Bachelor of Education (Early Childhood and Primary)

Teaching

Bachelor of Education (Early Childhood and Primary)

Thank you, your enquiry has been received.

You will be contacted regarding your request within two working days.

If your don't hear back please give us a call on 1800 334 733.

CSU's Bachelor of Education (Early Childhood and Primary) prepares graduates for a career teaching in a wide range of educational settings with children from birth to 12 years old.

  • Why study this course?

    Teaching today requires graduates with an awareness of social, cultural and developmental issues. This course includes child development, sociology, Indigenous studies and research methods. Skills in interpersonal communication, leadership and special needs are developed in university-based workshops and in workplaces that cater to the needs of children in communities across our region and in urban centres. Curriculum studies in this course meet the requirements for teaching children in all Key Learning Areas from Kindergarten to Year 6 in primary schools.

    The program equips students with the professional skills required to foster positive development and learning in children, whether they are in childcare services, preschools or in primary schools.

    The Bachelor of Education (Early Childhood and Primary) is grounded in the belief that graduates should continue to develop as scholars and teachers, and be practitioners who reflect on their own practice, and who are strong advocates for children and their families.

    Facilities

    To make sure students have experience in using equipment and techniques found in the workplace, our facilities include:

    • computer laboratories
    • specialist curriculum rooms for early childhood, creative arts, language, science, numeracy, human movement, etc.
    • access to early childhood settings on campus

    Throughout the course, students use a range of technologies to communicate with children, teachers and other professional colleagues in this country and overseas. This technology includes email, the internet, video and digital cameras, CD/DVD and other forms of electronic information exchange.

    Subjects in the course will be supported by online technology to ensure students have access to the latest ideas and research from around the world. There are opportunities to gain skills in the production of media appropriate to the teaching of a range of children, and students learn to evaluate the impact of media on learning.

    Professional recognition

    This course is accredited with the Board of Studies, Teaching and Educational Standards (BOSTES) until 31 December 2014. Graduates from this program will also have a qualification that is accepted by the Victorian Institute of Teaching for teacher registration.

  • Career opportunities

    Employment possibilities for graduates include teaching in government and non-government schools, long daycare centres, mobile preschools and work-based care. Students will gain skills and experience in planning, teaching and observing the development and learning of children as well as working in teams with other educational professionals and in partnerships with parents.

  • Workplace learning

    Professional experience in early childhood and primary school settings is a vital component of the program, comprising five subjects in the course.

    From first year to fourth year, students gradually assume more responsibility for planning, teaching and management of classroom settings, as they progress through a range of experiences. This part of the course aims to enable students to develop an understanding of various early childhood services and the school system. It helps students to plan and implement learning experiences for young children under the guidance of an experienced teacher. Settings include those for children under three, three to five years, the first years of school, and middle and upper primary classes.

    Opportunities exist for placement in a range of locations. Students undertake placements in both under fives and primary settings in the final professional experience in Session 8. These experiences are supported by qualified staff in the teaching setting and by University supervisors.

    Working with Children Check

    All pre-service teachers in Australia must comply with the working with children legislation requirements of the state / country of where their placement is occurring. Students will be required to provide evidence to the Faculty of Education’s Professional Experience Office of a satisfactory Working with Children Check (WWCC) prior to undertaking any placement in a school or early childhood service. The checks are intended to identify people who have convictions for such things as violence or sexual offences and who may put clients'/children’s personal safety or health at risk. Traffic violations and other minor offences are not of interest.

    Prospective students should be aware that not passing a Working with Children Check will make it difficult for them to complete a teacher education course satisfactorily because of the unavailability of suitable school or preschool experiences.

    The Working with Children Check expires every five years. You will be required to ensure it remains current and valid to the end of the final placement in the course. Please note that a WWCC can take an extended period of time, so it is recommended that you commence the process early to prevent timing problems. The Australian Institute of Family Studies provides useful information and links relevant to the Australian states and territories.


    Anaphylaxis training for all initial teacher education students

    The Board of Studies, Teaching and Educational Standards (BOSTES) now requires that all initial teacher education students have training in anaphylaxis. In order to meet this requirement, ALL students must complete the training module found at http://etraining.allergy.org.au. The online module takes approximately one hour to complete.

    On successful completion of the online module, participants will receive a certificate of completion. A copy of this certificate must be attached to your application for your professional experience placement. BOSTES suggests that students also present a copy of their certificate of completion to principals at the commencement of their professional experience placements. The training must be successfully undertaken every two years and students will need to ensure that their certificate of completion is current.

    The NSW Department of Education and Communities advises that students who do not successfully complete this training, as verified by the university, will not be able to undertake professional experience activities in NSW public schools.

  • Subjects
    Standard progression involves four calendar years and uses all three sessions. Alternatively, study can be undertaken over five years using only two sessions (Session 1 and Session 2).

    The below information is for new students. Current students should select their subjects by checking the Handbook for the year of their enrolment

    Course structure

    All subjects are core subjects, the course comprises 42 subjects (the equivalent of 336 subject points).

    NOTE: Recent national and NSW Government changes related to pre-service teacher standards of literacy and numeracy indicate that state and/or national tests of literacy and numeracy must be satisfactorily completed by all students prior to their final professional experience placement and graduation. For this reason additional pre-requisites pertaining to literary and numeracy may be applied to subjects as required.

    Discipline Content
    IKC101 Indigenous Cultures, Histories and Contemporary Realities
    LIT101 Language and Text
    LIT114 Literature, Culture and Society
    MTH100 Foundation Mathematics*
    OR
    MTH 105 Introductory Mathematics **
    OR
    MTH101 Computer Aided Mathematics 1 with Applications#
    MTH110 The Discipline of Mathematics
    SCI102 Experiencing Science
     

    NOTE:
    * Not available for students who enter with Band 5 or 6 in Standard/Advanced or Extension Mathematics

    ** For students who enter with Band 5 or 6 in Standard Mathematics

    # For students who enter with Band 5 or 6 in Advanced/Extension Mathematics

    Education and Curriculum Content
    EEB107 TEC Residential School (undertaken by TEC cohort only)
    EEB206 Pedagogies and Practice for Social Justice
    EEB433 Educational Transitions
    EEB434 Leadership in Early Childhood
    EED110 Child Development: The Early Years
    EED306 Diverse Learners
    EED307 Planning for Diverse Learners
    EED407 Families, Communities and Early Childhood Services
    EEL106 Creating Learning Experiences
    EEL203 Assessment for Learning
    EEL204 Child Health and Safety
    EEL205 Early Childhood Management: Policy and Practice
    EEL414 Creating and Maintaining Supportive Learning Environments
    EEP101 Philosophical and Social Contexts of Education
    EMA117 The Creative Arts: The Creative Process
    EMA210 Teaching and Assessing the Creative Arts
    EMH104 HSIE: Learning About People, Places and the Past
    EMH205 HSIE: Teaching About People, Places and the Past
    EML106 Everyday Language and Literacies: Learning and Practice
    EML306 English Curriculum: Pedagogies in the Primary Years
    EML447 Issues in Contemporary English and Literacy Education
    EMM106 Mathematical and Scientific Learning in the Early Years
    EMM210 Mathematics in the Primary Years
    EMM415 Inquiry into the Teaching of Mathematics
    EMR105 Health and Physical Education Studies
    EMR207 PDHPE Curriculum and Pedagogy
    EMS207 Science and Technology Curriculum Studies
    ESS306 Programming, Teaching and Learning in Inclusive Settings

    Professional Experience
    EEP426 Becoming a Teacher 2
    EPT122 Professional Experience Placement 1 Early Childhood Programs: 3-5 Year Olds
    EPT124 Play and Learning
    EPT125 Child Development: Foundation to Year 6
    EPT126 Becoming a Teacher 1
    EPT127 English Curriculum: Pedagogies in the Early Years of Learning
    EPT217 Professional Experience 2: Primary Classrooms K-6
    EPT221 Professional Experience 3 Early Childhood Programs: Birth - 2 Year Olds
    EPT328 Professional Practice 4 Extended Placement: Early Childhood and Primary

    Key Subjects
    The following key subjects apply from 201430:

    EEB206 Pedagogies and Practice for Social Justice
    EEL414 Creating and Maintaining Supportive Learning Environments
    ESS306 Programming, Teaching and Learning in Inclusive Settings
    IKC101 Indigenous Cultures, Histories and Contemporary Realities
    LIT101 Language and Text
    MTH100 Foundation Mathematics
    OR
    MTH105 Introductory Mathematics
    OR
    MTH101 Computer Aided Mathematics 1 with Applications

    Enrolment pattern

    Four Year Pathway
     

    Note: EEB107 TEC Residential School (undertaken by TEC cohort only) - placement of this Residential School in the Enrolment Pattern will be advised by the Course Director.

    Year 1
    Session 1

    EED110 Child Development: Early Years
    EPT124 Play and Learning
    EML106 Everyday Language and Literacies: Learning and Practice
    MTH100  Foundation Mathematics*
    OR
    MTH105 Introductory Mathematics**
    OR
    MTH101 Computer Aided Mathematics 1 with Applications # 
    LIT101 Language and Text

    Session 2
    EPT125 Child Development: Foundation to Year 6
    EEL106 Creating Learning Experiences
    LIT114 Literature, Culture and Society
    MTH110 The Discipline of Maths
    EPT126 Becoming a Teacher 1

    Session  3
    EMH104 HSIE: Learning About People, Places and the Past
    IKC101 Indigenous Cultures, Histories and Contemporary Realities

    Year 2
    Session 1

    EEL204 Child Health and Safety
    EMA117 The Creative Arts: The Creative Process
    EMR105 Health and Physical Education Studies
    EPT122 Professional Experience 1 Early Childhood Programs: 3-5 Year Olds
    SCI102 Experiencing Science

    Session 2
    EEB206 Pedagogies andPractice for Social Justice
    EEL203 Assessment for Learning
    EMH205 HSIE: Teaching About People, Places and the Past
    EPT127 English Curriculum: Pedagogies in the Early Years of Learning
    EMM106 Mathematical and Scientific Learning in the Early Years

    Session 3
    EEP101 Philosophical and Social Contexts of Education
    EMM210 Mathematics in the Primary Years

    Year 3
    Session 1

    EEB433 Educational Transitions
    EED306 Diverse Learners
    EML306 English Curriculum: Pedagogies in the Primary Years
    EMS207 Science and Technology Curriculum Studies
    ESS306 Programming, Teaching and Learning in Inclusive Settings

    Session 2
    EED307 Planning for Diverse Learners
    EMA210 Teaching and Assessing the Creative Arts
    EMR207 PDHPE Curriculum and Pedagogy
    EPT217 Professional Experience 2: Primary Classrooms K-6

    Session 3
    EEL205 Early Childhood Management: Policy and Practice
    EPT221 Professional Experience 3 Early Childhood Programs: Birth-2 Year Olds

    Year 4
    Session 1

    EML447 Issues in Contemporary English and Literacy Education
    EMM415 Inquiry into the Teaching of Mathematics
    EPT328 Professional Practice 4 Extended Placement: Early Childhood and Primary

    Session 2
    EEB434 Leadership in Early Childhood
    EED407 Families, Communities and Children’s Services
    EEL414 Creating and Maintaining Supportive Learning Environments
    EEP426 Becoming a Teacher 2
     

    Five Year Pathway

    Note: EEB107 TEC Residential School (undertaken by TEC cohort only) - placement of this Residential School in the Enrolment Pattern will be advised by the Course Director.

    Year 1
    Session 1

    EED110 Child Development: Early Years
    EPT124 Play and Learning
    EML106 Everyday Language and Literacies: Learning and Practice
    LIT101 Language and Text
    MTH100 Foundation Mathematics*
    OR
    MTH105 Introductory Mathematics**
    OR
    MTH101 Computer Aided Mathematics 1 with Applications #

    Session 2
    EPT125 Child Development: Foundation to Year 6
    EPT126 Becoming a Teacher 1
    EEL106 Creating Learning Experiences
    LIT114 Literature, Culture and Society
    MTH110 The Discipline of Maths

    Year 2
    Session 1

    EEL204 Child Health and Safety
    EMA117 The Creative Arts: The Creative Process
    EMR105 Health and Physical Education Studies
    EPT122  Professional Experience 1 Early Childhood Programs: 3-5 Year Olds
    SCI102  Experiencing Science

    Session 2
    EEB206 Pedagogies and Practice for Social Justice
    EEL203 Assessment for Learning
    EPT127 English Curriculum: Pedagogies in the Early Years of Learning
    EMM106 Mathematical and Scientific Learning in the Early Years

    Year 3
    Session 1

    EMH104 HSIE: Learning About People, Places and the Past
    EMS207 Science and Technology Curriculum Studies
    ESS306 Programming, Teaching and Learning in Inclusive Settings
    IKC101 Indigenous Cultures, Histories and Contemporary Realities

    Session 2
    EML306 English Curriculum: Pedagogies in the Primary Years
    EMR207 PDHPE Curriculum and Pedagogy
    EPT217 Professional Experience 2: Primary Classrooms K-6

    Year 4
    Session 1

    EEB433 Educational Transitions
    EED306 Diverse Learners
    EEL205 Early Childhood Management: Policy and Practice
    EMM210 Mathematics in the Primary Years
    EPT221 Professional Experience 3 Early Childhood Programs: Birth-2 Year Olds

    Session 2
    EMA210 Teaching and Assessing the Creative Arts
    EED307 Planning for Diverse Learners
    EEP101 Philosophical and Social Contexts of Education
    EMH205 HSIE: Teaching About People, Places and the Past
     

    Year 5
    Session 1

    EMM415 Inquiry into the Teaching of Mathematics
    EML447 Issues in Contemporary English and Literacy Education
    EPT328 Professional Practice 4 Extended Placement: Early Childhood and Primary

    Session 2
    EEB434 Leadership in Early Childhood
    EED407 Families, Communities and Children’s Services
    EEL414 Creating and Maintaining Supportive Learning Environments
    EEP426 Becoming a Teacher 2

  • Residential schools

    The following subject may have a residential school component:

    EEB107 TEC Residential School

  • Admission information
    Indicative ATAR

    7000

    Students may be admitted to the course on the basis of
    (a) the ATAR score or its equivalent,
    (b) the Principal’s Recommendation Entry Scheme,
    (c) direct admission with interview
    (d) the Darrambal Skills Assessment Program or
    (d) a combination of the above.

    English Language Proficiency entry requirements for non-Anglophone International students is: Academic IELTS Reading and Writing 6.5, Speaking and Listening 7.5. Please note that these requirements are for admission to this course, not to the teaching profession in Australia. Employment in Australian schools is conditional on more stringent English Language Proficiency requirements as outlined under professional accreditation.

    Australian Institute for Teaching and School Leadership requirement

    The Australian Institute for Teaching and School Leadership (AITSL) set graduate standards and course requirements which are administered by the Board of Studies, Teaching and Educational Standards (BOSTES). All students who graduate from this course must meet the prerequisite standard of literacy and numeracy.

    The assumed knowledge / entry requirement is:

    • Higher School Certificate minimum Band 4 in English Advanced, Standard English or English as a Second Language

    and

    • Band 4 in General Mathematics or completion of Mathematics or Extension Mathematics to an equivalent standard.

    Where you do not meet these entry requirements, CSU offers concurrent study in English and Mathematics before graduation.


    Australian Institute for Teaching and School Leadership - Employment Requirement

    AITSL has introduced changes to the assessment criteria for English language proficiency to be consistent with teacher registration requirements in Australian states and territories, as per below:

    English Language proficiency requirements

    An Academic version of the International English Language Testing System (IELTS) Test Report Form (TRF) that shows:

    • a score of at least 7.0 for Reading and Writing; and
    • a score of at least 8.0 for Speaking and Listening.

    The IELTS test scores must appear on a single IELTS TRF and be the result of a test undertaken during the 12 month period prior to submitting an application.

    OR

    An applicant has completed study assessed by AITSL as comparable to at least four years of full-time (or part-time equivalent) higher education (university) study, that results in a qualification/s comparable to the education level of an Australian bachelor degree or higher, (must include a recognised initial teacher education qualification) in Australia, Canada, New Zealand, the Republic of Ireland, the United Kingdom or the United States of America.


    The Board of Studies, Teaching and Educational Standards - Employment Requirement

    ACCEPTED ENGLISH LANGUAGE TESTS
    The tests and results accepted by the Board of Studies, Teaching and Educational Standards (BOSTES) are listed below.

    International English Language Testing System (IELTS)
    The IELTS test for academic purposes is an appropriate test for prospective teachers. BOSTES requires that applicants needs to attain 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. The test is widely accepted as an international standard for English language skills. Testing and locations can be found at www.ielts.org.

    Professional English Assessment for Teachers (PEAT)
    The applicant must have Band A in each of the four areas: speaking, listening, reading and writing. This test has been developed for teachers intending to teach in the NSW Department of Education and Communities (DEC). DEC requires relevant teachers to undertake the PEAT. The DEC has advised that Band A is required for teaching in government schools. It is available at the University of NSW Institute of Languages. The website is www.lang.unsw.edu.au/PEAT/. Only the DEC may refer teachers to undertake PEAT.

    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. This test was originally developed as the ASLPR (Australian Second Language Proficiency Rating). It was developed at Griffith University and is available in a form specifically designed to test language proficiency in the teaching context. The website is www.islpr.org.

    EXCEPTIONS
    The following applicants generally do not need to complete one of the approved language tests:

    • applicants for whom English is their first language
    • applicants who have gained the majority of their qualifications in English, in a country where English is the main language. These countries are: Australia, Canada, New Zealand, Republic of Ireland, United Kingdom (England, Scotland, Wales and Northern Ireland), Republic of South Africa and the United States of America
    • applicants who can provide evidence that they have successfully taught in English in a school in a country where English is the main language for a substantial period of time

    CURRENCY OF RESULTS
    The BOSTES has accepted the advice of the test providers regarding the length of currency of results. Applicants who submit results from IELTS must submit results from a test taken within a period of two years of their application for provisional or conditional accreditation. Applicants who submit results from ISLPR must submit results from a test taken within a period of twelve months of their application for provisional or conditional accreditation. A successful PEAT does not lose currency.

    See standard CSU admission criteria

  • Cost of study

    Fees are relevant for 2015 only and are subject to change in future years. Tuition fees quoted do not include the Student Services and Amenities Fee.

    Tuition costs
    Commonwealth supported place

    You will make a student contribution (formerly HECS) towards the cost of your tuition fees. Commonwealth supported places may be limited for this course.

    Options:

    1. Defer your payment using a HECS-HELP loan, which is repaid through the taxation system once your income reaches a certain threshold
    2. Pay your student contribution fee up-front each session
    6800*Student contribution fee for your first year of study

    * This is an estimated fee for your first year of study based on a full-time study load (eight 8 point subjects). Should you be studying less than eight subjects in your first year, the fees would be decreased proportionally. This figure excludes the Student Services and Amenities fee. If your entire course is less than the equivalent of one year of full-time study, then the figure displayed is calculated as a percentage of a full-time study load e.g. 50%.

    More about Commonwealth supported places

    On campus (onshore) study mode
    2550*Tuition fee per 8 point subject

    * Fee for students commencing study in 2015.

    More information about international student fees

  • Course details
    Enrol TypeModeCampusFee typeSession1Session2Session3Admission Code
    DirectOn CampusWagga WaggaCGSYNNKEEW
    DirectOn CampusAlbury-WodongaFPOSYNNIEBE
    DirectOn CampusAlbury-WodongaCGSYNNTEMP
    UACOn CampusDubboCGSYNN213115
    UACOn CampusWagga WaggaCGSYNN213114
    UACOn CampusBathurstCGSYNN213117
    DirectOn CampusDubboCGSYNNKEGF
    DirectOn CampusBathurstFPOSYNNIECP
    DirectOn CampusWagga WaggaFPOSYNNIEWB
    UACOn CampusAlbury-WodongaCGSYNN213111
    DirectOn CampusBathurstCGSYNNKEBF
    VTACOn CampusAlbury-WodongaCGSYNN1300113501

    LEGEND
    CGS: Commonwealth Government supported places
    FFPG: Fee-paying postgraduate places
    FPOS: Fee-paying overseas student places
    Admission Code: For your reference if required during your application process
    NO TAC: An admission code is not required for applications to CSU Study Centres
    TEMP: An admission code has not yet been assigned for this course

    Graduation requirements

    To graduate, students must satisfactorily complete 336 credit points. This includes a series of compulsory course subjects, 100 days of professional experience placement and completion of a 100 hours of professional learning, including community engagement (80 hours).
     

  • How to apply
    Apply through UAC

    Apply through the Universities Admissions Centre (UAC) if you are a school leaver wanting to study on campus.

    Apply through UAC

    Apply through VTAC

    Apply through the Victorian Tertiary Admissions Centre if you do not reside in NSW or ACT and wish to study on campus at Albury-Wodonga Campus.

    Apply through VTAC

    Apply direct to CSU

    An online application to CSU takes about 15 minutes to complete. Find out more

    Apply online

    Apply direct to CSU

    Apply direct to CSU for on campus study at a CSU regional campus, or study by distance education.

    Apply online

    Recruitment agent

    Contact a Recruitment agent in your country who can answer your questions about CSU as well as help with the student visa application process.

    International recruitment agents

    CRICOS Code(s)

    017967E (Wagga Wagga, Bathurst, Albury-Wodonga)

    Thinking of deferring?

    Find out more about deferral

  • Academic expectations

    For each 8 point subject at CSU, students should normally expect to spend between 140-160 hours engaged in the specified learning and assessment activities (such as attending lectures or residential schools, assigned readings, tutorial assistance, individual or group research/study, forum activity, workplace learning, assignments or examinations). The student workload for some subjects may vary from these norms as a result of approved course design.

    Students will be assessed on the basis of completed assignments, examinations, workplace learning, or other methods as outlined in specific subject outlines.

    Where applicable, students are responsible for travel and accommodation costs involved in workplace learning experiences, or attending residential schools (distance education students).

    Expectations relating to academic, workplace learning, time and cost requirements for specific subjects are provided in the subject abstracts and in course materials.

Make an enquiry

Call us on 1800 334 733,
(International +61 2 6338 6077)

Let us give you a phone call

FREE CALL

Chat to us online

ONLINE CHAT

Send us an email


Apply for admission

DOMESTIC
INTERNATIONAL