of access and equity schemes which consider additional or alternative factors in assessing applicants, including applicants of Aboriginal or Torres Strait Islander descent. ACU also offers approved, alternative entry pathway programs for domestic and international students.
Overview
Do you want to make a positive difference in the lives of young children? As a primary teacher you will have a creative, challenging and rewarding career helping and inspiring children to develop important lifelong skills. The Bachelor of Education (Primary) will equip you with deep knowledge to enrich the learning experience of primary aged students.
Integrated with professional experience, you will choose from a range of subject areas in English, mathematics, health and physical education, Indigenous education, science and religious education. You will build skills and deep knowledge to confidently manage diverse and inclusive classrooms. By selecting religious education and/or theology units, you will be eligible to teach Religious Education in Catholic and other faith-based schools.
Away From Base (Strathfield): If you are of Aboriginal and Torres Strait Islander descent you may be eligible to participate in the Away From Base program following an interview with the course coordinator and staff from the Indigenous Higher Education Unit.
Read about Away from Base and check your eligibility
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
Students will undertake 80 days of embedded professional experience.
Year 2: 15 days, 15 days. Year 3: 15 days. Year 4: 35 days.
Work placement
All initial teacher education programs must include a defined period of professional experience, where pre-service teachers practise teaching in a school under the direct supervision and guidance of an appropriately qualified teacher.
The current requirements are for a minimum of 80 days of professional experience that occurs in structured supervised settings. 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.
Professional recognition
Graduates are eligible for registration as primary 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 school teacher in all states and territories.
Careers
Our graduates have pursued careers in:
- primary school education
- policy development
- community centre education
- private colleges
- inclusive education settings
- adult education
- education and training roles in other sectors – e.g. zoos
- correction facilities for youth or adults
- research
- special education
Employment rates
87% of 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 (Primary), a student must complete 320 credit points (cp).
Sample program map
| Year - Study period | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 |
|---|---|---|---|---|---|
| Year 1 - Semester 1 | EDES100 Understanding Learning and Teaching OR EDES103 Understanding Learners and Their Contexts OR *EDES104 Digital Cultures and Capabilities OR EDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures OR *EDMA163 Exploring Mathematics and Numeracy *Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104. | EDES100 Understanding Learning and Teaching OR EDES103 Understanding Learners and Their Contexts OR *EDES104 Digital Cultures and Capabilities OR EDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures OR *EDMA163 Exploring Mathematics and Numeracy *Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104. | EDES101 Educational Thought | LNTE110 Literacy and Numeracy Diagnostic | EDEN100 Foundations of Literacy |
LNTE110 Literacy and Numeracy Diagnostic | |||||
| Year 1 - Semester 2 | EDES100 Understanding Learning and Teaching OR EDES103 Understanding Learners and Their Contexts OR *EDES104 Digital Cultures and Capabilities OR EDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures OR *EDMA163 Exploring Mathematics and Numeracy *Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104. | EDES100 Understanding Learning and Teaching OR EDES103 Understanding Learners and Their Contexts OR *EDES104 Digital Cultures and Capabilities OR EDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures OR *EDMA163 Exploring Mathematics and Numeracy *Students in NSW who do not have a HSC Band 4 result for mathematics MUST take EDMA163 instead of EDES104. | EDEN102 Childrens Literature for Early Reading | Primary Subject Specialisation and Primary Extension units Unit 1 Refer to the schedule of units for the suitable choices for each specialisation.. | LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students AND LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students |
| Year 2 - Semester 1 | EDET100 Effective Teaching 1: Becoming a Teacher Professional Experience: 15 days | EDAR290 The Arts Curriculum, Pedagogy and Assessment F 6 | Primary Subject Specialisation and Primary Extension units Unit 2 | EDEN290 English Curriculum, Pedagogy and Assessment 1 (B-8) | |
| Year 2 - Semester 2 | EDET101 Effective Teaching 2: Curriculum, Planning and Pedagogy Professional Experience: 15 days | EDMA290 Mathematics Curriculum, Pedagogy and Assessment 1 (B-12) | EDHP290 Health and Physical Education Curriculum, Pedagogy and Assessment (F-6) | Primary Subject Specialisation and Primary Extension units Unit 3 | |
| Year 3 - Semester 1 | EDET200 Effective Teaching 3: Engaging Learners and Managing Learning Environments Professional Experience: 15 days | EDSI290 Science Curriculum, Pedagogy and Assessment (B-12) | Primary Subject Specialisation and Primary Extension units Unit 4 | Primary Subject Specialisation and Primary Extension units Unit 5 | |
| Year 3 - Semester 2 | EDEN291 English Curriculum, Pedagogy and Assessment 2 (8-12) | EDSS290 Humanities and Social Sciences Curriculum, Pedagogy and Assessment (F-6) | Core Curriculum Unit 2 UNCC300 Justice and Change in a Global World | Primary Subject Specialisation and Primary Extension units Unit 6 | |
Year 4 - Professional Term 2 | Primary Subject Specialisation and Primary Extension units Unit 7 | ||||
Year 4 -Semester 1 | EDET300 Effective Teaching 4: Students with Disability and Inclusive Education | EDMA291 Mathematics Curriculum, Pedagogy and Assessment 2 (F-6) | Primary Subject Specialisation and Primary Extension units Unit 8 | ||
Year 4 - Winter Term | EDET400 Effective Teaching 5: Assessment and Data Informed Practice | EDES302 Professional Communication | EDTE290 Technologies Curriculum, Pedagogy and Assessment (F-6) | ||
Year 4 - Semester 2 | EDET401 Effective Teaching 6: Professional Engagement and Reflection Professional Experience: 35 days |
This is a sample program only and units will vary depending on your campus and mode of study. Please refer to the handbook for the prerequisite units and the current listing.
Commencing Semester 1
Graduate statement
AQF framework
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.
- Non-Award Certificate in Educational Studies
- Diploma in Educational Studies (Tertiary Preparation)
- Bachelor of Educational Studies
- Diploma in Liberal Arts
- 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
The Bachelor of Education (Primary) is also available by direct entry application to Aboriginal and Torres Strait Islander students in Away From Base mode.
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:
- the following prerequisites at year 12 level or equivalent:
| State | Prerequisites |
|---|---|
Australian Capital Territory | Prerequisites: Nil Assumed Knowledge: Studies in English (T) and 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 & 2: satisfactory completion of two units (any study combination) of General Mathematics, Mathematical Methods or Specialist Mathematics OR Units 3 & 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:
- minimum of three years’ work experience; or
- of year 12 or equivalent; or
- 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.
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.
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
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.
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.
How to apply
International applicants
Direct application
Apply nowInformation on the application procedure
International students undertaking an Australian Year 12 qualification should apply through the relevant tertiary admissions centre.
Additional application information
Entry to this course is governed by the Admission to Coursework Programs Policy. The selection of course entrants is based on academic merit and satisfaction of non-academic capabilities for entry to initial teacher education. In accordance with the mission of ACU, the Faculty of Education and Arts is committed to providing access to education for a diversity of students. For applicants who are not Year 12 students, the assessment may include year 12 or other studies undertaken to allocate an equivalent ranking. Additionally, ACU provides a range of access and equity schemes which consider additional or alternative factors in assessing applicants, including applicants of Aboriginal or Torres Strait Islander descent. ACU also offers approved, alternative entry pathway programs for domestic and international students.
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 Matthew Zbaracki
State Head of Education, Victoria
Dr Matthew Zbaracki is the State Head of the School of Education, in Victoria at the Australian Catholic University. Since commencing with ACU in 2008, Dr Zbaracki has taught children’s literature to students in the Bachelor of Education degree, as well as second year literacy at postgraduate level. With a masters degree in bilingual education from the University of Colorado Denver, he then completed a PhD in children’s literature. He is the author of several books, his latest, Writing Right for Text Types won the Australian Publishers Award for best student resource. He has also written Best Books for Boys, (Libraries Unlimited) and is co-author of Language and Literacy published by Oxford, and Listen Hear and Books and Beyond both published by Heinemann.
Testimonial
“The education courses at ACU provide a high level of knowledge and professional skills necessary to foster innovative pedagogy. Due to small class sizes and sense of community, I can form positive professional relationships with my tutors as they inspire and mentor cohorts, like myself, through our learning journey.”