Bachelor of Teaching (Primary)

What is this course about?

CSU's Bachelor of Teaching (Primary) aims to prepare primary school educators who are effective, critically reflective professional practitioners in any of the various contexts in which they may find themselves.

All graduates of this course will:

• be committed to education as a process of critical transformation of individuals, schools and society
• have a deep understanding of, and effective skill in the teaching of the full range of subject knowledge as a dynamic aspect of children's curricular experience
• be responsive to the rights and needs of diverse learners and community groups
• understand the need as scholarly and autonomous adult learners to take responsibility for their own continuing personal and professional development as critically reflective professionals.

Graduate entry

The Faculty of Education's graduate entry courses are pre-service teaching qualifications. Eligibility for entry is dependent upon a prior tertiary qualification - the nature of which is determined by specific admission criteria for each course. Graduate entry courses provide initial teaching training qualifications at the undergraduate level in various areas such as Early Childhood, Primary and Secondary Teaching.

Professional experience requirements

During Session 1 of the course, students attend a 10-day in-school observation in a primary school, to orientate themselves towards primary teaching.

Students will complete a minimum 10 weeks of professional experience which is divided into two separate placements.

Professional Experience 1

In the first teaching practice students will concentrate on:

• planning, implementing and evaluating lessons
• classroom management and collecting information relating to: child conceptual and physical development; the relationship between the school and its community; and individual differences of students

Professional Experience 2

In the second teaching practice session students will be expected to concentrate on:

• planning, implementing and evaluating units of work
• classroom management
• whole school management and pupil welfare
• cultural and individual differences and collecting information relating to: across curriculum perspectives; teacher roles outside the classroom; and school and faculty organisation and management
• extending their knowledge of particular curriculum areas into integrated curriculum