Bachelor of Education (Early Childhood and Primary)

Course information for - 2024 entry

Offered at 7 locations

Duration
4 years full-time or equivalent part-time
VTAC code
1200112091
ATAR
70.00 for Ballarat
Fees (first year)*

$4440 CSP

Start dates
Semester 1 intake: Beginning February 2024
Applications open August 2023
Midyear (Semester 2) intake: to be advised

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. 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 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

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.

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:
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); a General science subject (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 2024 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 TAFE and many private education providers. If you have completed a qualification with one of these partners or with ACU College, 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

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

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

Average first year fee*

$4440 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

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

Domestic applicants

Ballarat

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

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

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
 

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