Bachelor of Education (Early Childhood and Primary)

Overview

Gain the skills and knowledge to become an inspiring early childhood and primary school teacher. Be prepared for teaching in the 21st century using emerging technologies. You'll study contexts of education, cultural-historical perspectives and child development, as well as units focusing on specific subject disciplines. Choose from specialisations in Mathematics and English.

Learning outcomes

Students who successfully complete this course will be able to:

• apply advanced knowledge, skills and capabilities relevant to their specialisation and discipline(s) within early childhood and primary teaching and learning contexts

• use their broad and coherent knowledge of early childhood curriculum frameworks and Primary School content areas to critically review theory and practice

• plan for and implement effective teaching and learning in diverse contexts with the capacity to impact children’s learning aged 0-12 years old apply knowledge and skills to create and maintain supportive, safe and engaging learning environments, and the ability to critically analyse information in diverse contexts
  

• adapt research-led knowledge and skills to critically analyse and evaluate information from a variety of sources to make informed judgements, and share skills and ideas with others with intellectual independence demonstrate a deep knowledge of the early childhood profession that is informed by critical thinking and ongoing professional learning
  

• assess, provide feedback and report on student learning using clear and coherent communication with the ability to critically analyse, consolidate and synthesise assessment information

• take responsibility and accountability for own learning to identify, engage in and apply professional learning, individually and in collaboration with others

• show highly effective communication skills, including engage professionally with colleagues, families and children to present clear, creative and independent decision making
• create and maintain supportive, safe and inclusive learning environments including the creative integration of digital technologies to enhance student learning
• develop teaching and learning strategies and understandings that encompass differentiated and inclusive approaches appropriate for diverse learners in varied contexts, including Aboriginal and Torres Strait Islander peoples, and their histories, languages and cultures.

Career opportunities

Graduates will have the skills, knowledge and dispositions to be pedagogical leaders, effective advocates for social justice and equity, capable teachers of children from birth to twelve years in a variety of settings, and professionals whose practice is informed by critical reflection and ongoing learning.

Professional recognition

This course meets the teaching registration requirements of both the Victorian Institute of Teaching (VIT) and the Australian Children’s Education and Care Quality Authority (ACECQA).

Course rules

To qualify for the Bachelor of Education (Early Childhood and Primary), students are required to complete 400 credit points comprising 32 units of study (12.5 credit points each). The 400 credit points must comprise: 

• thirty two [32] core units (400 credit points) including at least one specialisation (Mathematics or English)*
  

*Students who wish to complete English Specialisation need to complete EDU30067 (instead of EDU30063) 

*Students who wish to complete Mathematics Specialisation need to complete EDU30066 (instead of EDU30009) 

In addition, students are responsible for arranging and successfully completing the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) normally within three attempts through the Australian Council for Education Research prior to completing 200 credit points of study.

Academic Progress - special requirements

In addition to the standard academic progress rules, the Bachelor of Education (Early Childhood and Primary) has the following additional academic progress rules which are established in accordance with Academic Courses Regulation 62(2): 

1. A student is classified as 'at risk' of unsatisfactory progress if they: 

(a) behave in a manner which breaches the Swinburne Student Charter whilst on a teaching placement 

(b) fail to attempt both component tests of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to completing 100 credit points of studies 

2. A student is classified as having 'unsatisfactory progress' if they: 

(a) fail to successfully complete the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to completing 200 credit points of studies or following three attempts 

(b) fail a Teaching Placement unit 

(c) have their teaching placement terminated early by a school. In the case of early termination of a teaching placement by a school, the student will be deemed as having 'unsatisfactory progress' and a progress review processes will commence within two weeks of the cessation of the placement. 

Students who are identified as having unsatisfactory progress will be subject to the show cause provisions in the Progress Review section of the Academic Progress Policy.

Maximum Academic Credit

The maximum level of credit that can be granted for the Bachelor of Education (Early Childhood and Primary) is 150 credit points (normally 12 units).

Further information for students

Swinburne supports students to make informed choices when applying for and enrolling in courses. In education, there are functional and behavioural abilities required to undertake tasks, learning activities or assessments. These are described below to assist prospective students when assessing whether they can successfully undertake an initial teacher education course.

Reasonable adjustments

Swinburne upholds inclusive academic practices, ensuring that students with disabilities and other conditions can undertake courses and participate in study. Reasonable adjustments can be implemented to support students through viable arrangements to enable students with a disability or a chronic health condition to undertake the studies while maintaining the academic integrity of core course requirements.

Students considering whether they may be eligible for reasonable adjustments should contact Swinburne’s AccessAbility Services and will need to complete an AccessAbility Registration Form.

B. Applicants with higher education study

Educational history 

An applicant's entire academic history, including results from previous higher education study will be considered for entry into this course. If previous higher education qualifications are incomplete, results must have been obtained in the last seven years. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: Further bridging program.

C. Applicants with vocational education and training (VET) study

Educational history 

An applicant's entire academic history from the past seven years, including complete and/or incomplete post-secondary VET studies, will be considered for entry into this course. Only graded results will be considered. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: Further bridging program.

D. Applicants with work and life experience

Entire academic record 

This course uses an applicant's entire academic record as part of its selection considerations, including an applicant's ATAR results from the last seven years can be considered for entry into this course. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: Further bridging program.