Bachelor of Teaching (Primary)
+ Award nomenclature
Bachelor of Teaching (Primary)
BTeach(Prim)
+ Course Availability Modes and Locations
| Bachelor of Teaching (Primary) (3415TP) |
|---|
| Distance Education | Albury-Wodonga |
Availability is subject to change, please verify prior to enrolment.
Normal course duration
Full-time 3.0 years (6.0 sessions)
Overall Duration: 3.0 (FTE) Actual Duration: 2.0 (FTE) A standard entry level credit package of 64 points, represented as EDU38C, will apply for a previously completed relevant undergraduate degree that meets BOSTES content/discipline requirements. Students who do not meet the BOSTES requirements will receive proportionally less credit (either 56 points, represented as EDU37C, or 48 points, represented as EDU36C) - based on the number of additional subjects required to meet accreditation.
Admission criteria CSU Admission Policy
Admission to the Bachelor of Teaching (Primary) will be on the grounds of acceptable Undergraduate requirements for entry into Primary Teaching.
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.
Credit CSU Credit Policy
Bachelor of Teaching (Primary) Graduate Entry
Upon admission students are awarded 64 points of entry level credit in recognition of prior completed relevant undergraduate bachelor's degree.
The credit packages which are awarded upon entry to the course are based on how well the applicant's previous academic background fits with the BOSTES requirements for appropriate foundation studies for primary teaching - these requirements can be viewed in full at the Institute's website (see http://www.nswteachers.nsw.edu.au/Subject-Content-Requirements-abridged.html).
Students are admitted to the course if they are no more than two subjects short of these requirements.
If they require two further subjects to meet the BOSTES specifications, they are awarded credit package EDU36C (48 credit points), which permits them to undertake two additional subjects within the course.
If they require one further subject to meet the BOSTES specifications, they are awarded credit package EDU37C (56 credit points), which permits them to do an additional subject within the course.
If they meet the requirements in full, they are awarded credit package EDU38C (64 credit points), which indicates they do not need to do any additional study beyond the normal course requirements, in order to comply with the BOSTES specifications.
Students in the BTeach(Primary) course are not obliged to complete their additional study at CSU. They may complete suitable subjects at another tertiary institution, in which case their credit package would be adjusted upward accordingly upon provision of documentary evidence of satisfactory completion of suitable subjects at another institution.
Appropriate additional study for those who do not meet the BOSTES specifications is determined on an individual basis, and is dependant on a student's particular academic background. At the request of Student Administration, a list of all potentially appropriate CSU subject prefixes via which students in the course may meet the requirements is provided below, to assist with data collation for the Degreeworks program. However it should be noted that completion of subjects with subject prefixes listed below will not necessarily indicate eligibility to graduate. More importantly, the subjects need to meet the Institute's requirements for subject content relevant to one of the six specified Key Learning Areas of primary education, in a way which is relevant to the particular student and their academic history. Passing a subject with a potentially appropriate CSU subject prefix does not guarantee that the subject studied is relevant or useful in terms of meeting graduation requirements. In short, eligibility to graduate from this course cannot be determined by Degreeworks, and all graduands will need to be checked within the Faculty against the initial assessment made upon their entry to the course.
Below is the list of potentially appropriate CSU subject prefixes for additional subjects to be completed by students with credit packages EDU36C/37C:
ACC, ACT, ADM, ADV, AGB, AGF, AGP, AGR, AHT, ANT, APS, ARC, ART, ASC, BCM, BIB, BIO, BIOL, BLD, BMS, BUS, DCM, CED, CFS, CHEM, CHM, CHN, CHP, CLS, CLT, COM. CON, SPA, CRM, CST, DAT, DBA, DBL, DES, DOH, DPH, DRW, ECO, EDA, EDE, EDH, EDL, EDM, EDN, EDP, EDS, EDU, EEA, EEB, EEC, EED, EEE, EEL, EEP, EER, HER, ELA, ELN, ELS, ELT, EMA, EMG, EMH, EML, EMM, EMR, EMS, EMT, EMV, ENG, ENM, EPI, ESA, ESC, ESG, ESL, ESR, ESS, ETH, ETL, EZR, FBB, FDS, FIN, FLM, FOR, FPG, FSC, FSM, GEM, GEN, GEO, GER, GIS, GLG, GPM, GRP, HCS, HHS, HIP, HLT, HMT, HRC, HRM, HRS, HRT, HSC, HSM, HSP, HST, HSTY, IEP, IKC, IMI, INF, INM, INR, INS, INT, IRR, IRS, ISY, ITC, ITE, ITI, JPN, JRN, JST, JWD, LAW, LES, LGM, LIT, LNG, LSC, MAN, MBA, MCR, MED, MGI, MGT, MHP, MID, MIN, MIS, MKT, MOR, MPI, MRS, MSA, MSC, MST, MTH, MUS, NHA, NMT, NRS, NUT, OCC, OLV, OLY, OMT, OTY, PAD, PAS, PDN, PHC, PHL, PHM, PHS, PHT, PHY, PKM, PLC, PLN, PNT, POD, POL, PPP, PRH, PSC, PSYC, PSY, QBM, RAD, REC, REH, REL, RES, RMAS, RMBU, RMMN, RMRS, RMUC, RSC, SCI, SLV, SOC, SPA, SPE, SPH, SRM, SSC, STA, SWK, TDM, THM, THR, TLM, TRM, TVP, TXT, ULM, VET, VFX, VIS, VIT, VPA, VSS, WEL, WCS, XII.
Graduation requirement
To graduate students must satisfactorily complete 192 points.
Course structure
The course structure for students studying the Bachelor of Teaching (Primary) consists of 6 education subjects, 2 professional experience subjects and 8 curriculum method subjects.
Education Subjects
EEE405 Assessment and Reporting
EED409 Learning and Development K-6
EED408 Successful Teaching
EEA406 Managing the Classroom Environment
EEB435 Indigenous Studies for Teachers
ESS419 Principles of Inclusive Education
Professional Experience
EPT432 Professional Experience 1
EPT433 Professional Experience 2
Curriculum Method
EML440 Primary English Curriculum: Understanding Language and Literacy
EML439 Primary English Curriculum
EMM209 Mathematics: Content & Pedagogy
EMM410 Mathematics in the Primary Years
EMS406 Science and Technology Curriculum
EMH419 Curriculum Studies: Society and Environment
EMA410 Creative Arts Curriculum
EMR408 PDHPE Curriculum and Pedagogy
Key Subjects
EED409 Learning and Development K-6
EED408 Successful Teaching
EEB435 Indigenous Studies for Teachers
ESS419 Principles of Inclusive Education
Enrolment pattern
BACHELOR OF TEACHING (PRIMARY)
The Bachelor of Teaching (Primary) is a 16 subject degree. All students must successfully complete the first-year of study (8 subjects) listed in the enrolment pattern, before they will be able to continue to the second year of this degree.
At the completion of the first-year of study students may be eligible to apply to the Master of Teaching (Primary) degree. This will be based on achieving a Credit Grade Point Average.
Part-time enrolment pattern for Session 1 intake
Year 1
Session 1
EML440 Primary English Curriculum: Understanding Language and Literacy
EMM209 Mathematics: Content & Pedagogy
Session 2
EML439 Primary English Curriculum
EMM410 Mathematics in the Primary Years
Year 2
Session 1
EMS406 Science and Technology Curriculum
EMH419 Curriculum Studies: Society and Environment
Session 2
EMA410 Creative Arts Curriculum
EPT432 Professional Experience 1
Year 3
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED408 Successful Teaching
Session 2
EEB435 Indigenous Studies for Teachers
EED409 Learning and Development K-6
Year 4
Session 1
EEE405 Assessment and reporting
ESS419 Principles of Inclusive Education
Session 2
EEA406 Managing the Classroom Environment
EPT433 Professional Experience 2
Full-time enrolment pattern for Session 1 intake
Year 1
Session 1
EML440 Primary English Curriculum: Understanding Language and Literacy
EMM209 Mathematics: Content & Pedagogy
EMS406 Science and Technology Curriculum
EMH419 Curriculum Studies: Society and Environment
Session 2
EML439 Primary English Curriculum
EMM410 Mathematics in the Primary Years
EMA410 Creative Arts Curriculum
EPT432 Professional Experience 1
Year 2
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED408 Successful Teaching
EEB435 Indigenous Studies for Teachers
EED409 Learning and Development K-6
Session 2
EEE405 Assessment and reporting
ESS419 Principles of Inclusive Education
EEA406 Managing the Classroom Environment
EPT433 Professional Experience 2
Part-time enrolment pattern for Session 2 intake
Year 1
Session 2
EML440 Primary English Curriculum: Understanding Language and Literacy
EMM209 Mathematics: Content & Pedagogy
Year 2
Session 1
EMM410 Mathematics in the Primary Years
EMH419 Curriculum Studies: Society and Environment
Session 2
EML439 Primary English Curriculum
EMA410 Creative Arts Curriculum
Year 3
Session 1
EPT432 Professional Experience 1
EMS406 Science and Technology Curriculum
First year complete
Session 2
EEE405 Assessment and reporting
ESS419 Principles of Inclusive Education
Year 4
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED408 Successful Teaching
Session 2
EEA406 Managing the Classroom Environment
EED409 Learning and Development K-6
Year 5
EEB435 Indigenous Studies for Teachers
EPT433 Professional Experience 2
Full-time enrolment pattern for Session 2 intake
Year 1
Session 2
EML440 Primary English Curriculum: Understanding Language and Literacy
EMM209 Mathematics: Content & Pedagogy
EMA410 Creative Arts Curriculum
EMH419 Curriculum Studies: Society and Environment
Year 2
Session 1
EML439 Primary English Curriculum
EMM410 Mathematics in the Primary Years
EMS406 Science and Technology Curriculum
EPT432 Professional Experience 1
Session 2
EEE405 Assessment and reporting
ESS419 Principles of Inclusive Education
EEA406 Managing the Classroom Environment
EEB435 Indigenous Studies for Teachers
Year 3
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED408 Successful Teaching
EED409 Learning and Development K-6
EPT433 Professional Experience 2
+ Workplace Learning
Professional recognition
Please note that the following requirements relate to Australian Employment Requirements only. These requirements differ from both CSU Admission and CSU Graduation Requirements. As such, it is each student’s responsibility to ensure that they meet these requirements prior to seeking employment as a teacher within Australia.
AUSTRALIAN EMPLOYMENT REQUIREMENTS – ENGLISH LANGUAGE PROFICIENCY
Australian Institute for Teaching and School Leadership
From 1 January 2013, AITSL 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 from 1 January 2013
1. 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
2. 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.
Board of Studies Teaching and Educational Standards
ACCEPTED ENGLISH LANGUAGE TESTS
The tests and results which are accepted by the Board of Studies Teaching and Educational Standards are listed below.
3.1 International English Language Testing System (IELTS)
The IELTS test for academic purposes is an appropriate test for prospective teachers. The Institute requires that the applicant 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 http://www.ielts.org/.
3.2 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 http://www.lang.unsw.edu.au/PEAT/. Only the DEC may refer teachers to undertake PEAT.
3.3 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 http://www.islpr.org.
4. 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.
5. CURRENCY OF RESULTS
The Institute 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.
Contact
For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 334 733 (free call within Australia) or email inquiry@csu.edu.au
The information contained in the 2015 CSU Handbook was accurate at the date of publication: February 2015. The University reserves the right to vary the information at any time without notice.